Facilitando la autorregulación del aprendizaje en el diseño de sistemas digitales
[EN] The software development paradigm students are used to is completely different to the one that must be followed when facing the challenge of specifying and implementing digital systems (hardware). The change in the perspective of how to tackle practical problems in this context could be quite t...
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/128400 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/128400 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación superior Enseñanza superior Tecnologías y educación Innovación educativa Metacognición Autorregulación Andamiaje MSLQ Sistemas digitales Metacognition Self-regulation Scaffolding Digital systems |
| Sumario: | [EN] The software development paradigm students are used to is completely different to the one that must be followed when facing the challenge of specifying and implementing digital systems (hardware). The change in the perspective of how to tackle practical problems in this context could be quite troublesome for students, specially when they lack tools that ease the selfregulation of their cognitive processes. This paper adapts the self-regulated learning model by Winne and Hadwin to the context of designing digital systems. This model is based on continuous monitoring and controlling one’s learning process. Scaffolding and prompting techniques are essential to facilitate the development of strategies for self-regulation. This paper presents the defined planning , its initial deployment, and the partial results obtained. |
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