Speed of convergence of recursive least squares learning with ARMA perceptions

This paper fills a gap in the existing literature on least squareslearning in linear rational expectations models by studying a setup inwhich agents learn by fitting ARMA models to a subset of the statevariables. This is a natural specification in models with privateinformation because in the presence of hidden state variables, agentshave an incentive to condition forecasts on the infinite past recordsof observables. We study a particular setting in which it sufficesfor agents to fit a first order ARMA process, which preserves thetractability of a finite dimensional parameterization, while permittingconditioning on the infinite past record. We describe how previousresults (Marcet and Sargent [1989a, 1989b] can be adapted to handlethe convergence of estimators of an ARMA process in our self--referentialenvironment. We also study ``rates'' of convergence analytically and viacomputer simulation.

Gesti��n de la actividad no presencial y autoevaluaci��n de competencias = Management of student learning outside the classroom and the self-evaluation of competences

La asignatura troncal ���Evaluaci��n Psicol��gica��� de los estudios de Psicolog��a y delestudio de grado ���Desarrollo humano en la sociedad de la informaci��n��� de laUniversidad de Girona consta de 12 cr��ditos seg��n la Ley Org��nica de Universidades.Hasta el a��o acad��mico 2004-05 el trabajo no presencial del alumno consist��a en larealizaci��n de una evaluaci��n psicol��gica que se entregaba por escrito a final de curso yde la cual el estudiante obten��a una calificaci��n y revisi��n si se solicitaba. En el caminohacia el Espacio Europeo de Educaci��n Superior, esta asignatura consta de 9 cr��ditosque equivalen a un total de 255 horas de trabajo presencial y no presencial delestudiante. En los a��os acad��micos 2005-06 y 2006-07 se ha creado una gu��a de trabajopara la gesti��n de la actividad no presencial con el objetivo de alcanzar aprendizajes anivel de aplicaci��n y soluci��n de problemas/pensamiento cr��tico (Bloom, 1975)siguiendo las recomendaciones de la Agencia para la Calidad del Sistema Universitariode Catalu��a (2005). La gu��a incorpora: los objetivos de aprendizaje, los criterios deevaluaci��n, la descripci��n de las actividades, el cronograma semanal de trabajos paratodo el curso, la especificaci��n de las tutor��as programadas para la revisi��n de losdiversos pasos del proceso de evaluaci��n psicol��gica y el uso del foro para elconocimiento, an��lisis y cr��tica constructiva de las evaluaciones realizadas por loscompa��eros

Gesti��n de la actividad no presencial y autoevaluaci��n de competencias = Management of Student Learning Outside the Classroom and the Self-evaluation of Competences

Psychological Assessment is a core subject of Psychology studies, and of the university degree Human development, at the University of Girona and according to the University regulations, had 12 credits. Until the 2005-06 academic years, the student work conducted outside the classroom consisted of undertaking a psychological assessment that was written and handed in at the end of the course. From this the student obtained a qualification and a review if they applied for it In accordance with the European Credits for Higher Education, this subject was reduced to 9 credits, which is the equivalent of a total of 255 hours of in-class work and outside the classroom. In the 2006-07 academic year we created a guide to manage the student���s experiences outside the classroom, with the objective of encouraging the application of problem solving/critical thinking (Bloom, 1975), in line with the recommendations of the Catalonia Agency for University System Quality (2005). The guide includes: learning objectives, evaluation criterions, a description of activities, work week timetable for the whole course, programmed tutorials to review all steps of the psychological assessment process, and the use of a web-based virtual forum for the transfer of knowledge, analysis and constructive critiques of the assessment done by themselves and their colleagues

Capturing and Organizing Prior Student Learning with the OCW Backpack

The purpose of this paper is to present an approach for students to have non-traditional learning assessed for credit and introduce a tool that facilitates this process. The OCW Backpack system can connect self-learners with KNEXT assessment services to obtain college credit for prior learning. An ex post facto study based on historical data collected over the past two years at Kaplan University (KU) is presented to validate the portfolio assessment process. Cumulative GPA was compared for students who received experiential credit for learning derived from personal or professional experience with a matched sample of students with no experiential learning credits. The study found that students who received experiential credits perform better than the matched sample students on GPA. The findings validate the KU portfolio assessment process. Additionally, the results support the capability of the OCW Backpack to capture the critical information necessary to evaluate non-traditional learning for university credit.

Using problem-based learning for introducing producer theory and market structure in intermediate microeconomics

This paper shows how instructors can use the problem���based learning method to introduce producer theory and market structure in intermediate microeconomics courses. The paper proposes a framework where different decision problems are presented to students, who are asked to imagine that they are the managers of a firm who need to solve a problem in a particular business setting. In this setting, the instructors��� role isto provide both guidance to facilitate student learning and content knowledge on a just���in���time basis

Learning design twofold strategies for teacher-led inquiry andstudent active learning

This workshop paper states that fostering active student participation both in face-to-face lectures / seminars and outside the classroom (personal and group study at home, the library, etc.) requires a certain level of teacher-led inquiry. The paper presents a set of strategies drawn from real practice in higher education with teacher-led inquiry ingredients that promote active learning. Thesepractices highlight the role of the syllabus, the importance of iterative learning designs, explicit teacher-led inquiry, and the implications of the context, sustainability and practitioners��� creativity. The strategies discussed in this paper can serve as input to the workshop as real cases that need to be represented in design and supported in enactment (with and without technologies).

La Participaci��n de los estudiantes en la universidad: dificultades percibidas y propuestas de mejora = Student participation in the university: perceived problems and proposals for improvement

Este art��culo se centra en el an��lisis de la participaci��n de los estudiantes en el gobierno de la universidad y muestra espec��ficamente las principales dificultades que hay para ella y las propuestas que pueden facilitar la implicaci��n de los estudiantes en el funcionamiento de las universidades. A partir de una investigaci��n desarrollada durante los cursos 2007-08 y 2008-09, en la que se utilizaron cuestionarios y grupos de discusi��n con estudiantes y entrevistas dirigidas al profesorado, se obtiene informaci��n sobre los principales obst��culos para la participaci��n estudiantil. El estudio realizado muestra que, de acuerdo con la t��nica general reflejada en otras investigaciones sobre esta misma tem��tica en nuestro contexto, la participaci��n de los estudiantes en los distintos estamentos universitarios es escasa. Ahora bien, la metodolog��a seguida en esta investigaci��n permite contrastar las opiniones de los estudiantes con las percepciones del profesorado y obtener as�� matices significativos que muestran las principales direcciones que hay que tomar para facilitar un cambio de orientaci��n en el asunto. Los cambios que debemos emprender est��n relacionados no solo con la mejora de los mecanismos de informaci��n acerca de los canales de participaci��n, sino tambi��n con el replanteamiento de los procesos participativos por parte de la universidad, as�� como del papel del profesorado y, espec��ficamente, de los coordinadores de los ��rganos de gesti��n m��s pr��ximos a los estudiantes. En las conclusiones del documento se presentan las propuestas de mejora dirigidas a potenciar la implicaci��n de los estudiantes en el funcionamiento universitario. Entre ellas se apuntan las siguientes: mejorar la informaci��n y los canales de comunicaci��n con los estudiantes, mejorar los procesos electorales, ofrecer formaci��n a los estudiantes para la participaci��n y formaci��n al profesorado acerca de las metodolog��as, recursos e instrumentos que pueden repercutir en la motivaci��n de los estudiantes

Redefining dropping out in online higher education: a case study from the UOC

In recent years, studies into the reasons for dropping out of higher education (including online education) have been undertaken with greater regularity, parallel to the rise in the relative weight of this type of education, compared with brick-and-mortar education. However, the work invested in characterising the students who drop out of education, compared with those who do not, appears not to have had the same relevance as that invested in the analysis of the causes. The definition of dropping out is very sensitive to the context. In this article, we reach a purely empirical definition of student dropping out, based on the probability of not continuing a specific academic programme following several consecutive semesters of "theoretical break". Dropping out should be properly defined before analysing its causes, as well as comparing the drop-out rates between the different online programmes, or between online and on-campus ones. Our results show that there are significant differences among programmes, depending on their theoretical extension, but not their domain of knowledge.

What leads people to keep on e-learning? An empirical analysis of users' experiences and their effects on continuance intention

User retention is a major goal for higher education institutions running their teaching and learning programmes online. This is the first investigation into how the senses of presence and flow, together with perceptions about two central elements of the virtual education environment (didactic resource quality and instructor attitude), facilitate the user��s intention to continue e-learning. We use data collected from a large sample survey of current users in a pure e-learning environment along with objective data about their performance. The results provide support to the theoretical model. The paper further offers practical suggestions for institutions and instructors who aim to provide effective e-learning experiences.

The FaceUOC Project : An Open Social Learning experience by the Open University of Catalonia

The possibilities and expansion of the use of Web 2.0 has opened up a world of possibilities in online learning. In spite of the integration of these tools in education major changes are required in the educational design of instructional processes.This paper presents an educational experience conducted by the Open University of Catalonia using the social network Facebook for the purpose of testing a learning model that uses a participation and collaboration methodology among users based on the use of open educational resources.- The aim of the experience is to test an Open Social Learning (OSL) model, understood to be a virtual learning environment open to the Internet community, based on the use of open resources and on a methodology focused on the participation and collaboration of users in the construction of knowledge.- The topic chosen for this experience in Facebook was 2.0 Journeys: online tools and resources. The objective of this 5 weeks course was to provide students with resources for managing the various textual, photographic, audiovisual and multimedia materials resulting from a journey.- The most important changes in the design and development of a course based on OSL are the role of the teacher, the role of the student, the type of content and the methodology:- The teacher mixes with the participants, guiding them and offering the benefit of his/her experience and knowledge.- Students learn through their participation and collaboration with a mixed group of users.- The content is open and editable under different types of license that specify the level of accessibility.- The methodology of the course was based on the creation of a learning community able to self-manage its learning process. For this a facilitator was needed and also a central activity was established for people to participate and contribute in the community.- We used an ethnographic methodology and also questionnaires to students in order to acquire results regarding the quality of this type of learning experience.- Some of the data obtained raised questions to consider for future designs of educational situations based on OSL:- Difficulties in breaking the facilitator-centred structure- Change in the time required to adapt to the system and to achieve the objectives- Lack of commitment with free courses- The trend to return to traditional ways of learning- Accreditation- This experience has taught all of us that education can happen any time and in any place but not in any way.

La incidencia de la toma de apuntes sobre el aprendizaje significativo. Un estudio de ense��anza superior.= The incidence of notetaking on meaningful learning. A study of higher education.

En este estudio presentamos una experiencia llevada a cabo con estudiantes de la asignatura ���Psicolog��a de la Educaci��n��� de diferentes centros universitarios. Tomando como marco de referencia las teor��as constructivistas del aprendizaje, el objetivo de nuestro trabajo se centra en comprobar la incidencia de la utilizaci��n de diferentes estrategias de ense��anza por parte del profesor y de determinadas estrategias de aprendizaje en el proceso de registrar la informaci��n por parte de los estudiantes, en la significatividad del aprendizaje.Los resultados obtenidos muestran que en los grupos donde los profesores han utilizado estrategias de ense��anza diferentes a la clase magistral, se ha producido un cambio positivo en las respuestas de los estudiantes o se ha mantenido el mismo nivel, mientras que el grupo donde se ha utilizado una metodolog��a magistral, el nivel de respuesta es inferior. As�� mismo, hemos podido observar como los grupos de estudiantes que utilizan las estrategias de aprendizaje seleccionadas para tomar apuntes mejoran su nivel de respuestas, lo cual no se produce en el grupo control

Grup de treball en el portafoli de l'estudiant (GTPoE)

El projecte del grup de treball en el portafoli d���aprenentatge de l'estudiant de la UPC (GtPoE) ha tingut una durada d'un any i s'ha realitzat a la Universitat Polit��cnica de Catalunya. Els objectius del projecte, que majorit��riament s���han assolit, han estat essencialment: (1) formaci�� d'un grup d���inter��s per impulsar el portafoli i portafoli electr��nic com a eines d'avaluaci�� v��lides en el context nou de l'EEES, format per professors de la UPC i d���altres universitats que s���han volgut incorporar; (2) posta a punt i ��s d���una plataforma intranet i web per a la coordinaci�� del grup i exposici�� de materials; (3) realitzaci�� de seminaris espec��fics amb ponents expert en aquesta mat��ria per assolir les bases de la metodologia; (4) assaig per part de professors del grup de treball, d���experi��ncies del portafoli de l���estudiant en assignatures tant obligatories com optatives en diversos centres de la UPC, i la introducci�� del portafoli de la carrera (o carpeta de compet��ncies) en l���EPSC; (5) adquirir documentaci�� i refer��ncies bibliogr��fiques sobre aquesta eina del portafoli i altres t��cniques d���innovaci�� docent; i (6), participar en congressos i jornades per explicar els resultats del projecte. Actualment, al final d���aquest projecte, el grup t�� 26 membres i la voluntat de continuar desenvolupant la tasca d���inserci�� del portafoli en els nous plans d���estudis. Aix�� com tamb�� es treballa coordinadament amb els altres grups d���inter��s que s���han format al voltant de l���ICE de la UPC a l'entorn de la innovaci�� docent, al mateix temps que es participa en les activitats que desenvolupa la RED E-Portfolio a nivell estatal amb objectius similars coordinada per professors de la UOC.

El desplegament d'un servei de pr��stec i consulta de llibres electr��nics: l'experi��ncia de la Biblioteca Virtual de la Universitat Oberta de Catalunya (BUOC)

La Biblioteca de la UOC (BUOC) ha ofert durant tres mesos (octubre-desembre 09), en fase de prova pilot, un servei de consulta i pr��stec de lectors de llibres electr��nics (e-readers). Aquest nou desplegament s'ha desenvolupat en conson��ncia amb l'aposta general de la Universitat en innovaci�� en tecnologies aplicades a l'educaci��, i la voluntat de potenciar les col��leccions de llibres electr��nics i l'��s dels dispositius de lectura de llibres electr��nics com una extensi�� m��s de la tecnologia del Campus 5.0, en el suport a l'aprenentatge dels seus estudiants durant la seva formaci�� a la Universitat. Aquest treball presenta en detall les especificacions de la prova pilot a m��s de contenir un an��lisi i avaluaci�� dels resultats obtinguts: punts forts i punts febles, relaci�� dels aspectes a millorar i modificar, de cara a la consolidaci�� final del servei.

El despliegue de un servicio de pr��stamo y consulta de libros electr��nicos : la experiencia de la Biblioteca Virtual de la Universitat Oberta de Catalunya (BUOC)

La Biblioteca de la UOC (BUOC) ha ofert durant tres mesos (octubre-desembre09), en fase de prova pilot, un servei de consulta i pr��stec de lectors dellibres electr��nics (e-readers). Aquest nou desplegament s'ha desenvolupat d'acordamb l'aposta general de la Universitat per la innovaci�� en tecnologies aplicades al'ensenyament, i la voluntat de potenciar les col��leccions de llibres electr��nics i l'��sdels dispositius de lectura de llibres electr��nics com una extensi�� m��s de latecnologia del Campus 5.0, en el suport a l'aprenentatge dels estudiants durant laseva formaci�� a la Universitat. Aquest treball presenta en detall les especificacionsde la prova pilot, a m��s de contenir una an��lisi i una avaluaci�� dels resultatsobtinguts: punts forts i punts febles, i relaci�� dels aspectes que cal millorar i modificaramb vista a la consolidaci�� final del servei.

The deployment of an e-book consultation and loan service : the experience of the Open University of Catalonia Library

La Biblioteca de la UOC (UOC Library) ha ofert durant tres mesos (octubre-desembre 09), en fase de prova pilot, un servei de consulta i pr��stec de lectors de llibres electr��nics (e-readers). Aquest nou desplegament s'ha desenvolupat en conson��ncia amb l'aposta general de la Universitat en innovaci�� en tecnologies aplicades a l'educaci��, i la voluntat de potenciar les col��leccions de llibres electr��nics i l'��s dels dispositius de lectura de llibres electr��nics com una extensi�� m��s de la tecnologia del Campus 5.0, en el suport a l'aprenentatge dels seus estudiants durant la seva formaci�� a la Universitat. Aquest treball presenta en detall les especificacions de la prova pilot, a m��s de contenir una an��lisi i avaluaci�� dels resultats obtinguts: punts forts i punts febles, relaci�� dels aspectes a millorar i modificar, de cara a la consolidaci�� final del servei.