Autores/as:
Humanante-Ramos, Patricio Ricardo and García-Peñalvo, Francisco José and Conde-González, Miguel Ángel
Resumen:
Today, most people worldwide have mobile electronic devices, which have begun to be used for educational purposes. On the other hand, the adoption of learning management systems in universities has not provided the best results, because students maintain their personal spaces where they learn. The aim of this paper is to conceptualize the mobile Personal Learning Environments (mPLEs) and propose a design structure for implementation. Finally, it is noted that it is now possible to design the mPLE, due to the wide variety of tools, resources, and services of the Web 2.0 optimized for mobile devices.
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Autores/as:
Llorens-Largo, Faraón and Gallego-Durán, Francisco J. and Villagrá-Arnedo, Carlos J. and Compañ-Rosique, Patricia and Satorre-Cuerda, Rosana and Molina-Carmona, Rafael
Resumen:
Although several definitions of gamification can be found in the literature, they all have in common certain aspects: the application of strategies, models, dynamics, mechanics, and elements of the games in other contexts than games, and the objective of producing a playful experience that fosters motivation, involvement, and fun. In this paper, our approach gamifying the learning process of a subject is presented. Our experience throughout time in using games and gamification in learning have led us to propose, lately, a personalized, automated, and gamified learning system. As a result of this experience and after several years of continuous feedback from our students, we have learned several lessons on how to approach the task of gamification. These lessons are summarized in the following concepts: fun, motivation, autonomy, progressiveness, feedback, error tolerance, experimentation, creativity, and adaptation to the specific case. The final aim is sharing our experience and opening a debate about what key elements the gamification lie in.
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Autores/as:
Muñoz-Calle, Javier and Fernández-Jiménez, Francisco J. and Ariza, Teresa and Sierra, Antonio J. and Vozmediano, Juan M.
Resumen:
Computer-aided teaching of practical subjects in engineering education poses new challenges. Computers have to be configured to support the particular requirements of each subject. Virtual environments allow the building of a virtual machine (VM) tailored to the requirements of each subject, allowing flexible, versatile, and low-cost laboratory configurations. However, the use of multiple VM at a shared computing facility poses new problems on the lab sessions, both technical and performance related. To solve these challenges, we have developed the VM on-demand tool. This tool automates the adaptation of each VM to the environment in which it is deployed. As a result, the creation of computer-aided engineering laboratories on a shared computing facility using VM is possible and profitable.
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Autores/as:
Pérez-Sánchez, Beatriz and Morais, Paula
Resumen:
Data structures have been a core discipline in computer engineering studies. Several difficulties related to teaching and learning of these contents have been detected by the academic community. With the aim of obtaining a better knowledge of these situations, we present the conclusions obtained after evaluating the results achieved by the students of the subject Programming II, in the first course of the degree in computer engineering at the University of A Coruña (Spain) and the students of the subject data structures, where similar contents are taught in the Informatics Degree at Portucalense University (Portugal).
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Autores/as:
Posadas, Hector and Villar, Eugenio
Resumen:
In order to prepare the students for their future professional performance, it is necessary to propose complex and realistic practical activities. However, in order to be carried out, this kind of activities typically requires a considerable amount of time, resources, and collateral knowledge. To overcome these difficulties, this paper presents a subject in a Telecommunication Engineering Degree, taught making use of different professional materials. By using these materials, it is easier to transmit information to the students through case-study methodologies. In addition, their use simplifies the preparation of problems and complex projects without generating the perception that the problems proposed are mostly resolved thanks to teaching help instead of student's performance. To demonstrate these ideas, this paper focuses on three experiences covered by the subject: one based on the use of Web resources, one using information from a professional design contest, and the last one focused on technical datasheets and application notes. These experiences have been selected in order to achieve an adequate degree of difficulty and to be attractive for students.
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