Providing behaviour awareness in collaborative project courses

Several studies show that awareness mechanisms can contribute to enhance the collaboration process among students and the learning experiences during collaborative project courses. However, it is not clear what awareness information should be provided to whom, when it should be provided, and how to obtain and represent such information in an accurate and understandable way. Regardless the research efforts done in this area, the problem remains open. By recognizing the diversity of work scenarios (contexts) where the collaboration may occur, this research proposes a behaviour awareness mechanism to support collaborative work in undergraduate project courses. Based on the authors previous experiences and the literature in the area, the proposed mechanism considers personal and social awareness components, which represent metrics in a visual way, helping students realize their performance, and lecturers intervene when needed. The trustworthiness of the mechanisms for determining the metrics was verified using empirical data, and the usability and usefulness of these metrics were evaluated with undergraduate students. Experimental results show that this awareness mechanism is useful, understandable and representative of the observed scenarios.Peer ReviewedPostprint (published version

Providing behaviour awareness in collaborative project courses

Several studies show that awareness mechanisms can contribute to enhance the collaboration process among students and the learning experiences during collaborative project courses. However, it is not clear what awareness information should be provided to whom, when it should be provided, and how to obtain and represent such information in an accurate and understandable way. Regardless the research efforts done in this area, the problem remains open. By recognizing the diversity of work scenarios (contexts) where the collaboration may occur, this research proposes a behaviour awareness mechanism to support collaborative work in undergraduate project courses. Based on the authors previous experiences and the literature in the area, the proposed mechanism considers personal and social awareness components, which represent metrics in a visual way, helping students realize their performance, and lecturers intervene when needed. The trustworthiness of the mechanisms for determining the metrics was verified using empirical data, and the usability and usefulness of these metrics were evaluated with undergraduate students. Experimental results show that this awareness mechanism is useful, understandable and representative of the observed scenarios.Peer ReviewedPostprint (published version

Systems of Markov type functions: normality and convergence of Hermite-Padé approximants

This thesis deals with Hermite-Padé approximation of analytic and merophorphic functions. As such it is embeded in the theory of vector rational approximation of analytic functions which in turn is intimately connectd with the theory of multiple orthogonal polynomials. All the basic concepts and results used in this thesis involving complex analysis and measure theory may found in classical textbooks...........Programa Oficial de Doctorado en Ingeniería MatemáticaPresidente: Francisco José Marcellán Español; Vocal: Alexander Ivanovich Aptekarev; Secretario: Andrei Martínez Finkelshtei

Activación de espacios baldíos: arquitectura pública

Trabajo de gradoEl principal alcance del proyecto es la activación de espacios baldíos; Por medio de la rehabilitación del espacio público residual en el uso cotidiano de las actividades diarias. Diseñando áreas residuales del sector para la Implementación de zonas de convivencia y uso cotidiano.INTRODUCCIÓN 1. OBJETIVOS 2. PLANTEAMIENTO DEL PROBLEMA 3. JUSTIFICACIÓN 4. MARCO TEÓRICO DE REFERENCIA 5. MARCO OPERATIVO 6. DESARROLLO DEL PROYECTO 7. CONCLUSIONES 8. DIRIGIDO A 9. BIBLIOGRAFÍA 10. ANEXOSPregradoArquitect

Una reflexión acerca del auto plagio

RESUMEN: Este artículo explora el auto plagio en tres diferentes artículos que reportaron los resultados de un mismo proyecto en lectura en lengua extranjera. Este artículo sigue el método cualitativo de investigación y se utilizó el estudio de caso múltiple. Los resultados indican que se presentaron tanto parafraseo inadecuado como parafraseo adecuado. Con relación al parafraseo inadecuado se encontraron algunas palabras e ideas similares. En contraste y en relación con el parafraseo adecuado, se encontró que utilizar diferentes autores en una idea, utilizar diferentes números de palabras en un elemento común y ser versátil para presentar la información puede ayudar al parafraseo adecuado. Las conclusiones sugieren que debe existir un diálogo entre los autores y editores para aclarar el auto plagio. Finalmente, las conclusiones también sugieren que 165 los editores deberían considerar la inclusión de información similar en artículos escritos por el mismo autor o los mismos miembros de investigación.ABSTRATC: This paper explores self-plagiarism in three different articles that reported results of the same research project on reading in a foreign language. This article follows the qualitative research method and an exploratory case study was used. Results support that both inadequate paraphrasing and adequate paraphrasing were given. Regarding inadequate paraphrasing some similar words and ideas were found. On the other hand, using different authors in a specific idea, having different numbers of words in a common issue, and being versatile to present information might lead to adequate paraphrasing. Conclusions suggest that a dialog between editors and authors must be given in order to clear self-plagiarism up. Finally, conclusions also suggest that editors should consider the inclusion of some similar information in articles written by the same author or the same research members

Apreciaciones de un profesor de lectura en lengua inglesa escritas en un diario de clase

RESUMEN: A menudo se argumenta que los diarios de clase son subjetivos. En este artículo se exploran las apreciaciones que un profesor de lectura en inglés como lengua extranjera registra en su diario. La indagación se basó en la siguiente pregunta de investigación: ¿Qué apoya realmente las anotaciones de diario acerca de las prácticas de enseñanza de un profesor de lectura en lengua extranjera? Como método de estudio se implementó el estudio de caso. Se utilizaron cinco instrumentos para recolectar la información: diario del profesor, observaciones de clase, cuestionarios, exámenes y grupos focales. Dado que estos instrumentos de investigación incidieron en la motivación, la interacción, la mejoría en lectura y en la aplicación de las estrategias de lecturas, se podría concluir que un diario puede ser objetivo.ABSTRATC: It is often argued that classroom diaries are subjective. This article explores the diary insights of a foreign language reading teacher. The inquiry was based on the following research question: What do the diary insights really evidence about the teaching practices of a foreign language reading teacher? As a research method, a case study was implemented. Five instruments were used to collect data: diary of the teacher, observations, questionnaires, tests, and focus groups. Given that motivation, interaction, reading improvement, and the application of reading strategies were supported by the research instru- ments, it would seem that a diary can be objective

Efectos de las prácticas de evaluación en el salón de clase de un curso de lectura en lengua extranjera (LE)

ABSTRACT: This article analyzes the various types of information that alternative assessment and traditional assessment practices provided in an English foreign language (FL) reading course for graduate students at a public university in Medellín, Colombia. This study followed the principles of qualitative research, and a case study was used as a research method. There were five instruments to collect data: questionnaires, observations, tests, focus groups, and the diary of the teacher. Findings suggest that the assessment practices applied in this course helped students and teachers recognize that learning occurred. The assessment practices also helped language practitioners learn more about the teaching and learning processes in FL reading. Conclusions suggest that language practitioners should include both alternative and traditional assessment in order to have a wider picture of the process of teaching and learning.RESUMEN: Este artículo analiza los diferentes tipos de información de las prácticas de evaluación alternativa y la evaluación tradicional que se brindaron en un curso de lectura de inglés como lengua extranjera ofrecido a estudiantes de postgrado en una Universidad pública en Medellín, Colombia. Este estudio siguió los principios de una investigación cualitativa y se utilizó el estudio de caso como método de investigación. Se aplicaron cinco instrumentos para recolectar la información: cuestionarios, observaciones, pruebas, grupos focales y el diario del profesor. Los resultados indican que las prácticas de evaluación aplicadas en este curso ayudaron tanto al profesor como a los estudiantes a reconocer que se generó aprendizaje. Las prácticas de evaluación también ayudaron a los involucrados a aprender más acerca de los procesos de enseñanza/aprendizaje en lectura en (LE). Las conclusiones sugieren que la comunidad educativa debe incluir tanto la evaluación alternativa como la evaluación tradicional para obtener una mirada más amplia de los procesos de enseñanza y aprendizaje.RESUMO: Este artigo analisa os diferentes tipos de informação das práticas de avaliação alternativa e a avaliação tradicional que se ofereceram em um curso de leitura inglês como língua estrangeira oferecida a estudantes de pós-graduação em uma Universidade pública em Medellín, Colômbia. Este estudo seguiu os princípios de uma pesquisa qualitativa e se utilizou o estudo de caso como método de pesquisa. Aplicaram-se cinco instrumentos para recolher a informação: questionários, observações, provas, grupos focais e o diário do professor. Os resultados indicam que as práticas de avaliação aplicadas neste curso ajudaram tanto ao professor quanto aos estudantes a reconhecer que se gerou aprendizado. As práticas de avaliação também ajudaram os envolvidos a aprender mais sobre os processos de ensino/aprendizado em leitura em (LE). As conclusões sugerem que a comunidade educativa deve incluir tanto a avaliação alternativa quanto a avaliação tradicional para obter uma mirada mais ampla dos processos de ensino e aprendizad