Presentation at the EDUCON2019 – IEEE Global Engineering Education Conference
Authors: Alicia García-Holgado, Andrea Vázquez-Ingelmo, Sonia Verdugo-Castro, Carina González, Mª Cruz Sánchez-Gómez, Francisco J. García-Peñalvo
The document summarizes the findings of a survey on the competencies and competence development needs of adult educators in Nordic countries. Some key findings are:
- Adult educators consider subject knowledge, adult educational skills, and relationship skills most important. ICT and intercultural skills are considered least important.
- Educators feel strengthening pedagogical, didactic, subject knowledge, and practical experience would most improve their work.
- Public sector educators place more importance on treating adults as adults than self-employed educators. Privately employed prioritize communication skills more.
- Respondents support joint Nordic competence development, citing subject relevance, adult education relevance, and diversity across Nordic countries.
A presentation at the ACODE 80 Workshop in Wellington, New Zealand. 'Engaging in large-scale LMS change and evolution of learning systems'. 14-15 November 2019
The document discusses the federal response in the United States to the findings from the Programme for the International Assessment of Adult Competencies (PIAAC). It notes that PIAAC found low skills levels across adults in the US and a lack of effective interventions. The document calls researchers to help address this issue through more rigorous and relevant research that engages stakeholders and works across disciplines. It provides new datasets and resources to support this research.
This document summarizes the NMC Horizon Report: 2012 K-12 Edition, which examines emerging technologies that are likely to enter mainstream use in K-12 education within the next 1, 2, or 3-5 years. Technologies on the near-term horizon (1 year or less) include mobile devices & apps and tablet computing. Game-based learning and personal learning environments are on the mid-term horizon (2-3 years). Augmented reality and natural user interfaces are on the far-term horizon (4-5 years). The report was created by an international advisory board to identify significant trends, challenges, and technologies in pre-college education.
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
Effects of using computer applications for teaching andJoy Dimalibot
Using computer applications in teaching and learning management has several benefits: it increases student motivation and interest; develops critical thinking skills; allows students to be actively involved through case studies and simulations; and prepares students for technology-driven careers. However, there are also potential downsides if the applications do not work properly or lead students to incorrect logical conclusions. Younger generations of students are accustomed to technology and need stimulation beyond conventional teaching methods. When used effectively, computer applications can enhance the learning process.
Effects of using computer applications for teaching andJoy Dimalibot
Using computer applications in teaching and learning management has several benefits: it increases student motivation and interest; develops critical thinking skills; allows students to be actively involved through case studies and simulations; and prepares students for technology-driven careers. However, there are also potential downsides if the applications do not work properly or lead students to incorrect logical conclusions. Younger generations of students are accustomed to technology and need stimulation beyond conventional teaching methods. When used effectively, computer applications can enhance the learning process.
The document summarizes the findings of a survey on the competencies and competence development needs of adult educators in Nordic countries. Some key findings are:
- Adult educators consider subject knowledge, adult educational skills, and relationship skills most important. ICT and intercultural skills are considered least important.
- Educators feel strengthening pedagogical, didactic, subject knowledge, and practical experience would most improve their work.
- Public sector educators place more importance on treating adults as adults than self-employed educators. Privately employed prioritize communication skills more.
- Respondents support joint Nordic competence development, citing subject relevance, adult education relevance, and diversity across Nordic countries.
A presentation at the ACODE 80 Workshop in Wellington, New Zealand. 'Engaging in large-scale LMS change and evolution of learning systems'. 14-15 November 2019
The document discusses the federal response in the United States to the findings from the Programme for the International Assessment of Adult Competencies (PIAAC). It notes that PIAAC found low skills levels across adults in the US and a lack of effective interventions. The document calls researchers to help address this issue through more rigorous and relevant research that engages stakeholders and works across disciplines. It provides new datasets and resources to support this research.
This document summarizes the NMC Horizon Report: 2012 K-12 Edition, which examines emerging technologies that are likely to enter mainstream use in K-12 education within the next 1, 2, or 3-5 years. Technologies on the near-term horizon (1 year or less) include mobile devices & apps and tablet computing. Game-based learning and personal learning environments are on the mid-term horizon (2-3 years). Augmented reality and natural user interfaces are on the far-term horizon (4-5 years). The report was created by an international advisory board to identify significant trends, challenges, and technologies in pre-college education.
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
Effects of using computer applications for teaching andJoy Dimalibot
Using computer applications in teaching and learning management has several benefits: it increases student motivation and interest; develops critical thinking skills; allows students to be actively involved through case studies and simulations; and prepares students for technology-driven careers. However, there are also potential downsides if the applications do not work properly or lead students to incorrect logical conclusions. Younger generations of students are accustomed to technology and need stimulation beyond conventional teaching methods. When used effectively, computer applications can enhance the learning process.
Effects of using computer applications for teaching andJoy Dimalibot
Using computer applications in teaching and learning management has several benefits: it increases student motivation and interest; develops critical thinking skills; allows students to be actively involved through case studies and simulations; and prepares students for technology-driven careers. However, there are also potential downsides if the applications do not work properly or lead students to incorrect logical conclusions. Younger generations of students are accustomed to technology and need stimulation beyond conventional teaching methods. When used effectively, computer applications can enhance the learning process.
6th International Workshop on Software Engineering for E-learning (ISELEAR’15)
Authors: Alicia García-Holgado, Francisco J. García-Peñalvo and María José Rodríguez-Conde
https://www.youtube.com/watch?v=Ds8j0R0CxvM&list=PLboNOuyyzZ86rx78ZLHzZN8c1MHPLVhFe&index=4
A short presentation outlining Universal Design for Learning and Assistive Technologies. The presentation also outlines various questions arising from the application of UDL and AT in Canadian classrooms.
possible solutions to include vulnerable learners in MOOCInge de Waard
This document discusses challenges in conceptualizing MOOCs for vulnerable learner groups. It notes that most MOOC participants have higher education degrees and come from countries with high human development indices. Lower completion rates are seen for those from low HDI countries. While MOOCs provide opportunities, they may not be a good alternative to traditional courses. The document advocates for inclusion strategies to reach socially excluded groups and ensure MOOCs give voice to local knowledge. It addresses tensions like digital divides, informal vs formal learning, local vs global knowledge, and post-colonial North-South dynamics. The document concludes more needs to be done to ensure inclusion and success for vulnerable learners beyond top-down collaborations.
This document defines a technological ecosystem for managing scientific knowledge in a PhD program. It describes the PhD program at the University of Salamanca and its research lines. It then discusses the methodology used, including Scrum and Kanban agile methods. The document outlines the layers of the scientific knowledge management ecosystem and the knowledge management and dissemination processes it supports. It concludes that the ecosystem can help organizations effectively manage knowledge and be part of the knowledge society.
This document provides an overview of an Information Processing & Technology course. It discusses that the course focuses on the creation, manipulation, storage, retrieval and communication of information through technological means. It benefits students by helping them understand and adapt to rapid technological changes. Students learn about topics like social/ethical issues, human-computer interaction, information/intelligent systems, and software/systems engineering. Assessment is based on knowledge and research/development criteria through various written, practical, and project-based tasks. The guide also provides tips for how parents can support their child's learning in this subject.
This document discusses the results of research into the characteristics and learning needs of Generation Z. It conducted surveys, interviews, and focus groups with Generation Z individuals across several European countries. The research found that Generation Z prefers to communicate using social media like Facebook and Instagram. They learn best through a blended approach using both online and in-person methods. While tech-savvy, they also value face-to-face communication. The research aims to understand how to best prepare Generation Z for the workforce and how e-learning can support their needs and preferences.
The document summarizes research from four student-led projects on issues related to postgraduate computing students at Northumbria University.
Project One explored students' use of ChatGPT and found it was mainly used to check understanding or generate initial ideas. Most students found it useful and easy to use, and it helped enhance critical thinking and problem-solving skills.
Project Two on avoiding academic misconduct found students are targeted by essay mills. Penalties are seen as severe while responsibility is shared.
Project Three aligned use of interactive digital resources with research showing they can deepen understanding of ethics and foster collaboration.
Project Four found defining academic misconduct is complex, with varied reasons for committing it, requiring engagement, support
The document discusses the objectives and activities of the Working Group on Distance Education and Open Learning (WGDEOL). It notes the rapid increase in student enrollment in Africa and the corresponding shortage of teachers. WGDEOL aims to help address this issue through coordinating open and distance learning initiatives across the continent to enhance access, equity and quality of teacher training. It outlines a multi-phase plan to develop open online courses for teacher professional development, train master teachers, and establish an online forum for ongoing collaboration.
Babi Mitra, a speaker at the marcus evans University Leadership Summit 2022, discusses the efficacy of engineering education, and what changes it is undergoing.
This document describes a Postgraduate Certificate and Postgraduate Diploma in Lifelong Learning in the Digital Age offered by the University of Strathclyde. The program focuses on debates around lifelong learning and how it can help address economic, social, and environmental challenges. It also examines the role of new technologies in lifelong learning. The certificate can be completed in 2 years through part-time online or blended courses. The diploma requires additional courses. Courses cover topics like technology-enhanced learning, online communities, and designing curriculum with technology.
The document discusses the importance of technological literacy for students in the 21st century. It defines technological literacy as having three dimensions: 1) knowledge of technology and its social contexts, 2) ways of thinking and problem-solving skills, and 3) technical competency. The document provides examples of how teachers can develop projects to enhance students' technological literacy by having them research real-world issues and use technology to gain a deeper understanding. Students should synthesize information, engage in problem-solving, and demonstrate their learning through technology-enriched products.
UDL grew out of universal access in architecture and aims to provide access to learning for all students by considering varied learning needs in instructional design. The UDL framework is based on recent brain research showing three networks process information differently. UDL principles call for multiple means of representation, expression, and engagement using various media types to accommodate diverse learners. Technology plays a central role in UDL by allowing multiple representations and expressions of content and ideas.
Implementing TEL at DMU: University of Surrey Workshopguest71d301
My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
Implementing TEL at DMU: University of Surrey WorkshopRichard Hall
The document summarizes the results of a review of technology-enhanced learning (TEL) at De Montfort University conducted from 2010-2013. The review found that while the university utilized a range of digital tools, its organizational structures, professional development, and support services needed updating to fully realize the benefits of TEL. The review's recommendations included reorganizing decision-making around TEL, developing the skills of educators, migrating to a new learning management system, and increasing support for developing students' digital identities and safety.
What are skills learners' expectations and experiences of technology?Jisc
The document summarizes findings from a study on skills learners' expectations and experiences with technology. It discusses focus groups conducted with over 120 learners from various skills sectors. Key findings include that learners' technology skills and use vary widely, and they want access to devices and relevant digital experiences. Learners are also responsive to being asked how they want to use technology and prioritize good access over the latest gadgets. The study aims to provide guidance to skills providers on enhancing learners' digital experiences.
Use of Distance Learning Technology in the Study of Foreign Languagesijtsrd
Teaching English in the education system of the Republic of Uzbekistan is rising to a new level of quality on the basis of a scientific approach, the introduction of new information communication and pedagogical technologies that can meet the requirements of the time. As the study of foreign languages is a modern requirement, it is important for scientists and specialists to develop new methods of language learning for the younger generation, based on the National Training Program and recommend them to the learning process. The organization of distance learning in Uzbekistan is very effective. This type of education should be widely used today. Significant work is being done in our country to form an information society, to introduce the most advanced information and communication technologies in all areas. In particular, the capabilities of interactive services in this process are highly valued. Abidova Zilola Xabibullaevna | Khudoyarova Ziyoda Maratovna "Use of Distance Learning Technology in the Study of Foreign Languages" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37954.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/37954/use-of-distance-learning-technology-in-the-study-of-foreign-languages/abidova-zilola-xabibullaevna
Instructional Design in Higher Education. A report on the role, workflow, and...eraser Juan José Calderón
Instructional Design in Higher Education. APRIL 2016
A report on the role, workflow, and experience of instructional designers.
Introducción
Learning — to some it is the sound of chalk on blackboards,
the search through stacks of scribbled notes, and backpacks
full of heavy textbooks. For others with a less traditional
lens, learning is the summoning of professors with a click
of a mouse, assignments no longer living on paper, but in a
cloud, and the ‘classroom’ being everywhere. Education has
changed considerably in recent years and we don’t expect it
to slow down anytime soon.
Because of the advancement of technology, institutions
are able to reach more students than ever with the help of
quality and accessible online courses. ‘eLearning’, ‘distance
education’, ‘blended learning’, ‘online campuses,’ and other
related programs have grown more prominent in higher
education institutions. According to NCES data, there were
5.5 million students enrolled in distance education courses at
degree-granting postsecondary institutions in fall of 2013.
An outline of the purpose of technology in education, pedagogical approaches to the integration of technology and a range of tools that are suitable for primary and secondary languages learners.
The document provides an overview of a presentation on educational technology in Reading Public Schools. It discusses the differences between educational technology and technology education. It outlines the current state of educational technology and future planning. It also discusses 21st century skills and standards, including the Partnership for 21st Century Skills framework and Massachusetts' recommended K-12 technology literacy standards.
6th International Workshop on Software Engineering for E-learning (ISELEAR’15)
Authors: Alicia García-Holgado, Francisco J. García-Peñalvo and María José Rodríguez-Conde
https://www.youtube.com/watch?v=Ds8j0R0CxvM&list=PLboNOuyyzZ86rx78ZLHzZN8c1MHPLVhFe&index=4
A short presentation outlining Universal Design for Learning and Assistive Technologies. The presentation also outlines various questions arising from the application of UDL and AT in Canadian classrooms.
possible solutions to include vulnerable learners in MOOCInge de Waard
This document discusses challenges in conceptualizing MOOCs for vulnerable learner groups. It notes that most MOOC participants have higher education degrees and come from countries with high human development indices. Lower completion rates are seen for those from low HDI countries. While MOOCs provide opportunities, they may not be a good alternative to traditional courses. The document advocates for inclusion strategies to reach socially excluded groups and ensure MOOCs give voice to local knowledge. It addresses tensions like digital divides, informal vs formal learning, local vs global knowledge, and post-colonial North-South dynamics. The document concludes more needs to be done to ensure inclusion and success for vulnerable learners beyond top-down collaborations.
This document defines a technological ecosystem for managing scientific knowledge in a PhD program. It describes the PhD program at the University of Salamanca and its research lines. It then discusses the methodology used, including Scrum and Kanban agile methods. The document outlines the layers of the scientific knowledge management ecosystem and the knowledge management and dissemination processes it supports. It concludes that the ecosystem can help organizations effectively manage knowledge and be part of the knowledge society.
This document provides an overview of an Information Processing & Technology course. It discusses that the course focuses on the creation, manipulation, storage, retrieval and communication of information through technological means. It benefits students by helping them understand and adapt to rapid technological changes. Students learn about topics like social/ethical issues, human-computer interaction, information/intelligent systems, and software/systems engineering. Assessment is based on knowledge and research/development criteria through various written, practical, and project-based tasks. The guide also provides tips for how parents can support their child's learning in this subject.
This document discusses the results of research into the characteristics and learning needs of Generation Z. It conducted surveys, interviews, and focus groups with Generation Z individuals across several European countries. The research found that Generation Z prefers to communicate using social media like Facebook and Instagram. They learn best through a blended approach using both online and in-person methods. While tech-savvy, they also value face-to-face communication. The research aims to understand how to best prepare Generation Z for the workforce and how e-learning can support their needs and preferences.
The document summarizes research from four student-led projects on issues related to postgraduate computing students at Northumbria University.
Project One explored students' use of ChatGPT and found it was mainly used to check understanding or generate initial ideas. Most students found it useful and easy to use, and it helped enhance critical thinking and problem-solving skills.
Project Two on avoiding academic misconduct found students are targeted by essay mills. Penalties are seen as severe while responsibility is shared.
Project Three aligned use of interactive digital resources with research showing they can deepen understanding of ethics and foster collaboration.
Project Four found defining academic misconduct is complex, with varied reasons for committing it, requiring engagement, support
The document discusses the objectives and activities of the Working Group on Distance Education and Open Learning (WGDEOL). It notes the rapid increase in student enrollment in Africa and the corresponding shortage of teachers. WGDEOL aims to help address this issue through coordinating open and distance learning initiatives across the continent to enhance access, equity and quality of teacher training. It outlines a multi-phase plan to develop open online courses for teacher professional development, train master teachers, and establish an online forum for ongoing collaboration.
Babi Mitra, a speaker at the marcus evans University Leadership Summit 2022, discusses the efficacy of engineering education, and what changes it is undergoing.
This document describes a Postgraduate Certificate and Postgraduate Diploma in Lifelong Learning in the Digital Age offered by the University of Strathclyde. The program focuses on debates around lifelong learning and how it can help address economic, social, and environmental challenges. It also examines the role of new technologies in lifelong learning. The certificate can be completed in 2 years through part-time online or blended courses. The diploma requires additional courses. Courses cover topics like technology-enhanced learning, online communities, and designing curriculum with technology.
The document discusses the importance of technological literacy for students in the 21st century. It defines technological literacy as having three dimensions: 1) knowledge of technology and its social contexts, 2) ways of thinking and problem-solving skills, and 3) technical competency. The document provides examples of how teachers can develop projects to enhance students' technological literacy by having them research real-world issues and use technology to gain a deeper understanding. Students should synthesize information, engage in problem-solving, and demonstrate their learning through technology-enriched products.
UDL grew out of universal access in architecture and aims to provide access to learning for all students by considering varied learning needs in instructional design. The UDL framework is based on recent brain research showing three networks process information differently. UDL principles call for multiple means of representation, expression, and engagement using various media types to accommodate diverse learners. Technology plays a central role in UDL by allowing multiple representations and expressions of content and ideas.
Implementing TEL at DMU: University of Surrey Workshopguest71d301
My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
Implementing TEL at DMU: University of Surrey WorkshopRichard Hall
The document summarizes the results of a review of technology-enhanced learning (TEL) at De Montfort University conducted from 2010-2013. The review found that while the university utilized a range of digital tools, its organizational structures, professional development, and support services needed updating to fully realize the benefits of TEL. The review's recommendations included reorganizing decision-making around TEL, developing the skills of educators, migrating to a new learning management system, and increasing support for developing students' digital identities and safety.
What are skills learners' expectations and experiences of technology?Jisc
The document summarizes findings from a study on skills learners' expectations and experiences with technology. It discusses focus groups conducted with over 120 learners from various skills sectors. Key findings include that learners' technology skills and use vary widely, and they want access to devices and relevant digital experiences. Learners are also responsive to being asked how they want to use technology and prioritize good access over the latest gadgets. The study aims to provide guidance to skills providers on enhancing learners' digital experiences.
Use of Distance Learning Technology in the Study of Foreign Languagesijtsrd
Teaching English in the education system of the Republic of Uzbekistan is rising to a new level of quality on the basis of a scientific approach, the introduction of new information communication and pedagogical technologies that can meet the requirements of the time. As the study of foreign languages is a modern requirement, it is important for scientists and specialists to develop new methods of language learning for the younger generation, based on the National Training Program and recommend them to the learning process. The organization of distance learning in Uzbekistan is very effective. This type of education should be widely used today. Significant work is being done in our country to form an information society, to introduce the most advanced information and communication technologies in all areas. In particular, the capabilities of interactive services in this process are highly valued. Abidova Zilola Xabibullaevna | Khudoyarova Ziyoda Maratovna "Use of Distance Learning Technology in the Study of Foreign Languages" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37954.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/37954/use-of-distance-learning-technology-in-the-study-of-foreign-languages/abidova-zilola-xabibullaevna
Instructional Design in Higher Education. A report on the role, workflow, and...eraser Juan José Calderón
Instructional Design in Higher Education. APRIL 2016
A report on the role, workflow, and experience of instructional designers.
Introducción
Learning — to some it is the sound of chalk on blackboards,
the search through stacks of scribbled notes, and backpacks
full of heavy textbooks. For others with a less traditional
lens, learning is the summoning of professors with a click
of a mouse, assignments no longer living on paper, but in a
cloud, and the ‘classroom’ being everywhere. Education has
changed considerably in recent years and we don’t expect it
to slow down anytime soon.
Because of the advancement of technology, institutions
are able to reach more students than ever with the help of
quality and accessible online courses. ‘eLearning’, ‘distance
education’, ‘blended learning’, ‘online campuses,’ and other
related programs have grown more prominent in higher
education institutions. According to NCES data, there were
5.5 million students enrolled in distance education courses at
degree-granting postsecondary institutions in fall of 2013.
An outline of the purpose of technology in education, pedagogical approaches to the integration of technology and a range of tools that are suitable for primary and secondary languages learners.
The document provides an overview of a presentation on educational technology in Reading Public Schools. It discusses the differences between educational technology and technology education. It outlines the current state of educational technology and future planning. It also discusses 21st century skills and standards, including the Partnership for 21st Century Skills framework and Massachusetts' recommended K-12 technology literacy standards.
Similar to Actions to promote diversity in engineering studies: a case study in a Computer Science Degree (20)
El documento analiza la desigualdad de género en la ciencia española. Menciona que menos del 15% de los estudiantes de ingeniería son mujeres y que solo el 45% de los doctorados y menos del 20% de los puestos de liderazgo son ocupados por mujeres, mostrando un techo de cristal. También encuentra una brecha de género en la financiación de proyectos de I+D y una segregación horizontal que limita la promoción de mujeres.
Este documento resume los objetivos y estudios de la Cátedra de Brecha Digital de Género de la Universitat de València. Analiza la brecha digital entre hombres y mujeres en el acceso, la formación y el empleo en las tecnologías de la información y la comunicación en la Comunitat Valenciana. Los estudios muestran diferencias significativas entre hombres y mujeres en el uso de dispositivos, competencias digitales y participación en carreras y empleos relacionados con la tecnología. La cátedra busca comprender y cerrar
Presentation of the work:
García-Peñalvo, F. J., Rodríguez-Conde, M. J., García-Holgado, A., Sánchez-Prieto, J. C., Gamazo-García, A., & Martínez-Abad, F. (2020). Study for the improvement of the Moroccan public higher education system based on a stretegic plan for learning technologies. In A. Balderas, A. J. Mendes, & J. M. Dodero (Eds.), Proceedings of the 22th International Symposium on Computers in Education (Online, November 9-13, 2020). CEUR-WS.org. http://ceur-ws.org/Vol-2733/
Este documento presenta una introducción al uso de WordPress para crear y gestionar blogs y páginas web. Explica los elementos básicos de un blog como entradas, etiquetas y categorías. Detalla las funciones principales de WordPress como configuración, publicación de contenido, personalización del diseño mediante temas, menús y widgets. El objetivo final es mostrar cómo WordPress puede usarse para diseminar información de forma efectiva.
García-Holgado A., Verdugo-Castro S., Sánchez-Gómez M.C., García-Peñalvo F.J. (2020) Facilitating Access to the Role Models of Women in STEM: W-STEM Mobile App. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. HCII 2020. Lecture Notes in Computer Science, vol 12205. Springer, Cham
Paper available at: https://doi.org/10.1007/978-3-030-50513-4_35
Conference paper presented at EDUCON 2020
García-Holgado, A., Deco, C., Bedregal-Alpaca, N., Bender, C., & Villalba-Condori, K. O. (2020). Perception of the gender gap in computer engineering studies: a comparative study in Peru and Argentina. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE
Paper presented at WorldCIST 2020
Knihs, E., & García-Holgado, A. (2020). Young people participation in the Digital Society: a case study in Brazil. In Á. Rocha (Ed.), WorldCIST 2020, AISC 1161 (pp. 1-10). Springer. https://doi.org/10.1007/978-3-030-45697-9_34
Conference paper presented at EDUCON 2020
Vázquez-Ingelmo, A., García-Holgado, A., & García-Peñalvo, F. J. (2020). C4 model in a Software Engineering subject to ease the comprehension of UML and the software development process. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE.
Conference paper presented at EDUCON 2020.
García-Holgado, A., Mena, J., García-Peñalvo, F. J., Pascual, J., Heikkinen, M., Harmoinen, S., García-Ramos, L., Peñabaena-Niebles, R., & Amores, L. (2020). Gender equality in STEM programs: a proposal to analyse the situation of a university about the gender gap. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE.
Presentationo related to W-STEM project. Work conducted at Tecnológico de Monterrey (Mexico).
Hernandez-Armenta, I. y Dominguez, A. (2019). Equity in mathematical modelling education: A literature review. 19th International Conference on the Teaching of Mathematical Modelling and Applications. Hong Kong, Julio 21-26.
Work presented at TEEM Conference 2019, León, Spain.
García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019). Engaging women into STEM in Latin America: W-STEM project. In M. Á. Conde-González, F. J. Rodríguez Sedano, C. Fernández Llamas, & F. J. García-Peñalvo (Eds.), Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2019) (León, Spain, October 16-18, 2019) (pp. 232-239). New York, NY, USA: ACM.
Trabajo presentado en CINAIC 2019, Madrid, España.
García-Holgado, A., Vázquez-Ingelmo, A., Mena, J., García-Peñalvo, F. J., González, C. S., Sánchez-Gómez, M. C., & Verdugo-Castro, S. (2019). Estudio piloto sobre la percepción de la brecha de género en estudios de ingeniería informática. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 698-703). Zaragoza, Spain: Servicio de Publicaciones Universidad de Zaragoza.
Trabajo presentado en CINAIC 2019, Madrid, España.
García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019). La brecha de género en el sector STEM en América Latina: una propuesta europea. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 704-709). Zaragoza, Spain: Servicio de Publicaciones Universidad de Zaragoza.
Presentación realizada en las I Jornadas de Buenas Prácticas USAL como Buena Práctica reconocida por la USAL en Responsabilidad Social.
Más información: https://calidad.usal.es/observatorio-de-buenas-practicas-y-mejora-continua/repositorio-de-buenas-practicas/
Presentation at Universidade Presbiteriana Mackenzie (Sao Paolo, Brazil)
Based on the study published in https://doi.org/10.1007/978-3-030-21814-0_4.
García-Holgado, A., Tajes-Reiris, I., Kearney, N. A., Martinus, C., & García-Peñalvo, F. J. (2019). An app to support yoga teachers to implement a yoga-based approach to promote wellbeing among young people: usability study. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing Learning Experiences. 6th International Conference, LCT 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Orlando, FL, USA, July 26–31, 2019, Proceedings, Part I (pp. 38-49). Switzerland: Springer, Cham.
This presentation was used during HCII 2019 in Orlando (Florida, USA). It is related to this publication:
García-Holgado, A., Tajes-Reiris, I., Kearney, N. A., Martinus, C., & García-Peñalvo, F. J. (2019). An app to support yoga teachers to implement a yoga-based approach to promote wellbeing among young people: usability study. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing Learning Experiences. 6th International Conference, LCT 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Orlando, FL, USA, July 26–31, 2019, Proceedings, Part I (pp. 38-49). Switzerland: Springer, Cham.
El proyecto WYRED tiene como objetivo dar voz a los jóvenes en temas relacionados con la sociedad digital a través de una plataforma que permite la investigación liderada por ellos. El proyecto está financiado por la Unión Europea y busca amplificar las opiniones de los jóvenes para que se tengan en cuenta en la toma de decisiones sobre tecnología. La plataforma WYRED ofrece diversas herramientas y comunidades para que los jóvenes expresen sus perspectivas sobre la sociedad digital.
Research presented at the International Conference TEEM 2019:
Verdugo-Castro, S., García-Holgado, A., & Sánchez-Gómez, M. C. (2019). Age influence in gender stereotypes related to Internet use in young people: a case study. In M. Á. Conde-González, F. J. Rodríguez Sedano, C. Fernández Llamas, & F. J. García-Peñalvo (Eds.), Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2019) (León, Spain, October 16-18, 2019) (pp. 223-231). New York, NY, USA: ACM.
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Actions to promote diversity in engineering studies: a case study in a Computer Science Degree
1. Actions to promote diversity in engineering studies:
a case study in a Computer Science Degree
Carina González
University of La Laguna, San Cristóbal de La Laguna, Santa Cruz de Tenerife, Spain
cjgonza@ull.edu.es
Alicia García-Holgado, Andrea Vázquez-Ingelmo, Sonia Verdugo-Castro
Mª Cruz Sánchez-Gómez, Francisco J. García-Peñalvo
GRIAL Research Group, University of Salamanca, Salamanca, Spain
{aliciagh, andreavazquez, soniavercas, mcsago, fgarcia } @usal.es
2. Motivation
It is essential to work from and for the promotion of diversity in the
educational framework
It is possible to identify inequalities for equal representation in STEM
sector, both educational and professional context
3. Diversity
Attract representative students from
all sectors of society, different ethnic
groups, cultures, disabilities, etc
Inclusion
Some groups may be excluded if their
needs are not adequately addressed,
therefore we also speak of inclusion
4. One of the
groups with less
representation in
engineering is
women, although
they represent
50% of society
5. Objective
Promote the diversity and
inclusion among engineering
students and, specifically,
among computer engineering
students
6. Context
Degree in Computer Engineering at the
University of Salamanca (Spain)
The area of Software Engineering is
composed by 3 compulsory courses:
Software Engineering I and II, and Projects
Management
The case study is carried out in Software
Engineering I:
• It gives an overview of software
engineering,
• and it addresses the first activities of the
software development process
7. Starting point
• Methodological change
to increase the success
rate -> PBL
• The final project
establishes the
organization of the
subject
2016-17
• Introduction of the
gender perspective
• Definition of the
GENder perspective in
Computer Engineering
questionnaire
(GENCE)
2016-17 • Validation of the
GENCE questionnaire
• Improvement of the
active learning
approach based on
PBL
2017-18
9. Final project
To design a software system given a series of
requirements, to reach the different milestones
that can be found in real-world software
developments
The client role will be portrayed by the coach
figure
Theme: to conceptualize and design an
application that supports diversity and inclusion
policies in the business context
The students has freedom to design any software
solution that they feel might be beneficial and
valuable for promoting diversity in the businesses
scope
10. Coach figure
External expert is introduced to
contribute to the definition of the problem
to be solved through software
development
It guides the students and will play the
client role, with special emphasis on
issues concerning diversity and ethics
Most of the students are men and there
are not enough women to be involved in
all teams, so the expert is a woman to
introduce some gender balance in the
teams
11. Occasional Talks
The use of agile
methodologies in order
to show how
companies develop
software nowadays and
how these
methodologies can
help to promote
inclusion and equity in
teamwork
Tools and
techniques to
work remotely
during the
break
Experiences
related to
human
resources
processes
This talk is scheduled at the beginning of the subject
and the speaker is a young woman both is developer
in a company and teaches in a university
Last talk, the speakers are a man, director of a
software company, and a foreign woman, scrum
master in the same software company
The planification of the final project
does not stop during the holidays, so
students have to continue working in
the distance. The speaker is a young
man that works remotely as developer
and researcher in an international
company
12. Gamification
Motivate students and achieve a higher
impact regarding the experience
A set of badges that are associated with
different challenges along the course
The main badges related to award
diversity and inclusion are:
Diversity
first
Inclusion
policies
Q&A
Inclusive
UML
13. Evaluation
Three differentiated phases:
• Participant observation of the different technological, inclusive and ethical
solutions proposed by the external coach in the software development sessions
- GENCE questionnaire to determine if the activities presented have been
effective https://repositorio.grial.eu/handle/grial/14
- Analyse the content of the badges or visual representations that are associated
with the challenges posed in the activities of gamification
15. Preliminary results
Low number of participants in the first application:
20 students participated but only 13 answers are
valid because the other 7 are incomplete
2 women (15.38%) and 11 men (84.62%) participated
12 are heterosexual (92.31%) and 1 is bisexual
(7.69%)
16. Preliminary results
84.62% agree with the statement “Gender equality is
an important issue that must be addressed from all
areas (family, educational, social and labour)”,
92.31% disagree with the statement “Gender
influences to finish computer science studies”
69.23% neither agree nor disagree with the statement
“More women are needed to perform jobs in the
technological field”
17. Conclusions
➤ Technology is part of the daily life for
most of the population, so the different
sectors should be represented in the
processes to define and develop
technology
➤ The actions to promote diversity should
be part of the curricula of any degree
related to Computer Engineering or
Computer Science
➤ The purpose is to introduce the diversity
concept at every stage carried out within
the software engineering field: from the
problem definition to management tasks
(focusing on the end users of the final
product)
19. Actions to promote diversity in engineering studies:
a case study in a Computer Science Degree
Carina González
University of La Laguna, San Cristóbal de La Laguna, Santa Cruz de Tenerife, Spain
cjgonza@ull.edu.es
Alicia García-Holgado, Andrea Vázquez-Ingelmo, Sonia Verdugo-Castro
Mª Cruz Sánchez-Gómez, Francisco J. García-Peñalvo
GRIAL Research Group, University of Salamanca, Salamanca, Spain
{aliciagh, andreavazquez, soniavercas, mcsago, fgarcia } @usal.es