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Title: Personalized education using computational thinking and b-learning environment: classroom intervention
Authors: Rojas-López, A.
García-Peñalvo, F. J.
Keywords: Computational thinking
Computer programming course
Educational programming
Engineering course
Programming teaching
Engineering education
Learning programming
Higher education
Issue Date: 18-Oct-2017
Publisher: ACM
Citation: Rojas-López, A., & García-Peñalvo, F. J. (2017). Personalized education using computational thinking and b-learning environment: classroom intervention. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) (Article 9). New York, NY, USA: ACM. doi:10.1145/3144826.3145357
Abstract: 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.
ISBN: 978-1-4503-5386-1
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