Publications
Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
Browse
7 results
Search Results
Item COEDU-IN Project: an inclusive co-educational project for teaching computational thinking and digital skills at early ages(IEEE, 2021-09-23) González-González, C. S.; Caballero-Gil, P.; García-Holgado, A.; García-Peñalvo, F. J.; Molina, J.; del Castillo-Olivares, J. M.; Candela San Juan, B.; García Cuesta, S.; Perdomo, I.; Caballero-Gil, C.; Gutiérrez-Vela, F.; Paderewski, P.; Violant Holz, V.; Gil Iranzo, R.; Ramos, S.Learning to program is the new literacy of the 21st century. Computational thinking, closely related to programming, requires thinking and solving problems with different levels of abstraction and is independent of hardware devices. The early childhood education stage provides teachers with the opportunity to lay the foundations for a comprehensive quality education using innovative tools and technologies. Educational robotics in early childhood education becomes a tool that facilitates the acquisition of knowledge to children, playfully, based on the principles of interactivity, social interrelationships, collaborative work, creativity, constructivist and constructionist learning, and a student-centered didactic approach, allowing in turn that student can acquire digital competencies and develop logical and computational thinking in an underlying way. This project explores the current state of teaching and learning computational thinking and programming in early childhood education in an inclusive manner. Moreover, the lack of diversity and inequality is particularly latent in science, Technology, Engineering, and Mathematics (STEM) fields. Therefore, this work considers this problem and presents an inclusive coeducation approach to this new literacy, eliminating gender stereotypes and extending them to people with Down syndrome and hospitalized minors.Item Interpretation of computational thinking evaluation results for enrollment prediction(ACM, 2019-10-16) Rojas-López, A.; García-Peñalvo, F. J.During two generations (2016 and 2017) the computational thinking evaluation has been carried out in order to establish learning scenarios for new students, such interventions have been made in the Programming methodology course, it belonging to the career of Information Technology at the Technological University of Puebla in México. The results have led a personalized education for students, recognizing previous skills as well as trying to correct those missing, so that it acquires the competences respective, credit the course and improve the retention percentage of the first quarter. In this sense, when detecting possible skill gaps, is it possible to predict what will be the impact to maintain or decrease enrollment during and the end of quarter? The present work aims to answer the question by the results interpretation obtained from the computational thinking evaluation to 242 new students, generation 2018. Initially, it was stablished which would be the student's situation during and the end of four months from September to December based on the correct assessment reagents; three categories were determined: 1. Sure desertion, 2. Safe permanence, 3. Variable permanence. Later, 50 students who enrolled the next quarter (January-April 2019) were revised if they had been predicted properly; using a survey, the familiarity of key concepts of the subject Programming methodology was obtained with the aim of determining a correspondence with the evaluation of computational thinking skills, as well as the established situation, consequently, establishing the validity of predicting the enrollment.Item Initial learning scenarios based on the computational thinking evaluation for the course Programming fundamentals at INACAP(ACM, 2019-10-16) Rojas-López, A.; García-Peñalvo, F. J.The paper’s objective is present the design and the planning of initial learning scenarios for the course Programming Fundamentals, from the evaluation of computational thinking to new students of the careers Computer engineering and Programmer analyst of the Technological University of Chile and Training Center Technical respectively at INACAP, to favor the motivation and autonomy of study through the recognition of skills and the use of the instructional design of the face-to-face course. The proposal is based on correspondence with three of five change trends that integrated the educational model. Regarding the Knowledge society, promote recognition of the individuality of the student as a person who will do university studies, that is, the scenarios respond to the fact that each person learns differently. In the Training of competences, contribute with preventive actions that the teacher communicates when there is a lack of specific skills. Finally, in the Flexibility and articulation, provide a diagnostic tool that favors the recognition of previous competences to have an articulated beginning of studies based on the needs of the student. Consequently, contribute to the INACAP´s educational model.Item Computational thinking and robotics in education(ACM, 2019-10-16) García-Peñalvo, F. J.After the computational thinking sessions in the previous 2016-2018 editions of TEEM Conference, the fourth edition of this track has been organized in the current 2019 edition. Computational thinking is still a very significant topic, especially, but not only, in pre-university education. role in the track, with a strength relationship with the STEM and STEAM education of children at the pre-university levels, seeding the future of our society.Item Escenarios de aprendizaje para la asignatura Metodología de la Programación a partir de evaluar el pensamiento computacional de estudiantes de nuevo ingreso(Sociedad de Educación del IEEE (Capítulo Español), 2018-03-21) Rojas-López, A.; García-Peñalvo, F. J.Computational thinking is a cognitive process that allows generating solutions to problems through the use of skills such as abstraction, decomposition and algorithmic design. This paper presents a proposal for evaluating the computational thinking of new students, to relate knowledge indicated in the subject Methodology of Programming and to offer an initial environment of learning. The article describes exercises selected to evaluated skills indicated above, and correspondence between contents of the course; using a qualitative methodology, experience of 65 students was evaluated. Results obtained not only favor activity carried out, they also indicated improvements for future generations.Item Pensamiento computacional(Sociedad de Educación del IEEE (Capítulo Español), 2018-03-21) García-Peñalvo, F. J.Information technologies are the base of the world infrastructure. In this social context, education, like any productive or service sector, is affected by technology. Faced with this reality, educational systems must prepare our young people to live in the digital world, for which they must know a new language without which they will become digital illiterates. Therefore, in school we should not only train in linguistic and numerical literacy, but also in digital literacy. So far, the effort has been oriented mainly to convert our young people into users of computer tools. This has gone from being necessary to being insufficient, because the use of software applications is a digital language that is obsolete in a time that is not proportional, in effort, to the time that was invested in acquiring these skills. Therefore, the challenge is to prepare our young people to face the world in which they will live, giving them the necessary cognitive tools to succeed in the digital world, that is, instead of teaching them only the syntax of a changing language, they should be instructed in the rules that allow to know how the digital language is constructed. Thus, computational thinking emerges as a paradigm of work, and the programming is stablished as the tool to solve problems.Item Personalized education using computational thinking and b-learning environment: classroom intervention(ACM, 2017-10-18) Rojas-López, A.; García-Peñalvo, F. J.The percentages of dropout, accreditation and average grade of students that study university courses of Methodology of programming and Programming of first and second semester of career of Information and Communication Technologies in the Technological University of Puebla are not favorable and represent a problem to be solved by academic team, for the above, the main objective of present study is to show results of interventions carried out in front of a group of educational strategies that allowed to have better percentages in comparison with those obtained in the last 8 years. The first intervention involved evaluation of computational thinking through abilities of Generalization, Decomposition, Abstraction, Evaluation and Algorithmic Design, then students were offered 10 learning scenarios for Methodology of programming course. In the second intervention, 4 elements were manipulated to offer options in course of Programming, which were contents, modes of work, rhythms and time, and evaluation. In both interventions, use of Moodle platform allowed to expose learning contents and to have an appropriate context chosen by students. The main result was to generate personalized education as well as a learning experience that contributed to motivation of student in harmony with academic goals of initial programming courses.