Browsing by Subject "Learning by doing"

Now showing 1 - 3 of 3
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    LearningML: A Tool to Foster Computational Thinking Skills Through Practical Artificial Intelligence Projects
    (Universidad de Murcia, Servicio de Publicaciones, 2020) Rodríguez-García, Juan David; Moreno-León, Jesús; Román-González, Marcos; Robles, Gregorio
    The use of Artificial Intelligence (AI) offers new and thriving opportunities, but introduces also new risks and ethical issues that should be dealt with. We argue that the introduction of AI contents at schools through practical, hands-on, projects is the way to go to educate conscientious and critical citizens of the future, to awaken vocations among youth people, as well as to foster students’ computational thinking skills. However, most existing programming platforms for education lack some of the required educational features to develop a complete understanding of AI. In this paper we present LearningML, a new platform aimed at learning supervised Machine Learning (ML), one of the most successful AI techniques that is in the basis of almost every current AI application. This work describes the main functionalities of the tool and discusses some decisions taken during its design. For its conception, we have taken into account lessons learned from the research literature on introducing AI in school and from the analysis of other educational tools built with the aim to allow learners to use ML. We offer as well some promising results obtained after a preliminary testing pilot workshop. Finally, the next steps in the development of LearningML are presented, focused on the face and instructional validation of the tool.
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    Motivar y aprender con el móvil creando una aplicación para Android, mediante una metodología lúdica, constructivista y social
    (Universidad de Murcia, Servicio de Publicaciones, 2013) Lozano Ortiz, Isabel; Vicent Safont, Lluís; Luque Hernández, Alejandro
    Es común en nuestra sociedad el uso de teléfonos avanzados para llevar a cabo muchas acciones diferentes (actividades). Los adolescentes se desenvuelven muy bien con estas tecnologías, pero con frecuencia, el uso de estos dispositivos en las escuelas de secundaria es muy limitado, ya que no se entiende como un método de aprendizaje. Esta unidad didáctica está diseñada para guiar al alumno a lo largo del proceso, con el fin de construir su propia aplicación para Android, mientras que él / ella adquiere diferentes competencias. Todo el curso se ha planificado en una aplicación Android. Sin embargo, se clonó en un sitio web, ya que es un formato más común y puede ser reproducido en una multitud de dispositivos. La manera de conseguir este objetivo es mediante el uso de un método de aprendizaje llamado serious game, que consiste en pasar seis misiones diferentes. Para introducir al alumno en la historia, las misiones son presentadas con diferentes instrucciones mediante vídeos interactivos (por ejemplo, tweets, correos electrónicos o mensajes de Facebook). A lo largo del curso, el estudiante diseña, construye, ejecuta y publica su propia aplicación.
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    What can be improved in learning to care for people with autism? A qualitative study based on clinical nursing simulation
    (Elsevier, 2022-11) Díaz Agea, José Luis; Macías Martínez, Natalia; Leal Costa, César; Girón Pove, Gema; Garcia Méndez, Juan Antonio; Jiménez Ruiz, Ismael; Enfermería
    Aim/objective The aim of this study was to identify the main patterns of errors that 4th year nursing students made in simulated clinical practice with scenarios of care for people with Autism Spectrum Disorder (ASD). Background Clinical simulation currently plays a major role in the training of nursing students and provides the participants with the opportunity to practice and develop their clinical sills with a pediatric patient diagnosed with ASD. Design A retrospective longitudinal qualitative study was performed. Methods Content analysis of the existing debriefing records from a period of 7 academic years (2016–2022) was carried out. The scenario was simulated by a standardized patient diagnosed with ASD, with 23 groups of nursing students. Results The results showed different patterns of errors. These patterns were grouped into 1 main category (weaknesses) and 5 major subcategories: clinical, communication, knowledge about ASD, emotions, and behavior towards parents. The most repeated errors were excessive use of verbal communication, abundant stimuli, low demand for information from primary caregivers, low demand for information about the child's emotions and interests, and a lack of knowledge of the profile of the child with ASD. Conclusion From the findings of this study, we can highlight the lack of training that students received on the practical approach for providing care to these individuals. It has also been inferred in this study that clinical simulation is a tool that favors reflection and experiential learning for students when they are faced with caring for people with ASD.