Evolving Adaptive Framework


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Evolving Adaptive Framework

  1. 1. Jorge Villalobos Camilo Jiménez Nadya Calderón Cupi2: Finding new ways to teaching and learning computer programming
  2. 2. Agenda <ul><li>Universidad de los Andes </li></ul><ul><li>Computer Engineering Education in Colombia: Cupi2 </li></ul><ul><li>Cupi2 fits IGUAL </li></ul>7 July 2009
  3. 3. Universidad de los Andes: School of Engineering
  4. 4. Universidad de los Andes: School of Engineering <ul><ul><li>Computing Engineering </li></ul></ul><ul><ul><ul><li>Software and ICT Research Group (TICSw) </li></ul></ul></ul><ul><ul><ul><ul><li>Proyecto CUPI2 </li></ul></ul></ul></ul>
  5. 5. Challenges in Computing Education in Colombia <ul><li>How people see CS: What does a Computing Engineer do? </li></ul><ul><li>Organizations, Society and University connections: How can innovation in education contribute to the Country development? </li></ul><ul><li>The professional profile: Solving problems rather than fixing machines. High level skills development over knowledge transfer. </li></ul>
  6. 6. Computing Engineer Today <ul><li>He needs: </li></ul><ul><ul><li>Engineering abilities </li></ul></ul><ul><ul><li>Bussiness awareness </li></ul></ul><ul><ul><li>IT expertise </li></ul></ul><ul><ul><li>Management and communication skills </li></ul></ul><ul><ul><li>Our tool: not a computer but our minds! </li></ul></ul>
  7. 7. The Cupi2 Project <ul><li>A multidimensional approach for learning and teaching computer programming. </li></ul>Improvement of a professional profile, demands improvement of teaching strategies, learning materials and support.
  8. 8. Cupi2: Our responsibility <ul><li>More than 1.200 students enrolled in CS0, CS1, CS2 per semester. </li></ul><ul><li>Approximately 50 different sections and more than 40 teachers. </li></ul><ul><li>More than 30 different higher education universities have adopted our model. </li></ul><ul><li>2007 Colombian Informatics Award. </li></ul><ul><li>2009 Ribie award-winning. Category: Best Research Project </li></ul>
  9. 9. Cupi2: Improving learning programming <ul><li>From 25% to 30% of mortality to 11% in CS0, 12% in CS1, and 6% in CS3. </li></ul><ul><li>From a course point average (max. 5) of 3.7 to 4.44 in CS0, 4.46 in CS1, and 4.60 in CS3. </li></ul><ul><li>The students’ point average has increased in more than 11% </li></ul>
  10. 10. Publications <ul><li>Books </li></ul><ul><li>J. Villalobos, &quot;Introducción a las Estructuras de Datos: Aprendizaje Activo Basado en Casos&quot;, Prentice-Hall, Enero 2008 </li></ul><ul><li>J. Villalobos, R Casallas. &quot;Fundamentos de Programación: Aprendizaje Activo basado en Casos&quot;. Prentice-Hall, 2006. </li></ul><ul><li>Journals </li></ul><ul><li>J. Villalobos, D. Pérez, J. Castro, C. Jiménez. “Construction of a Flexible Data Structures Laboratory”. CLEI Electronic Journal, Special Issue of Best Papers Presented at CIESC 2005, Vol. 10, No. 1, June 2007.” </li></ul><ul><li>International events </li></ul><ul><li>C. Jiménez, J. Villalobos. “Design and Development of an Undergraduate Course on Internet Applications Based on an Integral Pedagogical Approach”, 2nd International Conference on Computer Supported Education (CSEDU), Spain, April 2010. </li></ul>
  11. 11. Publications <ul><li>J. Villalobos, N. Calderón, C. Jiménez. “Developing Programming Skills by Using Interactive Learning Objects”, 14th Conference on Innovation and Technology in Computer Science Education (ITICSE), France, July 2009. </li></ul><ul><li>J. Villalobos, N. Calderón, C. Jiménez. “Cupi2 Community: Promoting a Networking Culture to Support Teaching Programming”, International Conference on Computer Supported Education (CSEDU), Portugal, March 2009. </li></ul><ul><li>J. Villalobos, R. Casallas. &quot;Teaching/Learning a First Object-Oriented Programming Course outside the CS Curriculum&quot;. 10th Workshop on Pedagogies and Tools for the Teaching and Learning of Object Oriented Concepts - ECOOP (European Conference on Object-Oriented Programming), 2006 </li></ul><ul><li>J. Villalobos, R. Casallas, L. Osorio. &quot;Looking for a New Approach to Teach/Learn a First Computer-Programming Course&quot;. International Conference on Engineering and Computer Education (ICECE), Madrid, España, Noviembre 2005. </li></ul>
  12. 12. Publications <ul><li>National events </li></ul><ul><li>J. Villalobos, N. Calderón. “Proyecto CUPI2: Un Enfoque Multidimensional frente al Problema de Enseñar y Aprender a Programar”, Revista de Investigaciones UNAD, Vol. 8, No. 2, Diciembre 2009. </li></ul><ul><li>J. Herrera, O. Giraldo. “Apropiación de Conocimiento en Instituciones de Educación Superior Privadas: Factores Inhibidores y Potencializadores”, Paradigma: Revista Electrónica en Construccción de Software, Bogotá - Colombia, Noviembre 2008. </li></ul><ul><li>J. Villalobos, M. Vela. “CUPI2-An Active Learning and Problem Based Learning Approach to Teaching Programming” , 8th ALE International Workshop, Bogotá - Colombia, Junio 2008. </li></ul>
  13. 13. Publications <ul><li>J. Villalobos, R. Casallas, M. Vela. “Una Solución Moderna e Integral al Problema de Enseñar Programación” , XXVII Reunión Nacional de Facultades de Ingeniería y VI EncuentroIberoamericano de Instituciones de Enseñanza de la Ingeniería, Cartagena de Indias, Octubre 2007. </li></ul><ul><li>J. Villalobos, R. Casallas, K. Marcos. “El Reto de Diseñar un Primer Curso de Programación de Computadores&quot;. XIII Congreso Iberoamericano de Educación Superior en Computación, Cali, Colombia, Octubre 2005. </li></ul><ul><li>J. Villalobos, D. Pérez, J. Castro, C. Jiménez. “Construcción de un Laboratorio Flexible de Estructuras de Datos&quot;. XIII Congreso Iberoamericano de Educación Superior en Computación, Cali, Colombia, Octubre 2005. </li></ul>
  14. 14. Cupi2 fits IGUAL: Problem solving protocols (1) <ul><li>Classic computer programming teaching approach focused on covering programming fundamentals (knowledge). </li></ul><ul><li>What about engineering? There is a process to solve a problem. (abilities) </li></ul>
  15. 15. Cupi2 fits IGUAL: Problem solving protocols (2) <ul><li>Abilities as long-lasting high level skills </li></ul>
  16. 16. Cupi2 fits IGUAL: Problem solving protocols (3) <ul><li>Knowledge as several conceptual axes </li></ul>Software processes Modeling and Problem Solving Technology Programming Tools Algorithmics Programming Techniques and methodologies Architecture and data structures
  17. 17. Cupi2 fits IGUAL: Learning design (1) <ul><li>Long lasting/high level skills/abilites + Knowledge - The question is how? </li></ul>
  18. 18. Cupi2 fits IGUAL: Learning design (2) Axis 1 Axis 2 Axis 3 Axis 4 Axis 5 Axis 6 Axis7 Algorithmics Technology programming tools Software processes Programming tecniques and methodologies Architecture and data structures Course 1 Course 2 Course 3 Modeling and Problem Solving A K
  19. 19. Cupi2 fits IGUAL: Adaptive Learning design (3) <ul><li>Learning Scenarios </li></ul><ul><ul><li>Classroom, individual, lab., … </li></ul></ul>
  20. 20. 7 July 2009 An evaluation model fitting the escenarios
  21. 21. Cupi2 fits IGUAL: Adaptive Learning design (4) 7 July 2009 <ul><li>Support Artifacts </li></ul><ul><ul><ul><li>Learning objects like examples, laboratory exercises, working sheets, tutorials, videos, demos, and interactive learning objects . </li></ul></ul></ul>
  22. 22. Cupi2 fits IGUAL: Learning materials <ul><li>80 examples </li></ul><ul><li>130 laboratory exercises </li></ul><ul><li>850 working sheets </li></ul><ul><li>15 tutorials </li></ul><ul><li>172 videos, animations, demos </li></ul><ul><li>33 Interactive Learning Objects </li></ul><ul><li>108 mind maps </li></ul><ul><li>3.106 written and laboratory exams </li></ul><ul><li>52 data structures </li></ul><ul><li>This has involved more than 500.000 LOC for both source and test implementations </li></ul>
  23. 23. Cupi2 fits IGUAL: Social Sharing
  24. 24. Cupi2: Lessons <ul><li>“ Anything cannot be conceived on their own” </li></ul><ul><li>Students, teachers and institutions have to be considered in the same learning solution </li></ul><ul><li>It is easy to innovate, it is hard to be sustainable </li></ul>
  25. 25. Cupi2: How can we contribute? <ul><li>Evolving Adaptive Framework </li></ul>
  26. 26. Questions