About this paper

Appears in:
Pages: 696-702
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

EXPERIENCE USING VIRTUAL PROGRAMMING LABS, SCREENCASTS AND CONCEPT MAPS IN A FIRST-YEAR PROGRAMMING COURSE

Z. Hernández, G. Rodrígez, F. Carreras, J.C. Rodriguez

Universidad de Las Palmas de Gran Canaria (SPAIN)
The Spanish university system is undergoing a deep transformation process in the context of building the European Higher Education Area, better known as the Bologna process. The new system places special emphasis on student effort, which attempts to measure through a credit system (the European Credits Transfer System) were each credit is equivalent to between 25 and 30 hours of student work. As a result, teaching methods based on the student's work and continuous assessment are favored against other like, by example, lectures. In the past academic year 2010/2011 the University of Las Palmas de Gran Canaria has launched the first year of its new degree in Computer Engineering. The year consists of ten 6 credits courses spread over two semesters, each comprising five courses. One of these courses is Fundamentos de Programación (Programming Fundamentals) which is taught on the second half. Similar courses taught in previous curricula, which were not adapted to the European Higher Education Area, were organized using lectures, textbooks, lecture notes and other online readings. To guide the new subject in accordance with methodologies to better harness the efforts of students and evaluate their results more in line with the goals of the renewal process, Fundamentals of Programming was designed using three basic tools: a virtual programming laboratory, screencasts and enriched concept maps. The classic tools mentioned above were used as complementary, losing much of its former dominance. This paper summarizes the results of this experience, both objective and subjective, based on the assessment and acceptance by students of the various proposed elements.
@InProceedings{HERNANDEZ2011EXP,
author = {Hern{\'{a}}ndez, Z. and Rodr{\'{i}}gez, G. and Carreras, F. and Rodriguez, J.C.},
title = {EXPERIENCE USING VIRTUAL PROGRAMMING LABS, SCREENCASTS AND CONCEPT MAPS IN A FIRST-YEAR PROGRAMMING COURSE},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {696-702}}
TY - CONF
AU - Z. Hernández AU - G. Rodrígez AU - F. Carreras AU - J.C. Rodriguez
TI - EXPERIENCE USING VIRTUAL PROGRAMMING LABS, SCREENCASTS AND CONCEPT MAPS IN A FIRST-YEAR PROGRAMMING COURSE
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 696
EP - 702
ER -
Z. Hernández, G. Rodrígez, F. Carreras, J.C. Rodriguez (2011) EXPERIENCE USING VIRTUAL PROGRAMMING LABS, SCREENCASTS AND CONCEPT MAPS IN A FIRST-YEAR PROGRAMMING COURSE, ICERI2011 Proceedings, pp. 696-702.
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