446 research outputs found
De los recursos didácticos para el aula a los contenidos para espacios virtuales educativos con componentes activos y herramientas de autor
El uso de las Tecnologías de la Información
y la Comunicación en los procesos educativos en
general, y en la Universidad en particular, comienza
a ser una realidad, al menos en apariencia y en infraestructura.
Es cotidiano el uso de medios audiovisuales
como apoyo a la tradicional lección magistral,
así como la publicación de diversos materiales en diversos
sitios web relacionados con la docencia. Sin
embargo, un análisis más profundo de la situación
quizás nos lleve a una realidad menos alentadora,
donde el conjunto de los autores de contenidos didácticos
no reúne todo el potencial humano que la Universidad
podría ofrecer. En consecuencia el número
de materiales didácticos se ve afectado negativamente,
de modo que la calidad, organización y accesibilidad
de los mismos es susceptible de importantes mejoras.
Desde este artículo, apoyándonos en las experiencias
desarrolladas en el Laboratorio de Diseños Educativos
Multimedia y Teleeducación del Instituto de Ciencias
de la Educación de la Universidad de Salamanca, se
aboga por la necesidad de superar la mera creación de
elementos docentes aislados y caminar hacia el establecimiento
efectivo de verdaderos espacios virtuales
educativos, que deberían estar soportados por componentes
educativos activos y herramientas de autor para
la población de dichos espacios con contenidos de
calidad. En el caso de las herramientas de autor, defendemos
que las interfaces autor-herramienta han de
estar pensadas para facilitar el acercamiento como
autores de contenidos a un personal que no tiene por
qué ser experto en informátic
The WYRED project: A Technological Platform for a generative research and dialogue about youth perspectives and interests in digital society
García-Peñalvo, F. J. (2016). The WYRED Project: A Technological Platform for a Generative Research and Dialogue about Youth Perspectives and Interests in Digital Society. Journal of Information Technology Research, 9(4), vi-x
Educational hypermedia resources facilitator
Se analiza el impacto que la enseñanza en web ha tenido en la educación superior y las distintas herramientas que permiten la creación de documentos hipertexto como recursos de enseñanzaWithin the university the introduction of computers is creating a new criterion of differentiation between those who as a matter of course become integrated in the technocratic trend deriving from the daily use of these machines and those who become isolated by not using them. This difference increases when computer science and communications merge to introduce virtual educational areas, where the conjunction of teacher and pupil in the space-time dimension is no longer an essential requirement, andwhere the written text is replaced (or rather complemented) by the digital text. In this article a historical defence is made of the presence of this new standard in the creation of digital educational resources such as the hyperdocument, as well as the barriers and technological problems deriving from its use. Furthermore, HyCo, an authoring tool, is introduced which facilitates the composition of hypertexts, which arestored as semantic learning objects, looking for that through of a simple and extremely intuitive interface and interaction model, any teacher with a minimum knowledge of computer science has the possibility of transforming his or her experience and knowledge into useful and quality hypermedia educational resources
Teaching and Learning Tools for Introductory Programming in University Courses
Difficulties in teaching and learning introductory
programming have been studied over the years. The students'
difficulties lead to failure, lack of motivation, and abandonment
of courses. The problem is more significant in computer courses,
where learning programming is essential. Programming is
difficult and requires a lot of work from teachers and students.
Programming is a process of transforming a mental plan into a
computer program. The main goal of teaching programming is
for students to develop their skills to create computer programs
that solve real problems. There are several factors that can be
at the origin of the problem, such as the abstract concepts that
programming implies; the skills needed to solve problems; the
mental skills needed to decompose problems; many of the
students never had the opportunity to practice computational
thinking or programming; students must know the syntax,
semantics, and structure of a new unnatural language in a short
period of time. In this work, we present a set of strategies,
included in an application, with the objective of helping teachers
and students. Early identification of potential problems and
prompt response is critical to preventing student failure and
reducing dropout rates. This work also describes a predictive
machine learning (neural network) model of student failure
based on the student profile, which is built over the course of
programming lessons by continuously monitoring and
evaluating student activities
Increasing student motivation in computer programming with gamification
Games have important motivational power. They
take advantage of a set of tools to encourage people to engage
with them just for the joy of playing and the possibility to win.
While gamification is gaining ground in a lot of areas in our
society, its application in education is still an emerging trend.
In recent years, gamification has attracted the attention of
researchers from different areas such as teaching and learning
computer programming. Ever since the first programming
languages emerged, the problems inherent to programming
teaching and learning have been studied and investigated. The
theme is very serious, not only for the important concepts
underlying computer science courses but also for reducing the
lack of motivation, failure, and abandonment that result from
student frustration. In most of these studies and research one
factor prevails, lack of student motivation or how to motivate
students to learn programming. One way to combat this
problem is to use gamification. Using game design elements in
non-game contexts is one of the good ways to motivate and
encourage students to learn programming. To assess how
gamification impacted the learning experience, we compared
data from one gamified and non-gamified year. In general, the
results show significant improvements in terms of attendance
to class, participation, and proactivity. They also suggest that
our approach can reduce the high rate of failure grade among
students. In conclusion, this case study, we show how the use of
concepts related to gamification can improve motivation,
passion, beauty, joy, awe, e naturally the succeed in
programming
Reference model for virtual education at face-to-face universities
El modelo de enseñanza no presencial cada vez está más extendido en la formación
universitaria, incluyendo a las universidades tradicionalmente orientadas a la enseñanza presencial, con independencia de si estas son públicas o privadas. Muchas universidades se han creado ya con
un modelo educativo orientado hacia la no presencialidad y, en los últimos años, volcado en una
educación 100% online. En dichos casos, la estructura organizativa y docente de la universidad se
orienta a esta forma de impartir docente, pero cuando una universidad de carácter presencial, con
su propio dinámica e idiosincrasia, decide incorporar el modelo no presencial en su catálogo de
titulaciones oficiales no puede duplicar sus estructuras organizativas y debe compaginar sus
procedimientos tradicionales con los nuevos requerimientos propios de la oferta no presencial. Esta
integración, si se desea tener éxito, debe hacerse desde una perspectiva estratégica que vaya desde
el equipo de gobierno al resto de la academia, incluyendo al profesorado, estudiantes y personal de
servicio. En este artículo se presenta un modelo de referencia que cada universidad presencial
puede adaptar a sus necesidades y a su estratégica particular sobre cómo entiende y quiere abordar
la docencia no presencialThe non-attendance education model is increasingly widespread in university
education, including universities traditionally oriented towards face-to-face teaching, regardless of
whether they are public or private. Many universities have already been funded with an educational
model oriented towards non-attendance and, in recent years, turned to 100% online education. In
these cases, the organizational and faculty structure of the university is oriented towards this form of
teaching. however, when a face-to-face university, with its dynamics and idiosyncrasies, decides to
incorporate the non-face-to-face model into its catalogue of official degrees, it cannot duplicate its
organizational structures. It must combine its traditional procedures with the new requirements of
the non-face-to-face offer. This integration, if it is to be successful, must be done from a strategic
perspective that goes from the government team to the rest of the academy, including the teaching
staff, students and service personnel. This article presents a reference model that each face-to-face
university can adapt to its needs and to its particular strategy on how it understands and wants to
approach distance learnin
Emotional Intelligence in Robotics: A Scoping Review
Research suggests that emotionally responsive machines that can simulate empathy increase de acceptance of users towards them, as the feeling of affinity towards the machine reduces negative perceptual feedback. In order to endow a robot with emotional intelligence, it must be equipped with sensors capable of capturing users’ emotions (sense), appraisal captured emotions to regulate its internal state (compute), and finally perform tasks where actions are regulated by the computed “emotional” state (act). However, despite the im-pressive progress made in recent years in terms of artificial intelligence, speech recognition and synthesis, computer vision and many other disciplines directly and indirectly related to artificial emotional recognition and behavior, we are still far from being able to endow robots with the empathic capabilities of a human being. This article aims to give an overview of the implications of intro-ducing emotional intelligence in robotic constructions by discussing recent ad-vances in emotional intelligence in robotics
Learner course recommendation in e-learning based on swarm intelligence
Se dan unas recomendaciones en la enseñanza asistida por ordenador (e-learning) basada en la inteligencia colectiva.This paper analyses aspects about the recommendation process in distributedinformation systems. It extracts similarities and differences between recommendations in estores and the recommendations applied to an e-learning environment. It also explains the phenomena of self-organization and cooperative emergence in complex systems coupled with bio-inspired algorithms to improve knowledge discovery and association rules. Finally, the present recommendation is applied to e-learning by proposing recommendation by emergence in a multi.agent system architecture
A Proposal to Define Adaptive Learning Designs
Abstract. This paper outlines a framework to describe adaptive learning
designs where definitions as the instructional design method, the type of tests,
the learning style approach, and the adaptive rules are not prescribed.
Standardized metadata based on IMS is used to guarantee the reusability and
interoperability of the elements. The framework proposes, also, to adjust the
learning design taking into account the student knowledge and the learning
style of both the learner and the learning activities by means of adaptive rule
definitions. These rules are defined using a set of elements (based on IMS LD)
and they describe adaptive statements, techniques and students’ stereotypes
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