SIIE 2020: 22TH INTERNATIONAL SYMPOSIUM ON COMPUTERS IN EDUCATION
PROGRAM FOR TUESDAY, NOVEMBER 10TH
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17:00-19:00 Session 2: Emergency & distance education

Emergency & distance education, Google Meet room: https://meet.google.com/etm-zqvg-zvd

17:00
Gamification Experience with Scratch in Teaching Programming in a Vocational Training Classroom

ABSTRACT. This article analyzes the impact that the use of an application with gamified environments can have on the learning of theoretical programming concepts and on the development of students' computational thinking. The application offers theoretical and practical learning environments based on the Scratch programming software. For this analysis, a pilot experience has been carried out in which the application is tested with students. The aim is to analyze the progress of both the student's learning of theoretical concepts and the development of computational thinking. For this, two tests have been carried out, analyzing the results, collecting data by performing a pre-test and post-test.

17:20
Facilitating digital equity in educational contexts with teenagers at risk of social exclusion: the ICT facilitator competence profile
PRESENTER: Patricia Santos

ABSTRACT. This research explores the possibility of defining the competence profile of ICT facilitators aimed to ensure digital equity in educational settings. In order to define the professional profile of the ICT facilitator, a selection of various competences is presented as a survey study and distributed to digital literacy instructors working in areas of high risk of social exclusion. The selection of competences was done first through a bibliography search process based on the Spanish and Catalan (due to the local context of study) and European frameworks for digital literacy skills. The selected competences were iterated with experts from a non-profit organization specialized in digital literacy training in contexts with minors at risk of social exclusion. Finally, the survey was administered to other ICT instructors with expertise in similar contexts asking them to assess the relevance of the competences that an ICT facilitator should have to promote digital equity. Competences that have been identified as highly important are the following ones: communication, respect, interdisciplinary coordination, relational skills and interpersonal skills. This research contributes to the current debate of proposals to guarantee digital equity in formal education environments through the definition of the ICT facilitator’s competence profile.

17:40
Study for the improvement of the Moroccan public higher education system based on a strategic plan for learning technologies

ABSTRACT. Within the framework of the comprehensive educational reform of Moroccan universities, the twinning project financed by the European Union has the general objective of accompanying, assisting and promoting the reform of the Moroccan higher education system within the framework of its strategic vision 2015-2030 and its approach to the European Higher Education Area, which has a twofold aim: to enhance the employability of graduates and to improve the governance of the university system. The purpose of this paper is to present the work carried out in the component 3 of this project, focused on the diversification of teaching methods (e-learning strategy). This component has aimed to provide guidelines and recommendations for addressing the main problems of Higher Education in Morocco and improving its quality.

18:00
Visual creation of educational mobile applications for robotics and the internet of things

ABSTRACT. This paper presents the main contributions of two research related to the visual authorship of educational scenarios based on mobile devices, the results of which were published in 2019 in impact magazines classified in the first quartile of the JCR index. The extension of visual languages to incorporate support for robotics and the Internet of Things is studied as a mechanism to facilitate the development of educational applications that use mobile devices. Several workshops were held to create activities using textual and visual languages. The results show how the application of visual languages facilitates and improves the development of applications for participants without previous programming knowledge, as well as for new programmers.

18:20
Escrita colaborativa digital no 1.º Ciclo do Ensino Básico: implementação e potencialidades / Digital collaborative writing in Primary Education: implementation and potencialities

ABSTRACT. Contextualizada na realidade cultural e tecnológica, esta investigação procurou aferir a aplicabilidade do m-learning a crianças do 1.º Ciclo, visto crermos que um dos maiores desafios que a Educação enfrenta atualmente é aproximar-se da realidade cultural dos estudantes desde a infância. Constata-se que as crianças utilizam dispositivos com acesso à Internet demonstrando familiaridade e proximidade com a tecnologia. Portanto, reconhece-se o potencial pedagógico da utilização de tecnologia em educação, nomeadamente, na integração desta em sala de aula ao nível do 1.º ciclo do ensino básico, contexto da nossa investigação. Em termos metodológicos, optou-se pela investigação-ação com o desenvolvimento de algumas sessões de escrita colaborativa digital recorrendo a uma plataforma de escrita de textos baseada na web. Constatou-se que a utilização dos recursos tecnológicos com fins educacionais apresenta vantagens ao nível da motivação, feedback, concentração, produtividade, avaliação, gosto pela leitura e escrita, literacia digital, exposição ao erro e publicação de trabalhos. Conquanto se reconheçam algumas dificuldades de implementação a nível técnico e/ou de usabilidade, os indicadores favoráveis são superiores e convergem no sentido da Escola mediar a utilização destes recursos tecnológicos, em vez de os proibir.

This research sought to assess the applicability of m-learning to Primary Education, since we believe that one of the greatest challenges that Education currently faces is to approach the technological and cultural reality of students since childhood. Therefore, we recognize the pedagogical potential of the use of technology in education, namely by their classroom integration in Primary Education, the context of our research. In an action research setting, we developed digital collaborative writing sessions using a web-based text writing platform. The results showed that the use of technological resources for educational purposes presents advantages in terms of motivation, feedback, concentration, productivity, assessment, reading and writing taste, digital literacy, error exposure and assignment sharing. While some technical and/or usability implementation difficulties were recognized, the positive indicators outweighed the negative ones and are an argument in favor of school's mediating role of the use of these technological resources, rather than prohibiting them.

18:40
Empowering In-Service Teachers to Support Students in Using Sensors to Address Environmental Problems

ABSTRACT. Electronic sensors can be used by teachers and students as epistemic mediators in environmental knowledge creation. A workshop was designed and developed, on the basis of the Eco-SolvingS Model, in order to train in-service teachers in using electronic sensors with their students to identify and explore school environmental problems. In this paper, the authors describe that workshop, and analyze its results, presenting evidences of the significant use of sensors by students. This way, this paper make available a simple, brief and validated strategy to empower in-service teachers to support students in using sensors to address environmental problems.