Proyecto Cupi2: un enfoque multidimensional frente al problema de enseñar y aprender a programar

There is growing evidence about organizational need of aligning business and IT (Gartner, Inc., 2009). This alignment requires special IT managerial skills for understanding business and identifying core processes. Results show that IT governance frameworks can improve the alignment of IT and business. Companies aligning IT with the business and governing IT have higher profits than their competitors, experience shorter time to market, attain better value from their IT investment, have better access to shared data, have less risk of failure of mission-critical systems, have better top management satisfaction of IT-80%-, and have lower IT costs-25% (Ross, et al., 2006). Nowadays students are trained on general managerial skills in management programs but knowledge about IT governance and tool support is confined to the CxO level, and is not part of undergraduate education. Moreover education of IT governance tools is not feasible for undergraduate students because it involves working with real companies that are not willing to risk their IT investment, or their results on undergraduate student projects. The MIT Sloan School of Management Center for Information Systems Research-CISR proposed a framework of IT Governance that begins by defining an Operating Model a company must implant. The key dimensions of this model are the level of integration and standardization of business processes (Ross, et al., 2006). In this paper we present an ICT supported learning environment to train undergraduate students in IT managerial skills and IT governance tools. With this environment so student can experience how their decisions have an impact on the organizational life cycle and their effectiveness. The main contribution of this work is proposing alternatives to surpass barriers for developing IT managerial skills in IT undergraduate students. Starting with the time barrier, strategic IT decisions have mostly long term impacts; trial and error decision making that is not possible for in real situations; and last, but not least, students bringing into play decisions that expose business continuity without catastrophic consequences.

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“…The students must analyze differences and similarities. These VLO are similar to the trainers of the Cupi2 project (Villalobos, et al, 2009).…”

Section: Learning Sequence For Basic Conceptsmentioning

confidence: 60%

Learning Environment for Organizations It Management Supported by a Simulation Game

Giraldo

Vega²,

Gómez

2011

Proceedings of the 3rd International Conference on Computer Supported Education

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“…Cupi2collections is a purely academic Java class library with documentary support and some Digital coaches (mediators) that illustrate the implementation of abstract data structures and formal algorithms. This project is part of CUPI2 which includes a pedagogical approach to teaching programming based on problem solving. Cupi2collections main aim is to be a development basis for other structures incorporating the concept of generics and simile parameterization for collections of data structures presented in formal Java libraries (java.util.Collections).…”

Section: Related Workmentioning

confidence: 99%

SEED: A software tool and an active‐learning strategy for data structures courses

Adarme

Molinares

2017

Comp Applic In Engineering

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SEED is a software tool designed for Java consisting of a class library and a set of simulators to facilitate learning of the main data structures. The educational component is based on an active case‐solving methodology accompanied by a pedagogical strategy. This strategy allows for the development of a multilayer‐model‐programming work for the construction of basic and advanced applications in real domains and for integration of its use, development and operation assessment with data structures. The evaluation results of SEED as a pedagogical mediator in the issue of binary trees is presented. The evaluation indicates that students prefer to use SEED due to its simplicity and attractive GUIs which facilitate data structures learning.

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“…El artículo titulado "Enseñando programación con C++: una propuesta didác-tica", de Jorge Díaz (2006), presenta algunos lineamientos de trabajo para la enseñanza del lenguaje C++; en él se indican dificultades observadas y un posible abordaje de los contenidos mencionados en el artículo. Villalobos (2009) Tal cual establece la Real Academia Española (2015), la gramática "estudia los elementos de una lengua, así como la forma en que estos se organizan y se combinan". Desde este punto de vista existen similitudes con el estudio de la programación, pues si bien esta última no se limita a la sintaxis de los lenguajes, ni a la combinación de sus elementos, sí estudia lo anterior a fin de resolver un determinado algoritmo.…”

Section: Antecedentes Y Marco Teóricounclassified

Uso didáctico de estrategias inductivas en un curso introductorio de programación estructurada

Fayad¹

2016

TED

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Uso didáctico de estrategias inductivas en un curso introductorio de programación estructuradaUsing Inductive Teaching Strategies in an Introductory Structured Programming Course Uso didático de estratégias indutivas num curso introdutório de programação estruturada Resumen El abordaje de la programación en las carreras informáticas se realiza como un fin en sí mismo desde las asignaturas que estudian el conjunto de técnicas, o como parte de otras asignaturas en las cuales se analizan sus algoritmos específicos. Así, el estudio de las técnicas de programación se convierte en un elemento transversal y estructurante de los planes de estudio de estas carreras. En consecuencia, se debe buscar la realización de actividades en las que el estudiante pueda experimentar y analizar los resultados a fin de construir soluciones viables. Las estrategias inductivas permiten analizar, discutir y luego generalizar propiedades o procedimientos, que se estudian primero en casos particulares, debidamente delimitados. En el caso de la programación, estas estrategias se deben abordar a partir de un programa, sobre el cual se estructura la actividad de aula. En este trabajo se ha indagado, mediante preguntas de respuestas abiertas, acerca de la predisposición hacia estrategias de aprendizaje inductivas de un grupo de estudiantes de un curso de Bachillerato de Informática, en la asignatura Programación I. Las estrategias se centraron en un conjunto de actividades durante el transcurso del año lectivo. En todos los casos, el uso de la codificación de programas en lenguaje Java, su ejecución y posterior análisis y discusión de los resultados fueron parte del trabajo de aula. Hemos podido concluir que en el grupo seleccionado, los estudiantes se sintieron mayoritariamente interesados y predispuestos positivamente hacia actividades de tipo inductivo, en detrimento de las de tipo deductivo. Corroboramos que prefieren el trabajo a partir de ejemplos y casos particulares sobre las actividades que abordan primero los conceptos generales por estudiar, sus características y propiedades, para posteriormente operativizar y trabajar con los casos particulares. Al mismo tiempo, pudimos verificar que ha existido una mayor dificultad en comprender los contenidos que se trabajaron de modo deductivo que los de tipo inductivo. TED AbstractProgramming in careers involving information technology is addressed in two ways: as an end in itself in the subjects that study the set of techniques, or as a part of other subjects in which specific algorithms are analyzed. Thus, the study of programming techniques becomes a transversal and structuring element of the curricula in these fields of knowledge. That is why special attention should be paid to working with strategies designed to maximize student learning and motivation. At the same time, it is relevant to look for activities that allow students experimenting and analyzing the results in order to build workable solutions. Inductive strategies make it possible for students to analyze, discuss and then genera...

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Proyecto Cupi2: un enfoque multidimensional frente al problema de enseñar y aprender a programar

Cited by 7 publications

References 5 publications

Learning Environment for Organizations It Management Supported by a Simulation Game

Learning Environment for Organizations It Management Supported by a Simulation Game

SEED: A software tool and an active‐learning strategy for data structures courses

Uso didáctico de estrategias inductivas en un curso introductorio de programación estructurada

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