Repositorio Institucional Universidad EAFIT ::Examinando por Materia "E-learning"

Examinando por Materia "E-learning"

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Adaptive LAMDA applied to identify and regulate a process with variable dead time
(Institute of Electrical and Electronics Engineers Inc., 2020-01-01) Morales L.; Pozo D.; Aguilar J.; Rosales A.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
In this paper, an adaptive intelligent controller based on the fuzzy algorithm called LAMDA (Learning Algorithm for Multivariable Data Analysis) is presented in order to identify and regulate a process with variable dead time. The original algorithm has been used for supervised and unsupervised learning, whose main field of application is the identification of functional states of the systems. In this work a modification of LAMDA has been implemented which is capable of online learning using hybrid techniques. The proposal consists of two stages: training stage to learn about the unknown plant in order to establish initial parameters to the controller, and a second phase, called application, in which the control strategy is updated using online learning. The proposed method is tested in the control objective of regulation of a process with variable dead time, to analyze the viability of its utilization in these types of systems in which their dynamics are variable and unknown. © 2020 IEEE.
Advantages of learning factories for production planning based on shop floor simulation: A step towards smart factories in industry 4.0
(Institute of Electrical and Electronics Engineers Inc., 2019-01-01) Andres M.; Alvaro G.; Julian M.; Andres M.; Alvaro G.; Julian M.; Universidad EAFIT. Departamento de Ingeniería de Producción; Tecnologías para la Producción
In future industry, defined as Industry 4.0, production planning and control strategies will be executed by human beings backed by computational tools for decision making; One of these tools is shop floor simulation, and a natural scenario to learn about how to use it for productive processes design and control are the Learning Factories. In this paper, shop floor simulation is identified as a tool for planning and controlling production, also a state of the art about its implementation is exposed in academic and industrial environments. In addition, the trends in the construction of the Learning Factories are shown, and some aspects about how they can be used for shop floor simulation. This work also proposes the realization of a digital model in EAFIT University Learning Factory as a first step towards digital learning factory. © 2019 IEEE.
BDNG: A dublin core-based architecture for digital libraries
(2005-01-01) Montoya, E.; Ruiz, M.; Giraldo, J.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
Digital Libraries will be one of the main ways to access structured information through the Internet. Information related to resources or objects is known as metadata. Several metadata models have been proposed; however, the model proposed by the Dublin Core Metadata Initiative (DCMI) [1] has demonstrated great utility in digital libraries. The simplicity and generality of DCMI has facilitated the deployment of digital libraries and their interoperability. This paper proposes DCMI as metadata model in our own Digital Library Architecture (Biblioteca Digital de Nueva Generación -BDNG). We have extended DCMI and used some elements of DC-Library application profile (DC-Lib) [2] in addition to new elements not previously considered. This paper presents the metadata models for the following applications: digital library of EAFIT University (BDEeafit), integration of digital or referential libraries (BDMetaLib) and digital library for E-Learning systems (BDEI). This paper also describes the general architecture of BDNG.
Collaborative virtual environments for teaching physics
(SPRINGER, 2007-01-01) Giraldo, F.; Rojas, Á.M.J.; Esteban, P.; Trefftz, H.; Giraldo, F.; Rojas, Á.M.J.; Esteban, P.; Trefftz, H.; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e Historia
Eafit University created a Telepresence application for distance education. It supports bidirectional audio and video and a shared virtual environment that allows the instructor and students to manipulate virtual objects in a collaborative manner, thereby reinforcing the learning process. In this paper we report the experience of creating new contents and deploying the tool in a Physics course at Universidad del Quindío. The tool was improved an extended in order to include new functionality and make it easier for development teams to create new content. Teaching for Understanding was used as pedagogical framework for course creation and also as a guide to develop the interviews that were used to capture user's perceptions and to asses the improvements in the learning process. The results showed that the use of the tool had a positive impact on the students' understanding of the topics at hand. © 2007 Springer.
Collaborative virtual environments for teaching physics
(SPRINGER, 2007-01-01) Giraldo, F.; Rojas, Á.M.J.; Esteban, P.; Trefftz, H.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
Eafit University created a Telepresence application for distance education. It supports bidirectional audio and video and a shared virtual environment that allows the instructor and students to manipulate virtual objects in a collaborative manner, thereby reinforcing the learning process. In this paper we report the experience of creating new contents and deploying the tool in a Physics course at Universidad del Quindío. The tool was improved an extended in order to include new functionality and make it easier for development teams to create new content. Teaching for Understanding was used as pedagogical framework for course creation and also as a guide to develop the interviews that were used to capture user's perceptions and to asses the improvements in the learning process. The results showed that the use of the tool had a positive impact on the students' understanding of the topics at hand. © 2007 Springer.
Distance interaction in education processes using a Telepresence tool
(SPRINGER-VERLAG BERLIN, 2010-01-01) Giraldo, F.; Jiménez, A.; Trefftz, H.; Restrepo, J.; Esteban, P.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
Distance interaction among educational communities is becoming increasingly important. Courses and talks are shared among institutions and individuals who are located in different places. The Telepresence tool, developed by Eafit and Universidad del Quindío, permits course sharing among the institutions. Instructors from one institution can teach students of the other one, thereby sharing the positive features of each course. In this paper, we present the recent improvements of the Telepresence tool. We also report on the use of the tool in a Multi-Variable Calculus course, designed in accordance to the Teaching for Understanding (TFU) pedagogical framework. © 2010 Springer Science+Business Media B.V.
Distance interaction in education processes using a Telepresence tool
(SPRINGER-VERLAG BERLIN, 2010-01-01) Giraldo, F.; Jiménez, A.; Trefftz, H.; Restrepo, J.; Esteban, P.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
Distance interaction among educational communities is becoming increasingly important. Courses and talks are shared among institutions and individuals who are located in different places. The Telepresence tool, developed by Eafit and Universidad del Quindío, permits course sharing among the institutions. Instructors from one institution can teach students of the other one, thereby sharing the positive features of each course. In this paper, we present the recent improvements of the Telepresence tool. We also report on the use of the tool in a Multi-Variable Calculus course, designed in accordance to the Teaching for Understanding (TFU) pedagogical framework. © 2010 Springer Science+Business Media B.V.
Distance interaction in education processes using a Telepresence tool
(SPRINGER-VERLAG BERLIN, 2010-01-01) Giraldo, F.; Jiménez, A.; Trefftz, Helmuth; Restrepo, J.; Esteban, Pedro Vicente; Giraldo, F.; Jiménez, A.; Trefftz, Helmuth; Restrepo, J.; Esteban, Pedro Vicente; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e Historia
Distance interaction among educational communities is becoming increasingly important. Courses and talks are shared among institutions and individuals who are located in different places. The Telepresence tool, developed by Eafit and Universidad del Quindío, permits course sharing among the institutions. Instructors from one institution can teach students of the other one, thereby sharing the positive features of each course. In this paper, we present the recent improvements of the Telepresence tool. We also report on the use of the tool in a Multi-Variable Calculus course, designed in accordance to the Teaching for Understanding (TFU) pedagogical framework. © 2010 Springer Science+Business Media B.V.
An immersive virtual reality training system for mechanical assembly
(2011-01-01) Peniche, A.; Diaz, C.; Trefftz, H.; Paramo, G.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
Given the growing evolution of technology, machinery and manufacturing techniques, conventional methodologies for training the workforce are not enough for the current needs. Therefore methodologies capable to accelerate the training process and able to train the trainee in a wide range of scenarios are claimed for the industrial sector. Virtual reality offers an alternative that has been successfully implemented in other industries, and virtual reality based training systems have numerous advantages over the conventional methodologies, making it a very good option. Based on that premise, this paper explores the implementation of an immersive training system for mechanical assembly based on virtual reality for improving the training process. This system was proved to be as effective as the conventional methodology.
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.
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.
Improving student results in a statics course using a computer-based training and assessment system
(Institute of Electrical and Electronics Engineers Inc., 2013-01-01) Rivera, L.F.Z.; D. C. Restrepo-Ochoa; Pérez, J.L.B.; 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. © 2013 IEEE.
Modeling and control of nonlinear systems using an Adaptive LAMDA approach
(Elsevier BV, 2020-01-01) Morales L.; Aguilar J.; Rosales A.; Chávez D.; Leica P.; Morales L.; Aguilar J.; Rosales A.; Chávez D.; Leica P.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
This paper presents a soft computing technique for modeling and control of nonlinear systems using the online learning criteria. In order to obtain an accurate modeling, and therefore a controller with good performance, a method based on the fundamentals of the artificial intelligence algorithm, called LAMDA (Learning Algorithm for Multivariate Data Analysis), is proposed, with a modification of its structure and learning method that allows the creation of an adaptive approach. The novelty of this proposal is that for the first time LAMDA is used for fuzzy modeling and control of complex systems, which is a great advantage if the mathematical model is not available, partially known, or variable. The adaptive LAMDA consists of a training stage to establish initial parameters for the controller, and the application stage in which the control strategy is computed and updated using an online learning that evaluates the closed-loop system. We validate the method in several control tasks: (1) Regulation of mixing tank with variable dead-time (slow variable dynamics), (2) Regulation of a Heating, Ventilation and Air-Conditioning (HVAC) system (multivariable slow nonlinear dynamics), and (3) trajectory tracking of a mobile robot (multivariable fast nonlinear dynamics). The results of these experiments are analyzed and compared with other soft computing control techniques, demonstrating that the proposed method is able to perform an accurate control through the proposed learning technique. © 2020 Elsevier B.V.
Plataforma Web para acceso remoto a instrumentación física avanzada Diseño e implementación
(Universidad EAFIT, 2010) Olarte Hernández, Tomás; Universidad EAFIT
Scalable. Ad Hoc, Low Cost, Mobile, Online Laboratories
(Institute of Electrical and Electronics Engineers Inc., 2018-01-01) Zapata-Rivera L.F.; Larrondo Petrie M.M.; Zalewski J.; Shockley J.; Costa J.; Lalinde-Pulido J.; Cristobal E.S.; Castro M.; Miguel Rodriguez A.; Saliah-Hassane H.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
The IEEE Educational Society has sponsored the development of IEEE-SA P1876™ standard for Networked Smart Learning Objects for Online Laboratories. This paper proposes two different architectures that integrate components to support educational online laboratories, through the use of xAPI statements to communicate between Remote Laboratory Management Systems, Virtual Learning Environments and Learning Analytics Generators. Proof of concept implementations of three scalable, ad hoc, low-cost, mobile, online laboratories that utilize the proposed distributed and centralized architectures are described, one fully integrated to an Actionable Data Book. The next steps would be to implement Mobile Massive Open Online Laboratories (M-MOOLs) within the context of Massive Open Online Courses (MOOCs), using the P1876™ standard under development. © 2018 IEEE.
Student acceptance and performance of a virtual platform for training and evaluation of Statics course
(Institute of Electrical and Electronics Engineers Inc., 2016-11-28) Ochoa, J.L.R.; Pérez, J.L.B.; Berrio, J.A.; Ochoa, J.L.R.; Pérez, J.L.B.; Berrio, J.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
Due to the poor performance of students in the Statics course in engineering between 2006 and 2011, whose approval rating was 48.8%, the Engineering School of EAFIT University has developed a virtual platform for students to train and for teachers to evaluate the learning of the subject with a series of exercises implemented in a dynamic system that generates a different version of the exercises for each attempt, the teacher can apply exams with confidence that the answers will not be copied and memorized, and the students have a self-evaluating tool which allows to know their level of learning in relation to the course goals. With the operation of the platform it has been achieved a decrease in dropout rates, and an increase in the approvals rates of the course and it has also generated a positive attitude and motivation in students towards the course. The dropouts have decreased by 21% and the approval of the course has increased by 17.2% according to official records in enrollment and students grades of the course for the period between 2011-2 and 2015-2. Regarding to the acceptance of the platform a survey of 10 questions were conducted on different aspects of the platform to 513 students who completed the course during the semesters 2014-2, 2015-1 and 2015-2. In the literature, there are cases of implementation of virtual environments for teaching and evaluation of Statics course in engineering, but studies on the acceptance of virtual tools from students for their classes are not included, and that is the reason why this approach is included in this article. To analyze the data two types of questions are distinguished: discriminative and approving questions. The discriminative type filters the students under what career they are enrolled, the number of semesters they spend to approve the Statics course, the number of hours per week they dedicate to study this course, the preferences and places from where they access to the virtual platform. The approving questions inquire about their experience in the training process, their adaptation taking the quizzes in the platform and their opinion about the implementation of this kind of tool in other courses. This paper presents the analysis of the collected data and draws conclusions in order to improve this platform for teaching and learning process in Statics course in engineering. © 2016 IEEE.
Student acceptance and performance of a virtual platform for training and evaluation of Statics course
(Institute of Electrical and Electronics Engineers Inc., 2016-11-28) Ochoa, J.L.R.; Pérez, J.L.B.; Berrio, J.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
Due to the poor performance of students in the Statics course in engineering between 2006 and 2011, whose approval rating was 48.8%, the Engineering School of EAFIT University has developed a virtual platform for students to train and for teachers to evaluate the learning of the subject with a series of exercises implemented in a dynamic system that generates a different version of the exercises for each attempt, the teacher can apply exams with confidence that the answers will not be copied and memorized, and the students have a self-evaluating tool which allows to know their level of learning in relation to the course goals. With the operation of the platform it has been achieved a decrease in dropout rates, and an increase in the approvals rates of the course and it has also generated a positive attitude and motivation in students towards the course. The dropouts have decreased by 21% and the approval of the course has increased by 17.2% according to official records in enrollment and students grades of the course for the period between 2011-2 and 2015-2. Regarding to the acceptance of the platform a survey of 10 questions were conducted on different aspects of the platform to 513 students who completed the course during the semesters 2014-2, 2015-1 and 2015-2. In the literature, there are cases of implementation of virtual environments for teaching and evaluation of Statics course in engineering, but studies on the acceptance of virtual tools from students for their classes are not included, and that is the reason why this approach is included in this article. To analyze the data two types of questions are distinguished: discriminative and approving questions. The discriminative type filters the students under what career they are enrolled, the number of semesters they spend to approve the Statics course, the number of hours per week they dedicate to study this course, the preferences and places from where they access to the virtual platform. The approving questions inquire about their experience in the training process, their adaptation taking the quizzes in the platform and their opinion about the implementation of this kind of tool in other courses. This paper presents the analysis of the collected data and draws conclusions in order to improve this platform for teaching and learning process in Statics course in engineering. © 2016 IEEE.
Technological tools to learn calculus
(Institute of Electrical and Electronics Engineers Inc., 2015-12-02) Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
Online 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 self-diagnose, 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. © 2015 IEEE.
Technological tools to learn calculus
(Institute of Electrical and Electronics Engineers Inc., 2015-12-02) Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e Historia
Online 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 self-diagnose, 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. © 2015 IEEE.
Understanding math concepts through computer-modeled virtual objects
(SPRINGER, 2008-01-01) Trujillo, J.; Esteban, P.; Montoya, E.; Giraldo, R.; Montoya, A.; Mejía, J.; Trefftz, H.; Trujillo, J.; Esteban, P.; Montoya, E.; Giraldo, R.; Montoya, A.; Mejía, J.; Trefftz, H.; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e Historia
Information and Communication Technologies (ICT) can be used in order to motivate students to establish links between the classroom material and real life situations by modeling those situations through the course equations. This article describes the results of an experience involving a group of Multivariable Calculus at Eafit University. 3DUniversal is the program developed for the experience, which runs on Pocket PC. It allows students to interact and communicate inside the classroom. At each stage of the experience, students were asked to establish links between the classroom-covered material and real objects in their environment. © Springer Science+Business Media B.V. 2008.

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