(Anuncio Editorial)
Autores/as:
C. S. González-González
Resumen:
Dr. Martín Llamas Nistal, who served as Editor-in-Chief (EiC) of the Latin American Learning Technologies Journal (IEEE RITA) for more than 20 years, is stepping down. This position has been taken over by Dr. Carina Soledad González-González. Dr. González-González is a Full Professor of computer architecture and technology at the Department of Computer Engineering and Systems at the University of La Laguna (Spain). She received the Ph.D. degree in computer science from the University of La Laguna in 2001 and the Ph.D. degree in social science and education from the University of Huelva, Spain, in 2020. For more than 20 years, her research has focused on the field of informatics applied to education and human–computer interaction. She has participated in different research projects and has published widely on these topics. She is also President of the Academic Association Virtual Campus formed by researchers and teachers of Spanish and Latin American universities. She is a member of the boards of Asociación Interacción Persona-Ordenador (AIPO) and Asociación para el Desarrollo de la Informática Educativa (ADIE). In addition, she is a member of various academic committees, publishers, and national and international academic conferences. She actively participates in the IEEE (IEEE Senior Member), mainly with the Education Chapter, and has been Associate Editor of the IEEE Transactions on Education and IEEE RITA in the past, among other international journals. González-González will continue to maintain and improve the quality and reputation of IEEE RITA and work closely with the other publications and events of the IEEE Education Society.
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(La Percepción de los Estudiantes sobre Scrum usando un Proyecto en un Curso de Ingeniería de Software )
Autores/as:
G. Rodríguez, I. Gasparini, A. Kemczinski and A. Veloso de Matos
Resumen:
Gaining insight into what students experience in a course in software engineering is essential to the continuous development of the course design. The growing use of agile approaches in professional settings has facilitated their introduction into training and undergraduate courses in software engineering. This paper reports a case study of student participation in a course project by using a previously presented training model. We aimed to assess how students felt with the training model when conducting the 5 Scrum events: Sprint Planning, Daily Meeting, Sprint, Sprint Review, and Sprint Retrospective. To achieve our goal, we applied a 22-item survey to 31 undergraduate students to gather students’ opinions. Results showed that most students had a positive opinion about team communication, the position of Scrum Master, Sprint goals definition, and guidance using meetings as a means of checkpoints.
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(Plataforma didáctica para la educación en ingeniería aplicada al control de generadores )
Autores/as:
J. E. Quintero Calvache, J. A. Restrepo Zambrano, J. M. Ramírez Scarpetta and M. L. Orozco Gutiérrez
Resumen:
This work presents the result of employing a custom test-rig, designed for education and research, for teaching the control of synchronous generators in interconnected micro-grids. The teaching approach used allows implementing innovative teaching activities with experimental experiences, useful as support tool for courses in control, electronics, power electronics, and control of electrical machines. The developed test-rig was used in a postgraduate and undergraduate power electronics courses, with two different approaches: as student-run platform, and demonstrative practices managed by professors. The training activities using the test-rig platform has been evaluated by a own-designed surveys. The results shown satisfactory effectiveness in aspects as relevance, learning assistance, contextualization of real problems, among others.
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(Evaluación de competencias de egreso de los ingenieros para la sociedad 5.0 basado en acreditaciones nacionales e internacionales)
Autores/as:
M. M. Olvera, A. L. F. Velázquez and A. T. Castellanos
Resumen:
An approach to assess competencies required by an engineer who will develop professionally within Society 5.0 is discussed. The approach focuses on the process of teaching, measurement, evaluation, and skills improvement across the curriculum, harmonized with criteria defined by leading engineering accrediting organizations (ABET, at an international level, CONAIC and CACEI in Mexico). Approach robustness has: (1) allowed obtaining different types of program accreditations (ABET accreditation, without deficiencies or weaknesses, twice in a row), and (2) guided the evolution of the assessment process over time, starting from simple evaluation schemes, all the way to the use of a Learning Management System (Canvas), in a straightforward manner. The historical evaluation process, its status, and proposals for short-term improvement are presented. Three different institutional initiatives are also included since they reinforce and evaluate the graduation skills of the engineering students to face the challenges presented by Society 5.0.
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(La Inclusión educativa a través de las TIC)
Autores/as:
C. S. González-González, J. Muñoz-Arteaga and C. A. Collazos
Resumen:
This guest editorial introduces the first group of articles in the Special Issue on Educational Inclusion Through ICT. This Special Issue integrates articles that focus on identifying, sharing, and valorizing experiences, projects, and best practices on inclusion and education with digital technologies. The articles were submitted and reviewed in an open format. The first group includes nine articles.
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(Formación continuada de profesores de matemáticas para la atención de poblaciones en contextos de diversidad)
Autores/as:
L. A. Castro Miguez
Resumen:
This article presents some results of the thesis in development, within the framework of the Interinstitutional Doctorate of Education - Francisco José de Caldas District University, on continuous training of preschool and elementary school mathematics teachers, by recognizing the learning conditions of students in contexts of diversity to provide a mathematics education, with and for all. The elements to design a structure for the continuing education development are presented, promoting spaces for permanent reflection, and generating communities of practices of teachers, allowing the exchange of professional knowledge, perspectives, and skills among the different members of the community.
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(Enseñanza de emociones en niños con espectro autista a través de un software con interfaces tangibles)
Autores/as:
L. R. Ramos-Aguiar and F. J. Álvarez-Rodríguez
Resumen:
Autism spectrum disorders (ASD) belong to the permanent neurodevelopmental disorders, degrading the areas related to interaction with society, communication as well as behavior. Being the identification of emotions one of the difficulties presented in these people. The present work demonstrates the first exploratory phase showing the development of a computer tool for the understanding of emotions for children with ASD using tangible user interfaces and gamification techniques that is in process. Related works in our area of study are shown indicating our main differentiator with them. Regarding the development of the software, the METUIGA methodology has been used, exposing part of the process followed in the construction of the software. The first preliminary results of a preliminary usability evaluation using the Nielsen heuristic are shown, obtaining positive results in the system interfaces by experts in the education of children with ASD.
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(Diccionario de Términos Informáticos en LSA con Señas Operativas propuesto por y para alumnos con Discapacidad Auditiva)
Autores/as:
A. S. Fachal, M. J. Abásolo and C. V. Sanz
Resumen:
This article presents a collaborative project related to the creation of a dictionary with technical Computer Science terms, created by and for students with hearing disabilities. The dictionary is bilingual and includes operational signs in Argentinian Sign Language (LSA) and Spanish. The project was carried out as part of a course in the Systems Analysis Technique degree program, and a methodology designed for inclusive education was applied, allowing both hearing and hearing impaired students to comply with the regular planning of the subject. Teachers, professional interpreters and members of the hearing impaired community also participated. As part of this work, a literature review was also carried out, which shows the still unmet need for a dictionary that includes technical terms. This review also provides information on formats and types of dictionaries currently available, which were considered in the creation of the dictionary proposed in this work. An evaluation was also carried out with the participating students through a survey. The results demonstrated the effectiveness of the work done, in terms of the integration of the students, the value they have given to the project and the use of the dictionary in the institution’s courses.
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(Gamificación de un entorno educativo en Ingeniería de Software: caso de estudio para la accesibilidad digital de PcD)
Autores/as:
G. P. Gasca-Hurtado, M. C. Gómez-Álvarez, J. A. Hincapié and V. V. Zepeda
Resumen:
Motivation is an essential aspect of performance and team productivity as key factors of success in software engineering. Hence, to achieve effective teaching of Software Engineering, it is required to structure an educational environment with new teaching and learning strategies. Classroom gamification has become an alternative strategy to improve the motivation and the commitment required by work teams. This paper presents a software tool to create gamified experiences in the classroom with a methodological structure designed to gamify a software engineering educational environment. The most relevant result of this work is the design of a gamified environment and an experience that, in accordance with the Educational Project of the Universidad Católica del Norte (UCN), is used in the Software Engineering Advanced Topics course where students develop software products for non-profit organizations made up of people with disabilities and their families.
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(Efectos de la Robótica Social en la Memoria Episódica de Niños con Discapacidad Intelectual)
Autores/as:
J. Pérez, M. Azuaje, C. León and O. Pedroza
Resumen:
Episodic memory is crucial to develop complex cognitive abilities like learning or reasoning, and non-complex cognitive abilities like calling the name of someone or remembering an appointment. It is known that an intellectual disability implies a deficit over tasks related to episodic memory, however, in the literature, there is no approach to stimulate episodic memory in children with intellectual disabilities. Because interactions with social robots have generated positive effects in children with intellectual disabilities, we propose an approach composed of three training sessions based on social robotics. In this paper, we present an exploratory study to know the effects of our approach on episodic memory in children with intellectual disabilities. The results have shown that our approach can enhance episodic memory in these children when they interact with interest and improve their performance in sessions.
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