Innovation and Technologies for the Digital Transformation of Education : European and Latin American Perspectives

• Autore: García-Peñalvo Francisco José
• Pubblicazione: Singapore : , : Springer Singapore Pte. Limited, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (390 pages)
• Altri autori: Sein-EchaluceMaría Luisa Fidalgo-BlancoÁngel
• Nota di contenuto: Intro -- Preface -- Contents -- 1 Early Exploration About Generative AI's Impact on Engineering Education: A Focus on the Spanish Context -- 1.1 Introduction -- 1.2 Review of AI Fundamentals and Education Implications -- 1.2.1 What is AI? -- 1.2.2 Potential Impact of AI on Education -- 1.2.3 What is Generative AI? -- 1.2.4 Generative AI on Education -- 1.3 Hypothesis on the Educational Shifts in the Presence of AI -- 1.4 Design of Generative AI Exploration Methodology -- 1.5 Early Results of Generative AI Impact -- 1.5.1 Usage of ChatGPT -- 1.5.2 Assistance and Report Generation -- 1.5.3 Task Capability and Educational Assessment -- 1.6 Conclusions and Recommendations -- References -- 2 Supporting Bachelor Thesis Management in Computer Science: A Comparative Study of Large Language Models in Academic Advising -- 2.1 Introduction -- 2.2 Using LLMs for Bachelor Thesis Writing Assistance -- 2.2.1 The Project Idea -- 2.2.2 The Prompts -- 2.2.3 Results -- 2.2.4 Evaluation -- 2.3 Discussion -- 2.4 Limitations -- 2.5 Conclusions and Future Work -- References -- 3 Enhancing the Students' Motivation and Learning in Network Engineering Courses Through Artificial Intelligence Tools and Applications -- 3.1 Introduction -- 3.2 Educative Context and Experience Description -- 3.2.1 Educative Context -- 3.2.2 Description of the Pilot Experience -- 3.2.3 Research Methodology -- 3.3 Experimental Results and Discussion -- 3.4 Conclusions -- References -- 4 Artificial Intelligence in Education: Unveiling Opportunities and Challenges -- 4.1 Introduction: A Transformative Paradigm Shift in Education -- 4.2 Context and Description: AI Technologies in Education -- 4.3 Results -- 4.3.1 Opportunities of AI in Education -- 4.3.2 Challenges of AI in Education -- 4.4 Conclusions -- References. ; 5 Flip Teaching Active Methodology as a Means to Prevent Fraudulent Use of ChatGPT by Students -- 5.1 Introduction -- 5.2 Context and Description -- 5.3 Results -- 5.4 Conclusions -- References -- 6 Innovations for Laboratory Sessions in Engineering: Pre-lab H5P Videos and Reporting Results Through ad hoc Applications -- 6.1 Introduction -- 6.2 Academic Context -- 6.3 Methodology -- 6.4 Results and Discussion -- 6.4.1 Students' Results -- 6.4.2 Students' Perception (Survey) -- 6.5 Conclusions -- References -- 7 Designing and Evaluating Personalized Learning Itineraries: An Experience at the University -- 7.1 Introduction -- 7.2 Methodology -- 7.2.1 Participants and Context -- 7.2.2 Objectives and Proposal Design -- 7.2.3 Itinerary Design -- 7.3 Results -- 7.4 Conclusions -- References -- 8 Artificial Intelligence for Identifying Social Values and Soft Skills in Service-Learning Activities -- 8.1 Introduction -- 8.2 Context and Description -- 8.3 Methodology -- 8.3.1 Text Coding Using Atlas.ti (Classic Version) and ChatGPT -- 8.3.2 Text Coding Using Atlas.ti (IA Version) -- 8.4 Results -- 8.5 Conclusions -- References -- 9 Real-Time Simulator for Training, Practicing, and Evaluating the Cardiopulmonary Resuscitation Maneuver with a Focus on Effective Learning -- 9.1 Introduction -- 9.2 Design and Implementation of a Real-Time Feedback CPR Simulator -- 9.2.1 Hardware Components -- 9.2.2 Software Development -- 9.3 Pilot Study: A Validation of the CPR Simulator -- 9.4 Conclusions -- References -- 10 Enhancing ICT Education: A Comprehensive Study on the Implementation and Impact of Remote 3D Labs in High Secondary Education -- 10.1 Introduction -- 10.2 Materials and Methodology -- 10.2.1 Context of the Educational Center and Didactic Resources -- 10.2.2 Learning Situation Design -- 10.3 Research Methodology -- 10.4 Results -- 10.5 Conclusions. ; References -- 11 Service-Learning in Higher Education in the Age of Digital Transformation and Artificial Intelligence -- 11.1 Introduction -- 11.2 Artificial Intelligence and Higher Education -- 11.3 Service-Learning and Digital Technologies -- 11.4 Results: Challenges for Artificial Intelligence in Service-Learning -- 11.5 Conclusions -- References -- 12 Proposal for an Analysis and Data Extraction Model for a Case of a Child with Autism Spectrum Disorder -- 12.1 Introduction -- 12.2 Methodology -- 12.3 Profile Data -- 12.4 Sequence Design -- 12.5 Data Acquisition and Analysis Proposal -- 12.6 Conclusions -- References -- 13 Serious Game Adventure for Learning Data Exploration Skills -- 13.1 Introduction -- 13.2 State of the Art -- 13.2.1 SQL for Data Exploration -- 13.2.2 Serious Games in SQL Learning -- 13.3 Video Game Adventure for Learning SQL -- 13.4 Case of Study -- 13.5 Threats to Validity -- 13.6 Conclusions -- References -- 14 Computational Thinking State in Third Early Childhood Education and First Primary Education -- 14.1 Introduction -- 14.2 Computational Thinking -- 14.2.1 Computational Thinking in Early Ages -- 14.3 Methodology -- 14.3.1 Objective and Research Questions -- 14.3.2 Population and Sample -- 14.3.3 Assessment Tools -- 14.4 Results -- 14.4.1 Comparison of Educational Levels -- 14.4.2 Comparison of Educational Centers -- 14.4.3 Discussion -- 14.5 Conclusions -- References -- 15 Strengthening Computational Thinking in Colombian Rural Education Through Project-Based Learning -- 15.1 Introduction -- 15.2 Methodology -- 15.2.1 Identification of the Educational Need in the Classroom -- 15.2.2 Design, Creation, and Implementation of Classroom Project Innovation -- 15.2.3 Analysis of the Results of the Implementation of the Didactic Sequence -- 15.3 Results -- 15.3.1 Didactic Sequence Design. ; 15.3.2 Analysis of the Results of the Implementation of the Didactic Sequence -- 15.4 Conclusions -- References -- 16 A Methodology Framework for Android Programming Courses -- 16.1 Introduction -- 16.1.1 Reasons for Learning Android Programming -- 16.1.2 How to Learn Android Programming -- 16.2 The Android Programming Course -- 16.2.1 Course Syllabus -- 16.2.2 Skills and Activities -- 16.2.3 Evaluation -- 16.3 Learning Activities -- 16.3.1 On-Site Classes in a Computer Room -- 16.3.2 Individual Self-Assessment Exercises -- 16.3.3 Individual Programming Exercises -- 16.3.4 Development of a Team-Work Programming Project -- 16.3.5 Presentation of Teamwork -- 16.3.6 Evaluation by Each Student of the Work of the Rest of the Teams -- 16.4 Results -- 16.4.1 Success, Performance and Dropout Rates -- 16.4.2 The Opinion of the Students -- 16.5 Conclusions and Future Work -- References -- 17 A Service-Learning Approach to Promote STEM Studies Among Secondary School Girls -- 17.1 Introduction -- 17.2 Methodology -- 17.3 Results -- 17.4 Conclusions -- References -- 18 Integrating Service-Learning Initiatives for Social and Local Sustainability in Engineering Educational Contexts -- 18.1 Introducing Service-Learning and Mediation in a Community and Engineering Context -- 18.2 Brief Insights into ETSIDI-UPM and the EELISA Alliance -- 18.3 A Meaningful Approach to Pedagogical Renewal in Engineering Education -- 18.4 Conclusions and Learnings -- References -- 19 Linking Research, Technology, and Sustainability to Improve the Learning of How Ecological Processes Impact Human Health -- 19.1 The Importance of Ecological Knowledge for Health Biology Graduates -- 19.2 The Innovation Project Methodology -- 19.2.1 Incorporating Sustainable Development Goals as Common Targets -- 19.2.2 Pedagogical Methods and Activities. ; 19.2.3 Questionnaire Design to Evaluate the Acquisition of Sustainable Development Goals -- 19.2.4 Evaluating Teaching-Learning Performance -- 19.3 The Results on Students of Increasing Awareness of Ecological Processes on Human Health -- 19.4 Conclusion -- References -- 20 Active Learning and Teamwork: A Winning Combination for Management Skills Development -- 20.1 Introduction -- 20.2 Method -- 20.2.1 Course Context and Sample -- 20.2.2 Classroom Intervention -- 20.2.3 Measures -- 20.3 Results -- 20.3.1 The Role of Students' Learning Style -- 20.3.2 Students' Satisfaction with the Methodology -- 20.3.3 Students' Development of Managerial Skills -- 20.3.4 Positive and Negative Aspects of the Teaching Intervention: Qualitative Approach -- 20.4 Conclusions -- References -- 21 Examining Competency Alignment: A Scholarly Approach to Engineering Practice Scripts -- 21.1 Introduction -- 21.2 Contextualization -- 21.3 Results -- 21.4 Conclusions -- References -- 22 Learning Experience Design in Engineering Education -- 22.1 Introduction -- 22.2 Methodologies -- 22.3 Results and Discussion -- 22.4 Conclusions -- References -- 23 Co-creation Process with Generative Artificial Intelligence-An Experiment in Product Design -- 23.1 Introduction -- 23.2 Collaboration Between Designers and AI -- 23.2.1 Stimuli -- 23.3 Proposed Experiment -- 23.3.1 Tools -- 23.3.2 Assessment -- 23.4 Results -- 23.5 Discussion -- 23.6 Conclusions -- References -- 24 Efficient Teamwork Supervision Using Moodle -- 24.1 Introduction -- 24.2 The Functional Model -- 24.3 Results -- 24.4 Conclusions -- References -- 25 Empowering Student Data Privacy in Schools Through Open Educational Resources -- 25.1 Introduction -- 25.2 Context and Description -- 25.2.1 Searching Phase -- 25.2.2 Reviewing Phase -- 25.3 Results -- 25.4 Conclusions -- References. ; 26 Exploring the Use of Learning Analytics in a Flipped Classroom Setting: A Case Study.
• Titolo autorizzato: Innovation and Technologies for the Digital Transformation of Education
• ISBN: 9789819724680; 9789819724673
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910865248103321
• Lo trovi qui: Univ. Federico II
• Serie: Lecture Notes in Educational Technology Series