2020
Authors
Morais, C; Pedrosa, D; Fontes, MM; Cravino, J; Morgado, L;
Publication
First International Computer Programming Education Conference, ICPEC 2020, June 25-26, 2020, ESMAD, Vila do Conde, Portugal (Virtual Conference).
Abstract
We have employed BPMN diagrams to expose the foreseen teaching and learning activities of participants in an e-learning course under planning. This provided clarification of the teaching and learning actions, revealing to the educational planning team aspects which were not explicit in the lecturer's plan, such as: The level of effort for the teacher as well as for the student; specific moments when there is a need to provide feedback and motivation. We believe that this exercise constitutes a rich and helpful contribution in planning and visualization efficient for other teaching teams of computer programming courses. 2012 ACM Subject Classification Social and professional topics ! Software engineering education.
2020
Authors
Morais, C; Pedrosa, D; Rocio, V; Cravino, J; Morgado, L;
Publication
Technology and Innovation in Learning, Teaching and Education - Second International Conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020, Proceedings, 3
Abstract
We used BPMN diagrams to identify indicators that can assist teachers in their intervention actions to support students' self-regulation and co-regulation in an asynchronous e-learning context. The use of BPMN modeling, by making explicit the tasks and procedures implicit in the intervention of the e-learning teacher, also exposed which data were available for developing decision-support indicators, as well as the relevant moments for carrying out interventions. Such indicators can help e-learning teachers focus their interventions to support self-regulation and co-regulation of learning, as well as enabling the creation of live data dashboards to support decision-making for those interventions, thus this process can contribute to devise better instruments for teacher intervention in support of self-regulation and co-regulation of student learning. © 2021, Springer Nature Switzerland AG.
2021
Authors
Fontes, MM; Pedrosa, D; Araujo, T; Morais, C; Costa, A; Cravino, J; Morgado, L;
Publication
2021 7TH INTERNATIONAL CONFERENCE OF THE IMMERSIVE LEARNING RESEARCH NETWORK (ILRN)
Abstract
Learning software programming is challenging for software engineering students. In this paper, students' engagement in learning software engineering programming is considered under the SimProgramming approach using the OC2-RD2 narrative technique to create an immersive learning context. The objectives of this paper are twofold: presenting a narrative-driven immersive learning approach to introduce software engineering concepts and coding techniques to online undergraduate students; and analyzing the students' feedback on this approach. Thematic analysis of the metacognitive tasks was performed on the students' fortnightly reflections about their learning progress. Content analysis was based on interest categories, students' perceptions, metacognitive challenges, narratives, examples and aspects to be kept or to be improved. Data from the content analysis were organized into categories, subcategories, indicators, and recording units and their categorization was peer-reviewed. The narratives were considered by the students as interesting, appealing, akin to professional reality and promoting interaction. Most students thought the approach was helpful for learning software programming.
2020
Authors
Morais, CGB; Mendes Neto, FM; Osório, AJM;
Publication
Research, Society and Development
Abstract
2017
Authors
Morais, C; Silva, CRSd; Mendonça, AKSd;
Publication
Anais do XXIII Workshop de Informática na Escola (WIE 2017)
Abstract
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