Revista Iberoamericana de Tecnologias del Aprendizaje最新文献_第7页

Utilization of an Automated Guided Vehicle for Physics and Mathematics Teaching in Professional and Technological Education 自动导引车在高职数学物理教学中的应用

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-10-11 DOI: 10.1109/RITA.2023.3323787

Fernando Luís Kock;Giselle Alves Martins;Andre Luis Dias

{"title":"Utilization of an Automated Guided Vehicle for Physics and Mathematics Teaching in Professional and Technological Education","authors":"Fernando Luís Kock;Giselle Alves Martins;Andre Luis Dias","doi":"10.1109/RITA.2023.3323787","DOIUrl":"10.1109/RITA.2023.3323787","url":null,"abstract":"In the era of digital transformation expansion and with the internet providing fast and easy access to information, Professional and Technological Education must keep pace with the current generation of digitally native students and the evolution of professions. This is particularly relevant on the era of Industry 4.0, which integrates new technologies with industrial automation. The objective of this study is to qualitatively analyze the teaching and learning of selected Physics and Mathematics subjects through experiential learning, employing an Automated Guided Vehicle as a Learning Object for practical activities. The research led to the development of a Didactic Sequence, which was implemented with students enrolled in the Integrated Technical High School Course. The Experiential Learning proposed, aimed to involve students as the primary actors in the learning process, engaging them actively in constructing their own knowledge. It was observed that the use of AGV emerges as a relevant educational tool, capable of enhancing the teaching and learning processes, and providing students with a more tangible and meaningful experience, combining work, science, and culture through activities that embrace a polytechnic education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 4","pages":"344-353"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136257361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of PK, TK and TPK on the Efficacy of Teaching Practice in Covid-19 Times PK、TK、TPK对新冠肺炎时代教学实践效果的影响

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-10-11 DOI: 10.1109/RITA.2023.3323950

Claudia Orozco-Rodríguez;Guadalupe Vera-Soria;Francisco Vera-Soria

{"title":"Effect of PK, TK and TPK on the Efficacy of Teaching Practice in Covid-19 Times","authors":"Claudia Orozco-Rodríguez;Guadalupe Vera-Soria;Francisco Vera-Soria","doi":"10.1109/RITA.2023.3323950","DOIUrl":"10.1109/RITA.2023.3323950","url":null,"abstract":"This article analyzes the impact of pedagogical and technological knowledge on the effectiveness of the teaching practice that was developed by a group of teachers during a workshop. In this workshop, interactive digital activities were designed and implemented based on the social constructivist approach. Data were collected from each participant’s products and synchronous session contributions. The information was coded according to the TPACK model and the teaching activities. The data was analyzed using a qualitative research approach. The results showed: Motivation and Communication were positively influenced by pedagogical and technological knowledge. This shows that using interactive digital tools helped increase student interest and active participation. The assessment and the presentation of the content were positively influenced by the pedagogical thinking and negatively influenced by the technological thinking. This means that there are still some teachers who continue to evaluate only for the purpose of measuring academic performance and not to stimulate learning, even though there are teachers in distance education who have increased formative evaluation. These results could be a consequence of the use of ICT as an emerging solution in education in times of covid-19. However, it does not mean that the pedagogical model has changed significantly","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 4","pages":"354-364"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136257678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessment of Computational Thinking Skills: A Systematic Review of the Literature 计算思维能力的评估:文献的系统回顾

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-10-11 DOI: 10.1109/RITA.2023.3323762

Rene Fabián Zúñiga Muñoz;Julio Ariel Hurtado Alegría;Gregorio Robles

{"title":"Assessment of Computational Thinking Skills: A Systematic Review of the Literature","authors":"Rene Fabián Zúñiga Muñoz;Julio Ariel Hurtado Alegría;Gregorio Robles","doi":"10.1109/RITA.2023.3323762","DOIUrl":"10.1109/RITA.2023.3323762","url":null,"abstract":"Context In many countries, it is now important to integrate learning-oriented views to foster computational thinking (CT) in the classroom. This has inspired ideas for new lesson plans, instructional strategies, teacher guidance, and, most importantly, new approaches to grading these skills. Aim: This article presents the results of a systematic review initially focused on identifying the various ways of assessing CT in school and their relationship to relevant CT skills. Method: We conducted a systematic review of the literature to assess CT in schools. This review applied a semi-automatic search for specific terms within the selected papers. These terms came from the analysis of several established definitions of CT. Results: We present a set of the most representative competencies and concepts developed in various experiences, in which the main topic is the assessment of CT, as well as some that have not been developed and that may be the subject of future works. Conclusions: The evaluation of CT in the school requires multiple approaches; it is a challenge to have a single method or strategy to evaluate everything that CT implies.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 4","pages":"319-330"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Telesimulation, Strategy for Academic Continuity and Interprofessional Training in Health Sciences 远程模拟、学术连续性策略与健康科学跨专业培训

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-08-07 DOI: 10.1109/RITA.2023.3303269

Elena Ríos-Barrientos

引用次数: 0

Training Data Scientists Through Project-Based Learning 通过基于项目的学习培养数据科学家

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-08-07 DOI: 10.1109/RITA.2023.3302954

Fernando Martinez-Plumed;José Hernández-Orallo

{"title":"Training Data Scientists Through Project-Based Learning","authors":"Fernando Martinez-Plumed;José Hernández-Orallo","doi":"10.1109/RITA.2023.3302954","DOIUrl":"10.1109/RITA.2023.3302954","url":null,"abstract":"The concepts of innovation, creativity, problem solving, effective communication, autonomy and critical thinking are at the core of becoming a good data scientist. Adapting to new technological resources and tools is also an important skill, which also builds on the curious and inquisitive nature associated with data science, and is fuelled by rapidly changing data science ecosystems in industry. In this regard, Project-based learning (PBL) has clear benefits for engaging students in data science courses. However, the exploratory character of data science projects, which do not start with a clear specification of what to do, but some data to analyse, pose some challenges to the application of PBL. Our aim is to improve students’ data science learning experiences and outcomes through the use of PBL. In this paper, we share our experiences with PBL and present an assessment rubric that focuses on value, innovation and narrative, which can be used as a scaffolding structure for data science courses. Our analysis of a PBL data science course at MSc level, together with data from student surveys, shows how the methodology and rubric align well with the exploratory nature of data science and the proactive, curious, and inquisitive skills required of data scientists.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 3","pages":"295-304"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43712214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Remote Laboratories for Physics Education: A Proposal Toward Interactive Learning for Engineering Students 物理教育的远程实验室:工科学生互动学习的建议

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-08-07 DOI: 10.1109/RITA.2023.3303100

Carlos Felipe Ordoñez Urbano;Jorge Adrián Muñoz;Leonairo Pencue Fierro;Juan Fernando Flórez Marulanda;Rubiel Vargas-Cañas

{"title":"Remote Laboratories for Physics Education: A Proposal Toward Interactive Learning for Engineering Students","authors":"Carlos Felipe Ordoñez Urbano;Jorge Adrián Muñoz;Leonairo Pencue Fierro;Juan Fernando Flórez Marulanda;Rubiel Vargas-Cañas","doi":"10.1109/RITA.2023.3303100","DOIUrl":"10.1109/RITA.2023.3303100","url":null,"abstract":"Academic training of professionals, especially in engineering fields, should enable them to reliably interpret their surroundings for informed decision-making. This is crucial for engineering students who continuously quantify and anal-yze system operations. In the current context, where in-person and virtual work blend together thanks to technological advances, professional education must establish flexible alternatives to assimilate phenomenological knowledge without sacrificing essential aspects of real experimentation. Remote laboratories emerge as an alternative to strengthen these aspects through distance learning. This paper presents a proposed and developed functional architecture scheme for remote interaction-based mechanical physics laboratories, allowing the configuration of initial operating conditions, execution of experiments, and data collection for three fundamental physics practices: free fall, Hooke’s law, and parabolic motion. The proposed architecture is scalable under the Internet of Things approach, using the necessary hardware and software elements with user-friendly interaction interfaces, making the developed remote laboratories a viable option for engineering students’ education, without requiring physical presence for their execution.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 3","pages":"305-312"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47208641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation of an Intervention on Activity Planning in CS1 CS1活动规划干预措施的评价

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-08-04 DOI: 10.1109/RITA.2023.3302174

Alberto Gómez;María-Jesús Marco-Galindo;Julià Minguillón

{"title":"Evaluation of an Intervention on Activity Planning in CS1","authors":"Alberto Gómez;María-Jesús Marco-Galindo;Julià Minguillón","doi":"10.1109/RITA.2023.3302174","DOIUrl":"10.1109/RITA.2023.3302174","url":null,"abstract":"A key factor in online learning is an instructional design that ensures that students maintain an adequate and constant learning pace throughout the course. This is especially relevant when a fundamentally practical and progressive learning approach is required, such as in introductory programming courses. This article describes an intervention conducted in a first-year subject of the Computer Engineering degree called “Programming Fundamentals”. This subject poses many challenges related to the introduction of abstract concepts, the completion of programming exercises in a specific language, and the monitoring of the pace of proposed learning activities so that students can achieve adequate learning. Based on academic results from several semesters, it was decided to make an intervention that modified the planning of learning activities to maintain motivation and learning pace throughout the semester, while reducing the time between completing the activities and receiving feedback. An analysis of the results following the change shows that more students complete the core activities, with a decrease in dropouts from continuous assessment and an increase in the number of students passing the course. Data analysis has been validated using propensity score matching, a method for evaluating interventions with a quasi-experimental design.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 3","pages":"287-294"},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47088042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward the Achievement of English Language Learning Competencies Through the Use of an Application: A Case Study 应用程序培养学生英语学习能力的个案研究

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-08-03 DOI: 10.1109/RITA.2023.3301790

Benjamín Maraza-Quispe;María Florencia Concha-Fuse;Jorge Luis Torres-Loayza;Grunilda Telma Reymer-Morales;Walter Choquehuanca-Quispe;Kelly Shirley Llanos-Talavera;Rafael Laura-Melendrez

{"title":"Toward the Achievement of English Language Learning Competencies Through the Use of an Application: A Case Study","authors":"Benjamín Maraza-Quispe;María Florencia Concha-Fuse;Jorge Luis Torres-Loayza;Grunilda Telma Reymer-Morales;Walter Choquehuanca-Quispe;Kelly Shirley Llanos-Talavera;Rafael Laura-Melendrez","doi":"10.1109/RITA.2023.3301790","DOIUrl":"10.1109/RITA.2023.3301790","url":null,"abstract":"Mobile language learning applications for smart mobile devices have greatly evolved in recent years. These applications have great potential to help students learn the target language. The present research aims to evaluate the achievement of the competence to read various types of written texts in English as a foreign language using the Duolingo application. The methodology followed is quantitative, in which an experimental group and a control group, each consisting of 24 students, were selected through convenience random sampling. In the experimental group, 25 learning sessions were conducted using the Duolingo application over a period of 3 months, while the control group received no treatment. A Pre-Test and a Post-Test, extracted from the official “British Council” website, were implemented. Entrance tests, feedback tests, and exit tests were administered. The results demonstrated that the Duolingo application has a positive and direct influence on the consolidation of the competence to read various types of written texts in English as a foreign language. A significant improvement was evident compared to the initial results with the exit test, with 77.3% of the sample achieving or surpassing the expected level of performance. In conclusion, participants expressed interest in various aspects of Duolingo, such as forums, podcasts, and identifiable themes in each lesson. However, two drawbacks have been identified, namely occasional issues with speech recognition and limitations in advanced language skills.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 3","pages":"278-286"},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46149159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mapping the Asymmetries of Graduate Programs in Brazil: Modeling, Visualization and Reporting of Estimates 绘制巴西研究生项目的不对称性:建模、可视化和评估报告

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-08-03 DOI: 10.1109/RITA.2023.3301510

Daniela América da Silva;Johnny Cardoso Marques;Paulo Marcelo Tasinaffo

引用次数: 0

Classification of Lessons Learned Generated by Students in the Practice of Project-Based Learning 基于项目的学习实践中学生所产生的课程分类

Revista Iberoamericana de Tecnologias del Aprendizaje Pub Date : 2023-08-02 DOI: 10.1109/RITA.2023.3301429

Arturo Jaime;José Miguel Blanco;César Domínguez;Imanol Usandizaga;Rosa Arruabarrena

{"title":"Classification of Lessons Learned Generated by Students in the Practice of Project-Based Learning","authors":"Arturo Jaime;José Miguel Blanco;César Domínguez;Imanol Usandizaga;Rosa Arruabarrena","doi":"10.1109/RITA.2023.3301429","DOIUrl":"10.1109/RITA.2023.3301429","url":null,"abstract":"Some project-based organizations report and share knowledge through lessons learned in order to improve performance in future work. The objective of this study is to test whether the use of this technique, in Project-Based Learning, is sustainable over time. Also, it is interesting to test what are the types of lessons generated most frequently, whether they have interest for the learners, and whether the activities involved are satisfactory for them. The research is carried out by incorporating the lessons learned technique into a Project-Based Learning experience over several years. The methodology consists of the analysis and classification of lessons, published in a blog, and the data collected about the students (grades and opinions). The results show that technological lessons are the most numerous and visited, followed by methodological lessons in terms of generation, and work organization lessons in terms of visits. Moreover, the opinions of the students are very positive in all activities related to the dissemination, generation, learning achieved and usefulness of the lessons in a fairly unanimous way. In conclusion, the lessons learned technique serves as a good complement to reinforce Project-Based Learning, enabling students to acquire knowledge, perceive its practical usefulness, and express satisfaction with the activities involved.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":"18 3","pages":"250-257"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0