Metodologías activas y gamificación en las asignaturas de iniciación a la programación

Aprender a programar es una tarea compleja que requiere del desarrollo de diversas habilidades. Los estudiantes que se inician en la programación se encuentran con serias dificultadas en el aprendizaje de esta materia. Actualmente en los nuevos Grados se han introducido asignaturas relacionadas con las tecnologías de la información, en donde se realiza un primer contacto con la programación. En esta comunicación presentamos el trabajo realizado para el desarrollo de una metodología docente para la enseñanza de programación, basada en el uso de metodologías activas y el empleo de gamificación para incentivar la participación del alumnado y aumentar su motivación. Comentamos la implantación de esta metodología en un curso de iniciación a la programación del Grado en Ingeniería Informática y exponemos los resultados obtenidos.Learning programming is a complex task that requires the development of various skills. Students who are new to programming encounter serious difficulties in learning the subject. Nowadays degrees in the new study system have introduced subjects related to information technology, where students make their first contact with programming. In this paper we present the work done to develop a methodology for teaching programming based on the use of active methodologies and gamification, to encourage student participation and increase motivation. We discuss the implementation of this methodology in an introductory course to programming in the Degree in Computer Science and present some results

Online distributed leadership: A content analysis of interaction and teacher reflections on computer-supported learning

This study performs a content analysis of the communication that develops in online educational situations. It focuses on two aspects of communication in a context in which we observe instructional leadership: how leadership is seen in the virtual classroom and how teachers view their role. The study attempts to answer the question of how teachers lead this methodological change, that is, instructional leadership at the service of distributed leadership. The study analyses the online interaction and teachers’ reflections on the communication between teachers and students in the process of virtual teaching, specifically in post compulsory secondary education in Spain.Study financed by an R&D project in the area of Education Sciences Management entitled ‘Learning-Focused Leadership and its Impact on Improvement: Practices and Results in Secondary Education’, under the Subprogram for basic, non-oriented research projects. National Plan for R&D, 2010 Competition

Metodologías activas y gamificación en las asignaturas de iniciación a la programación

Aprender a programar es una tarea compleja que requiere del desarrollo de diversas habilidades. Los estudiantes que se inician en la programación se encuentran con serias dificultadas en el aprendizaje de esta materia. Actualmente en los nuevos Grados se han introducido asignaturas relacionadas con las tecnologías de la información, en donde se realiza un primer contacto con la programación. En esta comunicación presentamos el trabajo realizado para el desarrollo de una metodología docente para la enseñanza de programación, basada en el uso de metodologías activas y el empleo de gamificación para incentivar la participación del alumnado y aumentar su motivación. Comentamos la implantación de esta metodología en un curso de iniciación a la programación del Grado en Ingeniería Informática y exponemos los resultados obtenidos.Learning programming is a complex task that requires the development of various skills. Students who are new to programming encounter serious difficulties in learning the subject. Nowadays degrees in the new study system have introduced subjects related to information technology, where students make their first contact with programming. In this paper we present the work done to develop a methodology for teaching programming based on the use of active methodologies and gamification, to encourage student participation and increase motivation. We discuss the implementation of this methodology in an introductory course to programming in the Degree in Computer Science and present some results.Este trabajo ha sido desarrollado en el marco del Proyecto de Innovación Docente del Vicerrectora de Ordenación Académica y Profesorado de la Universidad de Granada, con código PID-14-89, y parcialmente financiado por el proyecto P11-TIC-7460 de la Junta de Andalucía

Enantiopure distorted ribbon-shaped nanographene combining two-photon absorption-based upconversion and circularly polarized luminescence

Herein we describe a distorted ribbon-shaped nanographene exhibiting unprecedented combination of optical properties in graphene-related materials, namely upconversion based on two-photon absorption (TPA-UC) together with circularly polarized luminescence (CPL). The compound is a graphene molecule of ca. 2 nm length and 1 nm width with edge defects that promote the distortion of the otherwise planar lattice. The edge defects are an aromatic saddle-shaped ketone unit and a [5]carbohelicene moiety. This system is shown to combine two-photon absorption and circularly polarized luminescence and a remarkably long emission lifetime of 21.5 ns. The [5]helicene is responsible for the chiroptical activity while the push–pull geometry and the extended network of sp2 carbons are factors favoring the nonlinear absorption. Electronic structure theoretical calculations support the interpretation of the results.This project has received funding from the European Research Council (ERC) under the European Union's Horizon 2020 research and innovation program (ERC-2015-STG-677023). We also thank the Ministerio de Econom´ıa y Competitividad (MINECO, Spain) (CTQ2015-70283-P, CTQ2014-53598-R, MAT2014-54231-C4-1P, FIS2016-77578-R) and the “Unidad de Excelencia Qu´ımica Aplicada a Biomedicina y Medioambiente (UGR)”. A. G. C., C. S. S. and C. M. C. acknowledge funding from MINECO (Spain) for RyC-2013-12943, IJCI-2014-19291 and BES-2016-076371 contracts, respectively. I. R. M. thanks UGR (Spain) for a postdoctoral scholarship. I. M. and E. M. thank the Fundaç˜ao para a Ciˆencia e a Tecnologia for nancial support (IF/00759/2013 and post-doc grant SFRH/BPD/75782/2011).Peer reviewe

Sparse evolutionary deep learning with over one million artificial neurons on commodity hardware

Artificial Neural Networks (ANNs) have emerged as hot topics in the research community. Despite the success of ANNs, it is challenging to train and deploy modern ANNs on commodity hardware due to the ever-increasing model size and the unprecedented growth in the data volumes. Particularly for microarray data, the very-high dimensionality and the small number of samples make it difficult for machine learning techniques to handle. Furthermore, specialized hardware such as Graphics Processing Unit (GPU) is expensive. Sparse neural networks are the leading approaches to address these challenges. However, off-the-shelf sparsity inducing techniques either operate from a pre-trained model or enforce the sparse structure via binary masks. The training efficiency of sparse neural networks cannot be obtained practically. In this paper, we introduce a technique allowing us to train truly sparse neural networks with fixed parameter count throughout training. Our experimental results demonstrate that our method can be applied directly to handle high dimensional data, while achieving higher accuracy than the traditional two phases approaches. Moreover, we have been able to create truly sparse MultiLayer Perceptrons (MLPs) models with over one million neurons and to train them on a typical laptop without GPU ( \url{https://github.com/dcmocanu/sparse-evolutionary-artificial-neural-networks/tree/master/SET-MLP-Sparse-Python-Data-Structures}), this being way beyond what is possible with any state-of-the-art technique

Growth of fresh-water prawn Macrobrachium tenellum (Smith, 1871) juveniles fed isoproteic diets substituting fish meal by soya bean meal

Growth parameters (standard length, weight, specific growth rate and daily weight gain) of prawn Macrobrachium tenellum juveniles fed 40% crude protein isoproteic diets substituting fish meal with soya bean meal at various levels (20, 40, 60, 80 and 100%) were evaluated for 45 days under laboratory conditions. Experimental diets were compared with a 100% fish meal based diet. Total survival was recorded for all the treatments at the end of the experiment. There were no significant differences (p > 0.05) for all the growth parameters among the dietary treatments. The initial mean weight (0.36 &plusmn; 0.10 g) increased almost three times (1.00 &plusmn; 0.13 g) after 45 days. The final specific growth fluctuated from 1.82% BW/d for the 60% soya bean meal inclusion diet, to 2.62% for the 100% fish meal diet. The mean final survival was 91.66%. Growth performance of M. tenellum juveniles was not affected by the dietary soya bean meal levels tested.<br>Os parâmetros do crescimento (comprimento padrão, peso, taxa de crescimento específica e ganho diário do peso) de juveniles do Macrobrachium tenellum alimentaram a 40% a proteína crua as dietas isoproteic que substituem a refeição de peixes com feijão de soya a refeição nos vários níveis (20, 40, 60, 80 e 100%) foi avaliada por 45 dias sob condições do laboratório. As dietas experimentais foram comparadas com uma dieta baseada da refeição de peixes de 100%. A sobrevivência total foi gravada para todos os tratamentos no fim da experiência. Não havia nenhuma diferença significativa (p > 0.05) para todos os parâmetros do crescimento entre os tratamentos dietéticos. O peso médio inicial (0.36 &plusmn; 0.10 g) aumentado quase três vezes (1.00 &plusmn; 0.13 g) após 45 dias da cultura. O crescimento específico final flutuou de 1.82% BW/d para a dieta do inclusion da refeição do feijão de soya de 60%, a 2.62% obtidos para a dieta da refeição de peixes de 100%. A sobrevivência final média foi de 91.66%. O desempenho do crescimento de juveniles do M. tenellum não foi afetado pelos níveis dietéticos da refeição do feijão de soya testados