Examinando por Autor "Vieira C."

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    Ítem
    Engaging K-12 students in the management of educational technology in schools: A strategy for self-determination development
    (Common Ground, 2019-01-01) Vieira C.; Macias D.J.; Zea-Restrepo C.M.; Perez G.P.T.; Ospina M.; Lalinde-Pulido J.G.; Leal-Fonseca D.E.; Vieira C.; Macias D.J.; Zea-Restrepo C.M.; Perez G.P.T.; Ospina M.; Lalinde-Pulido J.G.; Leal-Fonseca D.E.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
    Initiatives that have brought information and communication technologies into classrooms across the world often struggle to engage the school community to effectively use them. At the same time, involving students in extracurricular activities at school has been demonstrated to bring benefits in student motivation and academic achievement. This paper explores how Colombian K-12 students experience their participation in networks created- both at school and city level-to manage educational technologies in their schools through the lens of self-determination theory. The results suggest that student participation in these networks supports the development of the three psychological needs supporting intrinsic motivation: competence, autonomy, and relatedness. Students feel competent after participating in workshops and learning activities designed to support their responsibilities as members of the network; students feel the need to investigate and become more competent to be able to support teachers, other students, and their own families; students demonstrate autonomy by proposing activities within the network that may benefit their school and the school community; finally, students report changes in their relationship with teachers and other students as they become recognized as providers of technological support to their communities. © Common Ground Research Networks.
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    Ítem
    Implementing an active learning platform to support student learning in a numerical analysis course
    (Institute of Electrical and Electronics Engineers Inc., 2017-01-01) Zabala F.J.C.; Parker H.E.; Vieira C.; Zabala F.J.C.; Parker H.E.; Vieira C.; Universidad EAFIT. Departamento de Ciencias; Lógica y Computación
    Classroom instruction in the 21st century needs to incorporate innovative, research-based pedagogies. The engineering classroom is currently experiencing a shift towards more active learning activities due to both advances in educational research, and advances in technologies that enable practices such as the flipped classroom model. Given that course transformation is a gradual process that begins at the level of the instructor, educators need access to the essential tools and training in order to introduce these changes into the curricula. This paper introduces a course re-design based on Self-Determination Theory and Constructivism; and outlines effectively implemented active learning strategies using the flipped classroom model. The data were collected from a Numerical Analysis course, which is an important course across several engineering disciplines at Universidad EAFIT. This course enables engineering students to solve complex problems using mathematical and computational methods. This paper describes the implementation of an online active learning platform called "Numérico Interactivo" for two related engineering courses: Numerical Analysis (NA) and Numerical Processes (NP). The platform was available to all students, but only NA implemented it using a flipped classroom model. NP made the platform available as an optional course tool. Informed by SDT principles, "Numérico Interactivo" includes a variety of instructional materials such as explanations, examples, frequently asked questions (FAQ), self-assessment tools, and evaluation. This study compares the two courses in terms of: (1) students' perceptions about the instructional materials of the course; (2) students' use of the platform; and (3) students' perceived usefulness of the different elements within the platform. Results suggest that students in the NA course found the classroom sessions and the homework assignments more useful as compared to the students enrolled in the NP course. In addition, in the NA course students used the platform more often for class preparation and to study before each module. The way in which the platform was implemented in NA also increased student motivation in the course. Overall, the results suggest that "Numérico Interactivo" is useful to implement course re-designs into engineering and computing education courses, but such tools need to be guided by active learning practices so that students can fully benefit from them. © 2017 IEEE.
  • No hay miniatura disponible
    Ítem
    Implementing an active learning platform to support student learning in a numerical analysis course
    (Institute of Electrical and Electronics Engineers Inc., 2017-01-01) Zabala F.J.C.; Parker H.E.; Vieira C.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
    Classroom instruction in the 21st century needs to incorporate innovative, research-based pedagogies. The engineering classroom is currently experiencing a shift towards more active learning activities due to both advances in educational research, and advances in technologies that enable practices such as the flipped classroom model. Given that course transformation is a gradual process that begins at the level of the instructor, educators need access to the essential tools and training in order to introduce these changes into the curricula. This paper introduces a course re-design based on Self-Determination Theory and Constructivism; and outlines effectively implemented active learning strategies using the flipped classroom model. The data were collected from a Numerical Analysis course, which is an important course across several engineering disciplines at Universidad EAFIT. This course enables engineering students to solve complex problems using mathematical and computational methods. This paper describes the implementation of an online active learning platform called "Numérico Interactivo" for two related engineering courses: Numerical Analysis (NA) and Numerical Processes (NP). The platform was available to all students, but only NA implemented it using a flipped classroom model. NP made the platform available as an optional course tool. Informed by SDT principles, "Numérico Interactivo" includes a variety of instructional materials such as explanations, examples, frequently asked questions (FAQ), self-assessment tools, and evaluation. This study compares the two courses in terms of: (1) students' perceptions about the instructional materials of the course; (2) students' use of the platform; and (3) students' perceived usefulness of the different elements within the platform. Results suggest that students in the NA course found the classroom sessions and the homework assignments more useful as compared to the students enrolled in the NP course. In addition, in the NA course students used the platform more often for class preparation and to study before each module. The way in which the platform was implemented in NA also increased student motivation in the course. Overall, the results suggest that "Numérico Interactivo" is useful to implement course re-designs into engineering and computing education courses, but such tools need to be guided by active learning practices so that students can fully benefit from them. © 2017 IEEE.
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    Ítem
    Integrating computation into a civil engineering curriculum instructions at a colombian higher education institution
    (Research in Engineering Education Network, 2019-01-01) Vieira C.; Gomez J.; Vieira C.; Gomez J.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecánica Aplicada
    This paper presents a work in progress to integrate computation across the civil engineering curriculum at a Colombian University. Engineering programs all around the world have started to realize the value of preparing the future professionals with the knowledge and skills to solve complex problems using computational tools and methods such as modeling and simulation. The paper describes the challenges the institution is facing with these courses, propose an instructional approach to support student learning, and presents a preliminary data analysis for the adaptation of an instrument that will allow to assess students'self-beliefs about computing in the context of this curricular innovation. Copyright © 2019 Camilo Vieira and Juan Gomez.
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    Ítem
    Using self-determination theory to evaluate faculty professional development programs
    (Research in Engineering Education Network, 2019-01-01) Vieira C.; Ortega-Alvarez J.D.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
    This paper discusses the challenges of assessing faculty professional development programs and proposes using the self-determination theory to guide the development of an instrument to assess such programs. Previous experiences have shown that some professional development programs may become transformative learning experiences. These programs present unique challenges for assessment. Since the participants may experience a shift in their understanding of specific concepts, they may feel less competent after they have actively participated in a set of learning activities regarding those concepts. In this study, we propose measuring participants' perceptions of the three psychological needs suggested by the self-determination theory: Autonomy, competence, and relatedness. The participants of a professional development workshop on instructional design completed a pretest/posttest instrument designed to assess changes in their perceptions about autonomy, competence, and relatedness in the context of instructional design. This paper presents the preliminary validation of the instrument using factor analysis, checking for internal consistency, and assessing convergent and discriminant validity. Based on the results from these analyses, the research team proposes future directions for the refinement of the instrument and the assessment of professional development programs. Copyright © 2019 Camilo Vieira and Juan David Ortega-Alvarez.