Track 16. Doctoral Consortium Authors: Arturo Rojas and Francisco J. García-Peñalvo https://youtu.be/QE9jqZ7XvkY

1. Personalized contents based on cognitive
level of student’s computational thinking for
learning basic competencies of programming
using an environment b-learning
Arturo Rojas López
Division of TIC
Universidad Tecnológica de Puebla
arturo.rojas@utpuebla.edu.mx
Francisco García Peñalvo
Computer Science Department / Research Institute for Educational Research
GRIAL Research Group
University of Salamanca
November 2-4, 2016

2. CONTEXT AND MOTIVATION
 Teacher
 Selecting under his experience and creativity a
learning environment
 Computer programing
 Creates Software
 Learning in classroom
 Technologies or support of a technological medium
 Right mental abilities to solve problems
 Personalized educational service

3. STATE OF THE ART
 Formulating problems and their solutions
 Standards in Computer Science – North America
 TACCLE3 – Europe
 Computing our future
 To teach
 To know the cognitive level
 Early detection of students
 Personalized education
 Take the place of the standard education
 Moodle allows blended learning model

4. HYPOTESIS
 The participation of students on a b – learning
environment designed base on their uniqueness of
learning and personalization content from the
cognitive level of computational thinking,
contributes to the acquisition of basic skills
programming.

5. RESEARCH OBJETIVES
 Efficiency environment b – learning
 Computational thinking of students
 Current Moodle platform
 Review the status
 Determine the parameters for measuring
the efficiency

6. APPROACH AND METHODS
 Mixed approach
 Quantitative – sequential, deductive and testing process
 Qualitative – context the phenomenon and depth of
ideas
 New students
 Programming methodology
 September – December 2016
 Least two groups
 Measure the skills of computational thinking
 To determine the content of your personalized
learning
 A simple no probabilistic

7. RESULTS
 The relationship between the CT, teach
programming and Bloom´s taxonomy
 UK Bebras
 Computer Olympiad Talent Search
Bloom’s taxonomy Skill Thematic unit
Analysis abstraction and
decomposition
Basics
Application generalization Expressions
Synthesis
Evaluation
algorithmic
design and
evaluation
algorithms and
flowcharts

8. RESULTS
 Mobile – decomposition
 Kangaroo – abstraction
 Spies – generalization
 Beavers on the run – algorithmic design
 Puddle jumping – evaluation

9. RESULTS
SCENARIO MODEL EVALUATION RIGHT / WRONG TIME
1 Online Full course online 5 right 15 days
2 Online Full course online W- beavers on the run 1 month
3 Semi distance Counseling
Laboratory
W-puddle jumping 1 month
4 Online Online counseling W-beavers and puddle 1 month
5 Online Online W-Spies 1 month
6 Semi distance Academy W-beavers, puddle and
spies
Academy
7 Semi distance Departmental
Laboratory
R-Kangaroo or Mobile Academy
8 Classroom Academy 5 wrong Academy
9 Semi distance Laboratory W-Mobile and Kangaroo Free / academy
10 Online / semi Academy
Online
R-beavers and puddle 5 weeks part 1
Academy

10. DISSERTATION STATUS
Activity 2016 2017
09
10
11
12
01
02
03
04
05
06
07
08
Thesis writing
Administrative
transactions
Content application
Analysis of data
Preparation of articles
for publication

11. CURRENT AND EXPECTED
CONSTRIBUTIONS
 7 of 10 scenarios
 65 students
 Important work of research is underway

12. ABSTRACT
 Efficiency
 Environment b-learning
 Skills of programming
 Customizing
 Initial programming course
 Computational thinking

13. ACKNOWLEDGEMENTS
 This research work is made within University of
Salamanca PhD Programme on Education in the
Knowledge Society scope.