2024
Trilles-Oliver, Sergio; Monfort-Muriach, Aida; Cueto-Rubio, Enrique; López-Girona, Carmen; Granell-Canut, Carlos
Sucre4Stem: A K-12 Educational Tool for Integrating Computational Thinking and Programming Across Multidisciplinary Disciplines Journal Article Forthcoming
In: IEEE Transactions on Education, Forthcoming, ISSN: 0018-9359.
Abstract | Links | BibTeX | Tags: education, Internet of things, SUCRE, sucre4kids, sucre4stem
@article{Trilles2024c,
title = {Sucre4Stem: A K-12 Educational Tool for Integrating Computational Thinking and Programming Across Multidisciplinary Disciplines},
author = {Sergio Trilles-Oliver and Aida Monfort-Muriach and Enrique Cueto-Rubio and Carmen López-Girona and Carlos Granell-Canut},
doi = {https://doi.org/10.1109/TE.2024.3422666},
issn = { 0018-9359},
year = {2024},
date = {2024-07-29},
journal = {IEEE Transactions on Education},
abstract = {This article discusses the latest developments of the Sucre4Stem tool, as part of the Sucre initiative, which aims to promote interest in computational thinking and programming skills in K-12 students. The tool follows the Internet of Things approach and consists of two prominent components: 1) SucreCore and 2) SucreCode . SucreCore incorporates an advanced microcontroller packaged in a more compact design and enables wireless connectivity. SucreCode , the block-based visual programming tool, supports two different sets of blocks depending on the education grade, and facilitates wireless communication with SucreCore . At the educational level, Sucre4Stem fosters new group dynamics and encourages students to experiment real-world projects by promoting the “programming to learn” approach to concepts from other disciplines as opposed to the strategy widely applied in schools of “learning to program” in isolation.},
keywords = {education, Internet of things, SUCRE, sucre4kids, sucre4stem},
pubstate = {forthcoming},
tppubtype = {article}
}
This article discusses the latest developments of the Sucre4Stem tool, as part of the Sucre initiative, which aims to promote interest in computational thinking and programming skills in K-12 students. The tool follows the Internet of Things approach and consists of two prominent components: 1) SucreCore and 2) SucreCode . SucreCore incorporates an advanced microcontroller packaged in a more compact design and enables wireless connectivity. SucreCode , the block-based visual programming tool, supports two different sets of blocks depending on the education grade, and facilitates wireless communication with SucreCore . At the educational level, Sucre4Stem fosters new group dynamics and encourages students to experiment real-world projects by promoting the “programming to learn” approach to concepts from other disciplines as opposed to the strategy widely applied in schools of “learning to program” in isolation.
2023
Trilles-Oliver, Sergio; Monfort-Muriach, Aida; Lacomba, Diego; Granell-Canut, Carlos
Introducción a los conceptos del pensamiento computacional en educación infantil y primaria con programación tangible Proceedings Article
In: Actas de las Jornadas sobre Enseñanza Universitaria de la Informática (JENUI), pp. 257-260, AENUI, 2023, ISSN: 2531-0607.
Abstract | Links | BibTeX | Tags: Computational thinking, education, SUCRE, sucre4kids
@inproceedings{Trilles2023a,
title = {Introducción a los conceptos del pensamiento computacional en educación infantil y primaria con programación tangible},
author = {Sergio Trilles-Oliver and Aida Monfort-Muriach and Diego Lacomba and Carlos Granell-Canut},
url = {https://aenui.org/actas/pdf/JENUI_2023_032.pdf},
issn = {2531-0607},
year = {2023},
date = {2023-07-05},
booktitle = {Actas de las Jornadas sobre Enseñanza Universitaria de la Informática (JENUI)},
volume = {8},
pages = {257-260},
publisher = {AENUI},
abstract = {The Sucre programme aims to promote computational thinking and programming at each educational stage. After restructuring the programme, the Sucre4Kids initiative is reoriented to early childhood and primary education (between 5 and 10 years). Sucre4Kids introduces the basics of programming with as little friction as possible, dispensing with usual programming devices and instead using tangible elements for programming. The proposed tangible programming strategy is based on the use of cards with pictograms and each card carries a near field communication (NFC) tag that encodes the programming instructions. Students arrange the cards in sequence, representing the logical order of instructions. Depending on which sensors and actuators are wired, the reading of each card produces reactive code, that is, the execution is immediate as soon as a card is read. Sucre4Kids takes advantage of the development carried out within the Sucre programme, adapting a microcontroller with an NFC reader and a small display. The designed prototype includes several game modes in order to work with different computational thinking concepts.},
keywords = {Computational thinking, education, SUCRE, sucre4kids},
pubstate = {published},
tppubtype = {inproceedings}
}
The Sucre programme aims to promote computational thinking and programming at each educational stage. After restructuring the programme, the Sucre4Kids initiative is reoriented to early childhood and primary education (between 5 and 10 years). Sucre4Kids introduces the basics of programming with as little friction as possible, dispensing with usual programming devices and instead using tangible elements for programming. The proposed tangible programming strategy is based on the use of cards with pictograms and each card carries a near field communication (NFC) tag that encodes the programming instructions. Students arrange the cards in sequence, representing the logical order of instructions. Depending on which sensors and actuators are wired, the reading of each card produces reactive code, that is, the execution is immediate as soon as a card is read. Sucre4Kids takes advantage of the development carried out within the Sucre programme, adapting a microcontroller with an NFC reader and a small display. The designed prototype includes several game modes in order to work with different computational thinking concepts.
2022
Lemmens, Rob; Albrecht, Florian; Lang, Stefan; Casteleyn, Sven; Stelmaszczuk-Górska, Martyna; Olijslagers, Marc; Begiu, Mariana; Granell-Canut, Carlos; Augustijn, Ellen-Wine; Carsten Pathe, Eva-Maria Missoni-Steinbacher; Monfort-Muriach, Aida
Updating and using the EO4GEO Body of Knowledge for (AI) concept annotation Proceedings Article
In: AGILE GIScience Series (Proceedings of the 25th AGILE Conference on Geographic Information Science), Copernicus Publications, 2022.
Abstract | Links | BibTeX | Tags: Body of Knowledge, education, EO4GEO, GIScience
@inproceedings{Lemmens2022a,
title = {Updating and using the EO4GEO Body of Knowledge for (AI) concept annotation},
author = {Rob Lemmens and Florian Albrecht and Stefan Lang and Sven Casteleyn and Martyna Stelmaszczuk-Górska and Marc Olijslagers and Mariana Begiu and Carlos Granell-Canut and Ellen-Wine Augustijn and Carsten Pathe, Eva-Maria Missoni-Steinbacher and Aida Monfort-Muriach},
doi = {https://doi.org/10.5194/agile-giss-3-44-2022},
year = {2022},
date = {2022-06-15},
booktitle = {AGILE GIScience Series (Proceedings of the 25th AGILE Conference on Geographic Information Science)},
volume = {3},
number = {44},
publisher = {Copernicus Publications},
abstract = {The EO4GEO Body of Knowledge (BoK) serves as a vocabulary for the domain of geoinformation and earth observation, supporting the annotation of online resources. This paper presents how the BoK is designed, maintained and improved. We discuss how the BoK content can be extended, using the example of integrating artificial intelligence (AI) concepts and show how annotation is done by adding persistent concept identifiers in the metadata of training materials. This platform allows us to share online information with clarified semantics. A prolonged use necessitates the incentivisation of an active expert community and a further adoption of infrastructure standards.},
keywords = {Body of Knowledge, education, EO4GEO, GIScience},
pubstate = {published},
tppubtype = {inproceedings}
}
The EO4GEO Body of Knowledge (BoK) serves as a vocabulary for the domain of geoinformation and earth observation, supporting the annotation of online resources. This paper presents how the BoK is designed, maintained and improved. We discuss how the BoK content can be extended, using the example of integrating artificial intelligence (AI) concepts and show how annotation is done by adding persistent concept identifiers in the metadata of training materials. This platform allows us to share online information with clarified semantics. A prolonged use necessitates the incentivisation of an active expert community and a further adoption of infrastructure standards.
Lemmens, Rob; Lang, Stefan; Albrecht, Florian; Augustijn, Ellen-Wien; Granell-Canut, Carlos; Olijslagers, Marc; Pathe, Carsten; Dubois, Clemence; Stelmaszczuk-Górska, Martyna
Integrating concepts of artificial intelligence in the EO4GEO Body of Knowledge Proceedings Article
In: The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences (XXIV ISPRS Congress), pp. 53-59, Copernicus Publications, 2022, ISSN: 2194-9034.
Abstract | Links | BibTeX | Tags: Body of Knowledge, education, EO4GEO, GIScience
@inproceedings{Lemmens2022b,
title = {Integrating concepts of artificial intelligence in the EO4GEO Body of Knowledge},
author = {Rob Lemmens and Stefan Lang and Florian Albrecht and Ellen-Wien Augustijn and Carlos Granell-Canut and Marc Olijslagers and Carsten Pathe and Clemence Dubois and Martyna Stelmaszczuk-Górska},
doi = {10.5194/isprs-archives-XLIII-B4-2022-53-2022},
issn = {2194-9034},
year = {2022},
date = {2022-06-01},
booktitle = {The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences (XXIV ISPRS Congress)},
volume = {XLIII-B4-2022},
pages = {53-59},
publisher = {Copernicus Publications},
abstract = {The EO4GEO Body of Knowledge (BoK) forms a structure of concepts and relationships between them, describing the domain of Earth Observation and Geo-Information (EO/GI). Each concept carries a short description, a list of key literature references and a set of associated skills which are used for job profiling and curriculum building. As the EO/GI domain is evolving continuously, the BoK needs regular updates with new concepts embodying new trends, and deprecating concepts which are not relevant anymore. This paper presents the inclusion of BoK concepts related to Artificial Intelligence. This broad field of knowledge has links to several applications in EO/GI. Its connection to concepts, already existing in the BoK, needs special attention. To perform a clean and structural integration of the cross-cutting domain of AI, first a separate cluster of AI concepts was created, which was then merged with the existing BoK. The paper provides examples of this integration with specific concepts and examples of training resources in which AI-related concepts are used. Although the presented structure already provides a good starting point, the positioning of AI within the EO/GI-focussed BoK needs to be further enhanced with the help of expert calls as part of the BoK update cycle.},
keywords = {Body of Knowledge, education, EO4GEO, GIScience},
pubstate = {published},
tppubtype = {inproceedings}
}
The EO4GEO Body of Knowledge (BoK) forms a structure of concepts and relationships between them, describing the domain of Earth Observation and Geo-Information (EO/GI). Each concept carries a short description, a list of key literature references and a set of associated skills which are used for job profiling and curriculum building. As the EO/GI domain is evolving continuously, the BoK needs regular updates with new concepts embodying new trends, and deprecating concepts which are not relevant anymore. This paper presents the inclusion of BoK concepts related to Artificial Intelligence. This broad field of knowledge has links to several applications in EO/GI. Its connection to concepts, already existing in the BoK, needs special attention. To perform a clean and structural integration of the cross-cutting domain of AI, first a separate cluster of AI concepts was created, which was then merged with the existing BoK. The paper provides examples of this integration with specific concepts and examples of training resources in which AI-related concepts are used. Although the presented structure already provides a good starting point, the positioning of AI within the EO/GI-focussed BoK needs to be further enhanced with the help of expert calls as part of the BoK update cycle.
Trilles-Oliver, Sergio; Monfort-Muriach, Aida; Gómez-Cambronero, Águeda; Granell-Canut, Carlos
Sucre4Stem: Collaborative Projects Based on IoT Devices for Students in Secondary and Pre-University Education Journal Article
In: IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 17, no. 2, pp. 150-159, 2022, ISSN: 1932-8540.
Abstract | Links | BibTeX | Tags: computer science, education, SUCRE, sucre4stem
@article{Trilles2022a,
title = {Sucre4Stem: Collaborative Projects Based on IoT Devices for Students in Secondary and Pre-University Education},
author = {Sergio Trilles-Oliver and Aida Monfort-Muriach and Águeda Gómez-Cambronero and Carlos Granell-Canut},
doi = {https://doi.org/10.1109/RITA.2022.3166854},
issn = {1932-8540},
year = {2022},
date = {2022-05-01},
journal = {IEEE Revista Iberoamericana de Tecnologias del Aprendizaje},
volume = {17},
number = {2},
pages = {150-159},
abstract = {This paper describes a new technological evolution of the Sucre project, which aims to foster a vocation for science and develop computational thinking and programming skills in pre-university students. This improved version is called Sucre4Stem and has been designed from the Internet of Things perspective. At a technological level, we differentiate two main tools, SucreCore and SucreCode . SucreCore provides a new, more compact design, encapsulates an advanced microcontroller and supports wireless connectivity with the ability to create online variables and functions. SucreCode , the block-based visual programming tool, has a revamped interface and allows wireless communication with SucreCore . At the pedagogical level, Sucre4Stem makes it easier to implement new group dynamics and to create novel types of collaborative projects between groups of students. In this article, we also explore how these collaborative projects can be carried out by taking advantage of the different types of communications between SucreCore and the server-side platform using shared online variables and functions.},
keywords = {computer science, education, SUCRE, sucre4stem},
pubstate = {published},
tppubtype = {article}
}
This paper describes a new technological evolution of the Sucre project, which aims to foster a vocation for science and develop computational thinking and programming skills in pre-university students. This improved version is called Sucre4Stem and has been designed from the Internet of Things perspective. At a technological level, we differentiate two main tools, SucreCore and SucreCode . SucreCore provides a new, more compact design, encapsulates an advanced microcontroller and supports wireless connectivity with the ability to create online variables and functions. SucreCode , the block-based visual programming tool, has a revamped interface and allows wireless communication with SucreCore . At the pedagogical level, Sucre4Stem makes it easier to implement new group dynamics and to create novel types of collaborative projects between groups of students. In this article, we also explore how these collaborative projects can be carried out by taking advantage of the different types of communications between SucreCore and the server-side platform using shared online variables and functions.
2021
González-Pérez, Alberto; Cárdenas, Ramón A. Mollineda; Piñana, David Llorens
Aprendizaje basado en metodologías ágiles centradas en diseño evolutivo dirigido por pruebas de aceptación Proceedings Article
In: Actas de las XXVII Jornadas sobre la Enseñanza universitaria de la Informática (Jenui 2021), pp. 99-106, AENUI, 2021, ISSN: 2531-0607.
Abstract | Links | BibTeX | Tags: education, software models
@inproceedings{Gonzalez-Perez2021,
title = {Aprendizaje basado en metodologías ágiles centradas en diseño evolutivo dirigido por pruebas de aceptación},
author = {Alberto González-Pérez and Ramón A. Mollineda Cárdenas and David Llorens Piñana},
url = {http://bioinfo.uib.es/~joemiro/aenui/procJenui/Jen2021/EC0040.pdf},
issn = {2531-0607},
year = {2021},
date = {2021-07-01},
booktitle = {Actas de las XXVII Jornadas sobre la Enseñanza universitaria de la Informática (Jenui 2021)},
journal = {Actas de las JENUI},
volume = {6},
pages = {99-106},
publisher = {AENUI},
abstract = {Este artículo presenta una experiencia de aprendizaje basado en proyecto a partir de la coordinación docente entre dos asignaturas del Grado en Ingeniería Informática de la Universitat Jaume I, con el objetivo principal de mejorar competencias prácticas en el uso de metodologías ágiles de desarrollo de software muy difíciles de adquirir en asignaturas aisladas. La propuesta consiste en un proyecto de prácticas compartido entre las asignaturas Diseño de software y Paradigmas de software, las cuales se imparten en el primer cuatrimestre del cuarto curso en la intensificación en Ingeniería de Software. La primera asignatura introduce fundamentos de diseño de software, mientras que la segunda estudia la metodología ágil Desarrollo Dirigido por Pruebas de Aceptación (ATDD, de Acceptance Test Driven Development). El proyecto fue concebido para promover estrategias de diseño evolutivo de arriba a abajo centradas en la gestión eficiente de dependencias, según necesidades de usuarios formuladas en términos de pruebas de aceptación ejecutables escritas antes de diseñar el código objetivo. La especificación incluyó el uso de tecnologías de desarrollo web, aplicaciones móviles y servicios en la nube, contexto en el que se
generaron escenarios ricos en gestión de dependencias desde la doble perspectiva del diseño y de la validación del software. Además de fomentar valores de la cultura ágil, la propuesta pretendía eliminar tareas redundantes (presentes en proyectos diferentes) y ofrecer una experiencia más cercana al desarrollo de soluciones profesionales. Los resultados de una encuesta revelaron un alumnado motivado con un proyecto realista, así como la percepción mayoritaria de haber experimentado principios claves del diseño y desarrollo ágil bajo condiciones de incertidumbres.},
keywords = {education, software models},
pubstate = {published},
tppubtype = {inproceedings}
}
Este artículo presenta una experiencia de aprendizaje basado en proyecto a partir de la coordinación docente entre dos asignaturas del Grado en Ingeniería Informática de la Universitat Jaume I, con el objetivo principal de mejorar competencias prácticas en el uso de metodologías ágiles de desarrollo de software muy difíciles de adquirir en asignaturas aisladas. La propuesta consiste en un proyecto de prácticas compartido entre las asignaturas Diseño de software y Paradigmas de software, las cuales se imparten en el primer cuatrimestre del cuarto curso en la intensificación en Ingeniería de Software. La primera asignatura introduce fundamentos de diseño de software, mientras que la segunda estudia la metodología ágil Desarrollo Dirigido por Pruebas de Aceptación (ATDD, de Acceptance Test Driven Development). El proyecto fue concebido para promover estrategias de diseño evolutivo de arriba a abajo centradas en la gestión eficiente de dependencias, según necesidades de usuarios formuladas en términos de pruebas de aceptación ejecutables escritas antes de diseñar el código objetivo. La especificación incluyó el uso de tecnologías de desarrollo web, aplicaciones móviles y servicios en la nube, contexto en el que se
generaron escenarios ricos en gestión de dependencias desde la doble perspectiva del diseño y de la validación del software. Además de fomentar valores de la cultura ágil, la propuesta pretendía eliminar tareas redundantes (presentes en proyectos diferentes) y ofrecer una experiencia más cercana al desarrollo de soluciones profesionales. Los resultados de una encuesta revelaron un alumnado motivado con un proyecto realista, así como la percepción mayoritaria de haber experimentado principios claves del diseño y desarrollo ágil bajo condiciones de incertidumbres.
generaron escenarios ricos en gestión de dependencias desde la doble perspectiva del diseño y de la validación del software. Además de fomentar valores de la cultura ágil, la propuesta pretendía eliminar tareas redundantes (presentes en proyectos diferentes) y ofrecer una experiencia más cercana al desarrollo de soluciones profesionales. Los resultados de una encuesta revelaron un alumnado motivado con un proyecto realista, así como la percepción mayoritaria de haber experimentado principios claves del diseño y desarrollo ágil bajo condiciones de incertidumbres.
2020
Stelmaszczuk-Górska, Martyna; Aguilar-Moreno, Estefanía; Casteleyn, Sven; Vandenbroucke, Danny; Miguel-Lago, Mónica; Dubois, Clemence; Lemmens, Rob; Vancauwenberghe, Glenn; Olijslagers, Marc; Lang, Stefan; Belgiu, Florian Albrecht Mariana; Krieger, Veronika; Soja, Therese Jagdhuberand Anka Fluhrerand M. J.; Mouratidis, Antonios; Persson, H. J.; Colombo, R.; Masiello, Guido
Body of knowledge for the Earth Observation and Geoinformation sector: a basis for innovative skills development Journal Article
In: International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, vol. XLIII-B5-2020, pp. 15-22, 2020.
Links | BibTeX | Tags: Body of Knowledge, education, EO4GEO
@article{Stelmaszczuk-Górska2020,
title = {Body of knowledge for the Earth Observation and Geoinformation sector: a basis for innovative skills development},
author = {Martyna Stelmaszczuk-Górska and Estefanía Aguilar-Moreno and Sven Casteleyn and Danny Vandenbroucke and Mónica Miguel-Lago and Clemence Dubois and Rob Lemmens and Glenn Vancauwenberghe and Marc Olijslagers and Stefan Lang and Florian Albrecht Mariana Belgiu and Veronika Krieger and Therese Jagdhuberand Anka Fluhrerand M.J. Soja and Antonios Mouratidis and H.J. Persson and R. Colombo and Guido Masiello},
doi = {https://doi.org/10.5194/isprs-archives-XLIII-B5-2020-15-2020},
year = {2020},
date = {2020-08-27},
journal = {International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences},
volume = {XLIII-B5-2020},
pages = {15-22},
keywords = {Body of Knowledge, education, EO4GEO},
pubstate = {published},
tppubtype = {article}
}
Trilles-Oliver, Sergio; Tortosa, David; Granell-Canut, Carlos
La evolución del proyecto Sucre4Kids mediante el paradigma del Internet de las Cosas Proceedings Article
In: Actas de las Jornadas sobre Enseñanza Universitaria de la Informática (JENUI) Valencia, Spain, Jul 2020, pp. 53-60, 2020, ISSN: 2531-0607.
Abstract | BibTeX | Tags: education, Internet of things, RyC-Granell, SUCRE, sucre4kids, sucre4stem
@inproceedings{Trilles-Oliver2020d,
title = {La evolución del proyecto Sucre4Kids mediante el paradigma del Internet de las Cosas},
author = {Sergio Trilles-Oliver and David Tortosa and Carlos Granell-Canut},
issn = {2531-0607},
year = {2020},
date = {2020-07-09},
booktitle = {Actas de las Jornadas sobre Enseñanza Universitaria de la Informática (JENUI) Valencia, Spain, Jul 2020},
volume = {5},
pages = {53-60},
abstract = {Esta comunicación presenta la evolución tecnológica del proyecto Sucre4Kids, que tiene como objetivo el fomento de las vocaciones científicas, la promoción del pensamiento computacional y la programación en estudiantes preuniversitarios. Tras cuatro años de experiencia contrastada en aulas, se ha redefinido todo el ecosistema del proyecto desde la perspectiva del Internet de las Cosas. En el plano tecnológico, Sucre4Kids propone dos herramientas bien diferenciadas: Sucre-Core y SucreCode. La primera adopta un nuevo diseño más compacto, encapsulando un microcontrolador más avanzado, con soporte para conectividad inalámbrica, y con la capacidad de crear redes en malla. SucreCode, la herramienta de programación visual por bloques, tiene una interfaz renovada y permite actualizaciones sin cables en un SucreCore. En el plano pedagógico, las nuevas características tecnológicas abren la puerta a nuevos tipos de dinámicas y proyectos colaborativos entre grupos de estudiantes. Este mayor grado de interactividad y comunicación, que representaba una limitación en la anterior versión de Sucre4Kids, augura un interés creciente de los estudiantes, tal como hemos observado en las primeras intervenciones en aula.},
keywords = {education, Internet of things, RyC-Granell, SUCRE, sucre4kids, sucre4stem},
pubstate = {published},
tppubtype = {inproceedings}
}
Esta comunicación presenta la evolución tecnológica del proyecto Sucre4Kids, que tiene como objetivo el fomento de las vocaciones científicas, la promoción del pensamiento computacional y la programación en estudiantes preuniversitarios. Tras cuatro años de experiencia contrastada en aulas, se ha redefinido todo el ecosistema del proyecto desde la perspectiva del Internet de las Cosas. En el plano tecnológico, Sucre4Kids propone dos herramientas bien diferenciadas: Sucre-Core y SucreCode. La primera adopta un nuevo diseño más compacto, encapsulando un microcontrolador más avanzado, con soporte para conectividad inalámbrica, y con la capacidad de crear redes en malla. SucreCode, la herramienta de programación visual por bloques, tiene una interfaz renovada y permite actualizaciones sin cables en un SucreCore. En el plano pedagógico, las nuevas características tecnológicas abren la puerta a nuevos tipos de dinámicas y proyectos colaborativos entre grupos de estudiantes. Este mayor grado de interactividad y comunicación, que representaba una limitación en la anterior versión de Sucre4Kids, augura un interés creciente de los estudiantes, tal como hemos observado en las primeras intervenciones en aula.
Trilles-Oliver, Sergio; Granell-Canut, Carlos
In: Computer application engineering education, vol. 28, no. 6, pp. 1490-1502, 2020, ISBN: 1099-0542.
Abstract | Links | BibTeX | Tags: computer science, education, SUCRE, sucre4kids
@article{Trilles-Oliver2020e,
title = {Advancing preuniversity students' computational thinking skills through an educational project based on tangible elements and virtual block‐based programming},
author = {Sergio Trilles-Oliver and Carlos Granell-Canut},
doi = {10.1002/cae.22319},
isbn = {1099-0542},
year = {2020},
date = {2020-03-05},
journal = {Computer application engineering education},
volume = {28},
number = {6},
pages = {1490-1502},
abstract = {University students enroling in Science, Technology, Engineering and Mathematics (STEM)‐related studies such as computer science continue to decline, even though worldwide educational policy reports warn about the need for this type of professionals in the immediate future. Promoting computer science studies among preuniversity students seems the most direct solution to reverse this issue. In this context, we present the Sucre4Kids project whose main objectives are to engage young people into computational thinking and programming concepts using tangible elements and social interaction. We apply the Sucre4Kids approach to introductory courses of computational thinking and programming concepts to high‐school students. The main results of the 3‐year intervention in the classroom with 256 high‐school students reached suggest that tangible
elements and social interaction in groups are determining factors in increasing students' motivation to learn to code and to
raise their interest in STEM disciplines},
keywords = {computer science, education, SUCRE, sucre4kids},
pubstate = {published},
tppubtype = {article}
}
University students enroling in Science, Technology, Engineering and Mathematics (STEM)‐related studies such as computer science continue to decline, even though worldwide educational policy reports warn about the need for this type of professionals in the immediate future. Promoting computer science studies among preuniversity students seems the most direct solution to reverse this issue. In this context, we present the Sucre4Kids project whose main objectives are to engage young people into computational thinking and programming concepts using tangible elements and social interaction. We apply the Sucre4Kids approach to introductory courses of computational thinking and programming concepts to high‐school students. The main results of the 3‐year intervention in the classroom with 256 high‐school students reached suggest that tangible
elements and social interaction in groups are determining factors in increasing students' motivation to learn to code and to
raise their interest in STEM disciplines
elements and social interaction in groups are determining factors in increasing students' motivation to learn to code and to
raise their interest in STEM disciplines
2019
Aguilar-Moreno, Estefanía; Monfort-Muriach, Aida; Gómez-Cambronero, Águeda
Empleabilidad y competencias en el sector geoespacial para los profesionales del mañana Journal Article
In: Mapping: revista internacional de ciencias de la tierra, vol. 28, no. 195, pp. 28-33, 2019, ISBN: 1131-9100.
Abstract | BibTeX | Tags: education, EO4GEO, Geospatial market
@article{Moreno2019,
title = {Empleabilidad y competencias en el sector geoespacial para los profesionales del mañana},
author = {Estefanía Aguilar-Moreno and Aida Monfort-Muriach and Águeda Gómez-Cambronero},
isbn = { 1131-9100},
year = {2019},
date = {2019-09-15},
journal = {Mapping: revista internacional de ciencias de la tierra},
volume = {28},
number = {195},
pages = {28-33},
abstract = {The current paper reflects on the lack of professionals in the Euro-pean sector of Geoinformatics and Earth Observation, through the analysis of the sectoral demand, the existing training offer and the definition of occupational profiles. The European project EO4GEO works to analyse the growing need of professionals in these sectors and to define guidelines to align the demand of professionals with existing or training strategies and programs to design},
keywords = {education, EO4GEO, Geospatial market},
pubstate = {published},
tppubtype = {article}
}
The current paper reflects on the lack of professionals in the Euro-pean sector of Geoinformatics and Earth Observation, through the analysis of the sectoral demand, the existing training offer and the definition of occupational profiles. The European project EO4GEO works to analyse the growing need of professionals in these sectors and to define guidelines to align the demand of professionals with existing or training strategies and programs to design
Ramos-Romero, Francisco; Iskandaryan, Ditsuhi; Gómez-Cambronero, Águeda
Improving teachers’ visual presentations with simplicity, clarity and brevity Proceedings Article
In: EDULEARN19 Proceedings of 10th International Conference on Education and New Learning Technologies, pp. 6218, IATED, Palma de Mallorca, 2019, ISBN: 978-84-09-12031-4 .
Links | BibTeX | Tags: data visualization, education
@inproceedings{Ramos-Romero2019,
title = {Improving teachers’ visual presentations with simplicity, clarity and brevity},
author = {Francisco Ramos-Romero and Ditsuhi Iskandaryan and Águeda Gómez-Cambronero},
doi = {10.21125/edulearn.2019.1494},
isbn = {978-84-09-12031-4 },
year = {2019},
date = {2019-09-01},
booktitle = {EDULEARN19 Proceedings of 10th International Conference on Education and New Learning Technologies},
pages = {6218},
publisher = {IATED},
address = {Palma de Mallorca},
keywords = {data visualization, education},
pubstate = {published},
tppubtype = {inproceedings}
}
Trilles-Oliver, Sergio; Granell-Canut, Carlos; Aguilar-Moreno, Estefanía
SUCRE4Kids: tres años de experiencia en la incentivación del pensamiento computacional en edades preuniversitarias Book Chapter
In: Fidalgo, Andrés Vaz; Óscar Martínez Bonastre, O. (Eds. ) TICAI 2018: TICs para el Aprendizaje de la Ingeniería (Ed.): pp. 49-56, Universidad de Vigo, Vigo, 2019, ISSN: 978-84-8158-838-5 .
Abstract | BibTeX | Tags: education, SUCRE, sucre4kids
@inbook{Trilles-Oliver2019c,
title = {SUCRE4Kids: tres años de experiencia en la incentivación del pensamiento computacional en edades preuniversitarias},
author = {Sergio Trilles-Oliver and Carlos Granell-Canut and Estefanía Aguilar-Moreno},
editor = {Andrés Vaz Fidalgo and Óscar Martínez Bonastre, O. (Eds.) TICAI 2018: TICs para el Aprendizaje de la Ingeniería
},
issn = {978-84-8158-838-5 },
year = {2019},
date = {2019-07-08},
pages = {49-56},
publisher = {Universidad de Vigo},
address = {Vigo},
abstract = {This chapter presents the results obtained during the three years of the SUCRE4Kids project, whose main objectives are the promotion of scientific vocations, the promotion of computational thinking and programming in high school students and Vocational Education and Training students. SUCRE4Kids combines the use of smart devices and electronic
components with visual programming for the consecution of real projects. Far from being an individual activity, as in most educational initiatives related to programming learning, the novelty lies in the introduction of social aspects and tangible interaction in sessions with students. During these three years the project has directly reached more than 250 students, who have directly used the tool, and over 4000 students who have heard about it through participation in fa},
keywords = {education, SUCRE, sucre4kids},
pubstate = {published},
tppubtype = {inbook}
}
This chapter presents the results obtained during the three years of the SUCRE4Kids project, whose main objectives are the promotion of scientific vocations, the promotion of computational thinking and programming in high school students and Vocational Education and Training students. SUCRE4Kids combines the use of smart devices and electronic
components with visual programming for the consecution of real projects. Far from being an individual activity, as in most educational initiatives related to programming learning, the novelty lies in the introduction of social aspects and tangible interaction in sessions with students. During these three years the project has directly reached more than 250 students, who have directly used the tool, and over 4000 students who have heard about it through participation in fa
components with visual programming for the consecution of real projects. Far from being an individual activity, as in most educational initiatives related to programming learning, the novelty lies in the introduction of social aspects and tangible interaction in sessions with students. During these three years the project has directly reached more than 250 students, who have directly used the tool, and over 4000 students who have heard about it through participation in fa
2018
Granell-Canut, Carlos; Trilles-Oliver, Sergio
El proyecto SUCRE4Kids: una iniciativa de hardware y software libre para la introducción a la programación Journal Article
In: Novática, no. 240, 2018, ISBN: 2444-6629.
Abstract | Links | BibTeX | Tags: education, RyC-Granell, SUCRE, sucre4kids
@article{Granell-Canut2018c,
title = {El proyecto SUCRE4Kids: una iniciativa de hardware y software libre para la introducción a la programación},
author = {Carlos Granell-Canut and Sergio Trilles-Oliver},
url = {https://www.novatica.es/el-proyecto-sucre4kids-una-iniciativa-de-hardware-y-software-libre-para-la-introduccion-a-la-programacion/},
isbn = {2444-6629},
year = {2018},
date = {2018-11-13},
journal = {Novática},
number = {240},
abstract = {SUCRE4Kids es un proyecto que intenta fomentar la curiosidad y la vocación científica, el pensamiento computacional y la programación en el alumnado de educación secundaria, ciclos formativos y bachillerato. Enmarcado dentro de las competencias STEM, SUCRE4Kids combina el uso de dispositivos inteligentes y componentes electrónicos con la programación visual basada en bloques para la realización de proyectos reales. El maletín de componentes SUCREKit incluye los diferentes dispositivos hardware (microcontrolador, sensores y actuadores) que se ensamblan para dar forma a los proyectos propuestos. La programación del montaje hardware se realiza mediante una herramienta de programación visual basada en bloques, donde cada bloque identifica conceptos de computación y los dispositivos electrónicos del maletín, para así dar funcionalidad al montaje y resolver el proyecto},
keywords = {education, RyC-Granell, SUCRE, sucre4kids},
pubstate = {published},
tppubtype = {article}
}
SUCRE4Kids es un proyecto que intenta fomentar la curiosidad y la vocación científica, el pensamiento computacional y la programación en el alumnado de educación secundaria, ciclos formativos y bachillerato. Enmarcado dentro de las competencias STEM, SUCRE4Kids combina el uso de dispositivos inteligentes y componentes electrónicos con la programación visual basada en bloques para la realización de proyectos reales. El maletín de componentes SUCREKit incluye los diferentes dispositivos hardware (microcontrolador, sensores y actuadores) que se ensamblan para dar forma a los proyectos propuestos. La programación del montaje hardware se realiza mediante una herramienta de programación visual basada en bloques, donde cada bloque identifica conceptos de computación y los dispositivos electrónicos del maletín, para así dar funcionalidad al montaje y resolver el proyecto
Aguilar-Moreno, Estefanía; Monfort-Muriach, Aida; Casteleyn, Sven
EO4GEO: Is your knowledge aligned with the GI/EO sector demands? Proceedings Article
In: FOSS4G Europe, Guimaraes, Portugal 2018. July 16-21 2018 , 2018.
BibTeX | Tags: earth observation, education, EO4GEO, Geographic Information Systems (GIS)
@inproceedings{Aguilar-Moreno2018,
title = {EO4GEO: Is your knowledge aligned with the GI/EO sector demands?},
author = {Estefanía Aguilar-Moreno and Aida Monfort-Muriach and Sven Casteleyn},
year = {2018},
date = {2018-07-19},
booktitle = {FOSS4G Europe, Guimaraes, Portugal 2018. July 16-21 2018 },
keywords = {earth observation, education, EO4GEO, Geographic Information Systems (GIS)},
pubstate = {published},
tppubtype = {inproceedings}
}
Brox, Christoph; Casteleyn, Sven; Kray, Christian; Painho, Marco; Huerta-Guijarro, Joaquín; Kuhn, Werner
Brain Drain or Brain Gain? Insights from an Erasmus Mundus Masters Program Proceedings Article
In: Mansourian, A., Pilesjö, P., Harrie, L., & von Lammeren, R. (Eds.), 2018. Geospatial Technologies for All: short papers, posters and poster abstracts of the 21th AGILE Conference on Geographic Information Science. Lund University 12-15 June 2018, Lund, Sweden. , AGILE, Lund, 2018, ISBN: 978-3-319-78208-9.
Links | BibTeX | Tags: education, Mastergeotech
@inproceedings{Brox2018,
title = {Brain Drain or Brain Gain? Insights from an Erasmus Mundus Masters Program},
author = {Christoph Brox and Sven Casteleyn and Christian Kray and Marco Painho and Joaquín Huerta-Guijarro and Werner Kuhn},
url = {https://agile-online.org/conference_paper/cds/agile_2018/shortpapers/68%2068%20Brox%20et%20al.%20AGILE_short%20paper%20brain%20drain%20after%20review%20final%203.4.18.pdf },
isbn = { 978-3-319-78208-9},
year = {2018},
date = {2018-06-15},
booktitle = {Mansourian, A., Pilesjö, P., Harrie, L., & von Lammeren, R. (Eds.), 2018. Geospatial Technologies for All: short papers, posters and poster abstracts of the 21th AGILE Conference on Geographic Information Science. Lund University 12-15 June 2018, Lund, Sweden. },
publisher = {AGILE},
address = {Lund},
keywords = {education, Mastergeotech},
pubstate = {published},
tppubtype = {inproceedings}
}
2017
Andrés-Roqueta, C.; Flores, R.; Górriz, A. B.; Cuervo, K.; Ramos-Romero, Francisco
Dynamic assessment of social communication in children with developmental disorders through a mobile application (APP). Guidelines for intervention Proceedings Article
In: INTED2017 Proceedings, pp. 6445-6450, IATED, Valencia, SPAIN, 2017, ISSN: 2340-1079.
@inproceedings{Andrés-Roqueta2017DYN,
title = {Dynamic assessment of social communication in children with developmental disorders through a mobile application (APP). Guidelines for intervention},
author = {C. Andrés-Roqueta and R. Flores and A.B. Górriz and K. Cuervo and Francisco Ramos-Romero},
issn = {2340-1079},
year = {2017},
date = {2017-03-01},
booktitle = {INTED2017 Proceedings},
pages = {6445-6450},
publisher = {IATED},
address = {Valencia, SPAIN},
series = {11th International Technology, Education and Development Conference},
keywords = {education},
pubstate = {published},
tppubtype = {inproceedings}
}
2015
Aguilar-Moreno, Estefanía; Casteleyn, Sven; Huerta-Guijarro, Joaquín
Geographic Information Need to Know (GI-N2K): towards a more demand driven geospatial workforce education system Proceedings Article
In: Kavouras, Marinos; Sotiriou, Sofoklis (Ed.): Geospatial thinking: Educating the future spatial citizens. Proceedings of GEOTHNK project closing conference. 7 November 2015 Athens, pp. 77-90, National Technical University of Athens, Athens, 2015, ISBN: 978-618-83392-0-3.
Abstract | Links | BibTeX | Tags: education, GI-N2K
@inproceedings{AguilarMoreno2015,
title = {Geographic Information Need to Know (GI-N2K): towards a more demand driven geospatial workforce education system},
author = { Estefanía Aguilar-Moreno and Sven Casteleyn and Joaquín Huerta-Guijarro},
editor = {Marinos Kavouras and Sofoklis Sotiriou},
url = {http://hdl.handle.net/10234/159470},
isbn = {978-618-83392-0-3},
year = {2015},
date = {2015-01-01},
booktitle = {Geospatial thinking: Educating the future spatial citizens. Proceedings of GEOTHNK project closing conference. 7 November 2015 Athens},
pages = {77-90},
publisher = {National Technical University of Athens},
address = {Athens},
abstract = {The development of the Geographic Information Science & Technology (GI S&T) Body of Knowledge (BoK) in 2006 was a milestone achievement in the geospatial domain. It collects, describes and structures important concepts in the scientific field, and exposes them for theoreticians and practitioners alike. Today, after almost 10 years of scientific and technological developments in the geospatial field, the original BoK has become outdated. Geographic Information: Need to Know (GI-N2K) is a European project that intends to bring the original GI S&T BoK up to date. This paper explains the GI-N2K project objectives, the work already done, as well as next steps in reaching a renewed GI S&T BoK.},
keywords = {education, GI-N2K},
pubstate = {published},
tppubtype = {inproceedings}
}
The development of the Geographic Information Science & Technology (GI S&T) Body of Knowledge (BoK) in 2006 was a milestone achievement in the geospatial domain. It collects, describes and structures important concepts in the scientific field, and exposes them for theoreticians and practitioners alike. Today, after almost 10 years of scientific and technological developments in the geospatial field, the original BoK has become outdated. Geographic Information: Need to Know (GI-N2K) is a European project that intends to bring the original GI S&T BoK up to date. This paper explains the GI-N2K project objectives, the work already done, as well as next steps in reaching a renewed GI S&T BoK.