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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 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 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.Item Evaluation of M-Learning among students according to their behaviour with apps(Nova Science Publishers, 2017-05-01) Briz Ponce, Laura; Pereira, A.; Juanes-Méndez, J. A.; García-Peñalvo, F. J.The present paper has the goal to provide some insights regarding the current use of mobile technologies for learning. This research was conducted at University of Salamanca and University of Aveiro and took into account the collaboration of 518 students from both universities. The main results indicate that the students are very willing to use m-learning and there is a relationship between the use of mobile devices (frequency of use of Tablet) and the use of Apps with the global evaluation of m-learning by students. However, most part of students still reported an unawareness and a lack of necessity of these instruments, which brings into light that it is necessary to support and promote the use of these technologies with a curricular and educational purpose by institutions and universities.Item The Learning Improvement of Engineering Students using Peer-Created Complementary Resources(Tempus Publication, 2017-03-31) Sein-Echaluce Lacleta, M. L.; Fidalgo-Blanco, Á.; Esteban-Escaño, J.; García-Peñalvo, F. J.In any organization, the individual is considered an issuer of knowledge who can improve corporate knowledge, and learning is considered to be a key factor in promoting the creation of knowledge. As the knowledge of the individual increases, the organization's knowledge also increases. The same happens in educational institutions, but there is a tendency in most educational methodologies to consider the student as a mere recipient of knowledge. This paper presents a model where the student is shown as a knowledge issuer both for their own benefit and for their peers. The key idea is the transfer of knowledge produced by students to organizational knowledge through the knowledge management system the Collaborative Academic Resources Finder (BRACO, for its acronym in Spanish). At the same time, certain quantitative measurement instruments provide insight into student perception of the use of this knowledge in a particular subject in their engineering degree studies as well as the measure of BRACO impact on their learning outcomes. The results of this work show that an experimental group obtained higher scores in tests than a control group. Results also show that BRACO had a significant impact on learning, and students promoted, organized and used the resources generated by fellow students.