Examinando por Autor "Zapata Rivera, Luis Felipe"
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Ítem Improving Student Results in a Statics Course using a Computer-based Training and Assessment System(IEEE, 2013-01-01) Zapata Rivera, Luis Felipe; Restrepo Ochoa, Jorge Luis; Barbosa Perez, Jaime L.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)One of the main causes of desertion in engineering programs is the poor student academic performance in basic courses. One of these courses is Statics, which is taught at the undergraduate level. Between 2009 and 2011 about 30% of students did not get a satisfactory grade to pass the course and a high percentage of these students deserted from their engineering program at EAFIT University. The evolution of computer systems and the Internet progress have enabled educators to develop software to support teaching and learning processes. For instance, educational software like E-learning platforms now allow teachers and students to interact through collaborative and friendly environments that can result in improvement on student learning outcomes and therefore improvement in their final results. Various learning tools based on problem-based learning approaches have been developed for the Statics area. These systems usually pose problems for students to solve; however, the problems usually used to evaluate and certify student knowledge are different from those used by the students during their training process. This is aimed at focusing students' attention to the use of analytical skills instead of memorizing processes. This paper describes the results of using a computer system to support training and assessment processes to convey concepts related to a Statics course using an existing open source tool and implementing a dynamic assessment generation scheme (i.e., generation of multiple versions of the same problem using algorithms with variables). This system has been used in the Statics courses during two academic periods in 2012 involving the participation of 400 students. The results of this experiment are compared with performance results of students from previous years who used traditional practice and assessment methods such as solving tasks in conventional paper and pencil tests. Results have had a positive impact in student grades and retention.Ítem Sistema evaluativo como apoyo al aprendizaje en la asignatura de estática(Universidad EAFIT, 2013) Zapata Rivera, Luis Felipe; Restrepo Ochoa, Jorge LuisThe Statics course like many other basic engineering courses are evaluated by solving exercises that test the learning student process, these exercises usually are taken from course guide books or class notes from teachers -- Such type of exercises encourages memorization miss making the testing sense because assessment is not measuring the capacity acquired in the learning process -- This project shows the design and implementation of an online assessment system that makes use of an automatic generator of tasks which proposes dynamic exercises (assessments with different versions of the same exercise for each student) generated by the computer and using e-platforms learning, the system allows students to take formative assessments to ensure the acquisition of knowledge and promote self-learning processes and teachers do summative assessments using the same instrument also shows the results of experience in students assessment of the course of Statics of the last 2 years -- These results have been positive in terms of the students' final gradesÍtem Sistemas multiagente colaborativos(Universidad EAFIT, 2010) Zapata Rivera, Luis Felipe; Zapata Rivera, Juan DiegoEste proyecto examina el área de los sistemas multiagente colaborativos -- El proyecto describe seis simulaciones de sistemas multiagente -- Cada simulación representa un tipo de esquema de colaboración y comunicación diferente -- Los resultados de las simulaciones son analizados y comparados -- El proyecto también describe la implementación en hardware de un prototipo de sistema multiagente correspondiente a una de las simulaciones utilizando la plataforma Lego MindStormsÍtem Technological Tools to Learn Calculus(IEEE, 2015-01-01) Perez Gomez, Gloria Patricia; Zea Restrepo, Claudia Maria; Esteban Duarte, Pedro Vicente; Zapata Rivera, Luis Felipe; Perez Gomez, Gloria Patricia; Zea Restrepo, Claudia Maria; Esteban Duarte, Pedro Vicente; Zapata Rivera, Luis Felipe; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e HistoriaOnline learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to selfdiagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University.Ítem Technological Tools to Learn Calculus(IEEE, 2015-01-01) Perez Gomez, Gloria Patricia; Zea Restrepo, Claudia Maria; Esteban Duarte, Pedro Vicente; Zapata Rivera, Luis Felipe; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesOnline learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to selfdiagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University.