One of the fundamental objectives in the training of professionals is to prepare them for face real problems in the business, teaching environment or in any area where they wish project to the future. in this sense the learning strategies that integrate theory and practice in addition to facilitating in the student the development of skills to solve problems, enhance attributes such as independence, critical sense, innovative thinking and research and active position in society through significant contributions to the solution of needs (pontifical catholic university of chile, 2005). within these unconventional strategies known as learning based on problems (abp) has managed to position itself as an effective strategy in the university field. while in the traditional teaching process information is first exposed and subsequently its application is sought in the resolution of a problem, in the case of abp first the problem arises, the learning needs are identified, the necessary information and finally it returns to the problem (directorate of investigation and itesm educational development, 2010). the abp strategy is developed in small work groups, which must interact to arrive to a proposal to solve the problem. currently, the work they do is done through face-to-face collaboration, on paper, and with technologies used ad-hoc (e.g. email). this scenario presents an opportunity to apply new technological tools in the abp process. in case of non-possession by the information technology division or the computing teaching center. if the university owns it, it must be related and valued as an indirect expense and be approved for use by the specific unit. learning styles are the consistent way in which students respond or use stimuli in the learning environment, they are a mixture of characteristic cognitive, affective and physiological factors that serve as relatively stable indicators of how the student perceives, interacts and responds to the learning environment. in this project it is proposed to incorporate an adaptive component based on learning styles, which allows an existing learning management tool to offer new functionalities, seeking to enhance collaborative work in virtual courses at university level.
Develop new functionalities for an existing problem-based learning management tool incorporating an adaptive component that enhances collaboration in virtual courses at university level
4 artículos o proceeding sometidos en revista indexada internacional ISI WOS SCOPUS, categoría B, 2 registros de plugin uno para modulo para visualización de contenido offline, módulo de creación de proyectos, módulo de reporte de avance de estudiantes, módulo de registro de usuario y módulo de calificación de proyectos; otro para módulo de asignación de proyectos, módulo de sincronización de datos, módulo de creación de grupos. Módulo de notificaciones y módulo de tutorías. 2 capacitaciones en manejo de plataforma KUEPA, 3 ponencias, 1 objeto virtual de aprendizaje construido para hacer experimento, 1 grabación de un video tutorial de la herramienta construida, 1 video promocional de la plataforma. Vinculación de 1 joven investigador, vinculación de 1 estudiante de maestría, vinculación de 1 estudiante de pregrado
|Short title||Aprendizaje basado en problemas|
|Acronym||Aprendizaje basado en problemas|
|Effective start/end date||21/02/19 → 1/03/22|
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