Números Publicados > AGO 2019 VOL. 7 NÚMERO/NUMBER 3

Title- Mobile devices applications and resources using the MDR model as facilitators of motivation and sociocultural integration in children from ethnic minorities at risk of social exclusion

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.

Index Terms- motivation, sociocultural integration, special educational needs, mobile learning.

Title- Different Didactical Approaches Using a Remote Lab: Identification of Impact Factors

Abstract- A prática laboratorial é fundamental no ensino da ciência e engenharia, independentemente do nível de educação. Atualmente, os professores têm diferentes maneiras, para além dos laboratórios tradicionais (hands-on) de permitir que os estudantes desenvolvam competências experimentais, como simulações e laboratórios remotos. Este estudo incide sobre o uso simultâneo dos três recursos, levado a cabo por 51 professores, em 25 unidades curriculares diferentes. No total, foram realizadas 39 implementações didáticas na área da eletricidade e eletrónica em várias Instituições do Ensino Superior e Escolas Secundárias, na Argentina e no Brasil. Estas implementações aconteceram durante dois anos letivos (entre 2016 e 2017), no âmbito do projeto VISIR+, abrangendo 1569 estudantes. A perceção dos professores sobre a aceitação e desempenho dos estudantes com o laboratório remoto implementado (VISIR), bem como a satisfação dos professores com essa ferramenta, foram analisadas e cruzados com as características das unidades curriculares, bem como alguns dos fatores relativos ao desenho das implementação didáticas. Surgiram várias correlações interessantes que alertam para alguns aspetos importantes: O professor deve desenhar as tarefas com o VISIR bem alinhadas com os resultados de aprendizagem/competências que desejam que os seus estudantes desenvolvam; A experiência do professor com o VISIR tem um papel importante na satisfação dos estudantes com a ferramenta; A atividade de introdução ao VISIR assim como o suporte dado aos estudantes ao longo do semestre são também fatores decisivos.

Index Terms- Educational activities, educational technology, engineering education, remote handling

Title- Students’ Behaviour when Connecting to the LMS. A case study at UNED

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 behaviour 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.

Index Terms- educational data mining; task-based; e-learning

Title- GASIM: The Gate Array Graphical Simulator for FPGA Architecture Learning

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 2D 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 2D 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

Index Terms- FPGA, Simulators, Teaching, Learning, Digital Systems, Devices.