Authors:
Albert-Gómez, María José and Mudarra, María José and García-Pérez, María
Abstract:
The aim of this article is to present the results of improvement in the motivation and sociocultural integration of ethnic minority children at risk of social exclusion (Romani children) after the implementation of the MDR model in the classroom. This model is based on the creation of digital educational resources for mobile devices adapted to the special characteristics of the sample we have worked with. They are aimed at facilitating the teaching-learning process for the overall target population. After implementing the digital educational resources provided by the MDR model, a quantitative, quasi-experimental method was used to collect data related to motivation and sociocultural integration through two questionnaires: before the implementation phase (pre-phase), and after the use of these resources (post-phase). The results show that both the motivation and the sociocultural integration of these children have increased as a consequence of the use of the MDR model in mobile devices.
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Authors:
Lima, Natércia and Viegas, Clara and García-Peñalvo, Francisco José
Abstract:
Conducting laboratory experiments is of vital importance in science and engineering education, independently the level of education. Nowadays, teachers have different ways of allowing students to develop these competences other than hands-on labs, such as simulations and remote labs. This study is focused on the combined use of the three resources, carried out by 51 teachers, in 25 different courses. In total, 39 didactical implementations in the electric and electronics area were performed in several Higher Educational Institutions and Secondary Schools, in Argentina and Brazil. This occurred during 2016 and 2017 academic years, under the scope of the VISIR+ project and VISIR was the implemented remote lab and reached 1569 students. Teachers' perception about student acceptance and performance with VISIR as well as teachers' satisfaction with VISIR, were cross analysed with course characteristics as well as didactical implementation design factors and several interesting correlations stood out: Teachers extra care in designing VISIR tasks accordingly to the learning outcomes/ competences they want their students to develop revealed as a crucial factor; Teacher experience with VISIR plays an important role in students' satisfaction with the tool; Teacher introduction and support to VISIR along the semester is also an important factor.
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Authors:
Villa, A. Menacho and Molina, C. Pérez and Castro, Manuel
Abstract:
One of the main advantages of the use of Information and Communication Technologies (ICTs) in distance or online education, is the information that could be obtained regarding the activity of students during the learning process. At the same time, the advantages for students are clear since ICTs allow them to access to information on the courses they follow from anywhere at any time. Knowing how students connect to the Learning Management System (LMS) could help professors to better schedule online activities during the day, the week or throughout the academic year, as well as to determine the tools they need to log in, etc. This behavior could be different depending on several parameters. The aim of this study is to find differences with other studies and possible patterns of students when connecting to the LMS, specifically with task-based methodologies, in order to have information that could help professors, as mentioned. The results show that the number of connections (log sessions) to LMS is lower than in studies using other methodologies. Furthermore, the average connection time (session) per student is also shorter. Moreover, students reduce their activity in the LMS as the academic year progresses or the years enrolled increase.
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Authors:
De Castro, Osberth and Murrugarra, Cecilia
Abstract:
Field Programmable Gate Arrays, also called FPGA, are the main contemporary tool for digital systems learning and development. Its benefits are more than evident, but also are its internal complexity. The widespread use of FPGA devices has created a necessity for understanding the inner logic using diagrams or theoretical explanations. This paper presents an innovative approach for FPGA basic architecture learning called GASIM. A conceptually complete model for a simple but general 2-D graphical FPGA has been designed and implemented in such a way that is easy to understand, aesthetically appealing from the student's point of view, and also easy to use by any teacher. The aim of this kind of design is to fill the conceptual gap we have found while teaching FPGA based courses. The final tool is a 2-D modular graphical library for a standalone logic simulator that not only allows teachers and students to program an FPGA model and simulate every aspect of its internal logic complexities but also to construct their own limited, but complete FPGA structure using drag and drop graphical modules and programmable interconnections. Our study provides a technical description of the tool, and our first results in the classroom.
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