Ponències/Comunicacions de congressoshttp://hdl.handle.net/2117/166052024-03-29T02:00:04Z2024-03-29T02:00:04ZLearning analytics to assess students’ behavior with scratch through clickstreamAmo Filvá, DanielAlier Forment, MarcGarcía Peñalvo, Francisco JavierFonseca Escudero, DavidCasany Guerrero, María Joséhttp://hdl.handle.net/2117/1245712023-09-22T08:53:13Z2018-11-16T11:14:08ZLearning analytics to assess students’ behavior with scratch through clickstream
Amo Filvá, Daniel; Alier Forment, Marc; García Peñalvo, Francisco Javier; Fonseca Escudero, David; Casany Guerrero, María José
The construction of knowledge through computational practice requires to teachers a substantial amount of time and effort to evaluate programming skills, to understand and to glimpse the evolution of the students and finally to state a quantitative judgment in learning assessment. This suposes a huge problem of time and no adecuate intime feedback to students while practicing programming activities. The field of learning analytics has been a common practice in research since last years due their great possibilities in terms of learning improvement. Such possibilities can be a strong positive contribution in the field of computational practice such as programming. In this work we attempt to use learning analytics to ensure intime and quality feedback through the analysis of students behavior in programming practice. Hence, in order to help teachers in their assessments we propose a solution to categorize and understand students’ behavior in programming activities using business technics such as web clickstream. Clickstream is a technique that consists in the collection and analysis of data generated by users. We applied it in learning programming environments to study students behavior to enhance students learning and programming skills. The results of the work supports this business technique as useful and adequate in programming practice. The main finding showns a first taxonomy of programming behaviors that can easily be used in a classroom. This will help teachers to understand how students behave in their practice and consequently enhance assessment and students’ following-up to avoid examination failures.
2018-11-16T11:14:08ZAmo Filvá, DanielAlier Forment, MarcGarcía Peñalvo, Francisco JavierFonseca Escudero, DavidCasany Guerrero, María JoséThe construction of knowledge through computational practice requires to teachers a substantial amount of time and effort to evaluate programming skills, to understand and to glimpse the evolution of the students and finally to state a quantitative judgment in learning assessment. This suposes a huge problem of time and no adecuate intime feedback to students while practicing programming activities. The field of learning analytics has been a common practice in research since last years due their great possibilities in terms of learning improvement. Such possibilities can be a strong positive contribution in the field of computational practice such as programming. In this work we attempt to use learning analytics to ensure intime and quality feedback through the analysis of students behavior in programming practice. Hence, in order to help teachers in their assessments we propose a solution to categorize and understand students’ behavior in programming activities using business technics such as web clickstream. Clickstream is a technique that consists in the collection and analysis of data generated by users. We applied it in learning programming environments to study students behavior to enhance students learning and programming skills. The results of the work supports this business technique as useful and adequate in programming practice. The main finding showns a first taxonomy of programming behaviors that can easily be used in a classroom. This will help teachers to understand how students behave in their practice and consequently enhance assessment and students’ following-up to avoid examination failures.Resultados de la sesión innovadora 'Menos escuchar y más discutir' de Jenui 2016López Álvarez, Davidhttp://hdl.handle.net/2117/1132512020-07-23T20:50:53Z2018-01-26T10:50:10ZResultados de la sesión innovadora 'Menos escuchar y más discutir' de Jenui 2016
López Álvarez, David
Los asistentes habituales a Jenui hemos discutido en diversas ocasiones que un congreso que potencia la innovación no podía limitarse a las presentaciones de trabajos “habituales” de 15 minutos de exposición y 5 minutos de preguntas. En la pasada edición de 2016 se llevó a cabo una sesión experimental, en la que los autores disponían de menos tiempo para presentar su artículo y se primaba la discusión sobre la exposición. Este póster presenta los resultados de la experiencia; por un lado se analiza la encuesta realizada entre el público presente, por otro, se escucha la voz de los oradores que participaron en la experiencia. Final- mente, se realiza una reflexión sobre las posibilidades que se abren para futuras ediciones.
2018-01-26T10:50:10ZLópez Álvarez, DavidLos asistentes habituales a Jenui hemos discutido en diversas ocasiones que un congreso que potencia la innovación no podía limitarse a las presentaciones de trabajos “habituales” de 15 minutos de exposición y 5 minutos de preguntas. En la pasada edición de 2016 se llevó a cabo una sesión experimental, en la que los autores disponían de menos tiempo para presentar su artículo y se primaba la discusión sobre la exposición. Este póster presenta los resultados de la experiencia; por un lado se analiza la encuesta realizada entre el público presente, por otro, se escucha la voz de los oradores que participaron en la experiencia. Final- mente, se realiza una reflexión sobre las posibilidades que se abren para futuras ediciones.Using service learning for improving student attraction and engagement in STEM studiesLópez Álvarez, Davidhttp://hdl.handle.net/2117/1132402020-07-23T22:09:50Z2018-01-26T09:38:10ZUsing service learning for improving student attraction and engagement in STEM studies
López Álvarez, David
Both in Europe and around the world, there is a lack of STEM (Science, Technology, Engineering and Maths) graduates. The Universities that offer STEM studies face two common problems, the first of which is the lack of technological vocation. Despite the need in Europe for more engineers, and while STEM graduates enjoy almost full employment, few students decide to enrol for these degree courses. The second problem is that engineering studies traditionally have one of the highest dropout rates in Higher Education. One of the reasons for this is that students perceive engineering courses as highly technical and difficult, and with little relation to social progress. They are not aware of the creative nature of such studies, or the contribution to human development made by engineers. In order to tackle these problems, we are advocating the use of Service Learning. The projects resulting from this initiative will be able show future graduates the importance of creativity and the important role of science and technology in the future welfare of society; two points capable of inspiring vocation and enhancing the sense of belonging to the STEM collective in the first STEM degree courses. In this paper, we present the project and describe some of the experiences we have identified at our university, with the aim of using them for student attraction and engagement.
2018-01-26T09:38:10ZLópez Álvarez, DavidBoth in Europe and around the world, there is a lack of STEM (Science, Technology, Engineering and Maths) graduates. The Universities that offer STEM studies face two common problems, the first of which is the lack of technological vocation. Despite the need in Europe for more engineers, and while STEM graduates enjoy almost full employment, few students decide to enrol for these degree courses. The second problem is that engineering studies traditionally have one of the highest dropout rates in Higher Education. One of the reasons for this is that students perceive engineering courses as highly technical and difficult, and with little relation to social progress. They are not aware of the creative nature of such studies, or the contribution to human development made by engineers. In order to tackle these problems, we are advocating the use of Service Learning. The projects resulting from this initiative will be able show future graduates the importance of creativity and the important role of science and technology in the future welfare of society; two points capable of inspiring vocation and enhancing the sense of belonging to the STEM collective in the first STEM degree courses. In this paper, we present the project and describe some of the experiences we have identified at our university, with the aim of using them for student attraction and engagement.Just-in-time teaching improves engagement and academic results among students at risk of failure in computer science fundamentalsPérez Poch, AntoniLópez Álvarez, Davidhttp://hdl.handle.net/2117/1129542020-07-23T20:29:11Z2018-01-19T07:21:53ZJust-in-time teaching improves engagement and academic results among students at risk of failure in computer science fundamentals
Pérez Poch, Antoni; López Álvarez, David
One of the desirable features of quality teaching is individualized attention to students. In this work we present a
teaching innovation of individualized support called Just-in-Time-Teaching (JiTT). We describe a pilot experience conducted in a laboratory group and two control groups of the Computer Science Fundamentals subject of bachelor’s degrees in industrial engineering at the Barcelona East School of Engineering [EEBE]
of the Universitat Politècnica de Catalunya in the first semester of 2016-2017 academic year. In this subject it has been observed that students tend to do fewer exercises than are required. They usually do them in the vicinity of the exams rather than throughout the course, and this has an impact on their learning and their academic performance. The aim of the experience was therefore to improve academic performance and student
satisfaction, and to reduce absenteeism. In the JiTT group, exercises were collected via a virtual campus and assessed before the next laboratory class. Data of the university entrance grade, age and origin of the students were collected. The results are presented and compared with the those obtained in the control groups. Significant improvements were found in the final grades and in student satisfaction with the teaching, and absenteeism
was reduced. In conclusion, this is a promising method that promotes individualized teaching at a reasonable cost for the teaching staff.
2018-01-19T07:21:53ZPérez Poch, AntoniLópez Álvarez, DavidOne of the desirable features of quality teaching is individualized attention to students. In this work we present a
teaching innovation of individualized support called Just-in-Time-Teaching (JiTT). We describe a pilot experience conducted in a laboratory group and two control groups of the Computer Science Fundamentals subject of bachelor’s degrees in industrial engineering at the Barcelona East School of Engineering [EEBE]
of the Universitat Politècnica de Catalunya in the first semester of 2016-2017 academic year. In this subject it has been observed that students tend to do fewer exercises than are required. They usually do them in the vicinity of the exams rather than throughout the course, and this has an impact on their learning and their academic performance. The aim of the experience was therefore to improve academic performance and student
satisfaction, and to reduce absenteeism. In the JiTT group, exercises were collected via a virtual campus and assessed before the next laboratory class. Data of the university entrance grade, age and origin of the students were collected. The results are presented and compared with the those obtained in the control groups. Significant improvements were found in the final grades and in student satisfaction with the teaching, and absenteeism
was reduced. In conclusion, this is a promising method that promotes individualized teaching at a reasonable cost for the teaching staff.The need for interdisciplinary research on exponential technologies and sustainabilityAlier Forment, MarcCasany Guerrero, María Joséhttp://hdl.handle.net/2117/1126332020-07-23T20:14:39Z2018-01-11T09:25:19ZThe need for interdisciplinary research on exponential technologies and sustainability
Alier Forment, Marc; Casany Guerrero, María José
Technology has a clear influence on the way we live, our culture and how society functions, and last but not least our environment. At a moment when the transformational factor of technology is accelerating at an exponential pace, it is really important to reflect the direction that we want this acceleration to go.
In this paper we present some of the factors relevant to this mater: 1) the influence of technology in the society and the environment. 2) The acceleration of some technologies that have tipped and are tipping in the 20th and 21th century. 3) The problem of sustainability when exponential growth is applied to a scenario with lineal growth of resources. 4) The opportunity that represent exponential technologies to fix current humanities difficulties. And 5) technology, exponential or not, is not enough to fix the problems humanity is facing since the problems are embedded in the culture that is fueling the development of the technology.
Finally we conclude that the direction that technology will take will be determined ultimately by the society's prevalent culture, and to make an influence in the culture we need not only technologists but also humanists to enter in this kind of discussions and research.
2018-01-11T09:25:19ZAlier Forment, MarcCasany Guerrero, María JoséTechnology has a clear influence on the way we live, our culture and how society functions, and last but not least our environment. At a moment when the transformational factor of technology is accelerating at an exponential pace, it is really important to reflect the direction that we want this acceleration to go.
In this paper we present some of the factors relevant to this mater: 1) the influence of technology in the society and the environment. 2) The acceleration of some technologies that have tipped and are tipping in the 20th and 21th century. 3) The problem of sustainability when exponential growth is applied to a scenario with lineal growth of resources. 4) The opportunity that represent exponential technologies to fix current humanities difficulties. And 5) technology, exponential or not, is not enough to fix the problems humanity is facing since the problems are embedded in the culture that is fueling the development of the technology.
Finally we conclude that the direction that technology will take will be determined ultimately by the society's prevalent culture, and to make an influence in the culture we need not only technologists but also humanists to enter in this kind of discussions and research.Mejora del aprendizaje mediante Just-In-Time Teaching en la docencia de Informática BásicaPérez Poch, AntoniLópez Álvarez, Davidhttp://hdl.handle.net/2117/1115462020-07-23T22:49:01Z2017-12-05T09:04:38ZMejora del aprendizaje mediante Just-In-Time Teaching en la docencia de Informática Básica
Pérez Poch, Antoni; López Álvarez, David
One of the desirable features that quality teaching
should have is individualized attention to the students.
On the other hand, it has been observed that the
students tend to solve fewer exercises than those
required. They usually do the resolution of exercises
in the vicinity of the exams and not in a continuous
way throughout the course, which has an impact on
both their learning and their academic performance.
In this work we present a teaching innovation of
individualized support called
2017-12-05T09:04:38ZPérez Poch, AntoniLópez Álvarez, DavidOne of the desirable features that quality teaching
should have is individualized attention to the students.
On the other hand, it has been observed that the
students tend to solve fewer exercises than those
required. They usually do the resolution of exercises
in the vicinity of the exams and not in a continuous
way throughout the course, which has an impact on
both their learning and their academic performance.
In this work we present a teaching innovation of
individualized support calledMapa de la competencia Sostenibilidad del proyecto EDINSOSTSánchez Carracedo, FermínSegalàs Coral, JordiVidal López, Eva MaríaMartín Escofet, CarmeLópez Álvarez, DavidCliment Vilaró, JoanCabré Garcia, José M.http://hdl.handle.net/2117/1101782020-07-23T21:31:29Z2017-11-09T12:52:08ZMapa de la competencia Sostenibilidad del proyecto EDINSOST
Sánchez Carracedo, Fermín; Segalàs Coral, Jordi; Vidal López, Eva María; Martín Escofet, Carme; López Álvarez, David; Climent Vilaró, Joan; Cabré Garcia, José M.
EDINSOST es un proyecto financiado por el Programa Estatal de I+D+i, y está orientado a afrontar los Retos de la Sociedad. El proyecto tiene por objetivo la formación de titulados capaces de liderar la resolución de los retos de nuestra sociedad mediante la integración de la formación en sostenibilidad en el Sistema Universitario Español. En el proyecto participan 55 investigadores de 9 universidades españolas. Para conseguir su objetivo, el proyecto ha defini-do el mapa de la competencia en sostenibilidad de 15 titulaciones. A partir del mapa se establecerán las estrategias didácticas más apropiadas para la formación en sostenibilidad, se diagnosticará el estado de las necesidades formativas en sostenibilidad del profesorado y del estudiantado y, finalmente, se elaborarán propuestas de capacitación para ambos colectivos. En este artículo se presenta el proyecto EDINSOST y el mapa de la competencia Sostenibilidad del grado en Ingeniería Informática como primer resultado del proyecto. El mapa es fácilmente adaptable a cualquier titulación de educación superior.
2017-11-09T12:52:08ZSánchez Carracedo, FermínSegalàs Coral, JordiVidal López, Eva MaríaMartín Escofet, CarmeLópez Álvarez, DavidCliment Vilaró, JoanCabré Garcia, José M.EDINSOST es un proyecto financiado por el Programa Estatal de I+D+i, y está orientado a afrontar los Retos de la Sociedad. El proyecto tiene por objetivo la formación de titulados capaces de liderar la resolución de los retos de nuestra sociedad mediante la integración de la formación en sostenibilidad en el Sistema Universitario Español. En el proyecto participan 55 investigadores de 9 universidades españolas. Para conseguir su objetivo, el proyecto ha defini-do el mapa de la competencia en sostenibilidad de 15 titulaciones. A partir del mapa se establecerán las estrategias didácticas más apropiadas para la formación en sostenibilidad, se diagnosticará el estado de las necesidades formativas en sostenibilidad del profesorado y del estudiantado y, finalmente, se elaborarán propuestas de capacitación para ambos colectivos. En este artículo se presenta el proyecto EDINSOST y el mapa de la competencia Sostenibilidad del grado en Ingeniería Informática como primer resultado del proyecto. El mapa es fácilmente adaptable a cualquier titulación de educación superior.E-assessment of relational database skills by means of LearnSQLQuer, CarmeAbelló Gamazo, AlbertoBurgués Illa, XavierCasany Guerrero, María JoséMartín Escofet, CarmeRodríguez González, M. ElenaRomero Moral, ÓscarUrpí Tubella, Antonihttp://hdl.handle.net/2117/1082392020-07-23T22:19:52Z2017-10-02T07:39:21ZE-assessment of relational database skills by means of LearnSQL
Quer, Carme; Abelló Gamazo, Alberto; Burgués Illa, Xavier; Casany Guerrero, María José; Martín Escofet, Carme; Rodríguez González, M. Elena; Romero Moral, Óscar; Urpí Tubella, Antoni
LearnSQL is a software system that allows the automatic and efficient e-learning and e-assessment of relational database skills. It has been used at the Barcelona School of Informatics for 18 semesters with an average of 200 students per semester. This paper shows the functionalities of LearnSQL subsystems by means of specific and understandable examples.
2017-10-02T07:39:21ZQuer, CarmeAbelló Gamazo, AlbertoBurgués Illa, XavierCasany Guerrero, María JoséMartín Escofet, CarmeRodríguez González, M. ElenaRomero Moral, ÓscarUrpí Tubella, AntoniLearnSQL is a software system that allows the automatic and efficient e-learning and e-assessment of relational database skills. It has been used at the Barcelona School of Informatics for 18 semesters with an average of 200 students per semester. This paper shows the functionalities of LearnSQL subsystems by means of specific and understandable examples.El proyecto EDINSOST: Inclusión de los ODS en la educación superiorSánchez Carracedo, FermínSegalàs Coral, JordiCabré Garcia, José M.Climent Vilaró, JoanLópez Álvarez, DavidMartín Escofet, CarmeVidal López, Eva Maríahttp://hdl.handle.net/2117/1045312020-07-23T20:16:03Z2017-05-17T07:26:05ZEl proyecto EDINSOST: Inclusión de los ODS en la educación superior
Sánchez Carracedo, Fermín; Segalàs Coral, Jordi; Cabré Garcia, José M.; Climent Vilaró, Joan; López Álvarez, David; Martín Escofet, Carme; Vidal López, Eva María
En esta comunicación se presenta un mapa de la competencia Sostenibilidad fácilmente adaptable a cualquier titulación de educación superior. El mapa ha sido desarrollado dentro del proyecto EDINSOST, cuyo objetivo es la formación de titulados capaces de liderar la resolución de los retos de nuestra sociedad mediante la integración de la formación en competencias en Sostenibilidad en el Sistema Universitario Español.; This communication presents a map of the competency Sustainability which is easily adaptable to any degree in higher education. The map has been developed within the EDINSOST project, whose objective is the training of graduates able of leading the resolution of the challenges of our society through the integration of the training in
competences in Sustainability in the Spanish University System.; Avec cette communication on présente une carte de la compétence Durabilité facilement adaptable à tout degré d’éducation supérieur. Cette carte a été développé au sein du projet EDINSOST et son but est la formation de diplômés capables de diriger la résolution des défis de notre société en intégrant la formation de compétences en matière de Durabilité dans le Système Universitaire Espagnol.
2017-05-17T07:26:05ZSánchez Carracedo, FermínSegalàs Coral, JordiCabré Garcia, José M.Climent Vilaró, JoanLópez Álvarez, DavidMartín Escofet, CarmeVidal López, Eva MaríaEn esta comunicación se presenta un mapa de la competencia Sostenibilidad fácilmente adaptable a cualquier titulación de educación superior. El mapa ha sido desarrollado dentro del proyecto EDINSOST, cuyo objetivo es la formación de titulados capaces de liderar la resolución de los retos de nuestra sociedad mediante la integración de la formación en competencias en Sostenibilidad en el Sistema Universitario Español.
This communication presents a map of the competency Sustainability which is easily adaptable to any degree in higher education. The map has been developed within the EDINSOST project, whose objective is the training of graduates able of leading the resolution of the challenges of our society through the integration of the training in
competences in Sustainability in the Spanish University System.
Avec cette communication on présente une carte de la compétence Durabilité facilement adaptable à tout degré d’éducation supérieur. Cette carte a été développé au sein du projet EDINSOST et son but est la formation de diplômés capables de diriger la résolution des défis de notre société en intégrant la formation de compétences en matière de Durabilité dans le Système Universitaire Espagnol.A learning analytics tool with hybrid graphical and textual interpretation generationAlier Forment, MarcAmo Filvà, DanielCasany Guerrero, María JoséMayol Sarroca, Enrichttp://hdl.handle.net/2117/1015162020-07-23T20:29:56Z2017-02-24T10:10:54ZA learning analytics tool with hybrid graphical and textual interpretation generation
Alier Forment, Marc; Amo Filvà, Daniel; Casany Guerrero, María José; Mayol Sarroca, Enric
The introduction and use of on-line learning resources has improved students learning process in several aspects. But at the same time, it also introduced more complexity and made more difficult to teachers how to analyze learning evolution and improvement of students. In this paper, we propose a first approach how to visualize and analyze student interaction with on-line learning systems and Virtual Learning Environments (VLE).
We present a piece of software that collects information on the interaction of the students with the Moodle VLE and that it displays to teachers in a more analytical way. The interaction data is displayed to support teacher interpretation from a learning point of view, with the inclusion of automatically generated textual explanations about the analysis of such data.
2017-02-24T10:10:54ZAlier Forment, MarcAmo Filvà, DanielCasany Guerrero, María JoséMayol Sarroca, EnricThe introduction and use of on-line learning resources has improved students learning process in several aspects. But at the same time, it also introduced more complexity and made more difficult to teachers how to analyze learning evolution and improvement of students. In this paper, we propose a first approach how to visualize and analyze student interaction with on-line learning systems and Virtual Learning Environments (VLE).
We present a piece of software that collects information on the interaction of the students with the Moodle VLE and that it displays to teachers in a more analytical way. The interaction data is displayed to support teacher interpretation from a learning point of view, with the inclusion of automatically generated textual explanations about the analysis of such data.