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Item Personalized Education for a Programming Course in Higher Education(IGI Global, 2019-04-18) Rojas-López, A.; García-Peñalvo, F. J.The purpose of this chapter is to present the intervention in personalized education for the Programming Methodology course in higher education. Indicators such as dropout rate, failing rate, and poor academic performance of the students of Universidad Tecnológica de Puebla (UTP) are necessary to propose strategies that improve education quality. Therefore, during the four-month periods of September – December in 2016 and 2017, the authors performed interventions with the strategy of personalized education with the objective to improve the indicators mentioned above. The four strategy elements are 1) content, 2) work methods, 3) pace and times, and 4) assessments options. The study that is presented in this chapter is original because it avoids a unique starting point for all students. The study attempts to go over what the students have in common; this is why the authors were able to stimulate each student to be in charge of their own knowledge freely and responsiblyItem 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.