Professional Documents
Culture Documents
Published
by
the
Spanish
Chapter
of
the
ACM
Special
Interest
Group
on
Computer
Science
Education
with
the
collaboration
of
the
University
of
Cádiz.
www.uca.es
www.sigcse.es
ISBN 978-‐84-‐694-‐0523-‐9
Methods
and
Cases
in
Computing
Education
by
Spain
ACM
SIGCSE
Chapter
is
licensed
under
a
Creative
Commons
Reconocimiento
2.5
España
License.
[this
page
is
intentionally
left
blank]
Foreword
By
Juan-‐Manuel
Dodero,
president
of
the
ACM
SIGCSE
Spanish
Chapter
The
ACM
SIGCSE
Spanish
Chapter
is
the
chapter
of
the
Association
for
Computing
Machinery
(ACM)
Special
Interest
Group
on
Computer
Science
Education
(SIGCSE)
serving
Spain.
It
started
operations
in
2008.
The
chapter
provides
a
forum
for
common
problems
among
educators
working
to
develop,
implement
and
evaluate
computing
programs,
curricula
and
courses,
as
well
as
syllabi,
laboratories,
learning
technologies,
and
other
elements
of
teaching
and
pedagogy.
The
Chapter
supports
activities
complimentary
to
SIGCSE,
the
ACM,
and
other
ACM
activities
in
the
Spain
area.
The
Chapter
is
organized
and
operated
for
educational
and
scientific
purposes,
its
aim
being
to
increase
knowledge
about
computing
education,
as
well
as
to
serve
as
a
means
of
communication
for
those
interested
in
this
discipline.
This
workshop
on
Methods
and
Cases
in
Computing
Education
(MCCE)
is
the
third
of
a
series
of
events
intended
to
the
dissemination
of
the
activities
of
the
chapter
members.
As
such,
it
publishes
articles
dealing
with
the
joy,
pain
and
hope
of
our
daily
teaching
and
research
experiences
in
computing
education.
The
MCCE
workshop
thus
constitutes
a
forum
open
to
anyone
wanting
to
contribute
to
the
chapter
aims.
The
birth
of
the
Chapter
and
the
MCCE
workshop,
have
the
main
objective
of
contributing
to
the
discussions
on
the
European
Higher
Education
Area
held
among
the
Spanish
Higher
Education
community.
For
the
third
edition
of
MCCE,
held
at
Cádiz,
a
number
of
contributions
were
selected
after
a
peer
review
process
carried
out
by
the
chapter
committee
members
and
renowned
international
researchers.
i
[this
page
is
intentionally
left
blank]
ii
Table
of
contents
Introduction
to
University
and
the
ICT
Sector......................................................... 1
Davinia
Hernández-‐Leo,
Verónica
Moreno
Oliver
iii
[this
page
is
intentionally
left
blank]
iv
Introduction
to
University
and
the
ICT
Sector
Davinia
Hernández-‐Leo
(1),
Verónica
Moreno
Oliver
(2)
(1)
Universitat
Pompeu
Fabra
Roc
Boronat,
138,
08018
Barcelona
davinia.hernandez@upf.edu
(2)
Universitat
Pompeu
Fabra
Roc
Boronat,
138,
08018
Barcelona
veronica.moreno@upf.edu
Abstract
The
innovative
subject
“Introduction
to
ICT”
combines
a
general
Introductory
Course
to
the
University
with
elements
around
the
Information
and
Communication
Technologies
sector
(including
the
ICT
engineer
competence
profile,
market
aspects,
etc.)
This
new
course
has
been
developed
and
implemented
in
three
degree
programmes
offered
by
the
Polytechnic
School
at
Universitat
Pompeu
Fabra,
Barcelona.
The
course
team
consists
of
thirteen
teachers,
including
business
professionals,
librarians,
computer
technicians,
institutional
representatives
as
well
as
an
educationalist
responsible
for
advising
on
methodology
and
study
techniques.
The
subject
was
designed
for
a
high
number
of
students
(260).
At
the
end
of
the
course,
we
collected
quantitative
and
qualitative
information
about
the
students’
satisfaction.
The
findings
show
the
positive
vision
that
they
had
about
the
topics
worked
during
the
subject.
This
paper
describes
the
course,
its
implementation
and
evaluation
and,
of
course,
the
details
of
the
findings
that
we
collected
about
students'
satisfaction.
Keywords:
Introduction
to
the
University,
Teacher
coordination,
work
about
competences
training,
immersion
in
European
Higher
Education
Area
(EHEA).
1.
Introduction
The
transition
to
University
is
certainly
an
important
change
for
students,
since
it
represents
the
evolution
of
the
regulatory
context
as
well
as
training
orientation.
Both
elements
affect
their
academic
and
personal
lives
(Gairín,
2004).
Adapting
to
this
new
way
of
doing
and
learning
can
be
more
or
less
traumatic
depending
on
variables
that
affect
the
adaptation
process
such
as
the
maturity
of
the
student
or
previous
learning
experiences.
To
ensure
the
processes´
quality
of
transition
between
the
different
stages
of
education,
we
must
ensure
the
organization
(Guillamón
and
Feixas,
2005),
Universitat
Pompeu
Fabra,
gives
substantial
support
to
minimize
the
most
harmful
effects
that
transition
could
cause
to
help
students
overcome
insecurities,
lack
of
information,
uncertainties
or
lack
of
study
skills
(Brick,
2006),
which
may
in
turn
lead
to
academic
failure
and
drop
out
in
the
early
months.
The
first
step
to
act
on
this
line
was
to
design
the
Course
of
Introduction
to
the
University
(CIU)
during
2006
to
2007.
Then,
the
Universitat
Pompeu
Fabra
raised
the
possibility
of
offering
an
introductory
course
for
new
students
and
this
was
the
moment
when
the
Polytechnic
School
(among
other
faculties
and
schools
of
the
UPF)
decided
to
conduct
a
pilot
study.
To
this
end,
some
teachers
began
to
reflect
on
the
objectives,
content,
overall
structure
of
the
course
and
other
specific
characteristics
for
good
design
of
the
program.
In
addition,
we
must
consider
the
introduction
of
the
European
Higher
Education
Area
(EHEA),
which
implies
an
additional
change
with
double
reading:
Maybe
this
effort
to
adapt
the
degrees
with
consistency
and
quality
to
the
EHEA
has
1
exhausted
everyone
involved
and
they
do
not
feel
sufficiently
motivated
to
carry
out
a
proposal
as
CIU
Or
maybe,
it
could
be
an
opportunity
to
initiate
processes
of
structural
and
organizational
change
such
as
the
design,
development
and
evaluation
of
the
CIU,
which
way
be
useful
in
the
processes
of
decision
making
when
creating
the
new
degrees.
Thus,
during
2007-‐2008
the
CIU
was
held
for
the
first
time
in
the
ESUP
with
a
program
developed
by
a
group
of
internal
and
external
UPF
professionals.
From
this
first
experience
arose
a
paper
(Moreno
et
al,
2008a;
2008b)
in
which
the
results
are
collected
as
well
as
progress
in
terms
of
immersion
in
the
EHEA.
All
these
results
were
considered
in
the
design
of
the
CIU
08-‐09
and
for
the
ITIC
subject
too.
With
the
arrival
of
the
new
degrees
it
was
decided
to
turn
this
into
a
mandatory
course
for
all
freshmen
at
the
UPF.
This
was
the
beginning
of
the
ITIC
subject.
Specifically
this
subject
has
a
weight
of
6
ECTS
credit
concentrated
in
the
first
quarter.
Given
the
design
of
new
degrees
this
course
consists
of
two
main
blocks:
one
concerning
the
introduction
to
the
University
and
another
focused
on
the
introduction
to
the
sector,
enterprise
and
ICT
market.
Each
block
is
also
divided
into
subsections;
for
example,
they
have
got
their
own
laboratory
practices,
workshops
and
works
about
specific
themes.
And
each
one
had
different
requirements,
duration,
evaluation
weight,
etc.
There
is
a
certain
level
of
integration
between
the
two
blocks.
The
content
for
some
of
the
methodological
activities
carried
out
in
the
introduction
to
the
University
block
were
related
to
ICT
sector
issues,
and
to
practice
the
written
communication
skills
introduced
in
the
first
block,
the
students
were
asked
in
the
second
block
(introduction
to
the
sector)
to
write
an
academic
report
on
ICT
market
aspects.
Below
you
will
found
the
methods
that
we
used,
the
evidences
that
we
collected
and
finally,
the
conclusions
in
play.
2.
Methods
As
presented
in
the
previous
section,
the
subject
of
ITIC
is
composed
of
two
large
blocks
closely
linked
through
practice
and
activities,
with
the
aim
of
not
losing
sight
of
transversally
and
continuity
of
the
subject.
This
objective
is
reinforced
with
greater
intensity
with
the
realization
of
a
final
report
to
be
presented
in
public.
This
work
has
a
number
of
requirements
(quality
of
information
sources,
formal
quality
of
both
written
and
oral
presentation,
etc.)
to
secure
the
use
of
everything
worked
(or
much
of
the
content)
along
the
subject.
With
each
and
every
one
of
them
we
want
to
guarantee
the
quality
of
their
work,
not
only
the
result
but
also
the
whole
process.
The
formative
program
is
based
in
work
and
competences
development,
not
only
instrumental
but
also
transversal
(Tuning
project,
2006),
so,
we
must
collect
evidence
about
all
of
them.
This
variety
is
the
principal
motivation
to
design
a
complete
methodological
model
as
it
can
be
seen
in
Table
1.
2
Table
1.
General
and
specific
competences
in
ITIC
General
skills
Specific
Skills
Instrumental
1.
Ability
to
organize
and
planning.
A.
Basic
knowledge
of
ICT
engineering
2.
Ability
to
search
and
information
profession.
management.
3.
Ability
to
communicate
orally
and
property
written
in
Catalan
and
Spanish,
to
audiences
B.
Know
the
general
principles
of
economics
both
expert
and
inexperienced.
and
business,
and
the
impact
of
ICT
on
society.
4.
Troubleshooting.
Interpersonal
C.
Ability
to
work
draft
and
development
in
the
area
of
their
specialty.
Ability
to
work
as
a
team.
Systemic
D.
Ability
to
manage
own
documentation
of
6.
Ability
to
adapt
to
the
new
situation
in
the
profession
as
specifications,
regulations
University
and
ESUP.
and
mandatory
standards.
7.
Ability
to
recognize
and
understand
the
diversity
and
multiculturalism.
E.
Ability
to
use
search
tools
and
bibliographic
information
resources
relating
to
ICT.
Since
this
is
an
introductory
course,
the
proficiency
levels
for
some
of
the
basic
skills
is
low
because
there
are
others
subjects
along
the
degrees
will
work
them
at
higher
levels.
Anyway,
this
is
an
ideal
moment
to
enable
them
to
become
familiar
with
them.
At
this
point,
we
present
the
methodological
strategy.
It
is
characterized
by
the
combination
of
plenary
lectures
with
sessions
of
individual
and
group
work
that
students
perform
in
large
group
sessions
or
small.
In
particular,
the
work
inside
and
outside
the
classroom
is
organized
as
follows:
• Lecture
sessions
of
presentation:
the
teacher
presents
the
theory
about
each
theme
of
the
course.
Students
are
expected
to
participate
with
questions
and
comments.
• Seminars:
These
are
small-‐group
sessions
where
students
work
individually
or
in
groups
depending
on
the
activities
planned
by
the
teacher.
The
activities
outlined
in
the
seminars
are
diverse
in
nature
so
as
to
enable
practice,
review
and
discuss
the
issues
worked
actively
in
the
lectures.
To
prepare
the
seminars,
students
perform
the
preliminary
work
required
at
home.
The
activities
form
part
of
the
continue
evaluation
system.
• Practice
with
PC's:
The
students
work
in
a
computer
room.
The
teacher
monitors
the
work.
These
practices
serve
to
reinforce
the
concepts
presented
in
the
lecture
sessions
and
personal
study.
The
activity
is
conducted
in
groups
of
two.
• Work
about
a
ICT
sub-‐sector:
Groups
of
four
or
five
students
deepen
over
part
of
the
ICT
market.
The
students
must
use
the
information
received
in
lectures,
practices
and
reference's
documentation
and
write
an
academic
report.
Each
group
presents
the
work
to
be
done
plenary.
The
work
will
be
supervised
by
tutors
in
the
corresponding
seminar
groups.
3
• Academic
debate:
Debates
are
made
with
preparations
beforehand
(in
groups
of
four
or
five
people)
and
students
assume
the
role
of
an
institution
to
discuss
a
controversial
issue
in
the
ICT
sector.
It
will
provide
a
guide
that
details
the
procedure
for
the
conduct
during
the
debates.
• Final
exam:
Short
written
examination
including
all
the
contents
worked
along
the
subject.
As
mentioned
earlier,
the
teaching
methodology
is
complex
because
it
must
include
the
work
of
instrumental
competence
and
transverse.
Thus,
the
evaluation
system
is
also
on
the
same
line
as
shown
below.
The
evaluation
process
focused
on
the
achievement
level
of
each
of
the
competence
so,
every
activity
with
evaluator
character
was
associated
with
a
range
of
activities
and
competences.
This
relation
about
competences,
activities
and
evaluation
weight
was
explicit
in
the
subject's
formative
plan.
It
means
that,
the
students
were
fully
aware
of
how
you
would
develop
the
subject
at
all
times
(Bloxham
and
Boyd,
2007).
Some
details
of
this
assessment
are
as
follows:
• To
successfully
overcome
the
subject
is
necessary
achieving
the
minimum
level
required
in
each
of
the
competencies
to
be
developed
along
the
subject.
Every
competence
was
worked
in
more
than
one
activity,
so,
this
criterion
does
not
mean
that
the
students
must
pass
all
the
activities.
They
can
fail
in
3
(maxim).
• Since
most
of
these
skills
are
employed
and
evaluated
in
person
(classroom)
and
continuing
along
the
course,
the
class
attendance
was
essential.
(In
general,
in
the
continuous
assessment
is
not
taken
into
account
whether
the
lack
of
attendance
is
justified
or
not.)
It
is
also
a
key
point
for
the
course
that
students
take
an
active
role.
That
means
they
must
be
critical
of
the
issues
raised,
they
should
think
about
their
own
ideas
while
maintaining
the
interest
and
curiosity
about
the
material
presented
throughout
the
sessions.
It
is
essential
that
their
reflections
are
based
on
the
formative
plan
references'
and,
where
possible,
also
contrasted
with
the
additional
sources
that
are
provided
along
the
classes.
Finally,
it
is
worth
mentioning
to
add
that
the
materials
were
available
in
a
Moodle
course
(Aula
Global)
where
the
students
could
access
all
the
materials
that
were
needed.
Teachers
also
provided
another
resources
list
and
materials
to
widening
and
deepening
about
different
topics.
Also,
the
students
can
go
to
the
tutorial
sessions
always
that
they
need
it.
3.
Evidence
Given
the
nature
and
characteristics
of
this
course,
it
is
coordinated
by
the
director
of
the
Teaching
Quality
and
Innovation
Unit
(USQUID)
of
the
Polytechnic
School.
The
global
evaluation
of
the
course
development
was
evaluated
by
the
USQUID.
The
pedagogical
staff
of
the
USQUID
was
in
charge
of
designing
the
instrument
to
evaluate
the
students'
satisfaction
and
performing
the
analysis.
Emphasis
was
put
on
this
evaluation
process,
as
well
as
a
new
item
we
consider
essential
for
new
programs
in
its
distinct
character.
The
evaluation
results
will
provide
important
indications
to
enhace
the
ICT
subject
which
is
consider
in
the
Polytechnic
School
a
great
opportunity
for
our
students
and
to
increase
the
academic
quality
of
ESUP.
Trying
to
cover
most
of
the
issues,
the
USQUID
designed
several
instruments
collecting
both
general
aspects
of
the
subject
development
as
more
concrete
and
specific
aspects
of
the
teaching
4
received.
Specifically,
the
evaluation
of
the
subject
was
developed
through:
• Conducting
an
assessment
of
overall
satisfaction
by
a
short
questionnaire
prepared
by
the
USQUID.
• Conducting
an
assessment
on
each
and
every
one
of
the
sessions
and
activities
raised
during
the
subject
by
a
larger
questionnaire
prepared
by
the
USQUID
(in
key
academic
quality,
interest,
motivation
on
the
topics,
quality
of
resources
provided
by
the
teacher,
adequacy
of
the
dedication
required
in
each
activity,
etc.).
• Other
elements
coming
from
observations
performed
along
the
course
(classes,
tutorial
sessions,
etc).
With
this
information,
we
can
extract
a
very
positive
level
of
satisfaction.
It
is
also
true
that
students
have
emphasized
some
elements
of
improvement
such
as
changing
the
order
of
some
sessions.
The
following
findings
result
from
the
analysis
of
the
data
collected
in
the
evaluation
(n
=
155):
General
aspects:
• The
62.6%
of
students
who
responded
to
the
questionnaire
believed
that
there
has
been
no
repetition
throughout
the
course.
• About
75%
of
students
believe
there
is
a
good
level
of
coordination
between
teachers
of
ITIC.
Aspect
of
the
subject
they
liked
most:
• “One
of
the
jobs
that
I
liked
the
most
were
the
debates,
because
they
present
interesting
topics
around
important
concepts
about
the
industry.”
• “I
like
the
debates.”
• “The
aspects
that
I
have
liked
most
were
the
work
on
transversal
competences
because
of
their
importance
(for
example
oral
expression).”
• “What
I
liked
most
is
the
activities
involving
the
interaction
and
collaboration
with
classmates,
especially
the
debates.”
• “The
level
of
satisfaction
is
high;
I
have
found
it
useful
to
augment
my
knowledge
about
my
future
professional
context.”
• “The
debates
have
been
most
fun.”
Also
we
analyzed
their
academic
performance
because
it
represent
the
final
computation
of
the
evaluation
that
students
have
been
receiving
in
each
and
every
one
of
the
activities,
and
therefore
represents
numerically
the
achievement
of
goals
outlined
in
the
formative
plan:
27
don't
presented
(10%),
1
suspended
more
than
three
minimum
requirements,
therefore
there
is
no
option
to
recover
the
subject
in
September
but
should
be
repeated
next
year,
19
have
the
opportunity
to
recover
the
subject
in
September
(since
they
fail
less
than
3
minimums),
213
pass
(82%).
Considering
the
totality
of
the
information
collected
we
can
make
a
positive
assessment
of
the
subject.
Well
worth
adding
that
at
the
beginning
of
the
quarter,
we
prepared
a
document
open
to
all
teachers
(by
Aula
Global)
where
they
could
add
all
the
comments
and
suggestions
they
think
can
be
useful
to
improve
the
subject
for
the
forthcoming
year.
In
this
way,
besides
having
the
detailed
5
assessment
of
students,
we
also
have
the
teachers’
feedback.
Most
of
the
teacher
comments
are
around
organizational
aspects
so
that
students
have
more
time
to
prepare
the
activities
and
assignments
proposed
along
the
course
(for
example
increasing
the
number
of
days
between
debates).
This
measure
will
also
allow
the
groups
to
deepen
more
in
each
of
the
topics
proposed.
In
general,
teachers
are
satisfied
on
how
well
the
students
have
received
the
course.
• It
should
be
emphasized
the
use
of
all
resources
that
UPF
offers
(for
this
and
for
the
rest
of
subjects).
• Increase
the
time
devoted
to
discuss
the
advantages
and
difficulties
of
group
work,
since
we
detected
some
conflicts
where
students
have
asked
for
help.
Team
work
is
an
essential
transversal
competence
for
engineers
(Martinez-‐Monés
et.
al.,
2005;
Hernández-‐Leo
et
al.,
2006).
Students
should
understand
its
importance
and
challenge
from
the
beginning
of
their
engineering
studies
and
take
advantage
of
the
opportunities
provided
to
work
in
groups
to
develop
this
competence.
• Improve
the
structure
of
the
organization
of
materials
in
the
Aula
Global
(Moodle
course)
so
that
it
is
easier
to
navigate
and
find
materials.
• Increasing
the
dynamism
of
some
sessions
to
motivate
the
students
and
let
them
see
the
value
of
the
issues
tackle
for
their
short-‐term
future
performance
in
the
University
and
a
subsequent
professional
development.
References
Bloxham,
S.
and
Boyd,
P.
(2007).
Developing
effective
assessment
in
higher
education.
A
Practical
Guide.
Open
University
Press,
London.
Brick,
J.,
(2006).
Academic
Culture:
A
Student's
Guide
to
Studying
at
University,
NCELTR,
Macquarie
Uni,
Sydney.
Gairín,
J.
(2004).
La
transición
entre
etapas
educativas.
In
Proccedings
of
the
8th
Congreso
Interuniversitario
de
Organización
de
Instituciones
Educativas.
Seville,
Spain,
887-‐893.
Guillamón,
C.
and
Feixas,
M
(2005).
El
pla
de
transició
i
incorporació
a
la
universitat.
Algunes
notes
per
guiar
l’actuació.
In
Proceedings
of
the
II
Jornada
de
Campus
d’Innovació
Docent.
Universitat
Autónoma
de
Barcelona,
Spain.
Hernández
Leo,
D.,
Asensio
Pérez,
J.I.
and
Dimitriadis,
Y.
(2006).
Collaborative
learning
strategies
and
scenario-‐based
activities
for
understanding
network
protocols
In
Proceedings
of
the
36th
ASEE/IEEE
Frontiers
in
Education
Conference,
San
Diego,
CA,
S2F,
FIE,
19-‐24.
6
Martínez-‐Monés,
A.,
Gómez-‐Sánchez,
E.,
Dimitriadis,
Y.,
Jorrín-‐Abellán,
I.M.,
Rubia-‐Avi,
B.
and
Vega-‐Gorgojo,
G.
(2005).
Multiple
Case
Studies
to
Enhance
Project-‐Based
Learning
in
a
Computer
Architecture,
Course
IEEE
Transactions
on
Education,
48(3),
482-‐489.
Moreno.
V.,
Frangi.
A.,
Bellalta.
B.,
Piella.
G.
and
Infante.
J.
(2008a)
El
Curs
d’Introducció
a
la
Universitat
com
a
Estratègia
Organitzativa
per
a
apropar
els
estudiants
de
nova
incorporació
a
l’Escola
Superior
Politècnica
In
Proceedings
of
the
X
Congrés
Interuniversitari
d’Organització
de
les
Institucions
Educatives,
Barcelona,
Spain.
Moreno.
V.,
Frangi.
A.,
Bellalta.
B.,
Piella.
G.
and
Infante.
J.
(2008b)
Avaluació
del
Curs
d’Introducció
a
la
Universitat
In
Proceedings
of
the
II
Jornades
Internacionals
UPM
sobre
Innovació
Educativa
i
Convergència
Europea
2008,
Madrid,
Spain.
Tuning
Project
(2006),
http://tuning.unideusto.org/tuningeu/,
last
visited
March
2010.
7
Collaboration
and
competitiveness
in
project-‐
based
learning
Pablo
Recio
Quijano
(1),
Noelia
Sales
Montes
(1),
Antonio
García
Domínguez
(2),
Manuel
Palomo
Duarte
(2)
Department
of
Computer
Languages
and
Systems,
University
of
Cádiz
(1)
Abstract
This
paper
presents
the
methodology
used
in
the
“Video
Game
Design”
course
of
the
Technical
Engineering
in
Computer
Systems
(“Ingeniería
Técnica
en
Informática
de
Sistemas”)
degree
at
the
University
of
Cádiz.
This
methodology
combines
collaboration
and
competition
with
a
strong
commitment
to
free
software.
On
the
one
hand,
students
develop
video
games
in
teams.
On
the
other
hand,
grading
partially
depends
on
the
place
obtained
in
a
competition
between
expert
system
rulesets
developed
by
the
students
for
a
board
game
exclusively
developed
for
it.
1.
Introduction
In
recent
years,
the
importance
of
the
video
game
and
electronic
entertainment
industries
has
greatly
increased.
Universities
are
gradually
incorporating
their
design
and
implementation
in
their
curricula.
At
the
University
of
Cádiz,
these
topics
are
taught
in
the
“Video
Game
Design”
course
of
its
degree
on
Technical
Engineering
in
Computer
Systems
(“Ingeniería
Técnica
en
Informática
de
Sistemas”).
The
course
is
divided
into
two
parts.
In
the
first
part,
students
are
organized
into
three-‐person
teams
to
develop
a
video
game,
following
a
project-‐based
learning
approach
(Mills
&
Treagust,
2003).
This
part
is
a
collaborative
experience
in
medium-‐scale
project
development
in
small
groups.
Projects
are
hosted
on
the
Free
Knowledge
Forge
of
the
RedIRIS
(Spanish
National
Research
and
Education
Network)
Community
to
increase
their
visibility
and
let
students
use
latest
generation
tools.
In
the
second
part,
students
learn
about
expert
systems:
a
branch
of
artificial
intelligence
suited
for
problems
with
partial
knowledge
of
the
environment
(Russell
&
Norvig,
2009).
Students
develop
an
expert
system
which
implements
a
strategy
to
play
a
predefined
board
game
in
which
two
armies
move
by
turns.
Students
compete
against
each
other
by
running
their
expert
systems
in
a
predefined
environment
which
implements
the
game
itself.
Grading
in
this
part
of
the
course
depends
on
the
results
obtained
in
the
competition.
2.
Course
syllabus
“Video
Game
Design”
is
an
optional
course
of
the
third
year
of
the
Technical
Engineering
in
Computer
Systems
(“Ingeniería
Técnica
en
Informática
de
Sistemas”)
degree
at
the
University
of
Cadiz.
It
is
worth
6
LRU
credits
(4.5
ECTS
credits),
which
are
equally
divided
into
lectures
and
practical
sessions.
There
are
two
weekly
sessions
of
two
hours
each
during
the
second
term
(from
February
to
June).
The
course
integrates
knowledge
about
several
IT
branches,
such
as
8
programming,
artificial
intelligence,
physics,
modeling,
group
work,
etc.
The
course
has
been
taught
since
the
2006–2007
academic
year,
using
a
project-‐based
learning
for
most
of
the
course
except
for
the
competition.
Since
its
inception,
the
course
has
been
strongly
committed
to
using
high-‐quality
free
software,
according
to
the
“Institutional
Declaration
of
Support
of
Free
Software”
approved
by
the
Governing
Council
of
the
University
of
Cádiz
(Universidad
de
Cádiz,
2004).
This
commitment
is
not
only
due
to
the
ethical
responsibility
of
the
University
as
a
public
educational
organization,
but
also
to
the
practical
benefits
linked
with
the
use
of
free
software
in
education
(González
Barahona
et
al.,
2004).
Free
software
can
contribute
to
achieve
the
objectives
established
by
the
European
Higher
Education
Area
(EHEA)
(García
&
Rodríguez
&
Palomo,
2008).
Students
have
access
to
bleeding-‐
edge
tools
and
all
information
produced
during
their
development,
regardless
of
their
economic
situation.
They
can
analyze
and
modify
the
program
for
learning
and
experimenting,
and
obtain
skills
as
task
management,
architectural
design,
software
configuration
control
and
other
high-‐
level
skills.
Additionally,
free
software
also
tends
to
be
more
accessible
to
disabled
users,
offer
translations
in
more
languages
and
better
conform
to
existing
standards.
All
these
features
require
specific
techniques
that
students
can
learn
from
the
code
and
the
developer
community,
making
them
more
competitive
in
the
labor
market.
Finally,
some
of
the
free
software
projects
are
more
successful
than
others:
students
may
see
directly
what
were
the
key
factors
and
keep
them
in
mind
for
their
own
initiatives.
After
the
insights
obtained
in
the
Teacher
Training
Group
GFUCA17
(“Course
adaptations
for
Computer
Science
degrees
at
the
EHEA”),
during
2007,
the
course
was
included
into
the
Educational
Innovation
Project
IE-‐26.
In
2009,
the
course
was
part
of
the
EHEA
Adaptation
Pilot
Experience
of
the
degree
and
the
Teaching
Innovation
Action
“Usage
of
Web
2.0
collaborative
technologies
to
encourage
student
teamwork”.
These
initiatives
are
part
of
the
Europe
Project
of
the
University
of
Cádiz.
3.2.
Results
Table
1
reports
several
statistics
for
the
nine
projects
carried
out
during
the
2008–2009
academic
year
(Free
Software
and
Knowledge
Office
of
the
University
of
Cádiz,
2009).
Average
values
for
each
project
and
student
are
shown
as
well.
Table
1.
Statistics
for
the
2008–2009
academic
year
Metric
9
projects
Proj.
average.
Student
average
Revisions
(commits)
964
107.11
37.08
Total
files
(raw)
3516
390.67
135.23
Total
code
files
(.h
+
1096
121.78
42.15
.cpp)
Total
lines
(raw)
286495
31832.78
11019.04
Total
code
lines
(.h
+
177884
19764.89
6841.69
.cpp)
Number
of
additions
3724
413.78
143.23
Number
of
1462
162.44
56.23
modifications
There
is
a
large
difference
between
the
raw
file
count
and
the
code
file
count
and
the
raw
total
lines
and
code
total
lines.
This
is
because
the
projects
use
Doxygen
(Van
Heesch,
2010).
to
produce
large
amounts
of
HTML
documentation
automatically
from
the
C.2ex++
sources.
The
data
has
been
obtained
using
StatSVN
(Appendium,
2010)
and
the
RedIRIS
software
forge.
StatSVN
is
a
full-‐featured
free
software
tool
that
generates
statistics
of
a
project
from
its
SVN
repository.
It
also
provides
information
about
the
work
from
each
developer.
For
instance,
it
can
show
the
distribution
of
work
over
the
term
and
over
the
week.
Using
this
data
we
can
classify
the
students
over
several
profiles.
For
example,
some
students
like
to
work
during
the
night
(with
almost
40%
of
their
contributions
done
after
midnight),
while
the
rest
do
the
work
during
the
entire
day.
Regarding
weekdays,
some
groups
work
on
the
project
during
class,
so
their
contributions
are
focused
in
working
days,
and
other
students
work
on
10
weekends.
There
are
some
common
patterns,
though:
contribution
rate
always
increases
in
the
last
few
days
before
each
monthly
presentation.
We
conclude
that,
in
general,
the
students
have
produced
a
considerable
amount
of
work
bearing
in
mind
that
this
is
an
optional
4-‐month
course.
Each
student
has
sent
on
average
over
37
contributions
and
has
produced
more
than
40
files.
The
177884
lines
of
source
code
have
generated
nearly
110000
lines
of
documentation.
4.1.
Development
To
perform
the
competition,
a
free
software
tool
which
provides
a
common
environment
where
the
expert
systems
can
face
off
each
other
has
been
developed:
Resistencia
en
Cádiz:
1812
(Recio,
2010).
Using
this
application,
the
students
can
test
their
expert
systems
against
other
expert
systems
and
themselves.
This
helps
students
improve
their
modules
and
make
their
systems
stronger.
Figure
1
shows
a
screenshot
of
a
game
between
two
teams,
with
some
pieces
uncovered.
Fig.
1:
Screenshot
of
a
match
in
“Resistencia
en
Cádiz:
1812”
Near
the
end
of
the
course,
2
weeks
are
used
to
perform
this
experience.
A
1-‐hour
lecture
11
provides
the
required
conceptual
foundations
behind
rule-‐based
expert
systems,
emphasizing
their
practical
applications
in
science
and
engineering.
The
second
hour
of
this
first
session
is
used
to
show
the
main
application,
so
they
can
get
familiar
with
the
environment
they
are
going
to
use.
In
this
session
some
sample
rules
will
be
shown,
from
simple
cases
to
a
reasonably
complex
system.
The
application
is
easy
to
learn
and
use,
so
the
practical
session
of
that
week
can
be
used
to
code
a
basic
ruleset,
so
they
can
be
improved
at
home.
They
can
test
their
rulesets
against
some
examples
included
in
the
system.
Two
features
are
very
useful
for
learning.
First,
it
can
play
a
very
large
set
of
games
automatically,
showing
general
statistics
of
the
behavior
of
the
ruleset.
Second,
human
players
can
play
directly
against
an
expert
system
and
test
how
it
behaves
under
certain
situations.
Lecture
time
for
the
second
week
is
used
to
organize
a
league
which
faces
all
students
against
each
other.
Figure
2
shows
a
screenshot
with
results
from
a
round
and
the
resulting
overall
ranking.
4.2.
Evaluation
In
order
to
pass
this
part
of
the
course,
the
student
only
needs
to
defeat
a
naive
(“sparring”)
team
that
is
included
in
the
system.
This
lets
the
student
pass
this
part
with
confidence,
even
if
the
ruleset
ends
up
in
last
place
in
the
following
competition.
If
they
want
to
get
a
better
score,
students
need
to
win
against
their
classmates.
Students
get
an
extra
point
for
each
of:
winning
once
during
the
league,
being
in
the
top
half
of
the
league,
passing
each
of
the
two
play-‐off
rounds
and
winning
a
tournament.
The
experience
has
been
rewarding
both
for
the
students
and
the
teacher.
Students
were
on
average
much
more
interested
in
this
course
than
in
others,
judging
from
the
surveys
conducted
near
the
end
of
the
term.
Results
showed
a
very
high
score
in
that
attribute,
with
4.77
points
over
5.
12
Students
reported
that
they
felt
more
motivated
due
to
competing
with
their
peers
through
their
work,
rather
than
speed
or
reflexes,
as
usual
in
most
video
games.
Students
enjoyed
developing
a
program
and
seeing
it
play
a
game
following
a
strategy
without
their
intervention.
5.
Conclusions
We
have
presented
two
educational
experiences
which,
combined
in
a
course,
focus
learning
around
the
student.
Students
of
the
“Video
Game
Design”
course
collaborate
with
each
other
and
build
up
teamwork
skills
on
the
one
hand,
and
learn
new
concepts
by
competing
against
each
other
on
the
other.
Students
have
worked
together
as
teams
during
the
whole
course,
generating
177884
lines
of
code
at
an
uniform
pace.
Using
StatSVN,
we
identified
several
patterns
during
their
development.
Every
video
game
is
available
at
the
RedIRIS
software
forge
for
download.
The
competitive
part
of
the
course
has
been
well
received
by
the
students,
being
scored
with
4.77
points
over
5
in
the
surveys
conducted
at
the
end
of
the
course.
Students
felt
more
motivated
since
the
ranking
of
their
expert
system
among
their
peers’
influenced
their
grades.
Future
editions
of
the
course
will
mostly
preserve
its
current
structure.
The
collaborative
part
will
mostly
be
kept
as
is.
However,
the
rules
of
the
competitive
game
will
be
slightly
changed
over
time,
so
students
will
not
copy
the
winner
strategies
of
the
past
courses.
Acknowledgments
This
work
has
been
funded
for
the
Acción
de
Innovación
Educativa
Universitaria
del
Personal
Docente
e
Investigador
“Empleo
de
tecnologías
colaborativas
web
2.0
para
fomentar
el
trabajo
en
equipo
del
alumnado”
(PIE-‐101)
belonging
to
the
Proyecto
Europa
de
la
Universidad
de
Cádiz,
funded
by
the
Consejería
de
Innovación,
Ciencia
y
Empresa
of
the
Junta
de
Andalucía,
the
Ministerio
de
Educación
y
Ciencia
and
the
University
of
Cádiz.
References
Álvarez,
A.,
Palomo,
M.,
Rodríguez,
J.R.
(2009).
Experiencias
en
la
aplicación
de
técnicas
y
herramientas
de
desarrollo
colaborativo
de
software
en
una
asignatura
basada
en
proyectos.
Actas
del
XVII
Congreso
de
Innovación
Educativa
en
las
Enseñanzas
Técnicas.
Appendium
(2010).
Homepage
of
the
StatSVN
project.
http://www.statsvn.org/
Free
Software
and
Knowledge
Office
of
the
University
of
Cádiz
(2009).
Proyectos
de
Diseño
de
Videojuegos
curso
2008/9.
http://osl.uca.es/node/998
González
Barahona,
J.,
Matellán
Olivera,
V.,
de
las
Heras
Quirós,
P.,
Robles,
G.,
eds.
(2004).
Sobre
software
libre:
compilación
de
ensayos
sobre
software
libre.
Dykinson
I.
García,
A.,
Rodríguez,
R.,
Palomo,
M.
(2008).
El
software
libre
en
el
EEES.
Actas
del
Congreso
internacional
sobre
investigación
educativa.
page101–page120
Mills,
J.E.,
Treagust,
D.F.
(2003).
Engineering
education:
Is
Problem-‐Based
or
Project-‐Based
learning
the
answer?
Australasian
Journal
of
Engineering
Education(3)
page2–page16
Palomo,
M.
(2007).
La
competitividad
como
un
factor
motivante
para
el
aprendizaje
de
sistemas
expertos.
Actas
de
las
II
Jornadas
Nacionales
de
Intercambio
de
Experiencias
Piloto
de
Implantación
de
Metodologías
ECTS.
13
Recio
Quijano,
P.
(2010).
Homepage
of
the
Resistencia
en
Cádiz:
1812
project.
http://cusl4-
res-cadiz.forja.rediris.es/
Russell,
S.,
Norvig,
P.
(2009).
Artificial
Intelligence:
A
Modern
Approach.
3rd
ed.
Prentice
Hall
Spanish
Network
for
Research.
Free
forge
RedIRIS.
http://forja.rediris.es
Universidad
de
Cádiz.
(2004).
Acuerdo
del
Consejo
de
Gobierno
de
15
de
marzo
de
2004,
por
la
que
se
aprueba
la
adhesión
a
la
declaración
institucional
de
apoyo
al
uso
de
Software
Libre
en
la
Universidad
de
Cádiz.
Boletín
Oficial
de
la
Universidad
de
Cádiz
(9)
page78–page79
Universidad
de
Cádiz.
Convocatoria
de
Proyectos
de
Innovación
Educativa
Universitaria
del
Proyecto
Europa.
http://www.uca.es/web/estudios/proyecto_europa/
Van
Heesch,
D.
(2010).
Homepage
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http://www.doxygen.org/
14
Case
of
an
online
course:
Java
Programming
Ángel
García-‐Beltrán
(1)
(1)
Universidad
Politécnica
de
Madrid
Escuela
Técnica
Superior
de
Ingenieros
Industriales,
c/José
Gutiérrez
Abascal,
2.
28006
–
Madrid
(SPAIN)
agarcia@etsii.upm.es
Abstract
This
paper
describes
the
pedagogical
methodology
and
some
results
drawn
from
the
experience
of
a
Java
Programming
online
course.
The
work
presents
and
discusses
the
online
learning-‐teaching
actions:
SCORM
contents
publishing,
self-‐assessment
exercises,
single
and
collaborative
homeworks
delivering
and
several
web-‐based
communications.
All
of
these
activities
are
driven
to
encourage
students
to
practice
programming
techniques
with
Java
language.
The
course
grading
is
equally
based
on
the
individual
and
the
collaborative
activities.
1.
Introduction
Several
years
ago,
the
teaching
methodology
for
Computer
Science
courses
was
fairly
traditional,
with
face-‐to-‐face
lectures
and
laboratory
work.
Currently,
many
online
systems
and
tools
are
used
as
support
to
the
traditional
instructional
methods.
They
can
become
interactive
learning
systems
helping
students
to
learn
the
basic
concepts
of
any
subject,
i.e.
computer
programming.
In
this
work
a
methodology
for
an
online
course
based
in
virtual
tools
is
described.
The
fully
online
Java
Programming
course
is
presented
at
the
beginning
of
this
paper;
the
rest
of
the
paper
describes
the
learning-‐teaching
activities
by
clearly
indicating
the
initial
objective,
the
procedure
adopted,
and
the
conclusions
drawn
from
this
experience.
2.
The
course
Java
Programming
(4.5
ECTS
credits,
English
language,
one
teacher
and
about
25
students
per
academic
year)
is
one
of
the
elective
courses
taught
to
Industrial
and
Chemical
Engineering
students
at
the
ETSII-‐UPM
in
the
second
semester
since
2005-‐06.
The
course
is
fully
online
and
students
and
teacher
only
need
a
web
browser
(and
a
local
Java
SDK)
to
develop
all
the
course
activities.
Prior
to
this
course,
students
have
to
learn
TurboPascal
programming
in
a
first
programming
course
(called
Computer
Science
or
Informática)
in
the
very
first
semester.
The
second
semester
begins
at
the
middle
of
February
and
lasts
until
the
beginning
of
June.
2.1.
Syllabus
The
course
is
pretended
to
be
an
introduction
to
the
Java
programming
basics.
The
first
units
of
the
syllabus
(Table
1)
focus
on
the
essential
programming
elements
(data
types,
control
sentences
and
routines)
of
Java
and
the
last
ones
point
towards
the
methodology
of
object
oriented
programming
paradigm.
15
Table
1.
Units
of
the
Java
Programming
course
syllabus
Unit
1
Introduction
Unit
2
Program
Structure
and
Data
Types
Unit
3
Operators
Unit
4
Control
Statements
Unit
5
Return
Statement
Unit
6
Objects
and
Classes
Unit
7
Class
Members:
Variables
and
Methods
Unit
8
Inheritance
Unit
9
Interfaces
Unit
10
Packages
and
Exceptions
3.
Activities
implementation
There
are
no
face-‐to-‐face
lectures
and
contents
publishing,
interactive
communication,
self-‐
assessment
and
programming
homeworks
appear
as
a
set
of
key
activities
to
encourage
the
students
to
connect
actively
in
Java
basics
by
“doing”.
All
the
activities
are
implemented
by
means
of
web
based
tools.
The
interactive
nature
of
AulaWeb
allows
students
of
programming
courses
not
only
to
study
the
material
and
see
programming
code
examples,
but
also
to
edit,
compile
and
run
programs
written
in
Java,
and
to
evaluate
their
level
of
learning.
Students
and
teachers
only
need
a
computer
connected
to
the
Internet
and
a
WWW
browser
in
order
to
take
advantage
of
all
the
application
functions.
16
3.1.
Theoretical
and
practical
contents
Java
Programming
course
contents
are
organized
in
theoretical
and
practical
documents.
The
theoretical
part
is
provided
by
a
SCORM
course
(ADL,
2010
and
García-‐Beltrán
et
al,
2007).
These
contents
are
a
translated
adaptation
of
a
book
(García-‐Beltrán
and
Arranz,
2005)
and
the
OCW-‐
UPM
Programación
en
Java
course
(García-‐Beltrán
and
Arranz,
2008).
A
SCORM
course
may
be
used
by
the
tutors
to
monitor
the
student
working
progress
during
the
academic
term,
since
there
are
no
face-‐to-‐face
lectures
(Fig.
1).
Fig.
1:
SCORM
contents
for
the
Java
Programming
course
The
practical
part
is
given
by
a
set
of
documents,
structured
into
several
units
of
the
course
syllabus.
These
documents
include
solved
problems
and
exercises
as
well
as
source
programs,
which
can
be
edited,
compiled
and
executed
by
the
Java
SDK.
The
proposed
problems
are
sorted
by
increasing
difficulty.
17
Fig.
2:
Example
of
a
Java
code
question
in
the
student
interface
The
final
aim
is
that
tutor
may
identify
knowledge
gaps
among
students
in
order
to
have
a
better
understanding
of
potential
corrective
activities.
As
shown
in
Table
2,
students
finished
148
SAE
configured
by
the
tutor
in
2008-‐09.
Table
2.
Summary
of
exercises
results
for
the
Java
Programming
course
(2008-‐09)
Unit
From:
To
(deadline):
N.
Q.
Students
Ave.
Score
who
did
it
(out
of
10)
1
Introduction
27/02/2009
06/03/2009
5
17
9,76
2
Program
Structure
&
Data
Types
07/03/2009
16/03/2009
5
18
9,11
3
Operators
15/03/2009
23/03/2009
5
18
9,56
4
Control
Statements
22/03/2009
30/03/2009
4
19
9,68
5
The
return
Statement
27/04/2009
03/04/2009
4
18
9,03
6
Objects
and
Classes
07/04/2009
15/04/2009
4
19
8,55
7
Class
members
18/04/2009
30/04/2009
4
19
8,68
8
Inheritance
22/04/2009
05/05/2009
4
21
8,69
9
Interfaces
29/05/2009
10/05/2009
4
19
9,16
10
Packages
&
Exceptions
05/05/2009
17/05/2009
4
20
9,25
18
3.4.
Open
discussion
forums
These
activities
can
facilitate
the
interchange
of
ideas
among
lecturer
and
students,
who
can
publish
news
and
express
their
own
ideas,
doubts
and
comments,
and
ask
or
answer
questions
posed
by
other
students
or
by
the
tutor.
The
AulaWeb
forum
is
opened
since
the
beginning
of
the
academic
period
and
the
student
participation
makes
up
the
10%
of
the
course
final
grading.
4.
Results
In
order
to
determine
the
goodness
of
the
methodology,
success
data
of
a
traditional
(face-‐to-‐
face,
in
Spanish)
Java
Programming
course
is
compared
to
the
fully
online
course
results
(similar
to
Sánchez
et
al
2009
analysis).
Both
courses
are
elective
ones
taught
in
the
ETSII-‐UPM.
The
two-‐
hours
per
week
lectures
in
the
traditional
course
address
not
only
the
theory
but
also
the
practice
of
the
course
and
are
taught
using
the
Spanish
language
in
a
computer
laboratory.
Table
2
shows
the
success
rate
in
both
courses
since
2005-‐06
academic
year.
In
short
the
rate
of
students
passing
the
traditional
course
(63.9%)
is
worse
than
the
online’s
one
(87.9%).
Table
2.
Traditional
course
vs.
online
course
results
comparison
Java
Programming
(Face
to
face
–
Spanish)
Java
Programming
(Online
–
English)
Acad.
Year
Students:
Pass/Total
%
Pass
Students:
Pass/Total
%
Pass
2005-‐06
22/33
66,7
23/25
92,0
2006-‐07
13/24
54,2
21/24
87,5
2007-‐08
13/19
68,4
23/27
85,2
2008-‐09
12/18
66,7
20/23
87,0
Total
60/94
63,9
87/99
87,9
5.
Validation
To
analyse
the
effectiveness
of
the
methodology,
at
the
end
of
the
academic
period,
students
completed
a
survey,
providing
anonymous
and
very
interesting
feedback
about
the
courses.
The
responses
for
the
questions
were
given
a
five-‐position
scale
graded
from
1
(Strongly
disagree)
to
5
(Strongly
agree).
An
example
of
the
survey
results
for
the
2008-‐09
academic
year
is
shown
in
Table
3.
19
Table
3.
Summary
of
students
survey
in
the
Java
Programming
course
(2008-‐09)
Question
Students
Answers
1
2
3
4
5
Ave.
1
I
enjoyed
using
the
virtual
learning
management
system
23
21
2
1
3
5
10
3,95
2
The
methodology
enabled
me
to
practice
and
develop
23
20
0
1
4
5
10
4,2
programming
skills
3
I
worked
harder
than
I
would
have
done
without
it
23
21
2
1
4
5
9
3,86
4
It
encouraged
me
to
work
consistently
throughout
the
term
23
21
1
2
4
6
8
3,86
6
The
activities
results
have
been
a
fair
reflection
of
my
ability
23
21
0
1
4
7
9
4,14
Acknowledgements
The
author
would
like
to
acknowledge
the
support
of
A.
Alonso,
J.
M.
Arranz,
P.
Avendaño,
M.
Aza,
L.
Blanco,
S.
Campos,
D.
Cortés,
J.
A.
Criado,
F.
de
Ory,
C.
Engels,
M.
Fernández,
V.
Gámiz,
P.
García,
M.
González,
J.
Granado,
T.
Hernández,
I.
Iglesias,
J.
A.
Jaén,
A.
R.
López,
D.
López,
J.
A.
Martín,
M.
Martín,
R.
Martínez,
F.
J.
Mascato,
D.
Molina,
C.
Moreno,
L.
M.
Pabón,
S.
Pastor,
J.
C.
Pérez,
A.
Rodelgo,
S.
Tapia,
A.
Valero,
E.
Villalar
and
C.
Zoido.
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Barcelona,
Spain,
pp.
52-‐60.
Sun
Developer
Network
Site
(2010),
Developer
Resources
for
Java
Technology,
http://java.sun.com/
21
Adapting
LEARN-‐SQL
to
Database
computer-‐
supported
cooperative
learning
Xavier
Burgués
(1),
Carme
Martín
(1),
Carme
Quer
(1),
Alberto
Abelló
(1),
M.
José
Casany
(1),
Toni
Urpí
(1)
,
M.
Elena
Rodríguez
(2)
Universitat
Politècnica
de
Catalunya
Mòdul
A0,
Campus
Nord.
Jordi
Girona
Salgado
1-‐3.
08034
Barcelona,
Spain
{diafebus,cquer,aabello,mjcasany,martin,urpi}@essi.upc.edu
Universitat
Oberta
de
Catalunya
Rambla
del
Poblenou
156.
08018
Barcelona,
Spain
mrodriguezgo@uoc.edu
Abstract
LEARN-‐SQL
is
a
tool
that
we
are
using
since
three
years
ago
in
several
database
courses,
and
that
has
shown
its
positive
effects
in
the
learning
of
different
database
issues.
This
tool
allows
proposing
remote
questionnaires
to
students,
which
are
automatically
corrected
giving
them
a
feed-‐back
and
promoting
their
self-‐learning
and
self-‐assessment
of
their
work.
However,
this
tool
as
it
is
currently
used
does
not
has
the
possibility
to
propose
structured
exercises
to
teams
that
promote
their
cooperative
learning.
In
this
paper,
we
present
our
adaptation
of
the
LEARN-‐SQL
tool
for
allowing
some
Computer-‐Supported
Collaboration
Learning
techniques.
1.
Introduction
Universities
in
Europe
are
involved
in
an
uniformisation
process
in
the
so-‐called
high
European
Space
for
Higher
Education
(ESHE).
The
adoption
of
this
framework
requires
the
reduction
and
optimization
of
the
time
spent
in
learning
tasks
with
active
participation
of
the
student.
ESHE
also
increases
the
importance
of
practice,
personal
relationships
and
the
capacity
to
work
within
a
team.
These
goals
suggest
the
reduction
of
explanations
in
classes
and
the
increase
of
personal
and
cooperative
tasks
performed
by
students.
Because
of
these
reasons
we
began
to
introduce
new
didactic
methods
in
the
area
of
databases
some
time
ago.
On
the
one
hand,
since
three
years
ago,
we
are
using
the
LEARN-‐SQL
tool
(Abelló
et
al.,
2007;
http://www.upc.edu/learn-‐sql/)
that
promotes
self-‐learning
and
self-‐assessment,
makes
evaluation
of
exercises
easier,
and
provides
information
about
the
knowledge
of
the
students
on
different
subjects
of
the
database
area.
On
the
other
hand,
since
one
year
ago,
we
have
also
introduced
cooperative
learning
techniques
in
database
courses.
In
both
cases
we
began
with
a
reduced
number
of
students,
in
order
to
do
not
introduce
changes
that
affect
a
big
number
of
students,
also
to
get
used
to
the
new
learning
techniques,
and
finally,
because
the
preparation
of
classes
and
exercises,
its
evaluation,
and
also
the
feed-‐back
that
must
be
given
to
students
requires
much
time
from
the
teacher.
Once
extended
gradually
the
application
of
these
techniques,
we
have
now
practiced
both
didactic
methods
in
courses
with
a
considerable
number
of
students.
As
the
results
obtained
are
satisfactory
and
promising,
we
will
go
further
by
using
an
adaptation
of
the
LEARN-‐SQL
tool
that:
provides
the
functionality
of
defining
group
exercises
that
must
be
solved
by
some
cooperative
learning
techniques;
helps
us
in
the
evaluation
of
students;
gives
feed-‐back
to
groups
of
their
effective
learning;
and
facilitates
Computer-‐Supported
Cooperative
Learning
(CSCL),
that
is,
the
cooperative
learning
in
an
online
framework.
22
In
this
paper
we
are
presenting
our
adaptation
of
the
tool,
the
particular
cooperative
techniques
that
the
tool
will
provide,
the
results
of
the
use
of
theses
techniques
that
we
have
already
experienced
without
the
help
of
computers,
and
how
we
can
take
advantage
of
the
implementation
of
these
techniques
with
the
tool.
The
structure
of
the
paper
is
the
following:
section
2
describes
the
tool;
section
3
presents
its
adaptation
to
new
learning
techniques,
the
results
of
the
use
of
these
techniques
in
ordinary
classes,
and
how
we
are
taking
advantage
of
the
online
implementation
of
these
techniques;
and
finally,
section
4
gives
some
conclusions.
2.
LEARN-‐SQL
LEARN-‐SQL
(Learning
Environment
for
Automatic
Rating
Notions
of
SQL)
is,
in
fact,
a
system
composed
of
three
tools
(see
Fig.
1),
following
the
IMS
QTI
proposal
(IMS
learning
Consortium,
2006).
The
Authoring
Tool
allows
the
teacher
to
manage
the
repository
of
questions
or
exercises,
which
can
be
used
later
on
in
several
questionnaires.
The
students
access
remote
questionnaires,
to
answer
the
questions
that
the
teacher
has
assigned
previously
to
them
through
the
Moodle
learning
environment
(Alier,
2007)
which
acts
as
the
Remote
Questionnaires
Tool.
Finally
the
Scorer
evaluates
the
students
solutions.
Fig.
1
LEARN-‐SQL
system
Currently,
the
categories
of
exercises
that
may
be
taught
with
the
help
of
our
tool
are:
SQL
queries,
SQL
table
definitions,
SQL
row
insertion/deletion/updating,
SQL
view
definition,
relational
algebra,
conceptual
model
translation
to
relational
model,
normalization,
verification
of
properties
of
a
relational
model,
multidimensional
queries,
materialized
views,
table
access
structures,
optimization
and
access
plan.
There
are
other
tools
related
with
learning
in
the
database
area,
but,
as
far
as
we
know,
they
just
correct
SQL
queries
and
in
some
cases
relational
algebra
(Brusilovsky
et
al.,
2010;
Dekeyser
et
al.,
2007;
Kenny
&
Pahl,
2008;
Mitrovic,
2003;
Sadiq
et
al.,
2004;
Soler
et
al.,
2006,
2007).
We
have
implemented
our
tool
with
a
strategy
that
evaluates
in
an
objective
way
the
students'
solutions,
taking
into
account
that
the
exercises
may
be
solved
in
many
different
ways
and
that
is
not
possible
to
know
the
whole
set
of
correct
solutions
in
advance.
The
strategy
is
based
on
several
executions
(depending
on
the
exercise
and
its
category)
of
the
student
solution
using
different
inputs.
Each
execution
constitutes
an
experiment
which
verifies
if
one
of
the
possible
mistakes
has
been
committed.
Assuming
that
the
set
of
inputs
are
complete,
if
each
experiment
done
with
the
student
question
solution
produces
the
same
effect
than
the
one
produced
by
the
23
teacher
question
solution,
we
may
guarantee
the
correctness
of
the
student
solution.
Currently
we
use
the
tool
in
our
courses
proposing
three
types
of
questionnaires:
• When
a
new
subject
that
drives
to
a
new
category
of
exercises
is
introduced,
we
propose
training
questionnaires
that
the
students
solve
online
not
during
a
class.
Training
questionnaires
are
evaluated
but
just
to
give
feed-‐back
to
the
student
of
his
learning
progress.
• If
the
new
subject
is
especially
difficult,
the
training
questionnaire
is
solved
at
class
with
help
of
the
teacher.
• When
we
want
to
evaluate
if
the
students
have
achieved
the
learning
specific
goal
of
a
certain
category
of
exercises,
they
do
a
questionnaire
in
class
for
evaluation
purpose.
In
these
questionnaires
some
penalty
is
applied
taking
into
account
the
number
of
students
attempts.
Taking
into
account
our
experience
with
the
tool,
we
may
see
that
its
use
has
several
advantages:
the
teacher
is
no
required
to
take
part
on
the
evaluation
(automatic
evaluation,
leaving
to
the
teacher
more
time
available
for
the
preparation
of
new
exercises);
the
student
may
use
it
at
any
time
and
in
any
place,
since
it
may
be
used
through
Moodle
obtaining
an
immediate
answer
from
the
tool
(interactive,
online);
the
student
receives
feed-‐back
about
his
errors
and
has
the
possibility
to
correct
them
and
to
submit
a
new
answer
(self-‐learning);
the
use
of
the
tool
as
a
training
tool
has
increased
the
questions
of
the
student
to
the
teacher
in
order
to
clarify
their
knowledge,
showing
an
improvement
in
the
maturity
of
their
learning
of
the
different
database
subjects
(learning
goals
achievement
and
average
grade
increased
from
6.5,
on
a
0
-‐
10
scale,
to
8.5).
Moreover,
the
tool
can
perform
with
good
response
time
even
if
the
number
of
students
is
very
high
(scalable)
and
it
is
easy
to
extend
to
support
new
categories
of
exercises
(extensible).
From
the
student’s
point
of
view,
the
tool
not
only
has
been
accepted;
in
addition
it
is
considered
a
valuable
help.
This
can
be
concluded
from
the
answers
to
a
six-‐monthly
opinion
poll,
involving
more
than
400
students
(175
of
them
answered
the
poll)
and
3
courses.
The
results
obtained
were
(1
stands
for
maximum
disagreement,
5
for
maximum
agreement):
• Having
the
tool
available
outside
the
laboratory
helps
me
learning:
4.08
• Knowing
the
grade
and
the
possibility
to
retry
helps
improving
the
grade:
4.05
• Messages
about
mistakes
are
useful:
2.99
• This
is
a
good
tool
to
learn
SQL:
3.86
3.
CSCL
LEARN-‐SQL
We
are
going
to
begin
the
section
explaining
the
implementation
of
cooperative
learning
techniques
(CoLT)
to
our
database
courses
and,
after
that,
we
will
describe
each
of
the
techniques
used
and
our
adaptation
of
LEARN-‐SQL
for
implementing
them.
Finally,
we
summarise
the
results
that
validate
our
implementation
and,
thus,
justifies
the
adaptation
of
LEARN-‐SQL.
24
of
techniques
recommended
that
may
be
considered
as
cooperative
learning
that
may
be
find
in
the
literature
(Barkley
et
al.,
2005;
Jonhson
et
al.,
2006;
Kagan,
1994).
We
also
considered
the
types
of
exercises
to
which
we
wanted
to
apply
this
kind
of
learning.
These
exercises
are
concrete
exercises
of
some
of
the
categories
introduced
in
section
2,
which
can
be
solved
in
one
or
two
hours
of
students
work,
that
may
have
more
than
one
correct
solution
and
the
learning
objectives
of
which
correspond
to
the
Application
level
in
the
Bloom’
Taxonomy
(Bloom,
1956).
It
was
also
important
for
us
to
promote
the
comparison
and
discrimination
among
multiple
solutions
to
exercises
together
with
the
positive
interdependence
and
both
individual
and
group
accountability
of
the
learning
advances.
We
finally
considered
the
types
of
students
that
we
have
and
our
experience
in
asking
them
to
do
team-‐work.
Our
students
are
more
or
less
homogeneous
in
morning
classes
taking
into
account
their
previous
knowledge
of
the
databases
area
(we
think
this
is
the
only
kind
of
diversity
to
currently
take
into
account),
but
not
in
the
afternoon
classes,
since
there
are
a
lot
of
students
that
already
use
databases
in
their
jobs
and
also
some
students
that
repeat
the
course.
Our
experience
in
team-‐work
is
that
having
big
teams
(of
more
than
three
people)
increases
the
chance
to
have
students
that
do
not
do
anything,
although
we
knew
that
this
must
be
solved
by
means
of
a
proper
design
of
the
cooperative
learning
techniques
and
the
evaluation.
All
these
previous
considerations
helped
us
to
decide
the
following:
• The
teams
of
students
would
be
of
three
people,
which
would
be
randomly
generated,
with
a
requirement
to
have
(as
much
is
possible)
students
with
previous
knowledge
about
the
database
area
distributed
among
the
different
teams.
The
teams
are
meant
to
be
stable
in
order
to
increase
fidelity,
complicity
and
harmony
in
the
personal
relationships.
• We
began
with
the
implementation
of
three
different
kinds
of
techniques
on
a
non
computer
supported
framework.
We
have
made
variations
of
the
techniques
found
in
the
literature
in
order
to
fulfill
our
requirements.
• We
decided
to
begin
the
adaptation
of
LEARN-‐SQL
to
allow
team
support.
This
support
is
necessary
whatever
technique
is
going
to
be
applied.
As
we
said
before,
the
Remote
Questionnaire
tool
is
used
through
Moodle
and
we
use
as
much
as
possible
Moodle
functionalities.
Thus,
our
courses
are
Moodle
courses
and
our
students
are
Moodle
participants
of
the
courses.
However,
Moodle
does
not
give
us
the
concept
of
team
of
students.
For
this
reason
we
implemented
functionalities
for
team
management
that
allow
the
teacher
to
create
randomly
the
teams,
defining
their
size
and
if
it
is
necessary
defining
incompatibilities
among
students.
In
spite
of
the
initial
requirements
stated
above,
the
new
Moodle
module
for
defining
teams
allows
also
the
students
to
create
and
enroll
to
teams.
Another
functionality
already
defined
at
this
stage
was
the
possibility
to
obtain
lists
of
students
and
teams
and
to
assign
grades
individually
or
by
team.
25
3.2.1.
CoLT
1
This
is
an
instance
of
the
write-‐pair-‐share
technique
(Barkley
et
al.,
2005).
We
used
it
to
teach
the
students
how
to
make
the
translation
of
an
UML
class
diagram
to
a
relational
database
schema
and
also
view
creation
exercises.
The
procedure
was:
1. Give
the
same
exercise
to
each
member
of
the
team;
each
student
has
to
solve
it
individually.
In
the
particular
case
of
relational
databases
design,
the
exercise
was
an
UML
class
diagram
to
be
translated.
Every
student
had
to
propose
a
relational
schema.
2. Ask
the
students
to
join
with
the
other
members
of
their
team
and
discuss
about
the
proposed
solutions.
The
difference
with
the
write-‐pair-‐share
technique
is
in
the
number
of
people
that
join
to
discuss
their
solutions.
3. Each
team
must
create
a
joint
solution
that
must
be
given
to
the
teacher.
The
solution
is
corrected
by
the
teacher
and
the
feed-‐back
is
given
to
the
students
in
the
next
class.
This
part
is
different
from
write-‐pair-‐share
technique,
where
the
students
present
the
solution
of
the
pair
to
the
class,
because
we
have
observed
that
sometimes,
when
the
students
know
that
they
can
be
asked
to
present
something,
they
are
just
worried
about
his
presentation
and
do
not
hear
what
the
other
students
present
nor
the
comments
of
the
teacher
to
other
students.
The
purpose
of
the
use
of
this
technique
was
to
promote
the
discussion
and
discrimination
among
different
solutions.
The
grade
obtained
by
each
student
becomes
the
grade
of
the
other
members
of
the
team,
trying
to
achieve
positive
interdependence.
LEARN-‐SQL
can
assist
to
publish
the
statement
of
the
problem
as
a
questionnaire;
during
stage
1
(individual
thinking),
the
students
are
not
allowed
to
submit
any
answer;
during
stage
2
(discussion)
the
tool
can
be
the
communication
channel;
finally,
during
stage
3
one
chosen
student
is
allowed
to
submit
an
answer
in
behalf
of
the
entire
team.
Submitted
answers
are
made
public
to
all
the
students
together
with
the
grade
and
corresponding
feedback.
3.2.2.
CoLT
2
We
designed
this
technique
as
an
extension
of
the
Structured
Problem
Solving
techniques
(Barkley
et
al.,
2005).
We
used
it
to
teach
the
students
how
to
do
exercises
on
serialization
and
concurrence
control
of
transactions.
The
procedure
was:
1. Give
to
the
team
one
or
more
exercises
and
the
steps
that
the
team
must
follow
to
solve
the
exercises.
In
our
case
the
steps
were
specific
of
the
problem
to
be
solved.
2. Ask
the
students
to
solve
the
exercises
in
group.
The
teacher
gives
feed-‐back
if
it
is
necessary
during
this
part
of
the
activity.
3. Give
to
each
student
one
or
more
exercises
similar
to
the
ones
solved
before
that,
this
time,
must
be
solved
individually.
This
stage
does
not
exist
in
the
Structured
Problem
Solving
technique,
but
we
think
that
it
is
important
to
achieve
the
learning
of
each
member
of
the
team.
The
purpose
of
the
use
of
this
technique
was
to
promote
the
students
to
practice
together
and
learn
from
each
other.
Another
purpose
is
to
increase
the
positive
interdependence,
since
individual
students’
solutions
grades
affect
positively
or
negatively
to
the
other
members
of
the
team
and,
thus
the
students
are
interested
that
all
other
members
of
the
team
learn
to
solve
the
exercises.
In
LEARN-‐SQL
we
will
have
four
questionnaires.
One
of
them
will
be
available
to
all
the
students
of
26
the
team
and
the
students
will
discuss
and
communicate
with
the
tool
as
a
communication
channel.
They
will
be
allowed
to
send
to
the
scorer
as
many
solutions
as
they
want,
with
no
penalty.
Afterwards,
each
of
the
other
three
questionnaires
will
be
available
to
a
single
member.
Some
penalty
will
be
applied
as
the
students
use
more
attempts.
Submitted
solutions
will
be
made
public
to
all
the
students
together
with
the
grade
and
corresponding
feedback.
3.2.3.
CoLT
3
The
last
technique
that
we
practiced
and
that
we
are
going
to
adapt
in
LEARN-‐SQL
is
based
in
the
Send-‐A-‐Problem
technique
(Barkley
et
al.,
2005).
We
used
it
to
teach
the
students
how
to
do
relational
algebra
exercises
and
also
in
teaching
methods
for
accessing
data,
and
their
efficiency
implications.
The
procedure
was:
1. There
are
three
sets
of
exercises
(each
one
with
one
or
two
exercises).
Each
member
of
a
team
solves
one
set
of
exercises.
2. Afterwards,
each
member
of
the
team
checks
the
solutions
of
another
member
of
the
team
without
interaction.
In
the
original
technique,
Send-‐A-‐Problem,
the
different
sets
of
exercises
are
solved
by
teams,
and
in
this
stage
the
solutions
are
passed
to
another
team
that
proposes
its
own
solution.
3. Finally
each
member
of
the
team
takes
the
solutions
and
the
correction
done
by
the
other
two
members
and
gives
an
agreed
solution
to
the
teacher.
In
the
Send-‐A-‐Problem
technique
it
is
a
third
team
that
decides
which
must
be
the
agreed
solution.
The
purpose
of
the
use
of
this
technique
was
to
promote
learning
to
compare
and
discriminate
among
multiple
solutions;
it
also
promotes
positive
interdependence
since
the
corresponding
grade
is
assigned
to
each
member
of
the
team.
In
this
kind
of
activities,
the
students
will
use
LEARN-‐SQL
in
each
stage
of
the
procedure.
In
the
first
and
second
stage,
we
do
not
consider
the
solution
for
grading
the
students;
thus,
the
grade
will
depend
just
on
the
last
solution
sent,
which
will
receive
a
penalty
in
case
of
multiple
submissions.
Submitted
solutions
will
be
made
public
to
all
the
students
together
with
the
grade
and
the
corresponding
feedback.
The
teacher
will
have
information
about
the
individual
learning
based
in
stage
3,
but
also
in
the
solutions
provided
in
stages
1
and
2,
since
is
in
this
stage
when
the
student
has
to
show
his
knowledge
about
the
subject.
27
Fig.
2
mean
grade
obtained
by
students
in
exercises
during
consecutive
semesters
4.
Conclusions
The
importance
given
to
the
active
involvement
of
the
students
in
the
learning
process
is
increasing
every
day.
In
particular,
using
teams
to
make
the
learning
be
the
result
of
discussion,
reasoning
and
sharing
of
knowledge
within
the
team
is
a
strategy
that
is
getting
very
used.
In
this
paper
we
have
presented
our
experience
on
the
application
of
cooperative
learning
techniques
in
the
area
of
databases.
We
have
shown
the
positive
results
obtained
and
how
we
are
making
a
step
forward
incorporating
such
techniques
in
LEARN-‐SQL,
a
self-‐assessment
and
self-‐
learning
of
SQL
tool
that
we
have
been
using
since
three
years
ago.
Our
aim
is
to
make
it
easy
to
work
within
a
team
without
the
need
to
meet
in
the
same
space,
and
time
and
to
save
time
to
students
and
teachers
increasing
thus
the
efficiency
of
the
learning
process.
Acknowdgments
This
work
has
been
made
with
the
help
of
the
teaching
quality
improvement
project
2009MQD
00251,
granted
by
the
Catalan
government,
and
the
UPC
teaching
innovative
project
Adaptació
de
LEARN-‐SQL
al
nou
Espai
Europeu
d'Educació
Superior
(EEES).
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