Browsing by Author "Valdivia, Ricardo"

Now showing 1 - 3 of 3
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    Face-to-face collaborative learning in computer science classes
    (TEMPUS PUBLICATIONS, 2007) Valdivia, Ricardo; Nussbaum, Miguel
    This study describes the application and effects of technological support for collaboration in a computer science course for engineering students. The technology in question is based on a wireless network of PDAs that implements a classroom dynamic to stimulate communication, discussion while arriving at agreement on questions put to students. The results obtained permit us to conclude that permanent use of Mobile Computer Supported Collaborative Learning (MCSCL) sessions improves the performance of students and their interest in the course. Furthermore, they demonstrated a greater ability to communicate both with their fellows and the professor, thus bettering their course results.
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    Modeling a Collaborative Answer Negotiation Activity Using IMS-Based Learning Design
    (IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC, 2009) Valdivia, Ricardo; Nussbaum, Miguel; Ochoa, Sergio F.
    This paper describes the design and impact of a face-to-face Computer Supported Collaborative Learning activity named Collaborative Answer Negotiation Activity (CANA). CANA primarily involves face-to-face interactions among students supported by wirelessly interconnected mobile devices to solve collaboratively a set of multiple-choice questions. The learning outcomes of a CANA applied in two computer science courses are presented. Better results were obtained in a course where reasoning and deduction capacities were important than there were in a technical one where students were required to learn specific knowledge and apply it. A CANA design is described that will permit its reuse in various instructional scenarios. This design is defined as a collaborative learning activity pattern and is specified using IMS Learning Design, an established method of learning scenario description. The application of this method revealed the need to incorporate the notion of Joint Problem Space, a shared knowledge space that supports the collaborative work of the activity.
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    Using Multiple Choice Questions as a Pedagogic Model for Face-to-Face CSCL
    (JOHN WILEY & SONS INC, 2009) Valdivia, Ricardo; Nussbaum, Miguel
    This article describes a collaborative activity based on a pedagogical model which conceptualizes collaboration as a continuous process. Students learn via discussion, negotiation and construction of responses to Collaborative Multiple Choice Questions (CMCQ). Results from the use of CMCQs as an educational instrument in Computer Science are presented and analyzed. (C) 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 17: 89-99, 2009: Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20196