No abstract

The new models of teaching and learning have their focus on technology, especially on issues related to ubiquity. The impact of ICT in education generates new learning opportunities: the mobile or ubiquitous, which open new doors to technological environments that allow students to learn at any time and place, providing, in addition, tools that give the possibility to perform collaborative work and learning. The integration of a ubiquitous virtual teaching and learning environment with collaborative work forms the Ubiquitous Computer Supported Collaborative Learning model. What has been mentioned before allowed us to understand the importance of making a specification of this model that provides the possibility of using a tool for professional use in the Software Engineering during the teaching and learning processes, including the specific activities of evaluation and monitoring of works. These tools, called Computer-Aided Software Engineering, must be an active part of the uCSCL model. This integration, forms the model proposed in our work, called uCASE-CL. A prototype of the implementation of the model was developed, which we have called UAI Case. This solution is a proposal to cover the need to have tools that can be used in the teaching of the SE, and which allow the student to acquire and strengthen the academic learning.

No abstract

La rúbrica es un instrumento de evaluación  que permite determinar el nivel de logro en la resolución de problemas relacionando una serie de indicadores con descriptores de niveles de dominio. Permite evaluar y sistematizar el grado de dominio de las competencias  y valorar aspectos complejos, imprecisos y subjetivos. Si bien es una herramienta  muy difundida en el ámbito educativo, su utilidad se ve diezmada al no establecerse criterios claros para  la determinación de sus componentes, en particular los descriptores. En este trabajo desarrollamos un marco metodológico para el  diseño de rúbricas analíticas que abarca todas las actividades, desde la determinación del objeto de estudio hasta la especificación  de sus componentes, finalizando con su  implementación Web. Proponemos un marco metodológico en un proceso iterativo e incremental que permita establecer  criterios explícitos y lineamientos claros para  determinar, tanto las etapas a seguir, como sus componentes. El principal beneficio será establecer un proceso para el diseño de rúbricas analíticas que permitirá  generalizar su aplicación  en los procesos de evaluación formativa y complementar su uso como una estrategia  de aprendizaje.