Cecilia Verónica Sanz

Analysis framework for tailored selection of learning objects methodologies

This article described the process used for developing and validating an analysis framework that allows comparing design methodologies for the design creation of Learning Objects (LO) and selecting the one that best meets the needs of teachers based on the needs of a specific educational context. This framework is called MASMDOA (Analysis Framework for the Selection of a Learning Object Design and Deployment Methodology), and it has been applied to a case study where, from a compilation of LO design methodologies used in Ibero-America, one of these methodologies is selected to work in the context of a LO design and production workshop. MASMDOA proved useful for selecting a LO design and deployment methodology that is appropriate for the requirements of an educator in a specific context. To achieve this, MASMDOA proposes a set of criteria that are useful for recommending and characterizing the methodologies to be analyzed and, following a two-phase process, it recommends the methodology that is better suited for the educators needs. In this paper, we present MASMDOA, the case study to which it was applied, and the results obtained.

ECCA: Augmentative Communication Collaborative Environment

The research work presented in this paper belongs to the area of Computer Technology applied to Special Education. In this context, the design of a collaborative web system (ECCA) is presented. This system incorporates features to facilitate Augmentative Communication, devised as a technology aid for the development of communication competencies in students with Complex Communication Needs. Details are provided regarding previous research work carried out to better understand the needs of the target group and the decision-making process of ECCA. Finally, the conclusions and future lines of work are presented.

The Impact of Role-Playing Games through Second Life on the Oral Practice of Linguistic and Discursive Sub-competences in English

This paper describes a case study, carried out in an educational setting, whose purpose includes the analysis of the impact that role-playing games (RPGs), with the mediation of the immersive virtual environment Second Life, causes in the oral practice of linguistic and discursive communicative sub-competences in English. It is discussed an interdisciplinary participation of the communicative approach of languages, the technologies involved in the development of this study, RPGs and task-based learning. The study outlines the phases that make up the experience, the categories of analysis addressed from the triangulation of data collected, and finally the conclusions and future research.

ASTROCODE: A SERIOUS GAME FOR THE DEVELOPMENT OF COMPUTATIONAL THINKING SKILLS

Serious Games have been the focus of different research works in last years, as a consequence of their possibilities for educational scenarios. These games are used for purposes other than mere entertainment, but they are still motivating and attractive to users. More recent research works have also emphasized the potential of serious games for learning, skill acquisition, and attitude and behavior changes considering that they allow learners to experience situations that are impossible in the real world and provide engaging activities which are stimulating, generate strong emotions, require complex information processing, and provide challenges. On the other hand, programming teaching is a growing area that is spreading beyond computer science courses of studies. Computational Thinking (CT) is related to a problem solving process that involves a number of characteristics and skills such as applying abstraction and algorithms design. CT is important in computer applications, but it can also be used to support problem solving across all disciplines. Today, there is a growing corpus of experiences whose goals include CT skills development. This paper presents AstroCode, a serious game which is oriented to introduce players to CT skills such as algorithm design using variables and control structures. The description of the game and the test sessions held with different students of the National University of La Plata are detailed in this article. The first results show student engagement and motivation using these types of games in an educational scenario, as well as the difficulties they face in the use of control structures and how AstroCode helps students apply them.

Estilos de aprendizaje en actividades basadas en el uso de mapas conceptuales - [Considering learning styles in activities based on the use of conceptual maps]

This paper presents an educational innovation in a Computer Engineering’s subject. In this context, during the last years, a set of strategies have been carried out in order to improve the autonomy of the students and their skills for expressing the knowledge learned by using conceptual maps. That process has been supported by M-eRoDes, a tool that allows the automatic assessment and that gives feedback about the conceptual maps created by the students for the different developed activities. In this work, we go beyond by taking into account the students’ learning styles as a key point to analyse how the students can get benefits from these activities. The results obtained reflect that, in their learning process, most of the students have preference for the visual and sensorial. This fact can be the reason of the positive rating of the video generation activity. On the other hand, it seems that the creation of conceptual maps is considered a useful activity but not easy.

Displaying the Collaborative Process as Meta-knowledge

There is consensus as regards the fact that group strategies and group building processes are a significant aspect of knowledge for those who work collaboratively. The decision as to which indicators educators select and display when accompanying collaborative groups is a strategic one. Likewise, the point in time when the group can access information about their collaboration – after the process is completed or during the process – is also important. In this article, we propose and discuss a collaborative work monitoring strategy that is implemented as a mirroring technique which has been tested in a post-graduate educational experience in 2016. Preliminary results would confirm the idea that the group benefits from knowing how the collaborative process is progressing and would also indicate that there is a greater awareness in each team member in relation to his/her own task and those of their peers.

Learning objects: How to insert an element into a vector?

This article introduces the process carried out for creating two Learning Objects (LOs) linked to the operation of inserting an element into a vector, in Pascal. It starts with the motivation to attend a concrete educational need in relation to the learning of the topic in initial Programming courses. To this end, the development of complementary educational materials is proposed. The decision to create LOs is mainly based on the reutilization and autonomy features offered by LOs, which set them apart from other educational materials types. To create the LOs, the CROA Methodology is used. Finally, a first evaluation of the LOs in which educators are involved is carried out.

Augmented Reality for Programming Teaching. Student Satisfaction Analysis

This article describes a series of collaborative experiences carried out using hypermedia educational material that includes Augmented Reality (AR) activities to teach control structures in initial Programming courses. EPRA (which is the name of the hypermedia educational material developed) is described, and the results obtained are analyzed in relation to student satisfaction and perception of the knowledge acquired using this material and the related experience. One of the main findings is that the proposed Augmented Reality activities are considered by students to favor learning of the topic at hand and motivate them, adding a fun element to the abstract concepts involved.

STORM: Brainstorming collaborative web environment oriented to the educational context

This paper details the design and development of a collaborative system that allows using the Brainstorming technique. This technique is widely used at various educational levels, and its development through computer systems adds favorable aspects both for teachers and students. STORM is a tool oriented specifically to the educational environment that allows developing Brainstorming sessions, considering the stages of idea generation, subsequent analysis of the contributions, and the connection of the various ideas in a relational map.