Comunicaciones a Congresos
https://hdl.handle.net/10115/19274
Comunicaciones a Congresos2024-03-19T06:09:58ZImproving Learning Outcomes by Labeling Slides Based on the Complexity of Their Content
https://hdl.handle.net/10115/30969
Improving Learning Outcomes by Labeling Slides Based on the Complexity of Their Content
Ortega Del Campo, David; Ruiz Parrado, Victoria; González de Lena, María T.; Cavero, Sergio; Vélez, José
Often, university professors tend to create slides that blend introductory, intermediate, and advanced content. The introductory content is necessary to understand the intermediate, and the intermediate is in turn necessary to comprehend the advanced. However, typically, it is left to the students to decide which part of the material is basic, which is intermediate, and which is advanced. However, many times, the professor doesn't even consider the possibility of addressing those advanced topics, but doesn't want to remove such material because a few students who are more advanced might benefit from it. Furthermore, the professor even loses a lot of class time explaining material that few students are prepared to understand, as they are still grasping the most basic concepts.
This article analyzes the outcome of labeling each slide in a university-level Object-Oriented Programming course with tags such as introductory, intermediate, or advanced. These results are comparatively analyzed with other outcomes obtained in other courses taken by the same students, where the slides have not been labeled.
2024-01-01T00:00:00ZWordle in the Classroom: a Game-changing Approach to Active Learning
https://hdl.handle.net/10115/30968
Wordle in the Classroom: a Game-changing Approach to Active Learning
Cavero, Sergio; G. Pardo, Eduardo; María T., González de Lena
This work presents an innovative approach to engage student participation through active learning, using the popular online word-guessing game, named Wordle. Wordle is a word-guessing game where players have six attempts to guess a five-letter word. With each guess, the letters turn the background color to indicate correctness: green for correct letters in the right position, yellow for correct letters in the wrong position, and gray for incorrect letters. Players aim to deduce the mystery word using logic and word association within the given attempts, making it both challenging and rewarding.
The method proposed here involves students through the challenge of solving a set of personalized Wordle puzzles, at the end of the class, which include key concepts studied on the previous lecture. In this case, the words might have a different length. Students compete in a Wordle league, that is active during the whole semester accumulating points for each word guessed, fostering competition and motivation. The standings of the league are publicly available for all students. In addition, students are asked, at the end of the course, to create a concept map with all the keywords found, following the Unified Modeling Language (UML) standard, which is a fundamental topic of the subject. This activity aids in consolidating acquired knowledge and developing synthesis and information organization skills.
The proposal was validated in the academic year 2022/2023, in the Engineering of Requirements (ER) course, which is a subject within the Software Engineering degree at Universidad Rey Juan Carlos (Madrid, Spain). The results showed a positive correlation between Wordle participation and academic performance. Furthermore, they suggested that students who actively engaged in the activity demonstrated a greater commitment to the subject and a better understanding of the key concepts.
The benefits of this active learning proposal are manifold. It encourages class attendance, improves attention in class, and increases students’ motivation. It also aids in consolidating acquired knowledge and developing synthesis and information organization skills.
Further research is needed to understand the impact of this strategy, but preliminary results are encouraging and suggest a promising path towards innovation in digital education.
2024-01-01T00:00:00ZSoftware development in the age of LLMs and XR
https://hdl.handle.net/10115/30866
Software development in the age of LLMs and XR
Gonzalez-Barahona, Jesus M.
Let’s imagine that in a few years generative AI has changed software development dramatically, taking charge of most of the programming tasks. Let’s also assume that extended reality devices became ubiquitous, being the preferred interface for interacting with computers. This paper proposes how this situation would impact IDEs, by exploring how the development process would be affected, and analyzing which tools would be needed for supporting developers.
Paper presented at the workshop.
2024-04-20T00:00:00ZArendt y Benjamin sobre la modernidad: de la privación hermenéutica al significado del relato
https://hdl.handle.net/10115/30810
Arendt y Benjamin sobre la modernidad: de la privación hermenéutica al significado del relato
García Labrador, Julián
En la presente ponencia se presentan las aportaciones de Hannah Arendt y Walter Benjamin al de- bate sobre la modernidad y sus implicaciones hermenéuticas. Las dificultades para comprender los totalitarismos del siglo XX han confirmado la crisis de sentido del hombre moderno. El debate en torno a la modernidad como concepto analítico y la crítica postcolonial evidencian la necesidad de repensar la modernidad como un paradigma crítico e inacabado. Arendt y Benjamin, testigos y críticos del fenómeno totalitario, descubren en la narración y el relato las posibilidades de realización de esta modernidad alternativa
2016-01-01T00:00:00Z