Una experiencia de clase invertida en la enseñanza de la programación

Ponència presentada a les XXIV Jornadas sobre la Enseñanza Universitaria de la Informática, celebrades a Barcelona del 4 al 6 de juliol de 2018El contexto de este trabajo es la asignatura Programación I del Grado en Diseño y Desarrollo de Videojuegos de la Universitat Jaume I. El plan de estudios de este grado combina una formación en conocimientos de las TIC con contenidos de arte, diseño conceptual, comunicación, narrativa y producción, buscando un perfil que integre las competencias necesarias para el diseño y desarrollo de videojuegos. La asignatura Programación I se incluye en el primer semestre del primer curso. A la vista de las bajas tasas de rendimiento y éxito de la asignatura, en comparación con las demás asignaturas de primero, se puede concluir que es la que más dificultades plantea al estudiantado medio que ingresa en el grado. La asignatura Programación I se ha venido impartiendo desde sus inicios con una metodología clásica, en la que las profesoras imparten los contenidos teorico-prácticos del temario, proponiendo al estudiantado la resolución de ejercicios adicionales en su tiempo de trabajo no presencial. Recientemente hemos detectado un ligero empeoramiento de las tasas de rendimiento y éxito. Una posible hipótesis que explicaría este hecho es que el estudiantado no está dedicando el tiempo requerido para completar el trabajo no presencial planificado. Para corroborar esta hipótesis e intentar corregir la situación actual, en el curso 2017/18 hemos realizado cambios en la metodología docente de la asignatura, aplicando la filosofía de la clase invertida. En este trabajo presentamos el detalle de la metodología utilizada, así como las observaciones que hemos recogido y nuestras reflexiones al respecto.The context of this work is the Programming I course of the Degree in Design and Development of Videogames of Universitat Jaume I. The study plan of this degree combines a training in ICT knowledge with contents of art, conceptual design, communication, narrative and production, seeking a profile that integrates the necessary skills for the design and development of videogames. The Programming I course is included in the first semester of the first course. In view of the low performance and success rates of the course, compared with the rest of first-year courses, it can be concluded that it is the course that poses the greatest difficulties for the average student entering the degree. The Programming I course has been taught since its inception with a classical methodology, in which teachers impart the theoretical and practical content of the syllabus, proposing to the student the resolution of additional exercises in their time outside the classroom. Recently we have detected a slight worsening of the performance and success rates. A possible hypothesis that would explain this fact is that the students are not dedicating the required time to complete the scheduled outof-class work. To corroborate this hypothesis and try to correct the current situation, in this academic year 2017/18 we have made changes in the teaching methodology of the course, applying the philosophy of the flipped classroom. In this paper we present the details of the methodology used, as well as the observations we have gathered and our reflections on these

Una experiencia de clase invertida en la enseñanza de la programación

El contexto de este trabajo es la asignatura Programación I del Grado en Diseño y Desarrollo de Videojuegos de la Universitat Jaume I. El plan de estudios de este grado combina una formación en conocimientos de las TIC con contenidos de arte, diseño conceptual, comunicación, narrativa y producción, buscando un perfil que integre las competencias necesarias para el diseño y desarrollo de videojuegos. La asignatura Programación I se incluye en el primer semestre del primer curso. A la vista de las bajas tasas de rendimiento y éxito de la asignatura, en comparación con las demás asignaturas de primero, se puede concluir que es la que más dificultades plantea al estudiantado medio que ingresa en el grado. La asignatura Programación I se ha venido impartiendo desde sus inicios con una metodología clásica, en la que las profesoras imparten los contenidos teorico-prácticos del temario, proponiendo al estudiantado la resolución de ejercicios adicionales en su tiempo de trabajo no presencial. Recientemente hemos detectado un ligero empeoramiento de las tasas de rendimiento y éxito. Una posible hipótesis que explicaría este hecho es que el estudiantado no está dedicando el tiempo requerido para completar el trabajo no presencial planificado. Para corroborar esta hipótesis e intentar corregir la situación actual, en el curso 2017/18 hemos realizado cambios en la metodología docente de la asignatura, aplicando la filosofía de la clase invertida. En este trabajo presentamos el detalle de la metodología utilizada, así como las observaciones que hemos recogido y nuestras reflexiones al respecto.The context of this work is the Programming I course of the Degree in Design and Development of Videogames of Universitat Jaume I. The study plan of this degree combines a training in ICT knowledge with contents of art, conceptual design, communication, narrative and production, seeking a profile that integrates the necessary skills for the design and development of videogames. The Programming I course is included in the first semester of the first course. In view of the low performance and success rates of the course, compared with the rest of first-year courses, it can be concluded that it is the course that poses the greatest difficulties for the average student entering the degree. The Programming I course has been taught since its inception with a classical methodology, in which teachers impart the theoretical and practical content of the syllabus, proposing to the student the resolution of additional exercises in their time outside the classroom. Recently we have detected a slight worsening of the performance and success rates. A possible hypothesis that would explain this fact is that the students are not dedicating the required time to complete the scheduled out-of-class work. To corroborate this hypothesis and try to correct the current situation, in this academic year 2017/18 we have made changes in the teaching methodology of the course, applying the philosophy of the flipped classroom. In this paper we present the details of the methodology used, as well as the observations we have gathered and our reflections on these

Temporal variability of hydrographic conditions around the Balearic Islands from two mooring lines

Póster presentado en la General Assembly 2011 de la European Geosciences Union (EGU), celebrada del 3 al 8 de abril de 2011 en Viena (Austria)Peer Reviewe

La fortaleza de Qal‘at ‘Abd as-Salam. La recuperación de una dignidad perdida (Alcalá de Henares, Madrid)

The Muslim founded fortress, placed to the Southwest of Alcalá de Henares (Madrid), has been an archaeological site roughly handled by time and men. After having been firstly excavated and restored, this site was abandoned again until the undertaking of the current reassessment tasks. Excavation and conservation tasks overlap to each other along with previous historiographical studies and analyses of factors of variations and state of preservation. It is thus guaranteed that all these activities make sense and have a clear objective, including the respect to the site and the social display of a fortified enclosure with specific characteristics. These changes do not entail formal additional modifications on behalf of preserving the place. Those building and defensive features of the hill and the surrounding areas are explained considering the social display of a monument thought to be a model of al- Andalus architecture in the Iberian plateau. It is within this idea that it must recover its lost dignity.La fortaleza de fundación musulmana situada al suroeste de Alcalá de Henares (Madrid) ha sido un yacimiento arqueológico maltratado por el tiempo y por el hombre. Tras las primeras intervenciones de excavación y restauración realizadas, fue abandonado de nuevo hasta la puesta en práctica de las obras de revalorización que se realizan en la actualidad. Excavación y conservación se solapan en su ejecución con el apoyo de estudios previos historiográficos y del análisis de los factores de alteración o del estado de conservación. Se garantiza, de esta forma, que las actuaciones tengan un sentido, un objetivo claro donde prime el respeto al yacimiento y la exhibición social de un recinto fortificado con unas características propias que lo definen. Las actuaciones se ejecutan sin ocasionar alteraciones fisionómicas colaterales en nombre de la preservación del lugar. Se presentan dichas características constructivas y defensivas del cerro y del entorno al amparo de su exhibición al público como obra referente de la arquitectura andalusí en la meseta. Como tal debe recuperar su dignidad hasta hoy perdida

Daily consumption of a dairy drink enriched with DHA, Vitamins and minerals enhanced nutritional status and cognitive abilities parameters

Preadolescence is a period of growth with special nutritional requirements. In this research we investigated the effects produced by a 5-month consumption of an enriched dairy drink on biochemical and cognitive development parameters in children. Methods: 119 children (8 14y) of both genders (male 49%, female 51%) were randomly distributed into two study groups. The supplemented group (SG, n = 60) consumed 0.6 L/day (breakfast, elevenses and teatime) of an enriched dairy drink containing fish oils (high in DHA), oleic acid, carbohydrates (sugar and honey), vitamins (A, B complex, C, D, and E) and minerals (calcium, phosphorus, zinc) (Puleva Max®). The control group (CG, n = 59) consumed 0.6 L/day of standard whole milk. Both groups received the same dietary advice and consumed the dairy drinks for 5-moths, in addition to their usual diet. Blood samples and psychometric tests (some subscales of W.I.S.C.-IV of Wechsler and EVALUA of Vidal) were taken at 0 and 5 months. RM ANOVA was applied. Data are expressed as mean±SEM. Results: The consumption of the enriched dairy drink (SG) produced significant (p < 0.05) increases in plasma DHA (20%) and calcium (1.5%). Total proteins (1.9%), transferrine (2.1%), total cholesterol (3.3%) and HDLcholesterol (5.2%), but not LDL-cholesterol, decreased significantly in CG. Regarding psychometric parameters, digits span (working memory test), speed reading and reading comprehension scores showed significant increases in SG at the end of the study (16.8%, 19.1%, and 19.0% respectively) whereas CG only showed higher scores in the reading comprehension test (19.2%). Conclusion: The dietary supplementation with the enriched dairy drink improved the nutritional and biochemical status and a number of cognitive performance markers in children of 8 and 14 years. Supported by Puleva Food SA.Universidad e Granada Puleva Biotech S

Bonding in neonatal intensive care units: experiences of extremely preterm infants’ mothers

Background: The birth of an extremely preterm infant can disrupt normal mother–infant physical contact and the care provided by the mother. This situation has an impact on the process of bonding between the mother and the child. Aim: The objective of this study was to describe and understand the experiences of mothers who have extremely preterm infants admitted in Neonatal Intensive Care Units with regard to their bonding process. Methods: An interpretive, qualitative research methodology using Gadamer’s philosophical hermeneutics was carried out. A focus groupand eleven in-depth,semi-structured interviews were conducted. Data were collected between June and September of 2016. Findings: Sixteen women with a mean age of 34.4 years participated in the study. Two themes emerged from the data analysis: (1) premature labour and technological environment, a distorted motherhood, with the subthemes ‘feeling of emptiness and emotional crisis’ and ‘the complexity of the environment and care generate an emotional swing’; (2) learning to be the mother of an extremely preterm infant, with the subthemes “the difficulty of relating to a stranger” and ‘forming the bond in spite of difficulties’. Conclusions: The bonding with extremely preterm infants is interrupted after giving birth. The maternal emotional state and the environment of the neonatal intensive care unit limit its development. Nursing care can facilitate mother–infant bonding by encouraging communication, participation in care, massaging or breastfeeding

Development of a disease-specific quality of life questionnaire for adult patients with hereditary angioedema due to C1 inhibitor deficiency (HAE-QoL): Spanish multi-centre research project

BACKGROUND: There is a need for a disease-specific instrument for assessing health-related quality of life in adults with hereditary angioedema due to C1 inhibitor deficiency, a rare, disabling and life-threatening disease. In this paper we report the protocol for the development and validation of a specific questionnaire, with details on the results of the process of item generation, domain selection, and the expert and patient rating phase. METHODS/DESIGN: Semi-structured interviews were completed by 45 patients with hereditary angioedema and 8 experts from 8 regions in Spain. A qualitative content analysis of the responses was carried out. Issues raised by respondents were grouped into categories. Content analysis identified 240 different responses, which were grouped into 10 conceptual domains. Sixty- four items were generated. A total of 8 experts and 16 patients assessed the items for clarity, relevance to the disease, and correct dimension assignment. The preliminary version of the specific health-related quality of life questionnaire for hereditary angioedema (HAE-QoL v 1.1) contained 44 items grouped into 9 domains. DISCUSSION: To the best of our knowledge, this is the first multi-centre research project that aims to develop a specific health-related quality of life questionnaire for adult patients with hereditary angioedema due to C1 inhibitor deficiency. A preliminary version of the specific HAE-QoL questionnaire was obtained. The qualitative analysis of interviews together with the expert and patient rating phase helped to ensure content validity. A pilot study will be performed to assess the psychometric properties of the questionnaire and to decide on the final version

Barriers to linkage to care in hepatitis C patients with substance use disorders and dual diagnoses, despite centralized management

Hepatitis C virus; Dual diagnosis; Substance use disorderVirus de l'Hepatitis C; Diagnòstic dual; Trastorn per consum de substànciesVirus de la Hepatitis C; Diagnóstico dual; Trastorno por consumo de sustanciasBackground: Hepatitis C virus (HCV) management is a challenge in patients with substance use disorder (SUD). This study aimed to describe an HCV screening and linkage to care program in SUD patients, and analyze the characteristics of this population in relation to HCV infection, particularly the impact of psychiatric comorbidities (dual diagnosis). Methods: This study was a prospective clinical cohort study using a collaborative, multidisciplinary model to offer HCV care (screening, diagnosis, and therapy) to individuals with SUD attending a dedicated hospital clinic. The characteristics of the participants, prevalence of HCV infection, percentage who started therapy, and adherence to treatment were compared according to the patients’ consumption characteristics and presence of dual diagnosis. HCV screening, diagnosis, treatment initiation, and sustained virologic response were analyzed. Results: 528 individuals attended the center (November 2018–June 2019) and 401 (76%) accepted screening. In total, 112 (28%) were anti-HCV-positive and 42 (10%) had detectable HCV RNA, but only 20 of the latter started HCV therapy. Among the 253 (63%) patients with a dual diagnosis, there were no differences in HCV infection prevalence versus patients with SUD alone (p = 0.28). Dual diagnosis did not lead to a higher risk of HCV infection or interfere with linkage to care or treatment. Conclusion: This study found a high prevalence of dual diagnosis and HCV infection in SUD patients, but dual diagnosis was not associated with an increased risk of acquiring HCV or more complex access to care. Despite use of a multidisciplinary management approach, considerable barriers to HCV care remain in this population that would need more specific focus.This work was supported by AbbVie