Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/72493
Title: Experience using virtual programming labs, screencasts and concept maps in a first year programming course
Authors: Hernández Figueroa, Zenón 
Rodríguez, Gustavo 
Carreras, Francisco 
Rodríguez del Pino, Juan Carlos 
UNESCO Clasification: 120324 Teoría de la programación
58 Pedagogía
120310 Enseñanza con ayuda de ordenador
Keywords: Virtual programming labs
Screencast
Concept maps
Programming
Issue Date: 2011
Journal: ICERI proceedings 
Conference: 4th International Conference of Education, Research and Innovation (ICERI) 
Abstract: The Spanish university system is undergoing a deep transformation process in the context of building the European Higher Education Area, better known as the Bologna process. The new system places special emphasis on student effort, which attempts to measure through a credit system (the European Credits Transfer System) where each credit is equivalent to between 25 and 30 hours of student work. As a result, teaching methods based on the student's work and continuous assessment are favoured against other such as, by example, lectures. In the past academic year 2010/2011 the University of Las Palmas de Gran Canaria has launched the first year of its new degree in Informatics Engineering. The academic year consists of ten courses, six credits each, arranged in two semesters, each one composed by five courses. One of these courses is "Fundamentos de Programacion" (Programming Fundamentals) which is taught on the second half. Similar courses were taught in previous curricula, which were not adapted to the European Higher Education Area, were organized using lectures, textbooks, lecture notes and other online readings. To guide the new subject in accordance with methodologies to better harness the efforts of students and evaluate their results in alignment with the goals of the renewal process, Fundamentals of Programming was designed using three basic tools: a virtual programming laboratory, screencasts and enriched concept maps. The classic tools mentioned above were used as complementary, losing much of its former dominance. This paper summarizes the results of this experience, both objective and subjective, based on the assessment and acceptance by students of the various proposed elements.
URI: http://hdl.handle.net/10553/72493
ISBN: 978-84-615-3324-4
ISSN: 2340-1095
Source: 2011 4Th International Conference Of Education, Research And Innovation (Iceri), p. 696-702, (2011)
Appears in Collections:Actas de congresos
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