Enseñando a programar: un camino directo para desarrollar el pensamiento computacional

Está ampliamente aceptado que es fundamental desarrollar la habilidad de resolver problemas. El pensamiento computacional se basa en resolver problemas haciendo uso de conceptos fundamentales de la informática. Nada mejor para desarrollar la habilidad de resolver problemas usando conceptos informáticos que una asignatura de introducción a la programación. Este trabajo presenta nuestras reflexiones acerca de cómo iniciar a un estudiante en el campo de la programación de computadores. El trabajo no detalla los contenidos a impartir, sino que se centra en aspectos metodológicos, con la inclusión de experiencias y ejemplos concretos, a la vez que generales, extensibles a cualquier enseñanza de programación. En general, aunque se van desarrollado lenguajes cada vez más cercanos al lenguaje humano, la programación de ordenadores utilizando lenguajes formales no es una materia intuitiva y de fácil comprensión por parte de los estudiantes. A la persona que ya sabe programar le parece una tarea sencilla, pero al neófito no. Es más, dominar el arte de la programación es complejo. Por esta razón es indispensable utilizar todas las técnicas y herramientas posibles que faciliten dicha labor.

An Investigation of the Features and Effectiveness of the Full-Day Early Learning Kindergarten Program in Ontario

This dissertation includes two studies. Study 1 is a qualitative case study that describes enactment of the main components of a high fidelity Full-Day Early Learning Kindergarten (FDELK) classroom, specifically play-based learning and teacher-ECE collaboration. Study 2 is a quantitative analysis that investigates how effectively the FDELK program promotes school readiness skills, namely self-regulation, literacy, and numeracy, in Kindergarteners. To describe the main components of an FDELK classroom in Study 1, a sub-sample of four high fidelity case study schools were selected from a larger case study sample. Interview data from these schools’ administrators, educators, parents, and community stakeholders were used to describe how the main components of the FDELK program enabled educators to meet the individual needs of students and promote students’ SR development. In Study 2, hierarchical regression analyses of 32,207 students’ self-regulation, literacy, and numeracy outcomes using 2012 Ontario Early Development Instrument (EDI) data revealed essentially no benefit for students participating in the FDELK program when compared to peers in Half-Day or Alternate-Day Kindergarten programs. Being older and female predicted more positive SR and literacy outcomes. Age and gender accounted for limited variance in numeracy outcomes. Results from both studies suggest that the Ontario Ministry of Education should take steps to improve the quality of the FDELK program by incorporating evidence-based guidelines and goals for play, reducing Kindergarten class sizes to more effectively scaffold learning, and revising curriculum expectations to include a greater focus on SR, literacy, and numeracy skills.

Estudo das potencialidades do trabalho prático de orientação investigativa no 1º ciclo do ensino básico

Este estudo insere-se num relatório de estágio, referente ao grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, e baseia-se numa problemática assente na análise das potencialidades do trabalho prático de orientação investigativa (TPOI). Tratase de uma pesquisa na prática profissional desenvolvida em contexto de estágio, em duas escolas do 1.º CEB do Concelho de Santarém, que teve ainda como objetivo compreender as dificuldades que se colocam durante a planificação e implementação de atividades POI. Para o efeito, utilizaram-se diferentes instrumentos de recolha de dados: observação, entrevistas e documentos escritos. Ao longo do processo de planificação/implementação/reflexão foram identificadas as principais dificuldades sentidas pela futura educadora/professora nomeadamente a preparação dos guiões e do material, a gestão da turma e as dificuldades dos alunos. Os resultados demonstraram inúmeras potencialidades do TPOI na promoção de aprendizagens ao nível dos conteúdos científicos abordados, dos processos científicos e do trabalho de grupo. Contudo, os resultados permitiram também constatar que um grau de abertura elevado das atividades nem sempre apresenta o efeito desejável nas aprendizagens dos alunos, verificando-se que as características dos alunos e uma maior familiarização com este tipo de atividade é condição essencial para promover a autonomia.

Virtual learning communities beyond the classroom: perceptions of tertiary Chinese language and non-language learners

As class contact times are reduced as a result of fiscal restraints in the modern tertiary sector, language instructors are placed in the position of having to find new ways to provide experience and continuity in language learning. Extending 'learning communities'—sites of learner knowledge exchange, exposure to diverse learning styles and strategies, and mutual support—beyond the classroom is one solution to maintaining successful linguistic competencies amongst learners. This, however, can conflict with the diverse extra-curricular commitments faced by tertiary students. The flexibility of web-based learning platforms provides one means of overcoming these obstacles. This study investigates learner perceptions of the use of the WebCT platform's computer medicated communication (CMC) tools as a means of extending the community of learning in tertiary Chinese language and non-language courses. Learner responses to Likert and open-ended questionnaires show that flexibility and reduction of negative affect are seen as significant benefits to 'virtual' interaction and communication, although responses are notably stronger in the non-language compared with the language cohort. While both learner cohorts acknowledge positive learning outcomes, CMC is not seen to consistently further interpersonal rapport beyond that established in the classroom. Maintaining a balance between web-based and classroom learning emerges as a concern, especially amongst language learners. [Author abstract, ed]

SQLator: An online SQL learning workbench

SQL (Structured Query Language) is one of the essential topics in foundation databases courses in higher education. Due to its apparent simple syntax, learning to use the full power of SQL can be a very difficult activity. In this paper, we introduce SQLator, which is a web-based interactive tool for learning SQL. SQLator's key function is the evaluate function, which allows a user to evaluate the correctness of his/her query formulation. The evaluate engine is based on complex heuristic algorithms. The tool also provides instructors the facility to create and populate database schemas with an associated pool of SQL queries. Currently it hosts two databases with a query pool of 300+ across the two databases. The pool is divided into 3 categories according to query complexity. The SQLator user can perform unlimited executions and evaluations on query formulations and/or view the solutions. The SQLator evaluate function has a high rate of success in evaluating the user's statement as correct (or incorrect) corresponding to the question. We will present in this paper, the basic architecture and functions of SQLator. We will further discuss the value of SQLator as an educational technology and report on educational outcomes based on studies conducted at the School of Information Technology and Electrical Engineering, The University of Queensland.

Sharing Narratives Online: An international, self-organising curriculum in rural health

The aim of the Rural Medicine Rotation (RMR) at the University of Queensland (UQ) is to give all third year medical students exposure to and an understanding of, clinical practice in Australian rural or remote locations. A difficulty in achieving this is the relatively short period of student clinical placements, in only one or two rural or remote locations. A web-based Clinical Discussion Board (CDB) has been introduced to address this problem by allowing students at various rural sites to discuss their rural experiences and clinical issues with each other. The rationale is to encourage an understanding of the breadth and depth of rural medicine through peer-based learning. Students are required to submit a minimum of four contributions over the course of their six week rural placement. Analysis of student usage patterns shows that the majority of students exceeded the minimum submission criteria indicating motivation rather than compulsion to contribute to the CDB. There is clear evidence that contributing or responding to the CDB develops studentâ??s critical thinking skills by giving and receiving assistance from peers, challenging attitudes and beliefs and stimulating reflective thought. This is particularly evident in regard to issues involving ethics or clinical uncertainty, subject areas that are not in the medical undergraduate curriculum, yet are integral to real-world medical practice. The CDB has proved to be a successful way to understand the concerns and interests of third year medical students immersed in their RMR and also in demonstrating how technology can help address the challenge of supporting students across large geographical areas. We have recently broadened this approach by including students from the Rural Program at The Ohio State University College of Medicine. This important international exchange of ideas and approaches to learning is expected to broaden clinical training content and improve understanding of rural issues.

A new breed of doctor? Lessons learned and changes made to library services for the MBBS program at the University of Queensland

November 2000 saw the graduation of the first cohort from the new MBBS Program at The University of Queensland. The fully integrated problem-based curriculum has provided many challenges and opportunities for The University of Queensland Library such as servicing an extensive remote student population, information technology issues and customer demand. In October 2000 all four years of the MBBS Program completed a survey on related issues such as the library's collection, web-based resources, information skills and evidence-based medicine. This paper focuses on the results of the survey, and the future directions of the library to ensure that the new doctors graduating from this program gain the essential attributes of life-long learning, information management and evidence-based principles.

Fostering professional development through integrating work and formal learning

The Undergraduate Site Learning Program (USLP) is an innovative work-based learning program that addresses the call to develop a broader set ofattributes in engineering graduates. Unlike cooperative education programs, site learning can give students full academic credit for their placement without extending the duration of the degree through the use of an innovative learning alignment model. A cenrralpart ofthis program is a unique course entitled Professional Development in which students articulate and reflect upon the lessons they leom while on placement in industry. Students spend the bulk ofa semester on-site often in remote locations, which requires a flexible approach to course operation and fosters independent learning. Thus the USLP challenges both staff and students and produces outcomes that bofh the alumni and industry value.

Embedding e-portfolios for effective lifelong learning:a case study

Lifelong learning is a ‘keystone’ of educational policies (Faure, 1972) where the emphasis on learning shifts from teacher to learner. Higher Education (HE) institutions should be committed to developing lifelong learning, that is promoting learning that is flexible, diverse and relevant at different times, and in different places, and is pursued throughout life. Therefore the HE sector needs to develop effective strategies to encourage engagement in meaningful learning for diverse student populations. The use of e-portfolios, as a ‘purposeful aggregation of digital items’ (Sutherland & Powell, 2007), can meet the needs of the student community by encouraging reflection, the recording of experiences and achievements, and personal development planning (PDP). The use of e-portfolios also promotes inclusivity in learning as it provides students with the opportunity to articulate their aspirations and take the first steps along the pathway of lifelong learning. However, ensuring the uptake of opportunities within their learning is more complex than the students simply having access to the software. Therefore it is argued here that crucial to the effective uptake and engagement of the e-portfolio is embedding it purposefully within the curriculum. In order to investigate effective implementation of e-portfolios an explanatory case study on their use was carried out, initially focusing on 3 groups of students engaged in work-based learning and professional practice. The 3 groups had e-Portfolios embedded and assessed at different levels. Group 1 did not have the e-Portfolio embedded into their curriculum nor was the e-Portfolio assessed. Group 2 had the e-Portfolio embedded into the curriculum and formatively assessed. Group 3 also had the e-Portfolio embedded into the curriculum and were summatively assessed. Results suggest that the use of e-Portfolios needs to be integral to curriculum design in modules rather than used as an additional tool. In addition to this more user engagement was found in group 2 where the e-Portfolio was formatively assessed only. The implications of this case study are further discussed in terms of curriculum development.

Promoting scholarship - The way forward: Learning & teaching research in a complex environment – A typology

This paper provides a critical overview into a distinctive typology of Learning and Teaching Research developed at a relatively small, research-led UK University. Based upon research into staff perceptions of the relationship between learning and teaching research and practice, the model represents an holistic approach to evidence-based learning and teaching practice in Contemporary Higher Education.

Changing the corporate mind : a Buddhist perspective on business morality

This thesis is concerned with establishing where the Buddhist tradition, founded in India some 2500 years ago, can make a contribution to the new and growing discipline of business ethics. Part One: From the growing body of business ethics literature it seems that business managers increasingly have a problem of learning how to respond to public and political pressure on business to behave more ethically while, at the same time, continuing to run their affairs profitably in an increasingly complex and uncertain business environment. Part One first looks at the evidence for this growing interest and at the nature of the `business ethics problem', and then reviews the contribution of Western theory to solving it. Part Two: In Part Two a possible solution which overcomes some of the limitations of Western theory is described. This is based on a Buddhist analysis of individual morality, and of the moral relationship between the individual and the group. From this a general theoretical framework is proposed. To show how it can be practically applied to the needs of business a description is then given of how the framework was used to design and test a pilot `moral audit' of Windhorse Trading, a Buddhist company based in Cambridge, England. From the results of this pilot study it is concluded that, given some additional research, it would be possible to take the theoretical framework further and use it as the basis for developing operational guidelines to help businesses to make detailed ethical decisions.

Learning in ultrametric committee machines

The problem of learning by examples in ultrametric committee machines (UCMs) is studied within the framework of statistical mechanics. Using the replica formalism we calculate the average generalization error in UCMs with L hidden layers and for a large enough number of units. In most of the regimes studied we find that the generalization error, as a function of the number of examples presented, develops a discontinuous drop at a critical value of the load parameter. We also find that when L>1 a number of teacher networks with the same number of hidden layers and different overlaps induce learning processes with the same critical points.

Communities and emerging semantics in semantic link network:discovery and learning

The World Wide Web provides plentiful contents for Web-based learning, but its hyperlink-based architecture connects Web resources for browsing freely rather than for effective learning. To support effective learning, an e-learning system should be able to discover and make use of the semantic communities and the emerging semantic relations in a dynamic complex network of learning resources. Previous graph-based community discovery approaches are limited in ability to discover semantic communities. This paper first suggests the Semantic Link Network (SLN), a loosely coupled semantic data model that can semantically link resources and derive out implicit semantic links according to a set of relational reasoning rules. By studying the intrinsic relationship between semantic communities and the semantic space of SLN, approaches to discovering reasoning-constraint, rule-constraint, and classification-constraint semantic communities are proposed. Further, the approaches, principles, and strategies for discovering emerging semantics in dynamic SLNs are studied. The basic laws of the semantic link network motion are revealed for the first time. An e-learning environment incorporating the proposed approaches, principles, and strategies to support effective discovery and learning is suggested.

Work-based HE pathways for the electrical power engineering industry

Aston University has been working closely with key companies from within the electricity industry for several years, initially in the development and delivery of an employer-led foundation degree programme in electrical power engineering, and more recently, in the development of a progression pathway for foundation degree graduates to achieve a Bachelors-level qualification. The Electrical Power Engineering foundation degree was developed in close consultation with the industry such that the programme is essentially owned by the sector. Programme delivery has required significant shifts away from traditional HE teaching patterns whilst maintaining the quality requirement and without compromise of the academic degree standard. Block teaching (2-week slots), partnership delivery, off-site student support and work-based learning have all presented challenges as we have sought to maximise the student learning experience and to ensure that the graduates are fit-for purpose and "hit the ground running" within a defined career structure for sponsoring companies. This paper will outline the skills challenges facing the sector; describe programme developments and delivery challenges; before articulating some observations and conclusions around programme effectiveness, impact of foundation degree graduates in the workplace and the significance of the close working relationship with key sponsoring companies. Copyright © 2012, September.

Cognitive Approach to e-Learning in Sciences and Technologies

This article describes the approach adopted and the results obtained by the international team developing WBLST (Web Based Learning in Sciences and Technologies) a Web-based application for e-learning, developed for the students of “UVPL: Université Virtuelle des Pays de la Loire”. The developed e-learning system covers three levels of learning activities - content, exercises, and laboratory. The delivery model is designed to operate with domain concepts as relevant providers of semantic links. The aim is to facilitate the overview and to help the establishment of a mental map of the learning material. The implemented system is strongly based on the organization of the instruction in virtual classes. The obtained quality of the system is evaluated on the bases of feedback form students and professors.