This work aimed to measure and describe the level of digital competencies from a pedagogical approach in UASLP teachers, validate the theoretical relationship between its dimensions, and identify behavioral patterns among the teachers. This was a quantitative study with a mixed approach with a correlational, cross-sectional, and non-experimental scope. The study sample was 270 professors from a Mexican public university. Exploratory and Confirmatory Factor Analysis, cluster analysis, and non-parametric hypothesis tests were used. The validity of the construct of the proposed instrument was confirmed. The levels of competence measured were found to be convenient, as well as their degree of integration in educational practice. Higher levels of digital skills were found in teachers with fewer years of experience, possibly related to being a digital native. The findings identify two groups of teachers: ICT-Transformative Teachers, who excel in integrating ICT into their teaching practices, and ICT-Reluctant Teachers, which significantly explain the level of competence. ICT-Transformative Teachers demonstrate resistance and difficulties. Additionally, digital teaching competencies are interrelated and partially explain teachers’ capabilities. In conclusion, teachers’ digital competencies should be addressed through a comprehensive training plan, considering the pedagogical approach and contextual elements, like generational aspects.
{"title":"Assessing Digital Competency Levels Among Mexican Higher Education Teachers","authors":"Armando Sánchez-Macías;Isabel Cristina Flores-Rueda;Virginia Azuara-Pugliese;César Hernández-Mier","doi":"10.1109/RITA.2023.3327068","DOIUrl":"10.1109/RITA.2023.3327068","url":null,"abstract":"This work aimed to measure and describe the level of digital competencies from a pedagogical approach in UASLP teachers, validate the theoretical relationship between its dimensions, and identify behavioral patterns among the teachers. This was a quantitative study with a mixed approach with a correlational, cross-sectional, and non-experimental scope. The study sample was 270 professors from a Mexican public university. Exploratory and Confirmatory Factor Analysis, cluster analysis, and non-parametric hypothesis tests were used. The validity of the construct of the proposed instrument was confirmed. The levels of competence measured were found to be convenient, as well as their degree of integration in educational practice. Higher levels of digital skills were found in teachers with fewer years of experience, possibly related to being a digital native. The findings identify two groups of teachers: ICT-Transformative Teachers, who excel in integrating ICT into their teaching practices, and ICT-Reluctant Teachers, which significantly explain the level of competence. ICT-Transformative Teachers demonstrate resistance and difficulties. Additionally, digital teaching competencies are interrelated and partially explain teachers’ capabilities. In conclusion, teachers’ digital competencies should be addressed through a comprehensive training plan, considering the pedagogical approach and contextual elements, like generational aspects.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135106385","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}
One of the biggest challenges of Higher Education is to train professionals prepared to join the workforce in a dynamic world, that can adapt rapidly to change and can acquire new knowledge and skills by themselves in this journey of lifelong learning. Our university recently implemented a New Educational Model having Challenge-Based Learning as one of its main pillars. The university collaborates with Educational Partners, which are companies, institutions or persons that open their doors to bring the students to a real-life environment to work on real challenges. This study shows a particular course of the fourth semester of the Biomedical Engineering curricula, that includes as its challenge to design a medical device from the ground up. The course was implemented in four different groups, with a slight twist in the allocated time to the theoretic modules and the challenge project, to study and determine the best theoretic/practice balance ratio. The course deliverables were analyzed to observe any significant differences in the students’ progress and achievements along the course. A student perception survey was applied to understand the experiential learning involvement from their perspective. The results show that the shift in equilibrium towards the challenge project hours improves the outcomes results, and the change in time allocation does not have a significant impact in the overall students’ scores and performance.
{"title":"A New Approach to Learning Basic Medical Device Design Through Challenge-Based and Experiential Learning","authors":"Carvajal-Rivera Agustín E.;Montiel-Gálvez Bernardo E.;Dieck-Assad Graciano;Lara-Prieto Vianney","doi":"10.1109/RITA.2023.3324088","DOIUrl":"10.1109/RITA.2023.3324088","url":null,"abstract":"One of the biggest challenges of Higher Education is to train professionals prepared to join the workforce in a dynamic world, that can adapt rapidly to change and can acquire new knowledge and skills by themselves in this journey of lifelong learning. Our university recently implemented a New Educational Model having Challenge-Based Learning as one of its main pillars. The university collaborates with Educational Partners, which are companies, institutions or persons that open their doors to bring the students to a real-life environment to work on real challenges. This study shows a particular course of the fourth semester of the Biomedical Engineering curricula, that includes as its challenge to design a medical device from the ground up. The course was implemented in four different groups, with a slight twist in the allocated time to the theoretic modules and the challenge project, to study and determine the best theoretic/practice balance ratio. The course deliverables were analyzed to observe any significant differences in the students’ progress and achievements along the course. A student perception survey was applied to understand the experiential learning involvement from their perspective. The results show that the shift in equilibrium towards the challenge project hours improves the outcomes results, and the change in time allocation does not have a significant impact in the overall students’ scores and performance.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135102445","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 : 2023-10-12DOI: 10.1109/RITA.2023.3323942
Lenin Villalobos-Egaña;Manuel Delgado-García;Francisco Javier Villegas Villegas
This research was conducted with the aim of examining teacher leadership competencies for student inclusion through the promotion of technology, as perceived by university students. The study approach is quantitative, non-experimental and cross-sectional. A questionnaire is used involving 116 students from 3 universities in Chile, who are studying in the Propaedeutic Programmes developed in these institutions (north, centre and south of the country). The results show differences between students; those studying at the university in the centre of Chile reveal a better understanding of teacher leadership competencies for inclusion through the promotion of technology, having observed that the leader dedicates much of their time management and effectiveness to student education, demonstrates human and technical qualities and deals with all forms of exclusion and inequality. Findings show that the presence of competent leadership encourages greater promotion of technologies in Chilean universities because, to the extent that the teacher fosters a climate of empathy and motivation and integrates ICTs, this contributes to inclusion in the Propaedeutic Programmes, constituting an experience that strengthens inclusive culture and pedagogical practice.
{"title":"Teacher Leadership Competencies for Student Inclusion Through the Promotion of Technology","authors":"Lenin Villalobos-Egaña;Manuel Delgado-García;Francisco Javier Villegas Villegas","doi":"10.1109/RITA.2023.3323942","DOIUrl":"10.1109/RITA.2023.3323942","url":null,"abstract":"This research was conducted with the aim of examining teacher leadership competencies for student inclusion through the promotion of technology, as perceived by university students. The study approach is quantitative, non-experimental and cross-sectional. A questionnaire is used involving 116 students from 3 universities in Chile, who are studying in the Propaedeutic Programmes developed in these institutions (north, centre and south of the country). The results show differences between students; those studying at the university in the centre of Chile reveal a better understanding of teacher leadership competencies for inclusion through the promotion of technology, having observed that the leader dedicates much of their time management and effectiveness to student education, demonstrates human and technical qualities and deals with all forms of exclusion and inequality. Findings show that the presence of competent leadership encourages greater promotion of technologies in Chilean universities because, to the extent that the teacher fosters a climate of empathy and motivation and integrates ICTs, this contributes to inclusion in the Propaedeutic Programmes, constituting an experience that strengthens inclusive culture and pedagogical practice.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136301646","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 : 2023-10-12DOI: 10.1109/RITA.2023.3324059
Josep Maria Marco-Simó;María-Jesús Marco-Galindo;Elena Planas Hortal;María José García García
Both the Equality Unit of the Universitat Oberta de Catalunya (UOC) and the Equity Commission of its Faculty of Computer Science (Estudis d’Informàtica, Multimèdia i Telecomunicació) have been working, among other goals, to ensure a gender perspective in teaching. A key element for this has been the definition of a transversal competence (Ethical and global behavior) that includes the gender perspective that should be implemented in all programs. This paper describes the path followed since the appearance of this institutional impulse, its materialization in this competence, and its final linkage to a subset of the courses of the Bachelor’s and Master’s Degree in Computer Engineering. The reasoning, the phases, the established guidelines, as well as the selection of the courses are detailed. Beyond this theoretical design process, its actual implementation in all these courses during the 2022–2023 academic year is also analyzed. The contrasted result of the proposal is that this is a viable process thanks to some already existing facilitating factors and the involvement of the interested groups, especially the faculty. However, despite this involvement, it still needs additional momentum to consolidate its implementation and is not free of contradictions and is not yet mature in all key aspects, including some as relevant as that of competency assessment.
加泰罗尼亚Oberta大学(UOC)的平等股及其计算机科学学院(Estudis d 'Informàtica, multimedia i Telecomunicació)的公平委员会一直在努力确保教学中的性别观点，除其他目标外。其中一个关键因素是横向能力(道德和全球行为)的定义，其中包括应在所有项目中实施的性别观点。本文描述了自这种制度冲动出现以来所遵循的路径，它在这种能力中的具体化，以及它与计算机工程学士和硕士学位课程子集的最终联系。详细阐述了课程的推理、阶段、建立的指导方针以及课程的选择。除了这个理论设计过程之外，还分析了其在2022-2023学年所有课程中的实际实施情况。提案的对比结果是，这是一个可行的过程，这要归功于一些已经存在的促进因素和利益团体的参与，特别是教师。然而，尽管有这种参与，它仍然需要额外的动力来巩固其执行，并且在所有关键方面，包括一些与能力评价同样重要的方面，并非没有矛盾和尚未成熟。
{"title":"Alignment of the Institutional Strategy With the Teaching Action in the Implementation of the Gender Perspective. Design and Implementation in the Case of the UOC","authors":"Josep Maria Marco-Simó;María-Jesús Marco-Galindo;Elena Planas Hortal;María José García García","doi":"10.1109/RITA.2023.3324059","DOIUrl":"10.1109/RITA.2023.3324059","url":null,"abstract":"Both the Equality Unit of the Universitat Oberta de Catalunya (UOC) and the Equity Commission of its Faculty of Computer Science (Estudis d’Informàtica, Multimèdia i Telecomunicació) have been working, among other goals, to ensure a gender perspective in teaching. A key element for this has been the definition of a transversal competence (Ethical and global behavior) that includes the gender perspective that should be implemented in all programs. This paper describes the path followed since the appearance of this institutional impulse, its materialization in this competence, and its final linkage to a subset of the courses of the Bachelor’s and Master’s Degree in Computer Engineering. The reasoning, the phases, the established guidelines, as well as the selection of the courses are detailed. Beyond this theoretical design process, its actual implementation in all these courses during the 2022–2023 academic year is also analyzed. The contrasted result of the proposal is that this is a viable process thanks to some already existing facilitating factors and the involvement of the interested groups, especially the faculty. However, despite this involvement, it still needs additional momentum to consolidate its implementation and is not free of contradictions and is not yet mature in all key aspects, including some as relevant as that of competency assessment.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136302834","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 : 2023-10-12DOI: 10.1109/RITA.2023.3324027
David Palacio-Jiménez;Juan David Valencia-Quiceno;Alejandro Valencia-Arias;M. Benjumea-Arias
This research examines the adoption of digital tools by university students in the field of geosciences based on the technology acceptance model (TAM) for emerging economies. A quantitative analysis was conducted using a questionnaire administered to 198 students at the National University of Colombia. Among the results, the perception of self-efficacy stands out as one of the most influential variables of the model, which is associated with the perceived ease of use of digital tools. Likewise, perceived usefulness conditions the level of acceptance of digital tools in teaching geoscience subjects.
{"title":"Adoption of Digital Tools Among Geoscience Students Based on the TAM Model","authors":"David Palacio-Jiménez;Juan David Valencia-Quiceno;Alejandro Valencia-Arias;M. Benjumea-Arias","doi":"10.1109/RITA.2023.3324027","DOIUrl":"10.1109/RITA.2023.3324027","url":null,"abstract":"This research examines the adoption of digital tools by university students in the field of geosciences based on the technology acceptance model (TAM) for emerging economies. A quantitative analysis was conducted using a questionnaire administered to 198 students at the National University of Colombia. Among the results, the perception of self-efficacy stands out as one of the most influential variables of the model, which is associated with the perceived ease of use of digital tools. Likewise, perceived usefulness conditions the level of acceptance of digital tools in teaching geoscience subjects.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136303846","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}
This article analyzes the impact of pedagogical and technological knowledge on the effectiveness of the teaching practice that was developed by a group of teachers during a workshop. In this workshop, interactive digital activities were designed and implemented based on the social constructivist approach. Data were collected from each participant’s products and synchronous session contributions. The information was coded according to the TPACK model and the teaching activities. The data was analyzed using a qualitative research approach. The results showed: Motivation and Communication were positively influenced by pedagogical and technological knowledge. This shows that using interactive digital tools helped increase student interest and active participation. The assessment and the presentation of the content were positively influenced by the pedagogical thinking and negatively influenced by the technological thinking. This means that there are still some teachers who continue to evaluate only for the purpose of measuring academic performance and not to stimulate learning, even though there are teachers in distance education who have increased formative evaluation. These results could be a consequence of the use of ICT as an emerging solution in education in times of covid-19. However, it does not mean that the pedagogical model has changed significantly
{"title":"Effect of PK, TK and TPK on the Efficacy of Teaching Practice in Covid-19 Times","authors":"Claudia Orozco-Rodríguez;Guadalupe Vera-Soria;Francisco Vera-Soria","doi":"10.1109/RITA.2023.3323950","DOIUrl":"10.1109/RITA.2023.3323950","url":null,"abstract":"This article analyzes the impact of pedagogical and technological knowledge on the effectiveness of the teaching practice that was developed by a group of teachers during a workshop. In this workshop, interactive digital activities were designed and implemented based on the social constructivist approach. Data were collected from each participant’s products and synchronous session contributions. The information was coded according to the TPACK model and the teaching activities. The data was analyzed using a qualitative research approach. The results showed: Motivation and Communication were positively influenced by pedagogical and technological knowledge. This shows that using interactive digital tools helped increase student interest and active participation. The assessment and the presentation of the content were positively influenced by the pedagogical thinking and negatively influenced by the technological thinking. This means that there are still some teachers who continue to evaluate only for the purpose of measuring academic performance and not to stimulate learning, even though there are teachers in distance education who have increased formative evaluation. These results could be a consequence of the use of ICT as an emerging solution in education in times of covid-19. However, it does not mean that the pedagogical model has changed significantly","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136257678","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 : 2023-10-11DOI: 10.1109/RITA.2023.3323787
Fernando Luís Kock;Giselle Alves Martins;Andre Luis Dias
In the era of digital transformation expansion and with the internet providing fast and easy access to information, Professional and Technological Education must keep pace with the current generation of digitally native students and the evolution of professions. This is particularly relevant on the era of Industry 4.0, which integrates new technologies with industrial automation. The objective of this study is to qualitatively analyze the teaching and learning of selected Physics and Mathematics subjects through experiential learning, employing an Automated Guided Vehicle as a Learning Object for practical activities. The research led to the development of a Didactic Sequence, which was implemented with students enrolled in the Integrated Technical High School Course. The Experiential Learning proposed, aimed to involve students as the primary actors in the learning process, engaging them actively in constructing their own knowledge. It was observed that the use of AGV emerges as a relevant educational tool, capable of enhancing the teaching and learning processes, and providing students with a more tangible and meaningful experience, combining work, science, and culture through activities that embrace a polytechnic education.
{"title":"Utilization of an Automated Guided Vehicle for Physics and Mathematics Teaching in Professional and Technological Education","authors":"Fernando Luís Kock;Giselle Alves Martins;Andre Luis Dias","doi":"10.1109/RITA.2023.3323787","DOIUrl":"10.1109/RITA.2023.3323787","url":null,"abstract":"In the era of digital transformation expansion and with the internet providing fast and easy access to information, Professional and Technological Education must keep pace with the current generation of digitally native students and the evolution of professions. This is particularly relevant on the era of Industry 4.0, which integrates new technologies with industrial automation. The objective of this study is to qualitatively analyze the teaching and learning of selected Physics and Mathematics subjects through experiential learning, employing an Automated Guided Vehicle as a Learning Object for practical activities. The research led to the development of a Didactic Sequence, which was implemented with students enrolled in the Integrated Technical High School Course. The Experiential Learning proposed, aimed to involve students as the primary actors in the learning process, engaging them actively in constructing their own knowledge. It was observed that the use of AGV emerges as a relevant educational tool, capable of enhancing the teaching and learning processes, and providing students with a more tangible and meaningful experience, combining work, science, and culture through activities that embrace a polytechnic education.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136257361","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}
Context In many countries, it is now important to integrate learning-oriented views to foster computational thinking (CT) in the classroom. This has inspired ideas for new lesson plans, instructional strategies, teacher guidance, and, most importantly, new approaches to grading these skills. Aim: This article presents the results of a systematic review initially focused on identifying the various ways of assessing CT in school and their relationship to relevant CT skills. Method: We conducted a systematic review of the literature to assess CT in schools. This review applied a semi-automatic search for specific terms within the selected papers. These terms came from the analysis of several established definitions of CT. Results: We present a set of the most representative competencies and concepts developed in various experiences, in which the main topic is the assessment of CT, as well as some that have not been developed and that may be the subject of future works. Conclusions: The evaluation of CT in the school requires multiple approaches; it is a challenge to have a single method or strategy to evaluate everything that CT implies.
{"title":"Assessment of Computational Thinking Skills: A Systematic Review of the Literature","authors":"Rene Fabián Zúñiga Muñoz;Julio Ariel Hurtado Alegría;Gregorio Robles","doi":"10.1109/RITA.2023.3323762","DOIUrl":"10.1109/RITA.2023.3323762","url":null,"abstract":"Context In many countries, it is now important to integrate learning-oriented views to foster computational thinking (CT) in the classroom. This has inspired ideas for new lesson plans, instructional strategies, teacher guidance, and, most importantly, new approaches to grading these skills. Aim: This article presents the results of a systematic review initially focused on identifying the various ways of assessing CT in school and their relationship to relevant CT skills. Method: We conducted a systematic review of the literature to assess CT in schools. This review applied a semi-automatic search for specific terms within the selected papers. These terms came from the analysis of several established definitions of CT. Results: We present a set of the most representative competencies and concepts developed in various experiences, in which the main topic is the assessment of CT, as well as some that have not been developed and that may be the subject of future works. Conclusions: The evaluation of CT in the school requires multiple approaches; it is a challenge to have a single method or strategy to evaluate everything that CT implies.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209837","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 : 2023-08-07DOI: 10.1109/RITA.2023.3303269
Elena Ríos-Barrientos
The COVID-19 pandemic has altered all aspects of daily life. Education has been greatly affected, despite living in a technological present, not all teachers or institutions have the necessary preparation or resources to achieve quality continuity. Telesimulation is a direct derivation of clinical simulation, a formal teaching technique that promotes active learning in controlled and safe spaces, but in this modality, the interaction is synchronous and remote. Interprofessionalism in health sciences, the basis of integral clinical care, can find training spaces through telesimulation.
{"title":"Telesimulation, Strategy for Academic Continuity and Interprofessional Training in Health Sciences","authors":"Elena Ríos-Barrientos","doi":"10.1109/RITA.2023.3303269","DOIUrl":"10.1109/RITA.2023.3303269","url":null,"abstract":"The COVID-19 pandemic has altered all aspects of daily life. Education has been greatly affected, despite living in a technological present, not all teachers or institutions have the necessary preparation or resources to achieve quality continuity. Telesimulation is a direct derivation of clinical simulation, a formal teaching technique that promotes active learning in controlled and safe spaces, but in this modality, the interaction is synchronous and remote. Interprofessionalism in health sciences, the basis of integral clinical care, can find training spaces through telesimulation.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47936317","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 : 2023-08-07DOI: 10.1109/RITA.2023.3302954
Fernando Martinez-Plumed;José Hernández-Orallo
The concepts of innovation, creativity, problem solving, effective communication, autonomy and critical thinking are at the core of becoming a good data scientist. Adapting to new technological resources and tools is also an important skill, which also builds on the curious and inquisitive nature associated with data science, and is fuelled by rapidly changing data science ecosystems in industry. In this regard, Project-based learning (PBL) has clear benefits for engaging students in data science courses. However, the exploratory character of data science projects, which do not start with a clear specification of what to do, but some data to analyse, pose some challenges to the application of PBL. Our aim is to improve students’ data science learning experiences and outcomes through the use of PBL. In this paper, we share our experiences with PBL and present an assessment rubric that focuses on value, innovation and narrative, which can be used as a scaffolding structure for data science courses. Our analysis of a PBL data science course at MSc level, together with data from student surveys, shows how the methodology and rubric align well with the exploratory nature of data science and the proactive, curious, and inquisitive skills required of data scientists.
{"title":"Training Data Scientists Through Project-Based Learning","authors":"Fernando Martinez-Plumed;José Hernández-Orallo","doi":"10.1109/RITA.2023.3302954","DOIUrl":"10.1109/RITA.2023.3302954","url":null,"abstract":"The concepts of innovation, creativity, problem solving, effective communication, autonomy and critical thinking are at the core of becoming a good data scientist. Adapting to new technological resources and tools is also an important skill, which also builds on the curious and inquisitive nature associated with data science, and is fuelled by rapidly changing data science ecosystems in industry. In this regard, Project-based learning (PBL) has clear benefits for engaging students in data science courses. However, the exploratory character of data science projects, which do not start with a clear specification of what to do, but some data to analyse, pose some challenges to the application of PBL. Our aim is to improve students’ data science learning experiences and outcomes through the use of PBL. In this paper, we share our experiences with PBL and present an assessment rubric that focuses on value, innovation and narrative, which can be used as a scaffolding structure for data science courses. Our analysis of a PBL data science course at MSc level, together with data from student surveys, shows how the methodology and rubric align well with the exploratory nature of data science and the proactive, curious, and inquisitive skills required of data scientists.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43712214","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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