The Computer Input/Output Subsystem Education in an undergraduate introductory course: a Multiperspective Study

240 p.Tesi hau informatikaren irakaskuntzaren ikerkuntza lerroaren barruan kokatzen da. Oinarri gisa, teknologia, pedagogia eta edukien ezagutza eredua (TPACK model, bere ingeleseko sigletatik) hartzen du. Ikerketa honetan, aipatutako ereduaren osagai bakoitza ikuspuntu desberdin gisa erabilia izan da konputagailuaren S/I azpisistemaren irakaskuntza aztertzeko. Edukien ezagutza osagaiaren ikuspuntutik, testuliburuak, unibertsitateetako programak eta ikerkuntza bibliografia aztertu dira eta gaia irudikatzeko hurbilpen bat baino gehiago badaudela aurkitu da. Teknologiaren ezagutza osagaiaren ikuspuntutik, Nintendo DS makinaren S/I azpisistemaren funtzionamendua aztertu da. Pedagogiaren ezagutza osagaiaren ikuspuntutik, proiektuetan oinarritutako ikaskuntza eta beste hainbat metodologia aktibo ikasi egin dira ondoren aplikatu ahal izateko. Txosten honek azaltzen du nola konbinatu diren osagai horietako ezagutzak bestelako ezagutzak sortzeko: teknologia eta edukien ezagutza, teknologia eta pedagogia ezagutza, pedagogia eta edukien ezagutza, eta azkenik, teknologia, pedagogia eta edukien ezagutza. [EU]Ezagutza berri hauekin konputagailuaren S/I azpisistemarentzako hezkuntza ingurune eraginkor bat sortzeko asmoz. Horretarako pauso hauek jarraitu dira: • Edukiak irudikatzeko hurbilpen bat aukeratzea, • Nintendo DS makina eduki zehatza lantzeko prestatzea eta • Proposatutako teknika pedagogikoen baliozkotzea. TPACK ereduan nolabait ezkutatuta baldin badago ere, hezkuntzarako eredu bat den neurrian, ikasleak ere hartzen ditu ikuspuntu gisa. Eta lan hau TPACK ereduan oinarritzen den neurrian, ikasleak ere hartzen ditu ikuspuntu gisa, eta haien ezagutza aztertu egiten du horretarako. Lan honek informatikaren irakaskuntzaren ikerkuntza lerroan ate asko irekitzen ditu. Izan ere, informatikaren irakaskuntzaren ikerkuntzak konputagailuen S/I aspisistemari ez baitio arreta handirik ipini.[EN]This dissertation is framed in the Computing Education Research area. As background, the Technological, Pedagogical and Content Knowledge framework (TPACK model) has been used. Each construct of the mentioned framework serves as a different study perspective, where the topic analysed is the computer I/O subsystem. From the content knowledge perspective, textbooks, university syllabi and research bibliography have been analysed and different approaches found. From the technological knowledge perspective, the I/O subsystem of the Nintendo DS machine has been studied. From the pedagogical knowledge perspective, project-based learning (PBL), and other active learning methodologies have been learned for its latter application. The dissertation explains how these constructs have been combined into technological content knowledge, technological pedagogical knowledge, pedagogical content knowledge, and finally technological, pedagogical and content knowledge in order to define an effective educational environment for the computer I/O subsystem topic. The following steps are followed: • The selection of a content representation approach, • The preparation of the Nintendo DS machine for its use this the specific content, and • The validation of the proposed pedagogical techniques. Although somehow hidden, the TPACK model, as an educational framework, includes the student as a perspective, and also does this work, with the analysis of students’ knowledge. This work opens many doors in the field of Computing Education Research towards the computer I/O subsystem, which has been barely payed attentio

Early Developmental Activities and Computing Proficiency

As countries adopt computing education for all pupils from primary school upwards, there are challenging indicators: significant proportions of students who choose to study computing at universities fail the introductory courses, and the evidence for links between formal education outcomes and success in CS is limited. Yet, as we know, some students succeed without prior computing experience. Why is this? <br/><br/> Some argue for an innate ability, some for motivation, some for the discrepancies between the expectations of instructors and students, and some – simply – for how programming is being taught. All agree that becoming proficient in computing is not easy. Our research takes a novel view on the problem and argues that some of that success is influenced by early childhood experiences outside formal education. <br/><br/> In this study, we analyzed over 1300 responses to a multi-institutional and multi-national survey that we developed. The survey captures enjoyment of early developmental activities such as childhood toys, games and pastimes between the ages 0 — 8 as well as later life experiences with computing. We identify unifying features of the computing experiences in later life, and attempt to link these computing experiences to the childhood activities. <br/><br/> The analysis indicates that computing proficiency should be seen from multiple viewpoints, including both skill-level and confidence. It shows that particular early childhood experiences are linked to parts of computing proficiency, namely those related to confidence with problem solving using computing technology. These are essential building blocks for more complex use. We recognize issues in the experimental design that may prevent our data showing a link between early activities and more complex computing skills, and suggest adjustments. Ultimately, it is hoped that this line of research will feed in to early years and primary education, and thereby improve computing education for all

Searching for Early Developmental Activities Leading to Computational Thinking Skills

Drawing on the long debate about whether computer science (CS) and computational thinking skills are innate or learnable, this working group is based on the following hypothesis: The apparent innate ability of some CS learners who succeed in CS courses despite no prior exposure to computing is a manifestation of early childhood experiences and learning outside formal education

JolasMATIKA: An Experience for Teaching and Learning Computing Topics From University to Primary Education

Contribution: A learning-by-teaching methodology through games can be used to promote informatics (computer science) in primary and secondary education. Applying the proposed activities can change students' perception of informatics from seeing it as merely using computers to seeing its relationship with mathematics. The experience can also help students acquire competences in teaching. Background: Although students, specifically in primary and secondary education, are increasingly competent in terms of technology use, it has been found that in many cases informatics, as a science, has been relegated to a secondary status; it is usually considered only as a tool or additional resource, and not as an object of study. Intended Outcomes: To refine the application of the learning-to-teach-to-learn (L2T2L) methodology, a learning-by-teaching methodology that has students learn and then, in turn, teach that learning to younger students, in cascade from university to secondary to primary students. To analyze its effects on students' attitudes toward informatics. Application Design: The model incorporates a learning-by-teaching approach in a multistage sequence across different kinds of learners and teachers, using fun, game-like materials. Findings: The use of the action research methodology allowed adjustment of the educational methodology, providing more reliable data and enough experience to suggest how to extend the project to a broader audience. Although the results obtained were less significant than expected, the experience did give students a more realistic view of informatics.This work was supported in part by the Faculty of Informatics of the University of the Basque Country (UPV/EHU), in part by the Gipuzkoako Foru Aldundia (Etorkizuna Eraikiz 2019 Program), in part by UPV/EHU under Grant HBT-Adituak2018-19/6, in part by the Ministry of Economy and Competitiveness of the Spanish Government and the European Regional Development Fund under Project TIN2017-85409-P, and in part by the Basque Government under ADIAN Grant IT980-16. (All authors contributed equally to this work.

Makina Saltzailea: S/Iko gaia lantzeko proiektua

Duración (en horas): De 31 a 40 horas. Nivel educativo: GradoProiektu honetan, makina saltzaile bat diseinatu beharko da. Diseinu horretan eroslearekin komunikatzeko erabiliko diren periferiko guztiak zein haien kontrola zehaztu beharko da. Azkenik, zehaztapen hori guztia betetzen duen sistema bat simulatu beharko da Nintendo DS makinan, honek dituen periferikoen kontrolerako programak idatziz

The Computer Input/Output Subsystem Education in an undergraduate introductory course: a Multiperspective Study

240 p.Tesi hau informatikaren irakaskuntzaren ikerkuntza lerroaren barruan kokatzen da. Oinarri gisa, teknologia, pedagogia eta edukien ezagutza eredua (TPACK model, bere ingeleseko sigletatik) hartzen du. Ikerketa honetan, aipatutako ereduaren osagai bakoitza ikuspuntu desberdin gisa erabilia izan da konputagailuaren S/I azpisistemaren irakaskuntza aztertzeko. Edukien ezagutza osagaiaren ikuspuntutik, testuliburuak, unibertsitateetako programak eta ikerkuntza bibliografia aztertu dira eta gaia irudikatzeko hurbilpen bat baino gehiago badaudela aurkitu da. Teknologiaren ezagutza osagaiaren ikuspuntutik, Nintendo DS makinaren S/I azpisistemaren funtzionamendua aztertu da. Pedagogiaren ezagutza osagaiaren ikuspuntutik, proiektuetan oinarritutako ikaskuntza eta beste hainbat metodologia aktibo ikasi egin dira ondoren aplikatu ahal izateko. Txosten honek azaltzen du nola konbinatu diren osagai horietako ezagutzak bestelako ezagutzak sortzeko: teknologia eta edukien ezagutza, teknologia eta pedagogia ezagutza, pedagogia eta edukien ezagutza, eta azkenik, teknologia, pedagogia eta edukien ezagutza. [EU]Ezagutza berri hauekin konputagailuaren S/I azpisistemarentzako hezkuntza ingurune eraginkor bat sortzeko asmoz. Horretarako pauso hauek jarraitu dira: • Edukiak irudikatzeko hurbilpen bat aukeratzea, • Nintendo DS makina eduki zehatza lantzeko prestatzea eta • Proposatutako teknika pedagogikoen baliozkotzea. TPACK ereduan nolabait ezkutatuta baldin badago ere, hezkuntzarako eredu bat den neurrian, ikasleak ere hartzen ditu ikuspuntu gisa. Eta lan hau TPACK ereduan oinarritzen den neurrian, ikasleak ere hartzen ditu ikuspuntu gisa, eta haien ezagutza aztertu egiten du horretarako. Lan honek informatikaren irakaskuntzaren ikerkuntza lerroan ate asko irekitzen ditu. Izan ere, informatikaren irakaskuntzaren ikerkuntzak konputagailuen S/I aspisistemari ez baitio arreta handirik ipini.[EN]This dissertation is framed in the Computing Education Research area. As background, the Technological, Pedagogical and Content Knowledge framework (TPACK model) has been used. Each construct of the mentioned framework serves as a different study perspective, where the topic analysed is the computer I/O subsystem. From the content knowledge perspective, textbooks, university syllabi and research bibliography have been analysed and different approaches found. From the technological knowledge perspective, the I/O subsystem of the Nintendo DS machine has been studied. From the pedagogical knowledge perspective, project-based learning (PBL), and other active learning methodologies have been learned for its latter application. The dissertation explains how these constructs have been combined into technological content knowledge, technological pedagogical knowledge, pedagogical content knowledge, and finally technological, pedagogical and content knowledge in order to define an effective educational environment for the computer I/O subsystem topic. The following steps are followed: • The selection of a content representation approach, • The preparation of the Nintendo DS machine for its use this the specific content, and • The validation of the proposed pedagogical techniques. Although somehow hidden, the TPACK model, as an educational framework, includes the student as a perspective, and also does this work, with the analysis of students’ knowledge. This work opens many doors in the field of Computing Education Research towards the computer I/O subsystem, which has been barely payed attentio

DAFIESKU: A System for Acquiring Mobile Physiological Data

Gathering physiological data when they are performing experiments requires a great effort from researchers. Very often, a considerable time is required to prepare the signal acquisition equipment, conduct the experiments, and properly label the data of each participant. Nevertheless this data is valuable for the analysis of personal characteristics, such as behavior, health conditions, and preferences. With the aim of assisting researchers with such tedious tasks, we have developed the DAFIESKU system. This system serves to acquire several types of physiological data. DAFIESKU facilitates the creation of new datasets with physiological data by means of mobile and wearable devices. The usability of the system was evaluated in two case studies in a two-step iterative process. Before conducting the second case study, the whole system was improved using the feedback obtained from the first case study. The results achieved show that usability was enhanced in the second version of DAFIESKU

An approach to women's situation in university computer studies

[ES]En los últimos años, la baja participación de la mujer y la tendencia al descenso de los porcentajes de alumnas matriculadas en los estudios universitarios de informática ha sido objeto de estudio para investigadoras/es en Estados Unidos, Europa y otros países. Habiendo constatado también en la Facultad de Informática de San Sebastián (FISS) de la Universidad del País Vasco (UPV/EHU) dicho descenso, nuestro objetivo ha sido recopilar información estadística para determinar si esta tendencia se ha producido también en otras universidades del Estado español. El estudio incluye, en primer lugar,porcentajes de mujeres inscritas en Ingeniería Informática comparados con los porcentajes en el área técnica en su conjunto. Por otra parte, recoge datos del tercer ciclo y porcentajes de profesoras de los departamentos que imparten docencia en la FISS, comparados con los porcentajes en los mismos departamentos en el conjunto del Estado. Por último, se presentan datos de inserción en el mundo laboral para las promociones 1998-2002 de egresadas/os en la UPV/EHU. Los datos revelan los bajos porcentajes de mujeres que se han matriculado en Ingeniería Informática los últimos años y la tendencia al descenso, las diferencias entre distintas universidades,y que apenas hay sesgo de género en los datos de inserción en el mundo laboral.[EN]In the last years, the low rates of women that follow Computer Science and Computer Engineering education at the university level,as well as the fact that those rates are decreasing, have been analysed by researchers in the United States of America, as well as in Europe and in some other countries. In the Computer Science Faculty of San Sebastián (FISS), University of the Basque Country (UPV/EHU), we have seen that female students’ rates are decreasing. For this reason, our purpose has been to compile data from some other Spanish universities, in order to see whether the same tendency is present there. Our study includes percentages of women enrolled in Computer Engineering studies in some Spanish universities, compared to the percentages in the whole technical area. It also includes some data on the percentages of women among PhD students in the FISS, as well as among the teaching staff of the departments in the faculty, and we compare the last ones with the percentages in the same departments all over Spain. Finally, we present some data on the immersion in the job market for students graduated in the UPV/EHU between 1998-2002. These data reveal the small percentages of women that for the past last years have followed Computer Engineering studies,as well as the fact that these percentages are decreasing. They also show some differences among universities, and also that there is no gender bias in the immersion of graduated students in the job market