scholarly journals Abordagem CTS e IHC: A importância das cores no design de interfaces de software

2018 ◽  
Author(s):  
Diolete Marcante Lati Cerutti ◽  
Albino Szesz Junior
Keyword(s):  
Information Systems ◽  
Software Engineering ◽  
Human Computer Interaction ◽  
Learning Process ◽  
Interface Design ◽  
Teaching Experience ◽  
Pedagogical Strategies ◽  
Science Technology ◽  
Sequence Class ◽  
Teaching Learning

This article describes a teaching experience by using STS (Science, Technology and Society) approach in the HCI (Human-Computer Interaction). The experience was carried out in classes about the use of colors in interface design. It aimed at observing students´ perceptions about the use of STS approach in HCI and its impacts on the course of Project of Information Systems. The methodology used in the experiment was to organize the content (colors and STS) within a didactic sequence of six classes. In this sequence, class themes, pedagogical strategies, aims and content were defined. Results showed more interaction between students and lecture in HCI and more students’ interest on using an appropriated code of colors in interface design in the course of Project of Information Systems. It was concluded that engaging methodologies such as STS approach are important and can impact positively for teaching-learning process of students in Software Engineering.

scholarly journals COVID-19: Threat or ally in the teaching-learning process in phytopathology?

2021 ◽  
Vol 39 (4) ◽  
Author(s):  
María Del Milagro Granados-Montero
Keyword(s):  
Learning Process ◽  
Culture Media ◽  
Teaching Experience ◽  
Information And Communications Technologies ◽  
Educational Project ◽  
Years Of Teaching Experience ◽  
Communications Technologies ◽  
The Family ◽  
Set Up ◽  
Teaching Learning

<p>Preventive confinement against COVID-19 changed the teaching-learning process of the Phytopathology course at the Faculty of Agronomy of the UCR. Information and Communications Technologies (ICT) were integrated into a program called ‘Phytopathology 2020, at the distance but together’. Each student received at her home a box of materials, including culture media and a paper microscope, that allowed her to set up and carry out different phytopathological techniques. The result obtained exceeded expectations and previous results in 16 years of teaching experience. The integration of the family into the educational project was surprising, fostering values of mutual commitment in education and prevention of COVID-19.</p>

scholarly journals Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

2020 ◽  
Vol 28 (5) ◽  
pp. 1110-1127
Author(s):  
Raquel Pérez‐delHoyo ◽  
Higinio Mora ◽  
Pablo Martí‐Ciriquián ◽  
María L. Pertegal‐Felices ◽  
Rafael Mollá‐Sirvent
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Geographic Information Systems ◽  
Learning Process ◽  
Geographic Information ◽  
Innovative Technologies ◽  
Teaching Learning

Gamification Assessment

2020 ◽  
pp. 94-110
Author(s):  
Beatriz Corchuelo Martínez-Azúa
Keyword(s):  
Learning Process ◽  
Teaching Experience ◽  
University Education ◽  
Online Questionnaire ◽  
Innovative Teaching ◽  
The Core ◽  
The Subject ◽  
European Higher Education ◽  
Teaching Learning ◽  
Academic Year

University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.

The non-linear potential of didactic action

2016 ◽  
pp. 51-70
Author(s):  
Maurizio Sibilio ◽  
Iolanda Zollo
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Linear Form ◽  
Adaptive System ◽  
Teaching Experience ◽  
Linear Potential ◽  
Triadic Interaction ◽  
Form Part ◽  
Non Linear ◽  
Teaching Learning

Starting from a perspective that views education as a complex and adaptive system, this paper is aimed at providing a first reflection on the concept of linearity, intended as a possible interpretation of the limitations arising from the characteristics and the relationships among the actors, the objects and the events that form part of the teaching-learning process. What results is a deterministic vision of teaching and a real negation of the embodied and situated dimension of teaching. This reflection forms part of a branch of educational research that investigates didactic corporealities - those aspects of teaching that are manifested in bodily form, real and metaphoric representations of the triadic interaction between the teacher, the student and the environment. This is configured as the set of elements that contribute to a complex meaning of the teaching experience, able to contribute to a deconstruction of linear schemes of action that are repetitive in nature and are inadequate to address the emerging needs of 21st Century classrooms. In order to foster and promote the success of all learners, a pluralistic and proteiform perspective is therefore required. This view paves the way to a non-linear form of teaching that is aware of the didactic morphologies that are the characteristics, the spaces, the functions and the potentialities of action during teaching.

scholarly journals Diseño de curso virtual para apoyar el proceso de enseñanza aprendizaje de la disciplina de ingeniería y gestión de software en la universidad de las ciencias informáticas

2010 ◽  
pp. a147
Author(s):  
Ailec Granda Dihigo
Keyword(s):  
Software Engineering ◽  
Learning Process ◽  
Design Development ◽  
Addie Model ◽  
Teaching Learning ◽  
The University

Este articulo muestra las distintas etapas y los resultados correspondientes al diseño, desarrollo e implementación de un curso virtual de Ingeniería de Software, cuyo objetivo era potenciar el desarrollo del proceso de enseñanza-aprendizaje de la Ingeniería de Software en la Universidad. Como referencia se utilizo el modelo ADDIE, que preemitió la evaluación del curso. Los resultados obtenidos certificaron la calidad del producto y el cumplimiento de sus objetivos.Virtual course desing to support the teaching learning process of de discipline of software engineering and management at the university of computer scienceAbstractThis article shows the various stages and results for the design, development and implementation of a virtual course of Software Engineering, whose aim was to promote the development of teaching-learning process of Software Engineering at the University. As a reference ADDIE model was used, which allowed the evaluation of the course. Final results certified the quality of the project and compliance with the objectives.

Estrategia didáctica para el perfeccionamiento del proceso de enseñanza-aprendizaje de los estudiantes de la Universidad Tecnológica Ecotec-Facultad de Marketing y Comunicación con enfoque constructivista

2021 ◽  
Vol 2 (5) ◽  
pp. 6575-6584
Author(s):  
Yeimer Prieto López ◽  
Beatriz Loor Ávila
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
Point Of View ◽  
Student Centered ◽  
Pedagogical Strategies ◽  
The One ◽  
Teaching Learning ◽  
Technological University

La Didáctica centrada en el estudiante exige la utilización de concepciones, modelos, alternativas, estrategias y métodos adecuados, en los que el proceso de enseñanza- aprendizaje se conciba cada vez más como resultado del vínculo entre lo afectivo, lo cognitivo, las interacciones sociales y la comunicación. La presente investigación científica ofrece elementos teóricos y metodológicos esenciales que permiten asumir posiciones bien fundamentadas y estructuradas acerca de las estrategias pedagógicas dirigidas a los docentes y los métodos de enseñanza y aprendizaje, lo que en ocasiones se aborda desde diversas posiciones, no siempre consistentes y con múltiples acepciones e interpretaciones. La Pedagogía se enfrenta a un gran reto en estos momentos, la dirección y conducción adecuada del proceso de enseñanza y aprendizaje en la Educación Superior con el empleo del Constructivismo, donde el estudiante sea quien produzca el conocimiento desarrollando un pensamiento crítico, reflexivo desde el punto de vista cognoscitivo, poniendo a su disposición estrategias de aprendizaje en un contexto donde lamentablemente predomina una Pedagogía Conductista. El presente artículo aborda las estrategias de enseñanza- y aprendizaje que permiten tanto al profesor como al estudiante, tener una comprensión profunda de este fenómeno dentro del proceso docente educativo en la Facultad de Marketing y Comunicación, de la Universidad Tecnológica Ecotec.   Student-centered Didactics requires the use of appropriate conceptions, models, alternatives, strategies and methods, in which the teaching-learning process is increasingly conceived as a result of the link between the affective, the cognitive, social interactions and the communication. This scientific research offers essential theoretical and methodological elements that allow us to assume well-founded and structured positions about pedagogical strategies aimed at teachers and teaching and learning methods, which is sometimes approached from different positions, not always consistent and with multiple meanings and interpretations. Pedagogy faces a great challenge at this time, the proper direction and conduction of the teaching and learning process in Higher Education with the use of Constructivism, where the student is the one who produces knowledge by developing critical thinking, reflective from the point of view. from a cognitive point of view, making learning strategies available to them in a context where, unfortunately, a Behavioral Pedagogy predominates. This article addresses the teaching- and learning strategies that allow both the teacher and the student to have a deep understanding of this phenomenon within the educational teaching process at the Faculty of Marketing and Communication of the Ecotec Technological University.

Gamification Assessment

2022 ◽  
pp. 84-101
Author(s):  
Beatriz Corchuelo Martínez-Azúa
Keyword(s):  
Learning Process ◽  
Teaching Experience ◽  
University Education ◽  
Online Questionnaire ◽  
Innovative Teaching ◽  
The Core ◽  
The Subject ◽  
European Higher Education ◽  
Teaching Learning ◽  
Academic Year

University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.

scholarly journals A Review of Human-Computer Interaction Design Approaches towards Information Systems Development

2021 ◽  
Vol 12 (1) ◽  
pp. 229-250
Author(s):  
Yakubu Bala Mohammed ◽  
Damla Karagozlu
Keyword(s):  
Information Systems ◽  
Human Computer Interaction ◽  
Interaction Design ◽  
Interface Design ◽  
Emerging Technologies ◽  
Systems Design ◽  
Location Based Services ◽  
Mobile Platforms ◽  
Modern Information ◽  
Computer Interaction

Nowadays modern information systems (emerging technologies) are increasingly becoming an integral part of our daily lives and has begun to pose a serious challenge for human-computer interaction (HCI) professionals, as emerging technologies in the area of mobile and cloud computing, and internet of things (IoT), are calling for more devotion from HCI experts in terms of systems interface design. As the number of mobile platforms users, nowadays comprises of children’s, elderly people, and people with disabilities or disorders, all demanding for an effective user interface that can meet their diverse needs, even on the move, at anytime and anywhere. This paper, review current articles (43) related to HCI interface design approaches to modern information systems design with the aim of identifying and determining the effectiveness of these methods. The study found that the current HCI design approaches were based on desktop paradigm which falls short of providing location-based services to mobile platforms users. The study also discovered that almost all the current interface design standard used by HCI experts for the design of user’s interface were not effective & supportive of emerging technologies due to the flexibility nature of these technologies. Based on the review findings, the study suggested the combination of Human-centred design with agile methodologies for interface design, and call on future works to use qualitative or quantitative approach to further investigate HCI methods of interface design with much emphasis on cloud-based technologies and other organizational information systems.

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