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Juan I. Asensio-Pérez
Luis de la Fuente Valentín, Abelardo Pardo, Carlos Delgado Kloos, Juan I. Asensio-Pérez y Yannis A. Dimitriadis
Volume 4, Número 2 Pags. 147-154
Title- Collaborative Learning Models on Distance Scenarios with Learning Design: A Case Study
Abstract- Collaborative learning models are widely used in educational institutions. These models require a high interaction level among students and are mainly oriented towards in-class scenarios. But when collaborative models are deployed in a distant scenario, user expressiveness is significantly reduced thus creating a gap that hinders the effectiveness of this collaboration. A computer-supported model provides a set of tools to compensate for the distant scenario and reduce this gap. This paper presents the issues and solutions derived from the design and deployment of a complex collaborative model in a distant scenario. The course structure was captured using the Learning Design specification, and an architecture based on Virtual Network Computing was used to provide the required collaborative tools. The course was included as part of a regular undergraduate program in three higher educational institutions.
Index Terms- flexibility, IMS LD, collaborative, adaptation, distance learning.
Davinia Hernández Leo, Verónica Moreno Oliver, Juan Manuel Dodero, Abelardo Pardo, María del Carmen Romero Ternero, Yannis A. Dimitriadis y Juan I. Asensio-Pérez
Volume 7, Número 1 Pags. 13-20
Title- Applying recommendations to align competences, methodology and assessment in Telematics, Computing and Electronic Engineering courses.
Abstract- The alignment between competences, teaching-learning methodologies and assessment is a key element of the European Higher Education Area. This paper presents the efforts carried out by six Telematics, Computer Science and Electronic Engineering Education teachers towards achieving this alignment in their subjects. In a joint work with pedagogues, a set of recommended actions were identified. A selection of these actions were applied and evaluated in the six subjects. The cross-analysis of the results indicate that the actions allow students to better understand the methodologies and assessment planned for the subjects, facilitate (self-)regulation and increase students’ involvement in the subjects.
Index Terms- Engineering Education, Competences, Methodologies, Alignment.