Examinando por Materia "Learning process"
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Ítem 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 HistoriaEafit 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.Ítem Knowing our story: Framing a cooperative inquiry project to explore the personal growth of graduate students in engineering education(AMER SOC ENGINEERING EDUCATION, 2017-01-01) Aleong R.J.; Goldstein M.H.; Ortega-Alvarez J.D.; Rodriguez-Simmonds H.E.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosDoctoral education is often described by faculty and graduate students as "a journey", "a learning process", and "a transformative experience". These descriptions speak to the experiential nature of doctoral education which aims at bringing about some change in students to prepare them for their future career. In the research literature, the path and process of becoming an engineering education researcher is an emerging field. In this paper, we present the framing of a co-operative inquiry project to explore our personal growth as graduate students. Co-operative inquiry is a research method in which multiple people share and explore a topic from their own perspectives through collective dialogue, reflection, interrogation, and transformation. Our co-operative inquiry group consisted of the authors of this paper as coresearchers and co-subjects and is situated in our shared interest in graduate education and learning. While we are at different stages of the doctoral program, we have the mutual experience of completing the first year of the program at the same institution. We engaged in cooperative inquiry sessions, focused on learning within ourselves and with others, to make new meaning from our experiences. Reflections during the formative first year of doctoral training were explored as well as reflections and memos generated as part of the inquiry process. Through the co-operative inquiry process, this study offers insight into opportunities for peer-topeer mentorship and learning enrichment in graduate studies. Our insight may support graduate students in discovering and charting their own personal journeys of learning and development in engineering education research. Our future work will be guided by our co-operative inquiry process and structure, with a focus on delving deeper into the aspects that make up our personal and collective story. © American Society for Engineering Education, 2017.Ítem Plan exportador KoenPack(Universidad EAFIT, 2020) Giraldo Suárez, Edilma Milena; Uribe de Correa, Beatriz Amparo; Rios Molina, CarolinaÍtem Specification of a Managing Agent of Emergent Serious Games for a Smart Classroom(IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC, 2020-01-01) Aguilar, J.; Altamiranda, J.; Diaz, F.; Aguilar, J.; Altamiranda, J.; Diaz, F.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesThis article presents the specification of a Managing Agent of emergent serious games for a smart classroom. The Managing Agent of Emergent Serious Games is a manager of emergent serious games, which seeks to adapt emergent serious games to the subject that is developed in the smart classroom, with the aim of motivating the acquisition of knowledge and skills in students during their learning processes. The introduction of emergent serious games in a smart classroom allows incorporating a new type of teaching resource in the learning dynamic, which allows enriching with new strategies the learning process. © 2003-2012 IEEE.