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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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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 Help To Programming: uma Ferramenta para o Ensino e Aprendizagem da Programação(Grupo GRIAL, 2021-02-11) Figueiredo, J.; García-Peñalvo, F. J.Existe a ideia generalizada de que o ensino e aprendizagem da pro-gramação é difícil. Desde que surgiram as linguagens de programação que este tema é estudado e investigado por todos os que se dedicam a esta área das ciên-cias da computação. Os conceitos básicos da programação fazem parte de mui-tos cursos de ensino superior nas mais diversas áreas do conhecimento. As difi-culdades no ensino e aprendizagem da programação refletem-se não só nas altas taxas de reprovação, mas também, e talvez a mais preocupante, nas altas per-centagens de abandono, na falta de motivação e de interesse dos alunos. Neste trabalho apresentamos algumas das razões nas dificuldades do ensino e na aprendizagem da programação. Descrevemos um conjunto de estratégias de en-sino e aprendizagem de introdução à programação de modo a reduzir este pro-blema. Este conjunto de estratégias é auxiliado por uma aplicação HTPro-gramming que nos permitirá acompanhar em pormenor o desenvolvimento de cada aluno, nas diferentes fases do processo de aprendizagem. À medida que o aluno constrói o seu perfil de aprendizagem será possível aplicar um modelo preditivo de sucesso ou insucesso. É possível ao aluno melhorar aspetos especí-ficos do seu perfil de aprendizagem e ao professor ter um conhecimento preciso do nível de conhecimento de cada aluno, e intervir rapidamente se necessário. Os resultados obtidos são encorajadores. Os alunos estão mais interessados, motivados e envolvidos no processo de ensino e aprendizagem e sentem-se mais confiantes com a possibilidade de aprender e praticar ao seu próprio ritmo, sem o receio de errar.Item Teaching and learning strategies of programming for university courses(ACM, 2019-10-16) Figueiredo, J.; García-Peñalvo, F. J.It is consensual to consider teaching and learning programming difficult. A lot of work, dedication, and motivation are required for teachers and students. Since the first programming languages have emerged, the problem of teaching and learning programming is studied and investigated. The theme is very serious, not only for the important concepts underlying the course but also for the lack of motivation, failure, and abandonment that such frustration may imply in the student. Immediate response and constant monitoring of students' activities and problems are important. With this work, it is our goal to improve student achievement in courses where programming is essential. We want each student to be able to improve and deepen their programming skills, performing a set of exercises appropriate and worked for each student and situation. We intend to build a dynamic learning model of constant evaluation, build the profile of the student. The student profile will be analyzed by our predictive model, which in case of prediction of failure, the student will have more careful attention. Predict the student's failure with anticipation and act with specific activities, giving the student the possibility of training and practicing the activities with difficulties. With this model, we try to improve the skills of each student in programming.Item Predicting Student Failure in an Introductory Programming Course with Multiple Back-Propagation(ACM, 2019-10-16) Figueiredo, J.; Lopes, N.; García-Peñalvo, F. J.One of the most challenging tasks in computer science and similar courses consists of both teaching and learning computer programming. Usually this requires a great deal of work, dedication, and motivation from both teachers and students. Accordingly, ever since the first programming languages emerged, the problems inherent to programming teaching and learning have been studied and investigated. The theme is very serious, not only for the important concepts underlying computer science courses but also for reducing the lack of motivation, failure, and abandonment that result from students frustration. Therefore, early identification of potential problems and immediate response is a fundamental aspect to avoid student’s failure and reduce dropout rates. In this paper, we propose a machine-learning (neural network) predictive model of student failure based on the student profile, which is built throughout programming classes by continuously monitoring and evaluating student activities. The resulting model allows teachers to early identify students that are more likely to fail, allowing them to devote more time to those students and try novel strategies to improve their programming skills.Item Learning Analytics to Assess Students’ Behavior With Scratch Through Clickstream(CEUR-WS.org, 2018-08-31) Amo, D.; Alier, M.; García-Peñalvo, F. J.; Fonseca, D.; Casañ, M. J.The construction of knowledge through computational practice requires to teachers a substantial amount of time and effort to evaluate programming skills, to understand and to glimpse the evolution of the students and finally to state a quantitative judgment in learning assessment. This suposes a huge problem of time and no adecuate intime feedback to students while practicing programming activities. The field of learning analytics has been a common practice in research since last years due their great possibilities in terms of learning improvement. Such possibilities can be a strong positive contribution in the field of computational practice such as programming. In this work we attempt to use learning analytics to ensure intime and quality feedback through the analysis of students behavior in programming practice. Hence, in order to help teachers in their assessments we propose a solution to categorize and understand students’ behavior in programming activities using business technics such as web clickstream. Clickstream is a technique that consists in the collection and analysis of data generated by users. We applied it in learning programming environments to study students behavior to enhance students learning and programming skills. The results of the work support this business technique as useful and adequate in programming practice. The main finding shows a first taxonomy of programming behaviors that can easily be used in a classroom. This will help teachers to understand how students behave in their practice and consequently enhance assessment and students’ following-up to avoid examination failures.Item Computational Thinking(IEEE, 2018-02-28) 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 be proficient in 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 means to manage a digital language that is obsolete in a time that is not proportional, in effort, to the time that has been invested in acquiring these skills. Therefore, the challenge is to prepare our young people to face the world in which they live, giving them the necessary cognitive tools to succeed in the digital world. That is, instead of teaching students only the syntax of a changing language, they should be instructed in the rules that allow them 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 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 Development of computational thinking skills and collaborative learning in initial education students through educational activities supported by ICT resources and programmable educational robots(ACM, 2017-09-18) Caballero González, Y. A.; García-Valcárcel Muñoz-Repiso, A.The purpose of this paper is to present the PhD thesis research plan, which aims to design, integrate and evaluate educational activities mediated by ICT resources and programmable educational robots, in initial education students, obtaining collaborative learning and Training of computational thinking skills. The research will be developed through a mixed methodology, with the intention of being able to carry out a more complete analysis and evaluation of the subject, obtaining data from different sources (teachers, students and coordinators of educational level). Various instruments such as interviews, questionnaires and participant type observation will be used, focusing on teachers and students. In addition, a rubric will be used to evaluate students' performance in the development of learning activities, through the sequential programming of educational robots. The results that will be obtained with this research will allow to carry out a proposal of technological educational action of great quality, based on the benefits and limitations of the integration of ICT resources and programmable Robots, contributing in a significant way to the implementation of new approaches for the Teaching-learning curriculum content from an early age and empowering participants in the development of computational thinking skills and collaborative learningItem Personalized contents based on cognitive level of student’s computational thinking for learning basic competencies of programming using an environment b-learning(2016-11) Rojas López, A.; García-Peñalvo, Francisco J.