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Item Evaluación de habilidades del pensamiento computacional para predecir el aprendizaje y retención de estudiantes en la asignatura de programación de computadoras en educación superior(2020-04-30) Rojas-López, A.; García-Peñalvo, F. J.El objetivo del artículo es presentar el conocimiento generado al realizar una evaluación de habilidades específicas del pensamiento computacional del 2016 al 2019. Lo anterior para determinar el estado inicial de los estudiantes de nuevo ingreso de la carrera de tecnologías de la información en la Universidad Tecnológica de Puebla – México y favorecer el desempeño académico en el curso Metodología de la programación en educación superior. Por medio de la selección de cinco reactivos en correspondencia a cinco habilidades del pensamiento computacional (abstracción, generalización, descomposición, diseño algorítmico y evaluación) se establece una relación con los contenidos temáticos del curso, por lo anterior, se ha podido determinar cuales serían las fortalezas y debilidades de los estudiantes con el objetivo de apoyar su desempeño académico. Dos resultados destacan del trabajo realizado. Primero, el impacto favorable en los estudiantes para la adquisición de las competencias a través de encuestas solicitadas durante cada intervención. Segundo, a partir de la tercera intervención, obtener una predicción de la retención de matrícula al menos para el primer cuatrimestre. Tomando como base el diseño experimental realizado en México, también se comenta la propuesta de diseño para la Universidad Tecnológica de ChileItem 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 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 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 4 elements proposed to offer personalized education(Malaysia Technical Scientist Association, 2017-11-07) Rojas-López, A.; García-Peñalvo, F. J.The personalized education represents a further advance in recognition of the individual within educational context; several are actions that can be performed in classroom to recognize the uniqueness and autonomy of learning of each student. In higher education, and particularly for the system of technological universities in Mexico, 4 elements were proposed which, without going against current trend of educational model, may favor personalized learning. The contents, work modes, rhythms and timing, and evaluation options were worked during course methodology programming of quarter September - December 2016 in two control groups. The paper describes the four elements proposed in higher education which is a novelty; the number of accredited students, average grade of groups and using a qualitative methodology of surveys are presented positive results obtained from proposal with control and experimental groups, as well as the opportunities that can improve the offer of personalized education for following quarterItem Intervención de tres estrategias educativas para cursos de programación en educación superior(Ediciones Universidad de Salamanca, 2017-12-31) Rojas-López, A.El objetivo principal del presente trabajo es mostrar los resultados de intervenciones realizadas frente a grupo de tres estrategias educativas que permitieron tener mejores porcentajes de acreditación y calificación, así como disminución de deserción en comparación con los obtenidos en los últimos 8 años en los cursos iniciales de programación en la Universidad Tecnológica de Puebla. La primera intervención involucró la evaluación del pensamiento computacional a través de las habilidades de generalización, descomposición, abstracción, evaluación y diseño algorítmico; dicha evaluación fue la primera estrategia que permitió ofrecer a los estudiantes 10 escenarios de aprendizaje para el curso de Metodología de la programación. En la segunda intervención, 4 elementos fueron manipulados para ofrecer opciones de estudio en el curso de Programación, los cuales fueron contenidos, modos de trabajo, ritmos y tiempo y evaluación; fue la segunda estrategia con la intención de crear educación personalizada. En ambas intervenciones, el uso de la plataforma Moodle permitió exponer contenidos de aprendizaje y tener una herramienta extra para los estudiantes; la tercera estrategia fue en consecuencia el uso del b-learning. El principal resultado obtenido a través de encuestas voluntarias realizadas por los estudiantes fue la generación de una experiencia de aprendizaje que contribuyó a la motivación del estudiante en sintonía con las metas académicas de los cursos mencionados, por lo anterior se puede concluir que la combinación de las estrategias realizadas en las dos intervenciones mejoró los índices de acreditación y disminuyó el porcentaje de deserción, aunque aún hay trabajo por hacer para mejorar la calificación promedio.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.