Innovation in the teaching-learning process of global climate change through the collaborative wall

The aim of this mixed research is to analyze the students' perception about the use of the collaborative wall in the educational process of global climate change considering data science. The collaborative wall is a web application that allows the active participation of students and discussion of ideas in the classroom. During the face-to-face sessions, the students use mobile devices to share the information and images of the courses through the collaborative wall. The sample is made up of 74 students from the National Preparatory School No. 7 “Ezequiel A. Chávez” who took the Biology IV course during the 2019 school year. The results of machine learning (linear regression) indicate that the organization of ideas and dissemination of information in the collaborative wall positively influence the learning process of global climate change, motivation and interest of the students. Data science identifies 6 predictive models about the use of the collaborative wall in the field of Biology through the decision tree technique. In fact, the use of the collaborative wall in the Biology IV course facilitated the assimilation of knowledge about the global climate change and improved the active participation of the students in the classroom. Finally, the collaborative wall allows the creation of new educational spaces where students acquire the main role during the learning process.

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Impact of the WampServer application in Blended learning considering data science, machine learning, and neural networks

E-Learning and Digital Media ◽

10.1177/2042753020901730 ◽

2020 ◽

Vol 17 (3) ◽

pp. 199-217 ◽

Cited By ~ 2

Author(s):

Ricardo-Adán Salas-Rueda

Keyword(s):

Machine Learning ◽

Neural Networks ◽

Blended Learning ◽

Learning Process ◽

Data Science ◽

Educational Process ◽

School Activities ◽

Web Programming ◽

Teaching Learning ◽

The Impact

This quantitative research aims to analyze the impact of the WampServer application in Blended learning during the educational process of computing through data science, machine learning, and neural networks. WampServer is a free application that allows the creation of websites considering the use of the database. This research proposes the use of Blended learning in the Development of applications subject in order to facilitate the teaching–learning process in the Database unit. The students discuss and reflect the concepts on the database in the classroom and carry out various school activities on the construction of websites at home through the use of the WampServer application. The sample consists of 28 students who took the Development of applications subject during the 2016 school year. The results of machine learning (linear regression) with 50, 60, and 70% of training indicate that the use of PHP, HTML, and SQL languages in the WampServer application positively influences the assimilation of knowledge and development of skills on web programming. Data science identifies six predictive models about the use of WampServer in the educational process of computing. On the other hand, neural networks determine the factors that influence the assimilation of knowledge and development of skills on web programming. This research recommends the incorporation of the WampServer application in the school activities related to the computer field to create new educational spaces and facilitate the teaching–learning process. Teachers can transform the educational context through the organization and realization of creative activities inside and outside the classroom. Finally, the use of WampServer in Blended learning allows creating new spaces for teaching and learning of computer science because this application favors the assimilation of knowledge and development of skills on web programming.

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Uso del ciclo de Deming para asegurar la calidad en el proceso educativo sobre las Matemáticas. // Use of the Deming cycle to ensure quality in the educational process on mathematics.

Ciencia Unemi ◽

10.29076/issn.2528-7737vol11iss27.2018pp8-19p ◽

2018 ◽

Vol 11 (27) ◽

pp. 8-19

Author(s):

Ricardo Salas-Rueda

Keyword(s):

21St Century ◽

Learning Process ◽

Web Application ◽

Educational Experiences ◽

Cloud Service ◽

Educational Process ◽

School Year ◽

Technological Tools ◽

Teaching Learning

Las universidades están buscando satisfacer las necesidades y demandas de los estudiantes en el Siglo XXI, por consiguiente, la calidad adquiere un papel fundamental para lograr el éxito en las organizaciones. Esta investigación mixta propone el uso del ciclo de Deming para mejorar el proceso de enseñanza-aprendizaje sobre el método de Gauss-Jordan por medio de la tecnología. La muestra está conformada por 31 estudiantes que cursaron la asignatura Matemáticas Intermedias para los negocios durante el ciclo escolar 2017. El uso de la aplicación web MsSchool y el servicio en la nube Desmos permiten mejorar el desarrollo de las habilidades y la asimilación del conocimiento sobre el método de Gauss-Jordan. Incluso, estas herramientas tecnológicas son innovadoras y útiles para el proceso de aprendizaje. En conclusión, las etapas del ciclo de Deming (planificar, hacer, revisar y actuar) permiten construir experiencias educativas creativas para el campo de las matemáticas.AbstractUniversities are looking to meet the needs and demands of students in the 21st century, therefore, quality acquires a fundamental role to achieve success in organizations. This mixed research proposes the use of the Deming cycle to improve the teaching-learning process related to the Gauss-Jordan method through technology. The sample consists of 31 students who took the course Intermediate Mathematics for Business during the school year 2017. The use of the MsSchool web application and the cloud service Desmos allow to improve the development of skills and the assimilation of knowledge on the Gauss-Jordan method. Even these technological tools are innovative and useful for the learning process. In conclusion, the stages of the Deming cycle (planning, doing, reviewing and acting) allow the construction of creative educational experiences for the field of mathematics.

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Design, Construction and Evaluation of a Web Application for the Teaching-Learning Process on Financial Mathematics

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i08.12275 ◽

2020 ◽

Vol 15 (08) ◽

pp. 100

Author(s):

Ricardo-Adán Salas-Rueda

Keyword(s):

Machine Learning ◽

Learning Process ◽

Web Application ◽

Quantitative Research ◽

Data Science ◽

Active Role ◽

Financial Mathematics ◽

Design Development ◽

Teaching Learning ◽

The Impact

This quantitative research aims to analyze the impact of the Web Application for the Teaching-Learning process on Simple Discount (WATLSD) through data science and machine learning (linear regression). The sample is composed of 42 students of the careers in Administration and Marketing who attended the Financial Mathematics course during the 2018 school year. The ADDIE model allows organizing the construction of the WATLSD through the stages of Analysis, Design, Development, Implementation and Evaluation. The results of machine learning indicate that the use of the WATLSD during the learning process positively influences the motivation, active role and development of mathematical skills. Likewise, data science establishes 3 predictive models on the use of the WATLSD in the educational field. Finally, advances in technology such as the WATLSD allow the creation of new virtual spaces for learning and teaching.

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Diseño y uso de una aplicación web para el campo de la estadística considerando el modelo ASSURE y la ciencia de datos

Texto Livre Linguagem e Tecnologia ◽

10.17851/1983-3652.12.1.48-71 ◽

2019 ◽

Vol 12 (1) ◽

pp. 48-71

Author(s):

Ricardo-Adán Salas-Rueda ◽

Érika-Patricia Salas-Rueda ◽

Rodrigo-David Salas-Rueda

Keyword(s):

Machine Learning ◽

Web Application ◽

Data Science ◽

Hypothesis Test ◽

Web Design ◽

Positive Influence ◽

Educational Process ◽

Data Simulation ◽

Teaching Learning ◽

The Impact

RESUMEN: Esta investigación mixta tiene como objetivo analizar el impacto de laAplicación web para el Proceso Educativo sobre la Prueba de Hipótesis (APEPH)en la asignatura Instrumentación estadística para los negocios durante el ciclo escolar 2018. El modelo instruccional ASSURE permite la organización, construcción e implementación de la aplicación APEPH. Los resultados del aprendizaje automático (regresión lineal) con 60%, 70% y 80% de entrenamiento indican que el contenido, el diseño web y la simulación de datos en la aplicación APEPH influyen positivamente en el aprendizaje y la motivación del estudiante. Asimismo, la ciencia de datos permite la construcción de 6 modelos predictivos sobre el uso de la aplicación APEPH en el proceso educativo por medio de la técnica árbol de decisión. Por último, la aplicación APEPH facilita el proceso de enseñanza-aprendizaje sobre la estadística por medio del contenido, el diseño web y la simulación de datos. PALABRAS CLAVE: tecnología educativa; modelo ASSURE; enseñanza superior; ciencia de datos; aprendizaje automático. ABSTRACT: This mixed research aims at analyzing the impact of the Web Application for the Educational Process on the Hypothesis Test (APEPH) in the Statistical Instrumentation for Business subject during the 2018 school year. ASSURE model allows the organization, construction and implementation of the APEPH application. The results of machine learning (linear regression) with 60%, 70% and 80% of training indicate that the content, web design and simulation of data in the APEPH application have a positive influence on the student's learning and motivation. Likewise, data science allows the construction of 6 predictive models on the use of the APEPH application in the educational process by means of the decision tree technique. Finally, the APEPH application facilitates the teaching-learning process on statistics through the content, web design and data simulation. KEYWORDS: educational technology; ASSURE model; higher education; data science; machine learning.

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Economic policy making for environmental problems as an interactive learning process

South African Journal of Economic and Management Sciences ◽

10.4102/sajems.v5i2.2678 ◽

2002 ◽

Vol 5 (2) ◽

pp. 308-335

Author(s):

M. P. De Wit

Keyword(s):

Climate Change ◽

Public Policy ◽

Economic Policy ◽

Global Climate Change ◽

Learning Process ◽

Policy Making ◽

Policy Design ◽

Interactive Learning ◽

Global Climate ◽

Environmental Problems

The foremost limitation of public policy approaches is that the context of the public policy problem is not taken into account. In the case of complex and dynamic environmental problems, such as global climate change, there is a need for a framework for approaching economic policy that takes account of the complexity and changing realities of such problems. The objective of this paper is to present a framework to approach economic policy making in a case of such complex and dynamic environmental problems. The literature on economic and public policy theories, the need for a systematic policy design process and approaches to complexity and dynamics in policy making is framework available to one where the focus is on the best learning process to facilitate economic policy making on complex and dynamic environmental problems. Based on sociological models of experiential learning, a multiple-loop learning framework (MLLF) is presented. This model illustrates the importance of orchestrated science-policy interactions through interactive learning. The opportunities and limitations of this model are discussed with reference to the debate on economic policy for global climate change.

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