Authors:
García-Peñalvo, Francisco-José and Sarasa-Cabezuelo, Antonio and Sierra-Rodríguez, José-Luis
Abstract:
The goal of this invited editorial is to introduce an IEEE-RITA special issue on case studies and development methods of educational software. The special issue integrates thoroughly revised and extended versions of four outstanding papers presented at the 14th International Symposium on Computers in Education (SIIE'12), held in Andorra in October 2012, as well as at the third workshop on software engineering for e-learning (ISELEAR'12), which was collocated as a satellite event of SIIE'12. The special issue also includes one position paper concerning different perspectives of software development for e-learning, which mirrors the discussions on the topic maintained during ISELAR'12.
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Authors:
Blanc, Sara and Benlloch-Dualde, José Vicente
Abstract:
This paper presents an innovative-project research on promoting self-learning in engineering university courses. This paper is focused on students' homework, which consists in producing learning objects. The digital objects are self-contained and reusable within the course framework according to a suitable work plan and supported by digital tools. Additionally, in order to help the student on the achievement of curricula competences by producing these objects, they are also available to the whole group in the form of a digital collection of self-study material adapted to the group's characteristics. This paper describes a case of study, analyses students' perception of the activity, and quantifies the success of the experience.
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Authors:
Alberola, Juan M. and García-Fornes, Ana
Abstract:
In the last few years, undergraduate university courses with a practical orientation, such as programming, have had a high drop-out rate and low number of students who pass the course. One important issue of these courses is that in order to learn new content, previous skills must be consolidated. Therefore, a progressive and continuous feedback is essential to increase the motivation of the students. In this paper, we present an experience that obtains this feedback by means of the on-line educational platform. The impact of this experience is evaluated in a group of students.
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Authors:
Esteban-Sánchez, Natalia and Pérez-Carrasco, Antonio and Sáenz-Rubio, Belén and Velázquez-Iturbide, J. Ángel
Abstract:
The literature on algorithm visualizations lacks clear principles to guide the construction of effective visualizations for educational purposes. Consequently, we conducted an analysis of visualizations regarding three basic algorithm design techniques (divide and conquer, backtracking, and dynamic programming). The material analyzed was the illustrations found in prestigious algorithm textbooks, which prove to be high-quality sources. In this paper, we describe the methodology followed for our analysis and the results obtained, both general and specific of each algorithm design technique. The results are a first step in the way to identify design principles for algorithm visualizations based on algorithm-design techniques.
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Authors:
Barreiro, Pablo Sánchez and García-Saiz, Diego and Pantaleón, Marta Elena Zorrilla
Abstract:
Applications for e-learning platforms must deal with certain variability inherent to their domain. For example, these applications must be adapted to the variations of each teaching-learning process. Thus, they must be changed manually, according to the particular environment in which they will be deployed. This manual adaptation process is costly and error-prone. Our hypothesis is that software product line (SPL) engineering, whose goal is the effective production of similar software systems, can help to alleviate this problem. This paper illustrates this idea by refactoring an e-learning application named E-Learning Web Miner in a SPL. The benefits obtained are highlighted and analyzed.
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Authors:
Dodero, Juan Manuel and García-Peñalvo, Francisco-José and Gonzãlez, Carina and Moreno-Ger, Pablo and Redondo, Miguel-Angel and Sarasa-Cabezuelo, Antonio and Sierra, José-Luis
Abstract:
As result of the discussions maintained at the panel session on Software Development for e-Learning of the third workshop on software engineering for e-Learning (ISELEAR'12), several points of view emerged regarding the conception, development, and maintenance of e-Learning solutions. This paper summarizes and confronts these points of view: 1) automated approaches; 2) combination of different methodologies; 3) emphasis on human and social aspects; 4) domain-specific development approaches, 5) model-driven/language-driven development and system integration approaches, and 6) grammar-oriented development. While these points of view support different approaches to the engineering process, all of them share a common goal: to facilitate the development of complex e-Learning applications and solutions by multidisciplinary teams of software developers, instructors, domain experts, students, and final users.
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