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Maximiliano Paredes Velasco
Luis Miguel Serrano Cámara, Maximiliano Paredes Velasco, Antonio Ahijado Sánchez y J. Ángel Velázquez Itúrbide
Volumen 2, Número 2 Pags. 91-99
Title- Modeling the Collaborative Instructional Framework CIF for LMSs by Using Educational Modeling Languages.
Abstract- Nuestro trabajo se enmarca en el dominio del aprendizaje colaborativo basado en el uso de lenguajes formales educativos para modelar la instrucción. En trabajos previos, hemos desarrollado y experimentado con un marco instruccional colaborativo guiado por objetivos educativos basado en el nivel de Análisis de la Taxonomía de Bloom denominado CIF (Collaborative Instruction Framework). Como soporte computacional para CIF hemos desarrollado una herramienta colaborativa llamada MoCAS (Mobile Collaborative Argument Support). En experimentación realizada con CIF se ha detectado la necesidad de modelar CIF formalmente para su utilización en un entorno informático que permita una mayor difusión que la actual herramienta MoCAS. El objetivo de este trabajo es extender CIF para que sea portable, interoperable con aplicaciones externas, aplicable sobre LMSs (Learning Management Systems) mediante el soporte de estándares educativos y utilizable en cualquier dominio o materia de aprendizaje. Por tanto, presentamos el modelado formal del marco instruccional colaborativo CIF mediante estándares de IMS (Intelligent Manufacturing System) con las herramientas de autor Reload LD y con Moodle.
Index Terms- Collaborative work,computer aided, instruction, computer science education
Ana I. Molina, Maximiliano Paredes Velasco, Miguel Ángel Redondo y J. Ángel Velázquez Itúrbide
Volumen 3, Número 3 Pags. 133-140
Title- Assessment experiences of the representation techniques of greedy programs: Application to the GreedEx Tool.
Abstract- The use of several representation techniques of algorithms, of either a textual or a graphical nature, is common in systems supporting learning of programming. The GreedEx tool, a system for interactive experimentation with greedy algorithms, incorporates some of them. This system has been evaluated several times, using questionnaires of subjective perception as the main technique to gather data. This paper describes two empirical evaluations conducted with the aim of assessing the usefulness and/or complexity of the representation techniques supported by GreedEx. In this analysis we combine several sources of information: subjective perception questionnaires and the metrics provided by an eye-tracking device.
Index Terms- Programming learning, empirical evaluation, eye tracking, motivation.
Ouafae Debdi, Maximiliano Paredes Velasco y J. Ángel Velázquez Itúrbide
Volumen 3, Número 3 Pags. 167-172
Title- Influence of Pedagogic Approach and Learning Styles on Computing Students’ Motivation and Educational Efficiency.
Abstract- The classic didactic approach that has been applied in the classroom for learning algorithms focuses on the use of lectures combined with practical exercises. In our approach we proposed a novel way for learning algorithms through interactive and collaborative experimentation. Furthermore, as far as we know, there are no existing studies that analyze the relationships that these approaches may have on the three key components in the learning process: the student's learning style, motivation during the learning process and educational efficiency. In this paper, we present an experiment carried out in the classroom for learning greedy algorithms which studies these components on the two didactic approaches: the first one based on active teaching methodology and these condone in traditional teaching method.
Index Terms- Learning styles, Felder-Silverman model, educational eficiency, motivation