2018 |
Eguiluz, Andoni; Garaizar, Pablo; Guenaga, Mariluz An Evaluation of Open Digital Gaming Platforms for Developing Computational Thinking Skills Book Chapter 9 , IntechOpen, 2018. Abstract | Links | BibTeX | Tags: Computational Thinking, learning, resources, school, videogames, visual languages @inbook{Eguiluz2018, title = {An Evaluation of Open Digital Gaming Platforms for Developing Computational Thinking Skills}, author = {Andoni Eguiluz and Pablo Garaizar and Mariluz Guenaga}, url = {https://home/learninglabdeust/public_html.intechopen.com/books/simulation-and-gaming/an-evaluation-of-open-digital-gaming-platforms-for-developing-computational-thinking-skills}, doi = {10.5772/intechopen.71339}, year = {2018}, date = {2018-02-14}, volume = {9}, publisher = {IntechOpen}, abstract = {Due to business needs and the growing importance of technology in society, in recent years, the concept of computational thinking has emerged, especially focused on its inclusion in compulsory education as a relevant complement, transversal to traditional subjects. In parallel, various initiatives have developed interactive digital tools for learners to meet this type of thinking through a series of activities commonly framed as games. In this chapter, we evaluate many of the existing free access platforms to propose pedagogical, design, and content approaches with which they can be compared.}, keywords = {Computational Thinking, learning, resources, school, videogames, visual languages}, pubstate = {published}, tppubtype = {inbook} } Due to business needs and the growing importance of technology in society, in recent years, the concept of computational thinking has emerged, especially focused on its inclusion in compulsory education as a relevant complement, transversal to traditional subjects. In parallel, various initiatives have developed interactive digital tools for learners to meet this type of thinking through a series of activities commonly framed as games. In this chapter, we evaluate many of the existing free access platforms to propose pedagogical, design, and content approaches with which they can be compared. |
Menchaca, Iratxe; Guenaga, Mariluz; Solabarrieta, J Learning analytics for formative assessment in engineering education Journal Article International Journal of Engineering Education, 34 (3), pp. 953-967, 2018. Abstract | Links | BibTeX | Tags: data analytics, Engineering Education, learning @article{Menchaca2018, title = {Learning analytics for formative assessment in engineering education}, author = {Iratxe Menchaca and Mariluz Guenaga and J. Solabarrieta}, url = {https://home/learninglabdeust/public_html.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education}, year = {2018}, date = {2018-01-01}, journal = {International Journal of Engineering Education}, volume = {34}, number = {3}, pages = {953-967}, abstract = {The development of skills in the engineering education is one of the issues that generate greater interest at present. Thanks to Learning Analytics, we found an excellent opportunity to offer a quality competence assessment of our engineering students. Research in Learning Analytics currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by Learning Analytics. This article presents two related studies conducted at the University of Deusto. The first study wants to show that it is possible to carry out an assessment of the project management competence through the analysis of the data that is obtained when the students interact with certain tools for the management of projects. In this sense, in the first study conducted with 93 students in the academic year 2014–2015, it compares the automatic assessment performed with Learning Analytics and the manual assessment carried out by the teacher. Another objective of this first study is to compare the validity at the time to assess the project management competence of the three technological tools used in the study. In the second study conducted with 227 students in the academic year 2015–2016, an assessment model is designed based on analytical data that is extracted from even more complex technological tools. In this second study the objective is to demonstrate that the use of Learning Analytics assessment to carry out continuous monitoring and provide feedback to the students, directly influences their capacity to manage a project and therefore, leads to an improvement in their results. The model designed in both studies for analysis is described in this paper, in addition to the methodology and research carried out. Learning analytics for formative assessment in engineering education | Request PDF. Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education [accessed Jul 10 2018].}, keywords = {data analytics, Engineering Education, learning}, pubstate = {published}, tppubtype = {article} } The development of skills in the engineering education is one of the issues that generate greater interest at present. Thanks to Learning Analytics, we found an excellent opportunity to offer a quality competence assessment of our engineering students. Research in Learning Analytics currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by Learning Analytics. This article presents two related studies conducted at the University of Deusto. The first study wants to show that it is possible to carry out an assessment of the project management competence through the analysis of the data that is obtained when the students interact with certain tools for the management of projects. In this sense, in the first study conducted with 93 students in the academic year 2014–2015, it compares the automatic assessment performed with Learning Analytics and the manual assessment carried out by the teacher. Another objective of this first study is to compare the validity at the time to assess the project management competence of the three technological tools used in the study. In the second study conducted with 227 students in the academic year 2015–2016, an assessment model is designed based on analytical data that is extracted from even more complex technological tools. In this second study the objective is to demonstrate that the use of Learning Analytics assessment to carry out continuous monitoring and provide feedback to the students, directly influences their capacity to manage a project and therefore, leads to an improvement in their results. The model designed in both studies for analysis is described in this paper, in addition to the methodology and research carried out. Learning analytics for formative assessment in engineering education | Request PDF. Available from: https://home/learninglabdeust/public_html.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education [accessed Jul 10 2018]. |
2013 |
Garaizar, Pablo; Romero, Susana; Peña, O Global Engineering Education Conference (EDUCON), IEEE, 2013, ISBN: 978-1-4673-6110-1. Abstract | Links | BibTeX | Tags: educational programs, educational technology, image color analysis, learning, user interfaces @conference{Garaizar2013e, title = {Swiping fingers on a screen is not enough! Dusting off toy blocks to build new gaming experiences through mobile apps}, author = {Pablo Garaizar and Susana Romero and O. Peña}, url = {https://ieeexplore.ieee.org/document/6530116/}, doi = {10.1109/EduCon.2013.6530116}, isbn = {978-1-4673-6110-1}, year = {2013}, date = {2013-03-15}, booktitle = {Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, abstract = {Smartphones have become everyday objects for many children. They learn how to count, spell or paint by swiping their fingers on a screen, using some of the thousands of applications specially designed for them. However, real world interactions also need other kind of skills for physical object manipulation, often developed through traditional toys. In this paper we present 3DU Blocks, a proposal to take advantage of both approaches, combining traditional building blocks with the features provided by mobile devices to create new gaming experiences. }, keywords = {educational programs, educational technology, image color analysis, learning, user interfaces}, pubstate = {published}, tppubtype = {conference} } Smartphones have become everyday objects for many children. They learn how to count, spell or paint by swiping their fingers on a screen, using some of the thousands of applications specially designed for them. However, real world interactions also need other kind of skills for physical object manipulation, often developed through traditional toys. In this paper we present 3DU Blocks, a proposal to take advantage of both approaches, combining traditional building blocks with the features provided by mobile devices to create new gaming experiences. |