Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00030
Romario Marcelo Borja-Jiménez, C. Sarango-Lapo, D. Jara-Roa, Luis Eduardo Ríos-Castillo
The LR allows experimental practices in the laboratories at the central campus of the Universidad Técnica Particular de Loja (UTPL) for distance students when they wish. To facilitate this activity it is necessary to integrate the LR into the Learning Management System (LMS) in a friendly and safe way. The main objective of this work is to describe the integration of the LMS of the UTPL with the LR by means of the Learning Tools Interoperability (LTI) standard. The purpose of this integration is to have a global learning system that allows to physic students' courses to conduct experimental practices remotely from anywhere with access to the Internet. As a result of this integration, it is important to have an LMS that covers an essential element of learning, such as experimentation.
该LR允许远程学生在他们愿意的时候在tsamicnica Particular de Loja (UTPL)大学中心校区的实验室进行实验实践。为了促进这项活动，有必要以一种友好和安全的方式将学习管理系统整合到学习管理系统中。本工作的主要目标是通过学习工具互操作性(LTI)标准描述UTPL的LMS与LR的集成。这种整合的目的是建立一个全球学习系统，允许物理学生在任何地方通过互联网远程进行实验实践。作为这种集成的结果，拥有一个涵盖学习的基本元素(如实验)的LMS是很重要的。
{"title":"LTI Solution as an Integrating Element between an LMS and a Remote Laboratory (LR)","authors":"Romario Marcelo Borja-Jiménez, C. Sarango-Lapo, D. Jara-Roa, Luis Eduardo Ríos-Castillo","doi":"10.1109/LACLO49268.2019.00030","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00030","url":null,"abstract":"The LR allows experimental practices in the laboratories at the central campus of the Universidad Técnica Particular de Loja (UTPL) for distance students when they wish. To facilitate this activity it is necessary to integrate the LR into the Learning Management System (LMS) in a friendly and safe way. The main objective of this work is to describe the integration of the LMS of the UTPL with the LR by means of the Learning Tools Interoperability (LTI) standard. The purpose of this integration is to have a global learning system that allows to physic students' courses to conduct experimental practices remotely from anywhere with access to the Internet. As a result of this integration, it is important to have an LMS that covers an essential element of learning, such as experimentation.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115742436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00016
Luis Eduardo Ríos-Castillo, D. Jara-Roa, C. Sarango-Lapo, Romario Marcelo Borja-Jiménez
The purpose of this paper is describe the actions carried out by the Universidad Técnica Particular de Loja (UTPL), to provide to academic community a usable and accessible Learning Management System (LMS). For this, standards by the W3C (ISO, WCAG) are considered, as well as the vision of representative authors in this field, who highlight the educative materials into a courses, as important elements that require special attention, because these materials must be available for all students indistinct of their capacities, promoting even different styles of learning. This work contributes to one objectives of the 2030 agenda, which is "To guarantee an inclusive, equitable and quality education and to promote lifelong learning opportunities for all"
{"title":"Usable and Accessible Learning Management System: UTPL Experience","authors":"Luis Eduardo Ríos-Castillo, D. Jara-Roa, C. Sarango-Lapo, Romario Marcelo Borja-Jiménez","doi":"10.1109/LACLO49268.2019.00016","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00016","url":null,"abstract":"The purpose of this paper is describe the actions carried out by the Universidad Técnica Particular de Loja (UTPL), to provide to academic community a usable and accessible Learning Management System (LMS). For this, standards by the W3C (ISO, WCAG) are considered, as well as the vision of representative authors in this field, who highlight the educative materials into a courses, as important elements that require special attention, because these materials must be available for all students indistinct of their capacities, promoting even different styles of learning. This work contributes to one objectives of the 2030 agenda, which is \"To guarantee an inclusive, equitable and quality education and to promote lifelong learning opportunities for all\"","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124863881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00057
C. G. Reynaga-Peña, Juan Manuel Fernández-Cárdenas, Leonardo-David Glasserman-Morales, Alejandra Díaz de León Lastras, Azael Jesús Cortés Capetillo
Worldwide there is an emphasis on STEM education. However, current academic programs do not usually reach disadvantaged groups such as students with disabilities. Science education is saturated with representations of scientific concepts and most of these representations are visual. Therefore, an important challenge for the goal of attaining equitable education is the availability of teaching/learning resources for inclusion of students with visual impairments. Previously, our group has developed tactile three-dimensional representations to teach/learn biological concepts of microscopic nature but the production of these materials is expensive due to the technology used and their hand-made fabrication. In this study, we involved university students from engineering and other majors to create and construct educational materials to foster inclusive STEM education informed by Universal Design for Learning and User Centered Design frameworks. Students applied to participate in the project and were grouped into five interdisciplinary teams. Preliminary results obtained from student interviews and field notes indicate that participants fully engaged in the challenge and expressed that the goal is highly motivating, given that this is the first opportunity they have to apply their knowledge from the field of engineering to educational problems.
{"title":"Engineering for Inclusive STEM Education. An Interdisciplinary Collaboration Project for the Design and Creation of Accessible and Inclusive Learning Materials","authors":"C. G. Reynaga-Peña, Juan Manuel Fernández-Cárdenas, Leonardo-David Glasserman-Morales, Alejandra Díaz de León Lastras, Azael Jesús Cortés Capetillo","doi":"10.1109/LACLO49268.2019.00057","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00057","url":null,"abstract":"Worldwide there is an emphasis on STEM education. However, current academic programs do not usually reach disadvantaged groups such as students with disabilities. Science education is saturated with representations of scientific concepts and most of these representations are visual. Therefore, an important challenge for the goal of attaining equitable education is the availability of teaching/learning resources for inclusion of students with visual impairments. Previously, our group has developed tactile three-dimensional representations to teach/learn biological concepts of microscopic nature but the production of these materials is expensive due to the technology used and their hand-made fabrication. In this study, we involved university students from engineering and other majors to create and construct educational materials to foster inclusive STEM education informed by Universal Design for Learning and User Centered Design frameworks. Students applied to participate in the project and were grouped into five interdisciplinary teams. Preliminary results obtained from student interviews and field notes indicate that participants fully engaged in the challenge and expressed that the goal is highly motivating, given that this is the first opportunity they have to apply their knowledge from the field of engineering to educational problems.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129758644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00025
Jose Vega-Alvarado, Agustín Francesa-Alfaro, Pedro Leiva-Chinchilla, Andrea Calvo-Elizondo
Historically taking attendance in classes is a process considered fundamental for the transmission of knowledge in a University environment, so in most courses the attendance list is a natural occurrence, but it takes time both in the classroom and at the time to register the attendance afterwards, and in addition to all this, is a process that turns out not to be so transparent for the student. Therefore, this article aims to aid teachers to carry out the lifting of class lists effectively, systematized and integrated to the LMS of the Tecnológico de Costa Rica (TEC) by means of a mobile application. For the design of this tool, we seek to optimize the time it takes the teacher to carry out this process, through workshops based on User Experience (UX) Strategies and usability tests, carried out at various stages of the development process to ensure that the tool complies with the established requirements, from the focus of the user's experience and its needs. One of the main results its 92.5% of the tasks to evaluate the proposal was achieved by teachers, and they talked the intuitive and easy to use is this proposal user interface, thanks to the methodology.
从历史上看，上课出勤被认为是大学环境中知识传播的一个基本过程，所以在大多数课程中，出勤名单是自然发生的，但在课堂上和事后登记出勤都需要时间，除此之外，这个过程对学生来说不是那么透明。因此，本文旨在通过移动应用程序帮助教师有效地将班级名单的提升，系统化和集成到Tecnológico de Costa Rica (TEC)的LMS中。对于这个工具的设计，我们寻求优化教师执行这个过程所需的时间，通过基于用户体验(UX)策略和可用性测试的研讨会，在开发过程的各个阶段进行，以确保工具符合既定的要求，从用户体验和需求的焦点。其中一个主要的结果是它的92.5%的任务评估提案是由教师完成的，他们谈到的直观和易于使用的是这个提案的用户界面，感谢方法论。
{"title":"Design of a Mobile Application Integrated to an LMS for the Optimization of the Assistance Process in a University Environment","authors":"Jose Vega-Alvarado, Agustín Francesa-Alfaro, Pedro Leiva-Chinchilla, Andrea Calvo-Elizondo","doi":"10.1109/LACLO49268.2019.00025","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00025","url":null,"abstract":"Historically taking attendance in classes is a process considered fundamental for the transmission of knowledge in a University environment, so in most courses the attendance list is a natural occurrence, but it takes time both in the classroom and at the time to register the attendance afterwards, and in addition to all this, is a process that turns out not to be so transparent for the student. Therefore, this article aims to aid teachers to carry out the lifting of class lists effectively, systematized and integrated to the LMS of the Tecnológico de Costa Rica (TEC) by means of a mobile application. For the design of this tool, we seek to optimize the time it takes the teacher to carry out this process, through workshops based on User Experience (UX) Strategies and usability tests, carried out at various stages of the development process to ensure that the tool complies with the established requirements, from the focus of the user's experience and its needs. One of the main results its 92.5% of the tasks to evaluate the proposal was achieved by teachers, and they talked the intuitive and easy to use is this proposal user interface, thanks to the methodology.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"40 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120887555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00023
Fabiane Aparecida de Oliveira, Flaviana Cristina Nishimura, V. F. Bartholo, Elaine Elaine Pasqualini, S. Santos, Vera Lucia Silva Camargo, Rosemeiry de Castro Prado
This work aims to present and make some considerations about the development of the Easy Math application; whose intention is to help mathematical learning. The tool mediates the knowledge previously presented in the school environment and enables the acquisition of knowledge in a context different from that of the educational one. Thus, the developed application allows passing through concepts, theories, and questions about gamification, Mathematics, Education, glimpsing contents that present themselves using a game. Mathematical themes provided by the application involve three, fraction, and percent rule questions. The application was developed in the platform Android Studio and was used the language Java Android, using the tools available by the company developer of the platform, such as the Android SDK package, which allowed the application to be created in the platform natively using tools that allow you to test the application. Thinking about the different ways of learning, it is expected, through the games and the technology intrinsic to the tool, to use the possibilities of appropriation of knowledge addressed up to then and that, in the future, can be extended and extended to different levels of education. Through the games and the technology intrinsic to the tool, it is hoped to use the possibilities of appropriation of the knowledge approached until then and that, in the future, can be extended and extended to the different levels of education, taking care of different ways of learning.
{"title":"Easy Math: A Learning Aid Application in Mathematics","authors":"Fabiane Aparecida de Oliveira, Flaviana Cristina Nishimura, V. F. Bartholo, Elaine Elaine Pasqualini, S. Santos, Vera Lucia Silva Camargo, Rosemeiry de Castro Prado","doi":"10.1109/LACLO49268.2019.00023","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00023","url":null,"abstract":"This work aims to present and make some considerations about the development of the Easy Math application; whose intention is to help mathematical learning. The tool mediates the knowledge previously presented in the school environment and enables the acquisition of knowledge in a context different from that of the educational one. Thus, the developed application allows passing through concepts, theories, and questions about gamification, Mathematics, Education, glimpsing contents that present themselves using a game. Mathematical themes provided by the application involve three, fraction, and percent rule questions. The application was developed in the platform Android Studio and was used the language Java Android, using the tools available by the company developer of the platform, such as the Android SDK package, which allowed the application to be created in the platform natively using tools that allow you to test the application. Thinking about the different ways of learning, it is expected, through the games and the technology intrinsic to the tool, to use the possibilities of appropriation of knowledge addressed up to then and that, in the future, can be extended and extended to different levels of education. Through the games and the technology intrinsic to the tool, it is hoped to use the possibilities of appropriation of the knowledge approached until then and that, in the future, can be extended and extended to the different levels of education, taking care of different ways of learning.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133797092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00043
J. P. Ponce Gallegos, B. Toscano, Antonio Silva Sprock, Jaime Muñoz Arteaga, Nancy Aguas
Identifying and responding to the diversity of students needs through greater participation in learning, cultures and communities, as well as reducing exclusion in education is a national and international challenge for governments, educational institutions and others, hence the need to implement strategies that ensure educational inclusion in order to achieve the goal of equity, relevance and quality of higher education. This article presents research on educational inclusion in Higher Education Institutions in Mexico. An analysis is made of what has been done to achieve educational inclusion based on the policies, laws and legislations that have been created in Mexico, as well as the actions implemented in the main Higher Education Institutions to finally land in some of the teaching practices that promote an inclusive teaching process. The findings allow us to determine some mechanisms for institutions to have a model with minimum inclusion criteria
{"title":"Educational Inclusion in Higher Education: Mexico","authors":"J. P. Ponce Gallegos, B. Toscano, Antonio Silva Sprock, Jaime Muñoz Arteaga, Nancy Aguas","doi":"10.1109/LACLO49268.2019.00043","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00043","url":null,"abstract":"Identifying and responding to the diversity of students needs through greater participation in learning, cultures and communities, as well as reducing exclusion in education is a national and international challenge for governments, educational institutions and others, hence the need to implement strategies that ensure educational inclusion in order to achieve the goal of equity, relevance and quality of higher education. This article presents research on educational inclusion in Higher Education Institutions in Mexico. An analysis is made of what has been done to achieve educational inclusion based on the policies, laws and legislations that have been created in Mexico, as well as the actions implemented in the main Higher Education Institutions to finally land in some of the teaching practices that promote an inclusive teaching process. The findings allow us to determine some mechanisms for institutions to have a model with minimum inclusion criteria","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114891581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00019
Jorge Luis Nachtigall Vaz Junior, Tiago Thompsen Primo, A. Pernas, Dirceu Antônio Maraschin Júnior
The search for engaging students in the classroom is a constant concern of teachers and education professionals. With the advancement of technologies, various mechanisms appear as allies to achieve this goal and today foster a wide range of projects which use them as teaching mechanisms. Along with this comes the need for evaluation and validation of these projects. This work describes a framework that provides mechanisms for the development of tools capable of measuring and evaluating the impact of these technologies in the students learning.
{"title":"A Framework for Collecting and Analyzing Interactions in Scratch Projects","authors":"Jorge Luis Nachtigall Vaz Junior, Tiago Thompsen Primo, A. Pernas, Dirceu Antônio Maraschin Júnior","doi":"10.1109/LACLO49268.2019.00019","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00019","url":null,"abstract":"The search for engaging students in the classroom is a constant concern of teachers and education professionals. With the advancement of technologies, various mechanisms appear as allies to achieve this goal and today foster a wide range of projects which use them as teaching mechanisms. Along with this comes the need for evaluation and validation of these projects. This work describes a framework that provides mechanisms for the development of tools capable of measuring and evaluating the impact of these technologies in the students learning.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"23 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123503067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00045
K. Villalba-Condori, C. Deco, Luis Magdiel Oliva Córdova, Sonia Esther Castro Cuba Sayco, C. Bender, Antonio Silva Sprock
Teachers use existing information or knowledge already generated, which can be adapted to the instructional plans, content and evaluations according to the teaching-learning purpose of his class. One source of this information is the Open Educational Resources (OER) with aggregated metadata that allow to consider the cognitive processes that correspond to the learning purpose. However, the problem of having a repository with OERs that meet the requirements related to the teaching-learning purpose persists. This paper presents a methodology proposal based on the teacher's pedagogical intentionality, and proposes to add certain metadata to each resource that correspond to an action (verb) and to the cognitive processes that correspond to that verb, as well as the content of the resource and the context linked to the group of students. It is also proposed to include a history of use of each resource, including recommendations made by teachers who have used it, which will improve the quality of the resources of the repository, and therefore improve the quality of the expected learning.
{"title":"A Methodology to Assign Educational Resources with Metadata Based on the Purpose of Learning","authors":"K. Villalba-Condori, C. Deco, Luis Magdiel Oliva Córdova, Sonia Esther Castro Cuba Sayco, C. Bender, Antonio Silva Sprock","doi":"10.1109/LACLO49268.2019.00045","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00045","url":null,"abstract":"Teachers use existing information or knowledge already generated, which can be adapted to the instructional plans, content and evaluations according to the teaching-learning purpose of his class. One source of this information is the Open Educational Resources (OER) with aggregated metadata that allow to consider the cognitive processes that correspond to the learning purpose. However, the problem of having a repository with OERs that meet the requirements related to the teaching-learning purpose persists. This paper presents a methodology proposal based on the teacher's pedagogical intentionality, and proposes to add certain metadata to each resource that correspond to an action (verb) and to the cognitive processes that correspond to that verb, as well as the content of the resource and the context linked to the group of students. It is also proposed to include a history of use of each resource, including recommendations made by teachers who have used it, which will improve the quality of the resources of the repository, and therefore improve the quality of the expected learning.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"541 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123701420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00013
M. Marabesi, Ismar Frango Silveira
Due the constant evolution of software development and its growing complexity, more is being required from professionals to master different phases of the software development process, which includes the testing phase. This has an impact on the training of new professionals, since the undergraduate curricula is supposed to address this complexity. In this sense, software testing has its place in undergraduate CS-related courses, still the literature points out that the needed attention and importance is not given by the students and even by academic curricula. One of the possible causes that can be mentioned is the way of offering this content, which is usually part of a Software Engineering introductory course, perceived by students as something tedious and not important for their career. Thinking about this scenario, this paper describes the design and implementation of Testable.
{"title":"Towards a Gamified Tool to Improve Unit Test Teaching","authors":"M. Marabesi, Ismar Frango Silveira","doi":"10.1109/LACLO49268.2019.00013","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00013","url":null,"abstract":"Due the constant evolution of software development and its growing complexity, more is being required from professionals to master different phases of the software development process, which includes the testing phase. This has an impact on the training of new professionals, since the undergraduate curricula is supposed to address this complexity. In this sense, software testing has its place in undergraduate CS-related courses, still the literature points out that the needed attention and importance is not given by the students and even by academic curricula. One of the possible causes that can be mentioned is the way of offering this content, which is usually part of a Software Engineering introductory course, perceived by students as something tedious and not important for their career. Thinking about this scenario, this paper describes the design and implementation of Testable.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122287359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/LACLO49268.2019.00055
Jessica Guevara-saenz de Viteri, Margarita Naranjo Valencia, E. Delgado- Plaza, J. Peralta-Jaramillo
ABP strategy is applied in learning renewable energy sources using: repetition, grouping, inference, deduction, mental investigation, recognition of technical terms, allowing the value processing of use as a participatory discipline in environmental care. The e-book as a means of consultation in synchronic and asynchronic times between teachers and students proposes cultural change and awareness in institutions of higher education; generating support texts with collaborative writing, for group interaction, receiving inputs to improve the proposed content, the methodological strategy is used as the driving axis in the processlearning.
{"title":"The ABP Strategy Applied to the Learning of Renewable Energy Sources with Synchronous and Asynchronous Operability","authors":"Jessica Guevara-saenz de Viteri, Margarita Naranjo Valencia, E. Delgado- Plaza, J. Peralta-Jaramillo","doi":"10.1109/LACLO49268.2019.00055","DOIUrl":"https://doi.org/10.1109/LACLO49268.2019.00055","url":null,"abstract":"ABP strategy is applied in learning renewable energy sources using: repetition, grouping, inference, deduction, mental investigation, recognition of technical terms, allowing the value processing of use as a participatory discipline in environmental care. The e-book as a means of consultation in synchronic and asynchronic times between teachers and students proposes cultural change and awareness in institutions of higher education; generating support texts with collaborative writing, for group interaction, receiving inputs to improve the proposed content, the methodological strategy is used as the driving axis in the processlearning.","PeriodicalId":229069,"journal":{"name":"2019 XIV Latin American Conference on Learning Technologies (LACLO)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125732965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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