Arturo Jaime

Database design learning: A project-based approach organized through a course management system

This paper describes an active method for database design learning through practical tasks development by student teams in a face-to-face course. This method integrates project-based learning, and project management techniques and tools. Some scaffolding is provided at the beginning that forms a skeleton that adapts to a great variety of student-proposed domain projects and emulates the real way of working in database design. We include a quasi-experimental study in which the results of five academic years are analyzed. The first three years a traditional strategy was followed and a course management system was used as material repository. The active method was introduced for the last two years and coexisted with the traditional one. The course management system greatly simplifies the management of the numerous documents produced, the description and scheduling of tasks, the identification of teams, as well as all communication needs. In this study we analyze aspects such as exam dropout rates, exam passing rates, exam marks, and class attendance. Students that followed this active learning approach obtained better results than those that followed a traditional strategy. Besides, the experience of the introduction of such a method in a student subgroup positively influenced the whole group.

Interuniversity telecollaboration to improve academic results and identify preferred communication tools

Telecollaboration is defined as a collaborative activity that involves people from distant geographic locations working together through Internet tools and other resources. This technique has not been frequently used in learning experiences and has produced diverse academic results, as well as degrees of satisfaction. This paper describes a telecollaboration experience among students at two universities. We analyzed data from 255 students divided into different groups in order to compare their academic results and satisfaction derived from the experience. We also studied the communication tools used by the telecollaborators and their effect on with student satisfaction. The telecollaborators obtained better academic results but lower levels of satisfaction than the face-to-face groups. Furthermore, the students preferred day-to-day tools, and the use of non-institutional email was the most popular option. Social networks and chat and voice tools also proved to be useful. And, those who employed synchronous tools were more satisfied with the experience.

A comparative analysis of the consistency and difference among online self-, peer-, external- and instructor-assessments

In the last few years, self- and peer-assessment have been increasingly employed not only as an evaluation method, but also as a learning procedure. The consistency and difference between self- and peer-assessments as compared to instructor-assessments have been previously studied, and a friendship bias was discovered. In this study, we introduce external-assessment (products are assessed by students from a different university that are enrolled in a similar course), and compare self-, peer-, external- and instructor-assessments. The experience was conducted at two different universities separated by a significant distance, during two consecutive years, including a total of 97 students. At both universities, students developed websites and online tools were employed to organise the different types of assessments. The obtained results indicate that there is a high-level of consistency across the different kinds of assessments. Moreover, a competitive effect was discovered: students tended to award higher grades to students from their same university while they were harsher with the products from a distant university. From the learning perspective, and according to the students final grade, the assessment experience correlated with learning gains. Self- and peer-assessment have been increasingly employed in the last few years.We introduce external-assessment from students from a different university.A high-level consistency among the different kinds of assessments is obtained.A competitive effect is found: students are stricter with products from a distant university.The assessment experience was correlated with learning gains.

A tool for capstone project management in computer science engineering

This study presents a tool for students and professors (advisors) to assist in the management and development of Capstone Projects (CP) in Computer Science Engineering. The tool emphasizes planning and monitoring tasks in particular, by providing information on other CPs of a given profile, as well as support for document management (deliverables, meeting minutes, etc.). It also offers a learning community with a social network built in to alleviate the sense of isolation experienced by some students during the project. And furthermore, this tool informs students of their peers progress and facilitates contact between students and faculty developing projects of a similar profile.

Capstone projects in computer science: evaluated by stakeholders

This study evaluates several aspects related to capstone projects in a computer science degree: level of advisor involvement, type of student, and type of project. We consider the points of view of students, advisors, and evaluation committees. Students claimed the level of advisor involvement to be significantly greater than that perceived by the advisors themselves. Regarding students skills, we found no significant differences between the opinions of advisors and students. And lastly, students have a significantly better opinion about their projects than advisors do.

Student and Staff Perceptions of Key Aspects of Computer Science Engineering Capstone Projects

In carrying out their capstone projects, students use knowledge and skills acquired throughout their degree program to create a product or provide a technical service. An assigned advisor guides the students and supervises the work, and a committee assesses the projects. This study compares student and staff perceptions of key aspects of completing this type of project, such as project characteristics, student competencies, advisor involvement, and student perceived learning. The primary finding of this study is that the students expectations differ greatly from those of staff. In particular, students tend to have a better opinion of their project, their competencies, and the supervision received than does the staff. However, advisors and evaluation committees have a similar opinion about projects characteristics. The students perception of their learning, furthermore, is not always consistent with the grade obtained or student satisfaction. This disagreement suggests the need to more clearly and effectively communicate actual expectations to students and staff.

Capstone Projects Evolution over a Decade in a Computer Science Engineering Degree

This study describes the capstone projects evolution over the last ten years at our university. During this period, two different degrees have existed: Technical Engineering in Computer Science with graduated students from 2005 through 2012, and a Degree in Computer Science Engineering from 2013 through 2014. Herein, the evolution of some important features of the Capstone Projects is examined: duration, grade and time devoted by the advisor. This evolution defines some phases in the first degree: beginning, stabilization, maturity, and completion. The change in the degree structure is associated with changes in the performance on projects.