Diseño colaborativo basado en ThinkLets como apoyo a la enseñanza de la Programación

Abstract

La incorporación del trabajo colaborativo en el ámbito educativo crece día a día, al igual que el número de grupos de investigación y proyectos asociados a este tema, dado que las actividades de aprendizaje especificadas de forma colaborativa promueven la comunicación, la coordinación y la negociación al interior de los grupos. Si bien se ha demostrado la utilidad práctica de esta estrategia en diferentes niveles de formación, no se ha hecho mucho énfasis en una parte fundamental: el diseño de los procesos colaborativos inherentes. La Ingeniería de la Colaboración destaca para ello el uso de patrones de colaboración y de ThinkLets como unidades primarias de diseño, lo cual tiene como objetivo primordial la reutilización. Este artículo presenta una propuesta de actividad colaborativa a implementarse como apoyo en la enseñanza de cursos iniciales de Programación en el ámbito universitario, la cual basa su diseño colaborativo en la utilización de patrones y ThinkLets.

Group formation in collaborative learning contexts based on personality traits: An empirical study in initial Programming courses

“…The validation of the proposed group formation technique was carried out with a total of 132 students, divided into four different groups belonging to the Academic Programs of the Faculty of Engineering of the University of Nariño, Systems Engineering and Electronic Engineering, for the initial Programming course in the academic period B-2018. Table 4 shows the experimental design applied in each course: Groups G1 and G2 correspond to the experimental groups of each program and G3 and G4 were the control groups respectively, in addition, X was the experimental treatment that consisted of forming the required groups applying the proposed technique and of carrying out an activity collaborative learning named "Peer Code Evaluation" [41], during the work sessions scheduled for the control structures theme. In turn, O1, O2, O3 and O4, were the post-tests applied at the end of the experiment for both the experimental and control groups, which consisted of the same questionnaire (for each of the courses) with exercises related to the topic of control structures addressed in the collaborative activity.…”

Automatic Group Organization for Collaborative Learning Applying Genetic Algorithm Techniques and the Big Five Model

“…The experiment consisted in conducting a collaborative learning activity, specifically an activity named "Peer Code Evaluation" [54], with 82 students from 4 programming courses, belonging to the programs of Systems Engineering and Electronic Engineering of the University of Nariño of the City of San Juan de Pasto-Colombia, in the academic semester B-2020. It is worth mentioning that for this period, given the COVID-19 situation, the courses were developed in virtual mode.…”