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- Do ensino de emergência à transformação digital. Livro de comunicações e posters do eLIES2021Publication . Marques, Célio Gonçalo; Nata, Ana; Rodrigues, Ana; Aires, Luísa; Cravino, JoséO presente eBook - reúne os resumos, comunicações e os posters realizadas durante o IX Encontro de Instituições e Unidades de eLearning do Ensino Superior (eLIES2021), que se realizou pela primeira vez, em formato virtual e cujo lema foi “Do Ensino de Emergência à Transformação Digital”. O eL@IES é um Encontro de Instituições e Unidades de eLearning do Ensino Superior realizado anualmente, numa parceria de 3 IES das quais, o LE@D, Universidade Aberta é permanente. No âmbito da difusão e da transferência do conhecimento, visa promover a reflexão, o debate e a troca de experiências na implementação, na organização e na aplicação de eLearning nas Instituições de Ensino Superior portuguesas. Neste enquadramento, o eL@IES 2021 permitiu perceber, reforçar e desenvolver boas práticas de colaboração e de partilha entre as equipas e as unidades de eLearning e as Instituições de Ensino Superior portuguesas.
- Using BPMN to identify indicators for teacher intervention in support of self-regulation and co-regulation of learning in asynchronous e-learningPublication . Morais, Ceres Germanna Braga; Pedrosa, Daniela; Rocio, Vitor; Cravino, José; Morgado, LeonelWe used BPMN diagrams to identify indicators that can assist teachers in their intervention actions to support students’ self-regulation and co-regulation in an asynchronous e-learning context. The use of BPMN modeling, by making explicit the tasks and procedures implicit in the intervention of the e-learning teacher, also exposed which data were available for developing decision-support indicators, as well as the relevant moments for carrying out interventions. Such indicators can help e-learning teachers focus their interventions to support selfregulation and co-regulation of learning, as well as enabling the creation of live data dashboards to support decision-making for those interventions, thus this process can contribute to devise better instruments for teacher intervention in support of self-regulation and co-regulation of student learning.
- Co-regulated learning in computer programming: students co-reflection about learning strategies adopted during an assignmentPublication . Pedrosa, Daniela; Cravino, José; Morgado, Leonel; Barreira, Carlos Manuel FolgadoHigher education students exhibit difficulties in learning computer programming, particularly transitioning from initial programming to advanced programming, so it’s necessary to develop effective teaching strategies. We developed the SimProgramming approach to help students overcome learning difficulties transitioning from entry-level to advanced computer programming, by developing appropriate learning strategies. The students perform a specific set of tasks in a learning environment that simulates business operations, developing a problem-based learning assignment. One of those tasks is filling biweekly individual self-reflection and co-reflection forms. This approach was implemented at the University of Trás-os-Montes e Alto Douro (Portugal), in a 4th semester course of two bachelor programmes: Informatics Engineering and ICT. The students provided 37 biweekly forms, on which we conducted thematic analysis to identify their strategies for co-regulation of learning during the assignment. Students are adopting different strategies in each phase of the approach. Early phases are devoted to organization, planning, and transformation of information, and later phases focus on applying theoretical knowledge and hands-on programming. We recommend including this type of pedagogical task (biwekly self-reflection and co-reflection forms) in educational practices, in view of their contribution to improving self- and co-regulation learning strategies.
- Passado, presente e futuro(s) do eLearning em Portugal: 10 anos do eLIESPublication . Morgado, Lina; Bidarra, José; Paz, João; Cravino, José; Loureiro, AnaO eLIES - Encontro de Instituições e Unidades de eLearning comemorou os seus dez anos. Com início em 2011 e organização anual por três instituições de ensino superior - uma universidade, um instituto politécnico e como instituição permanente, o LE@D da Universidade Aberta, o eLIES atinge assim, uma etapa. Este eBook apresenta as reflexões realizadas pela sua comunidade - docentes, técnicos, políticos, investigadores, estudantes e empresários, que ao longo desta década têm contribuído para o seu desenvolvimento, integração, estudo e mudança de práticas e políticas nas instituições portuguesas.
- Anonymizing student team data of online collaborative learning in slackPublication . Fontes, Mario Madureira; Pedrosa, Daniela; Morgado, Leonel; Cravino, JoséResearch data on the activities of student teams in online learning environments are relevant for evaluating instructional methods, strategies, tools, and materials. For research data sharing and publication purposes, these personal data must be anonymized or pseudonymized as recommended by data protection and privacy policies. This paper addresses issues related to anonymizing and pseudonymizing student data on the Slack teamwork platform, one often employed in educational and business settings. Issues are discussed from two perspectives: data extraction and data transformation. Difficulties and challenges concerning data extraction and transformation are described. The complexities of these two processes are considered, and a starting point for developing more efficient methods is put forward.
- Ambientes com narrativas imersivas através da técnicas OC2-RD2 no ensino de programação de computadores no ensino superior a distância: perceções dos estudantes sobre os nomes das personagensPublication . Castelhano, Maria; Araújo, Tânia; Pedrosa, Daniela; Morgado, Leonel; Cravino, JoséEste estudo desenvolveu-se numa Unidade Curricular da Licenciatura em Engenharia Informática, no contexto de ensino superior português a distância, com alunos maiores de 23 anos, na qual se adotou a abordagem pedagógica e-SimProgramming. Esta abordagem situada em ambiente empresarial simulado recorre a narrativas imersivas desenvolvidas através da técnica OC2-RD2, contemplando o argumento, as personagens e os espaços. Os nomes das personagens têm significados que remetem para arquétipos. Para operacionalizar esta técnica adaptaram-se os nomes dados às personagens ao contexto cultural de Portugal, origem da maioria dos alunos, já que os originais tinham sido concebidos para o contexto cultural do Brasil. Adotou-se uma metodologia de investigação quantitativa e qualitativa, numa perspetiva de estudo de tendência, baseada na análise de respostas a um questionário online. O objetivo visa compreender as perceções dos estudantes sobre os nomes das personagens, em relação à sua adequabilidade na abordagem aos arquétipos da técnica OC2-RD2 no ambiente de simulação. O questionário é composto por questões relativas à perceção dos estudantes quanto ao nome de cada personagem, e caso considerassem o nome desadequado poderiam sugerir alternativas. Realizou-se a análise de dados quantitativa e qualitativa, sendo que em 99 alunos inscritos, 40 responderam ao questionário (40%). Os resultados demonstram que os nomes selecionados para as personagens foram aceites pela maioria dos estudantes (valores iguais ou superiores a 70%). Quanto às sugestões de nomes alternativos, surgiram três grupos distintos: 1- personalidades da área do desenvolvimento de software (e.g. Lovelace, remetendo para Ada Lovelace) e referências técnicas (e.g. Python, uma linguagem de programação); 2- nomes próprios portugueses (e.g. Manuel, Íris); 3- expressões figurativas (e.g. Quasenada, MaisouMenos). Conclui-se que a adaptação dos nomes originais das personagens para o contexto cultural de Portugal foi considerada adequada pelos estudantes, podendo contribuir para a aprendizagem situada com imersão em simulação de ambiente empresarial. Em trabalhos futuros recomenda-se a análise da interpretação dos nomes sugeridos pelos alunos às personagens, para aferir se correspondem aos arquétipos originais ou se induziram alguma alteração, para melhor compreensão da perceção das narrativas face ao contexto cultural e às várias áreas de conhecimentos.
- Narrative-driven immersion and students perceptions in an online software programming coursePublication . Fontes, Mario Madureira; Pedrosa, Daniela; Araújo, Tânia; Morais, Ceres Germanna Braga; Costa, Aline; Cravino, José; Morgado, LeonelLearning software programming is challenging for software engineering students. In this paper, students’ engagement in learning software engineering programming is considered under the SimProgramming approach using the OC2-RD2 narrative technique to create an immersive learning context. The objectives of this paper are twofold: presenting a narrative-driven immersive learning approach to introduce software engineering concepts and coding techniques to online undergraduate students; and analyzing the students’ feedback on this approach. Thematic analysis of the metacognitive tasks was performed on the students’ fortnightly reflections about their learning progress. Content analysis was based on interest categories, students’ perceptions, metacognitive challenges, narratives, examples and aspects to be kept or to be improved. Data from the content analysis were organized into categories, subcategories, indicators, and recording units and their categorization was peer-reviewed. The narratives were considered by the students as interesting, appealing, akin to professional reality and promoting interaction. Most students thought the approach was helpful for learning software programming.
- SimProgramming : the development of an integrated teaching approach for computer programming in higher educationPublication . Pedrosa, Daniela; Cravino, José; Morgado, Leonel; Barreira, Carlos Manuel Folgado; Nunes, Ricardo Rodrigues; Martins, Paulo; Paredes, HugoComputer programming courses in higher education tend to have high rates of academic failure and students struggle, particularly so in the transition from entry-level programming to advanced programming. Some of the reasons given in the literature relate to the type of teaching approach and the strategies used by students and their attitudes towards computer programming. The literature also mentions that educational approaches are not always appropriate to the needs of students and to the development of skills required in the job market. We developed a teaching approach to try to address some of these issues and support students learning computer programming in the transition from entry-level to advanced computer programming: the SimProgramming approach. This approach was introduced at the University of Trás-os-Montes e Alto Douro (Portugal), within the scope of the course “Programming Methodologies III”, part of the second curricular year of the programmes of studies in Informatics Engineering and in Information & Communication Technologies. We present in detail the origins of the SimProgramming approach, starting from the first trials that introduced, in two iterations, learning activities based on problem-based learning, and up to the third iteration where the current SimProgramming approach was implemented. We describe the reasoning, design and implementation of these three iterations, to show how the approach evolved. The SimProgramming approach is based in four conceptual foundations: business-like learning environment, self-regulated learning, co-regulated learning and formative assessment. For each of these conceptual foundations, we explain the teaching strategies adopted. In SimProgramming, the learning activity process develops in four phases, and students have specific tasks in each phase. We analyse interview data regarding student perceptions about the SimProgramming approach, and registration grids data on team work dynamics and final assessment of the assignment, noting the impact of SimProgramming in student grades. The application of SimProgramming revealed promising evidences in the overall results of student learning in the activities proposed in this approach. The average grades improved, and did the number of students regularly submitting their tasks on schedule. The perceptions of students regarding the SimProgramming approach are very positive: they recommend using it in the following years, and provided some suggestions to improve the approach. We conclude with reflections and recommendations for subsequent development of the SimProgramming approach in its application to the teaching of computer programming and potential for using it in other educational contexts.
- SimProgramming: uma abordagem motivacional para a aprendizagem de alunos intermediários de programaçãoPublication . Nunes, Ricardo Rodrigues; Pedrosa, Daniela; Morgado, Leonel; Paredes, Hugo; Martins, Paulo; Cravino, José; Barreira, Carlos Manuel FolgadoNeste artigo, é apresentada uma pesquisa-ação com o objetivo de motivar os alunos a desenvolverem suas aprendizagens de programação de computadores no ensino superior, particularmente na transição da programação de nível iniciante para a programação avançada. Para alcançar este objetivo, foi desenvolvida uma abordagem motivacional denominada SimProgramming. A partir das reflexões sobre o processo desta pesquisa, conclui-se que SimProgramming em sua aplicação ao ensino de programação de computadores em turmas intermediárias é promissor e ainda apresenta potencial para ser usado em outros contextos educacionais.
- Viewing puzzles as two-faced: theoretical and practical implications for Puzzle-based LearningPublication . Fontes, Mario Madureira; Morgado, Leonel; Pestana, Pedro Duarte; Pedrosa, Daniela; Cravino, JoséThe Puzzle-based Learning approach has been applied to several fields of knowledge. In education research papers, the instructional usage of puzzles is considered to improve learners’ motivation and engagement and help them to develop critical skills but difficulties concerning learners’ interaction with puzzles have also been pointed out. Our paper investigates the dynamics of the concept of a puzzle and its interface to provide a better understanding of its form and functions, and help learners interact with puzzles. We consider Puzzle-based Learning tenets as well as their educational impacts on both critical thinking and learner engagement and provide an original proposal concerning the understanding of puzzles. Our proposal centered on the dynamics of puzzles bears conceptual and educational facets. Conceptually, puzzle dynamics is viewed as composed of two elements: a mechanism, the Puzzle Trigger, and a process, the Puzzle-Solving. From an educational point of view, the rationale for integrating Puzzle Triggers in Puzzle-based Learning is meant to help learners interact with puzzles and consequently become motivated and engaged in the Puzzle-Solving process. This way, learners’ critical thinking skills are reinforced and focused on finding solutions to challenges. We illustrate the implementation of Puzzle Triggers and Puzzle-Solving by considering two instructional activities in a Software Development undergraduate course of an online learning Informatics Engineering Program.
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