Browsing by Author "Casas Raposo, Ignacio Antonio"

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    LACCIR: A collaborative research initiative for ICT development in Latin America and the Caribbean
    (IEEE, 2012) Casas Raposo, Ignacio Antonio; Leiva Gutierrez, Claudia Andrea; Ochoa, Sergio F.; Pino, José A.; Puente, Jaime
    Collaboration in scientific research is vital not only to generate leverage between research teams, but also to help validate and generalize the research outcomes and its transfer to the society at large. Within a geographical region, scientific collaboration also allows researchers to address common problems and opportunities for that region. Thus, regional scientific collaboration becomes a possible source of solutions for its own social and economic needs. Posed to deal with this challenge, the LACCIR Federation was created in May 2007 with the participation of a selected group of universities, private enterprises, regional organizations and local government agencies from Latin America and the Caribbean (LAC). LACCIR promotes collaboration on ICT research focused on applications for social and economic needs that are common through the LAC region. This paper describes the LACCIR initiative, its main activities and its achievements to date.
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    On the Design and Use of a Cognitive Tutoring System in the Math Classroom
    (IEEE, 2011) Casas Raposo, Ignacio Antonio; Goodman, Paul S.; Pelaez, Enrique
    MCT-LAC - a Math Cognitive Tutor System - consists of a teaching-learning strategy based on "learning by doing", which is enhanced by the use of an interactive software tool that adapts itself to the student's interactions and responses. It is a system in the sense that includes both teaching-learning strategies and an interactive-adaptable technology. The strategy uses both an individual approach (in the computer lab) and a collaborative approach (in the classroom). The MCT-LAC software tools provide progress feedback to students and teachers, both in an individualized and a group format. As a side effect, the MCT-LAC system also serves as an excellent tool for teachers to re-enforce their math knowledge and associated teaching strategies. In this paper we describe the strategy and tools of the MCT-LAC system, the implementation of a pilot experience in several Latin American countries and some preliminary assessment results.