Mobile and game-based learning are novel approaches characterised by the use of mobile devices and enabling learning anywhere and at any time. In this paper, we share an experience-based design and a pilot study to introduce music learning in preschool education. SAMI is a mobile application consisting of four games which main objectives are ear training, sound discrimination and music composition. The pilot study carried out in a real-life setting with third-year kindergarten children provides empirical data about music learning outcomes and compares an experimental group of children using SAMI with a control group which follows the traditional Montessori bells method. Our study results reveal a number of key findings for the design of preschool mobile games and the potential of using mobile technologies for music learning in early childhood.
The learning of programming presents many difficulties for students. Nowadays, a number of software tools are available that enable students in programming courses to develop and exercise their knowledge and skills. However, these tools do not examine their work or provide students with indications on their learning process. In this paper we introduce a learning approach for programming based on the analysis of students' mistakes during practical lessons in programming subjects. This approach makes use of compiler messages to analyse their quantity and semantic value, and report the individual and comparative learning progress. This approach is illustrated in practice by a case study conducted in a class of undergraduate students of computer science. This study makes it possible to provide an analytic representation of reflective learning practice, giving us a better understanding on programming learning processes.
Resumen: En nuestra vida diaria hemos integrado progresivamente el uso de Internet. Esta incorporación también se ha producido en todos los niveles educativos, donde los entornos virtuales de aprendizaje son el medio utilizado, por profesores, estudiantes e instituciones, para el manejo y la distribución de experiencias educativas. Sin embargo, tal y como están diseña-dos estos sistemas, hacen que los estudiantes tengan dificultades para desplegar sus habilidades metacognitivas, además de provocar una sobrecarga cognitiva debido a una mala organización de los contenidos y de la navegación. Es necesario, por tanto, incluir en las plataformas de aprendizaje un mecanismo que permita la adaptación de estos sistemas a las características, necesidades y contexto del estudiante con el objetivo de optimizar el proceso de enseñanza-aprendizaje. En este trabajo se describe un modelo de adaptación para Learning Management Systems (LMSs) que utilizando variables centrales en el proceso de aprendizaje permite aplicar reglas adaptativas a los distintos tipos de contenidos y conocimientos que se han de transmitir o adquirir. A nivel aplicado, el modelo obtenido permite desarrollar cursos adaptados que dan soporte y promueven el aprendizaje y la autorregulación dentro de los entornos de aprendizaje virtuales. Palabras clave: E-learning; hipermedia adaptativa; aprendizaje autorregulado; entornos virtuales de aprendizaje; educación superior.Title: MeL: a dynamic adaptive model of the learning process in eLearning. Abstract: The use of the Internet has been progressively integrated into our daily lives. This has also been true for all levels of education, where virtual learning environments have been the means by which teachers, students and educational institutions managed and distributed educational experiences. However, the present design of these systems make students have difficulties in deploying their meta-cognitive skills, in addition to producing a cognitive overload due to an inadequate content organization and navigation. Thus, it is necessary to provide learning platforms with a process that allows for the adaptation of these systems to students' characteristics, needs and context in order to enhance the teaching-learning process. This paper describes an adaptive model for Learning Management Systems (LMSs) that using variables central to the learning process allows for the application of adaptive rules to the different types of contents and knowledge to be transferred and acquired. In practice, the resulting model allows to develop adaptive courses that support and promote learning and self-regulation in virtual learning environments. Key words: E-learning; adaptive hypermedia; self regulated learning; learning management systems; higher education. IntroducciónLas tecnologías de la información y la comunicación (TICs) se han ido incorporando de manera progresiva en nuestra vida diaria y la educación ha sido un área donde la influencia de las TICs ha quedado claramente reflejada. En este sentido, el EEES (Espacio Europ...
Multi-channel access to information has gained interest in the past years. Yet, the usage of alternative modes of interaction has not been extended into mainstream e-learning systems. This paper illustrates how the elements of a multi-channel learning framework can be identified and used in practice to enable complementary aural access to visual-only web-based environments. To complement these findings, this research proposes an evaluation method that considers usability and didactic effectiveness parameters to support the assessment of voice interactive learning solutions, and allows for the exploration of the meaning and measure of enabling voice interaction in traditional Internet-based learning systems. The results obtained from developing and evaluating audio features with postgraduate students from the University of Oviedo, allow us to present an analysis of the benefits and implications of following the proposed approach, and better understand the influence of voice interaction in e-learning.
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