Competences memory map: A model for the representation of competences applied in education

Ramírez, Carlos; Sanchez, Erik

doi:10.1109/icci-cc.2012.6311175

Cited by 3 publications

(2 citation statements)

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“…Competences and their development have acquired a key role in many current teaching and training methods [8,9]. Competence means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development [10].…”

Section: Introductionmentioning

confidence: 99%

Design and Experimentation of Activities for CS1: A Competences Oriented Approach (unpacking the Informed Design Teaching and Learning Matrix)

Adorjan

Kereki

2014

CLEIej

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In Introductory Computer Science courses, especially Computer Science 1 (CS1), dropout rates are generally high and results are often disappointing. In order to motivate and engage students to achieve better results in CS1, our teaching strategy is based on designing several activities using a competences oriented approach. This paper describes the use of a framework proposed by Crismond and Adams in order to create pedagogical activities for the CS1 course at Universidad ORT Uruguay. We propose to extend that framework with competences oriented activities. We present a detailed description of each activity. Our thesis is that including this kind of activities helps to obtain better results. Experimentation was done in 2012 and 2013. Teachers of the experimental group referred a high level of motivation of the students. Results show that the inclusion of those activities seems to be helpful for students and the proposed pedagogical design appears to produce better final results.

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Section: Introductionmentioning

confidence: 99%

Design and Experimentation of Activities for CS1: A Competences Oriented Approach (unpacking the Informed Design Teaching and Learning Matrix)

Adorjan

Kereki

2014

CLEIej

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“…The model which has a precedent in the Episodic Memory Model of Ramirez and Cooley (Ramirez, Carlos, & Cooley, 1997), and presents similarities with the OAR model, mainly, both store the concepts acquired during a learning process in a structured and flexible way: however, our model proposes a more flexible alternative as to some of the components of the CI framework, but it keeps the same approach of personalisation derived from a unique perception as established in the fundamental theories of CI2. Pedagogical related research in CI focuses in personalisation as can be seen in Ramirez & Valdes, 2011;Ramirez & Sanchez, 2012;Reynoso, Sanchez, Rodriguez, & Alvarez, 2012;Reynoso, Romero, & Romero, 2012).…”

Section: Introductionmentioning

confidence: 99%

A General Knowledge Representation Model for the Acquisition of Skills and Concepts

Ramírez

Valdes

2012

International Journal of Software Science and Computational Intelligence

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A cognitive model for skills and concepts representation as well as a proposal for its computational implementation is presented. The model is intended to help bridge some of the natural problems that arise in current massive education models, through the adaptation and personalisation of learning environments. The model is capable of representing rich semantic knowledge, including both, skills and concepts, integrating them through a coherent network of role based associations. The associations build an ontology that integrates on itself different domain taxonomies to represent the knowledge acquired by a student keeping relevant context information. The model is based on a constructivist approach.

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Design of activities for CS1: A competences oriented approach (unpacking the Informed Design Teaching and Learning Matrix)

Adorjan

Kereki

2013

2013 XXXIX Latin American Computing Conference (CLEI)

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In Introductory Computer Science courses, especially Computer Science 1 (CS1), dropout rates are generally high and results are often disappointing. In order to motivate and engage students to achieve better results in CS1, our teaching strategy is based on designing several activities using a competences oriented approach. This paper describes the use of a framework proposed by Crismond and Adams in order to create pedagogical activities for the CS1 course. We propose to extend that framework with competences oriented activities. We present a detailed description of each activity. Hypothetically, we propose that including this kind of activities helps to obtain better results. An initial experimentation with low number of students was done in 2012. Results show that the inclusion of those activities seems to be helpful for students taking the course for the first time. However, for students that did not pass the course previously it showed no significant difference.

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Competences memory map: A model for the representation of competences applied in education

Cited by 3 publications

References 10 publications

Design and Experimentation of Activities for CS1: A Competences Oriented Approach (unpacking the Informed Design Teaching and Learning Matrix)

Design and Experimentation of Activities for CS1: A Competences Oriented Approach (unpacking the Informed Design Teaching and Learning Matrix)

A General Knowledge Representation Model for the Acquisition of Skills and Concepts

Design of activities for CS1: A competences oriented approach (unpacking the Informed Design Teaching and Learning Matrix)

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