Artículos de conferencia

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Browsing Artículos de conferencia by Subject "09 Industria, innovación e infraestructura"

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    A Developer’s Guide to Building and Testing Accessible Mobile Apps
    (Association for Computing Machinery (ACM), 2024) Sandoval Alcocer, Juan Pablo; Merino del Campo, Leonel Alejandro; Fernandez Blanco, Alison; Ravelo Mendez, William; Escobar Velásquez, Camilo; Linares Vásquez, Mario
    Mobile applications play a relevant role in users’ daily lives by improving and easing daily processes such as commuting or making financial transactions. The aforementioned interactions enhance the usability of commonly used services. Nevertheless, the improvements should also consider special execution environments such as weak network connections or special requirements inherited from the user’s condition. Due to this, the design of mobile applications should be driven by improving the user experience. This tutorial targets the usage of inclusive and accessibility design in the development process of mobile apps. Making sure that applications are accessible to all users, regardless of disabilities, is not just about following the law or fulfilling ethical obligations; it is crucial in creating inclusive and fair digital environments. This tutorial will educate participants on accessibility principles and the available tools. They will gain practical experience with specific Android and iOS platform features, as well as become acquainted with state-of-the-art automated and manual testing tools.
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    Are all engineering students capable of recognizing ethical and professional issues? An assessment approach to Engineering ethics
    (2017) Hilliger Carrasco, Isabel; Strello Toledo, Andrés Ignacio; Castro, Ignacio; Pérez San Agustín, Mar
    Engineering schools offer ethical training along with the transfer of technical knowledge and the development of other professional skills. The primary objective of this training is to prepare engineering graduates to face diverse ethical issues in the workplace. Thus, exhaustive information is needed to assess whether students are able to recognize potential conflicts that may arise during practice. Despite its importance, there are few studies about the assessment of this ability. This study presents a sequential mixed methodology to assess rigorously the ethics teaching and learning experience in a selective engineering school in Chile. First, we interviewed school authorities, faculty and undergraduate students about their perceptions of the school’s approaches to teach ethics. Second, we designed a quantitative instrument to measure students’ ability to recognize ethical and professional issues, to accept personal responsibility, to be aware of ethical codes, and to obtain learning benefits from different ethics training activities. Significant differences were found in individual ethical reasoning to identify issues by gender and socioeconomic status. Implications regarding improvement actions in the research site were discussed. Additionally, considerations for adopting the assessment approach by other institutions were also presented.
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    Evaluating usage of an analytics tool to support continuous curriculum improvement
    (2019) Hilliger Carrasco, Isabel; Miranda Mendoza, Constanza Sofía; Celis, Sergio; Pérez San Agustín, Mar
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    WIP: what makes courses demanding in engineering education? A combination of mixed methods and grounded theory research
    (2020) Hilliger Carrasco, Isabel; Melian Torres, Constanza Loreto; Meza, Javiera; Cortés, Gonzalo; Baier, Jorge A.
    Engineering undergraduate programs have become demanding in terms of workload [1]. Along with class time schedules packed with lectures, laboratories, and tutorials, there are a significant number of course assignments that occur outside of class, such as team-based projects and experiential learning tasks [1]. Researchers have encouraged the incorporation of these constructivist approaches into engineering education [2], aiming to help students develop a wide range of abilities (such as complex-problem solving skills and interdisciplinary thinking [3]). However, this increasing number of assignments stresses students [4], [5], negatively affecting their learning results [1], [6]. To understand what students define as a demanding course, several researchers have explored the concepts of academic workload and course difficulty [1], [4]-[7]. So far, there is a growing body of knowledge in Canada and the U.S. regarding factors that affect how first-year students perceive workload [1]. However, little is known about how students perceive course difficulty after dealing with their transition from high school to college, and how the quality of teaching affects their approach to learning [6]. Thus, not only more studies are needed to understand how student-centered approaches could enrich learning experiences from a multi-dimensional perspective [1], [3], [4], but also to examine how these multidimensional approaches make learning more meaningful at a course level [4]. This is particularly relevant in Chile, considering that previous studies have demonstrated that students who major in science and engineering often use surface approaches to learning, focusing on course content that they believe they must memorize to meet assessment requirements [8]. This paper presents a Work-In-Progress (WIP) that is part of a larger study to understand students' perceptions on engineering courses imparted at Pontificia Universidad Catolica de Chile (PUC-Chile). The research question addressed in this paper is: What factors affect students' perceptions on demanding courses in terms of difficulty? To answer this research question, we combined mixed methods with grounded theory research (MM-GT). By MM-GT, we mean the systematic collection and integration of both qualitative and quantitative data toward the goal of theory development [9]. According to recent studies, the MM-GT research approach has become useful to develop and test theory in the fields of education [8], [9]. In this study, we plan to develop theoretical models of difficulty at a course level, following best practices of MM-GT application to provide insights for course curriculum development and teaching reflection in the field of engineering education. © American Society for Engineering Education 2020.