(Teaching Analytics: Desafíos Actuales y Desarrollo Futuro)
Autores/as:
Hoyos, Abel A. Castro and Velásquez, Juan D.
Resumo:
Teaching Analytics is an emerging and challenging field of research that can have a great impact on educational design methodologies as well as on deliveries by teachers to students. In this work, we analyze the most relevant literature on the subject. Four axes for work were identified: first, integration of learning and teaching analytics; second, multimodal analysis or analysis of data collected by devices in real time in the classroom; third, digital literacy in analytics for teachers; and fourth, planning and evaluation of teaching activities. Several limitations and challenges were found for the advancement of the teaching analytics area, but the most relevant limitation is the temporary separation between the delivery and the analysis of their results, in addition to not having a standard measure of student performance. The most important challenge is the registration and multimodal analysis in real time for the taking of action of the teacher in an immediate form.
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(Herramienta para el aprendizaje por proyectos en la enseñanza de la identificación y control de sistemas dinámicos)
Autores/as:
Rengifo, Carlos F. and Bravo, Diego A.
Resumo:
This paper presents a teaching tool for modeling and control of dynamical systems using a project-based learning approach, which allows engineering and basic science students to develop programming and electronic design skills through the use of fundamental physics. The tool has two main components. The first one is a program that obtains the mathematical model of an electrical circuit from experimental data, and this model is used to design a discrete-time controller. The second component is a C language code generator that takes the controller designed by the first component and implements it on an Arduino board. This tool was tested in the Identification and Simulation undergraduate class at the Universidad del Cauca, proving to be easy to use and motivating for the students within the Industrial Automation Engineering program.
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Autores/as:
Cadavieco, Javier Fombona and Pascual, María Ángeles and Vázquez-Cano, Esteban
Resumo:
Augmented Reality (AR) combines real and digital images, and is fast becoming a new immersive source of data for building knowledge. This research analyzes its real potential, through a bibliometric analysis of recent research and a descriptive analysis of the characteristics of 100 AR apps following testing. The results reveal several emerging lines, a range of user profiles and the most suitable areas for these technologies to be applied; this study also points to new emerging immersive methodologies, and the opposing perspectives of this phenomenon. The empirical descriptive testing of these apps also reveals the limitations of these technologies in the structured construction of knowledge.
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(La Tecnología Educativa en la Era de las Interfaces Naturales y el Aprendizaje Profundo)
Autores/as:
Kloos, Carlos Delgado and Alario-Hoyos, Carlos and Muñoz-Merino, Pedro J. and Ibáñez, María Blanca and Estévez-Ayres, Iria and Fernández-Panadero, Carmen
Resumo:
Tools are an essential support in any human activity. As technology advances, we are able to design more advanced tools that help us in doing activities more efficiently. Recently, we have seen breakthroughs in the two main components of tools, namely the interface and the computing engine behind. Natural interfaces allow us to communicate with tools in a way better adapted for humans. In relation to the engine, we are shifting from a computing paradigm to another one based on artificial intelligence, which learns as it is used. In this paper, we examine how these technological advances have an impact on education, leading to smart learning environments.
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(Enseñando Paralelismo con Ludificación Ambientada en Autómatas Celulares)
Autores/as:
Tomeu Hardasmal, Antonio J. and Salguero, Alberto G.
Resumo:
Parallel programming within the computer science degree is now mandatory. New hardware platforms, with multiple cores and the execution of concurrent threads, require it. Despite the above, the teaching of parallelism with the usual methods and classical algorithms, make this topic hard for our students to understand. On the other hand, teaching complex topics through the techniques of gamification has already demonstrated, in a reliable way, a positive reinforcement of the student in front of the learning of complex concepts. In this work we demonstrate a way to convey the teaching of parallelism to undergraduate students using gamification in microworlds. The results obtained by the students who followed this model, compared to a control group that followed the standard model, show a statistically significant advantage in favor of the teaching of parallelism, using a gamification with microworlds model.
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(Diseño de la pre-clase y la clase para implementar un modelo Flipped Learning en un curso de Metodología de la Investigación)
Autores/as:
Pinos-Vélez, Verónica and Quinde-Herrera, Karina and Abril-Ulloa, Victoria and Moscoso, Blasco and Carrión, Galo and Urgilés, José
Resumo:
The use of new technologies in university education is indispensable for promoting the autonomous work and motivation of a new generation of students who use technology frequently and skillfully. For these reasons, integrated technology into teaching-learning processes is needed. Our study focused on the implementation of the Flipped Learning model (FL) in the Research Methodology course. The content and the activities for the pre-class and class were designed to develop the skills and competencies in the students and to propose a research design. For the first execution, open-access videos were used. After analyzing the first execution, the results showed the need to make personal videos, that include the exact content, making them more attractive for the students as well as to use strategies to ensure that the students prepare the pre-class appropriately. In conclusion, the model encourages students to include technologies as learning tools, adapt their schedules to take better advantage of classes, and apply the knowledge taught in videos to their classwork.
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(Utilizando UML para el aprendizaje del modelado y diseño de sistemas CPS)
Autores/as:
Ordinez, Leo and Eggly, Gabriel and Micheletto, Matías and Santos, Rodrigo
Resumo:
In this paper a methodology for teaching and learning the modeling of embedded systems and, in a more generic vision cyber-physical systems (CPS) is presented. To this end, a subset of tools from UML is used in an intuitive and ordered way starting with an informal description of the system until implementation details are obtained. However, the codification of the system is left out as the programming language depends on the hardware platform to be used. The method has been used in grade courses for several years now with an important accumulated experience that shows how students are able to adopt it and learn to elicit the different types of requirements, actors and functions.
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