Hands-on activity to facilitate the teaching – learning process of discrete simulation topics


Autores/as

DOI:

https://doi.org/10.22517/23447214.15171

Palabras clave:

Hands-on activity, teaching – learning process, discrete simulation, PROMODEL software

Resumen

This article presents a proposal of a hands-on activity to facilitate the teaching - learning process in thematic and computational instruments associated with Discrete Simulation. At first, the theoretical support of the pedagogical methodology used for its design is presented and basic notions of the themes that can be explored in the hands-on activity are presented. Subsequently it presents the development of the proposal and the resulting simulation model, which can be achieved by executing the pedagogical environment exposed. Finally, some conclusions and considerations are developed.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

[1] A. Cruz-Martín, J. A. Fernández-Madrigal, C. Galindo, J. González-Jiménez, C. Stockmans-Daou, and J. L. Blanco-Claraco, “A LEGO Mindstorms NXT approach for teaching at Data Acquisition, Control Systems Engineering and Real-Time Systems

undergraduate courses,” Comput. Educ., vol. 59, no. 3, pp. 974–988, 2012.

[2] K. Garg and V. Varma, “A Study of the Effectiveness of Case Study Approach in Software Engineering Education,” in Software Engineering Education &Training, 2007. CSEET ’07. 20th Conference on, 2007, pp. 309–316.

[3] L. A. Melo B, J. E. Ramos F, and P. O. Hernández S, “La Educación Superior en Colombia: Situación Actual y Análisis de Eficiencia,” Borradores Econ., vol. 808, 2014.

[4] L. Mejía, “Enseñanza tradicional vs metodología lúdica. un diseño experimental para medir el impacto de competencias específicas en una asignatura del pregrado en Ingeniería Industrial de la Universidad Tecnológica de Pereira,” Universidad Tecnológica de Pereira, 2014.

[5] A. Kolmos, “Problem-Based and Project-Based Learning Institutional and Global Change,” in University Science and Mathematics Education in Transition, 2009, pp. 261–280.

[6] A. Radermacher and G. Walia, “Gaps between industry expectations and the abilities of graduates,” in Proceeding of the 44th ACM technical symposium on Computer science education - SIGCSE ’13, 2013, p. 525.

[7] N. E. Cagiltay, “Teaching software engineering by means of computer-game development: Challenges and opportunities,” Br. J. Educ. Technol., vol. 38, no. 3, pp. 405–415, 2007.

[8] C. Jaramillo and L. Mejía, “Diez notas sobre la difusión de GEIO,” Revista Educación en Ingeniería, vol. 1, no. 1. pp. 12–18, 15-Jun-2006.

[9] M. Fernández Cardona and I. Industrial, “Diseño de una lúdica para la introducción al funcionamiento de las mesas de dinero en el salón de clase desde un enfoque por competencias,” 2015.

[10] C. M. Zuluaga-Ramírez, M. Del, and P. Gómez-Suta, “Metodología lúdica para la enseñanza de la programación dinámica determinista en un contexto universitario * Methodology of hands on activities for the teaching of the deterministic dynamic

programming in a university context,” Entramado, vol. 12, no. 1, pp. 236–249, 2016.

[11] L. A. Mejía, “Uso de la lúdica como complemento metodológico a la enseñanza de la ingeniería industrial (v etapa),” Pereira, 2011.

[12] E. Marius-Costel, “The didactic principles and their applications in the didactic activity,” vol. 7, no. 9, 2010.

[13] L. S. Vigotsky, El desarrollo de los procesos psicolóicos superiores. Barcelona: Critica, 1934.

[14] D. G. Singer and T. A. Revenson, A Piaget primer: how a child thinks. Plume, 1996.

[15] D. P. Ausubel, J. D. Novak, and H. Hanesian, Educational psychology : a cognitive view. Holt, Rinehart and Winston, 1978.

[16] D. A. Kolb, Experiential learning: experience as the source of learning and development Englewood Cliffs. Prentice Hall, 1984.

[17] P. M. Senge, A. Kleiner, C. Roberts, R. B. Ross, and B. J. Smith, La quinta disciplina en la práctica: estrategias y herramientas para construir la organización abierta al aprendizaje, Tercera. New York: Granica S.A., 2004.

[18] P. Lorenz, O. Magdeburg, T. J. Schriber, P. Lorenz, and D.- Magdeburg, “Teaching introductory simulation in 1996 : from the first assignment to the final presentation .,” no. August, 2014.

[19] J. Banks, B. L. Nelson, J. S. Carson, and D. M. Nicol, Discrete Event System Simulation. 2010.

[20] I. Ståhl, “Discrete event simulation on the macintosh for business students-AGPSS and alternatives,” in Proceedings of the 2016 Winter Simulation Conference, 2016, pp. 3393–3404.

[21] ProModel Corporation, “ProModel - About us,” 2016. [Online]. Available:

https://www.promodel.com/aboutus/. [Accessed: 10- Jan-2017].

[22] M. Gómez, “Propuesta de herramientas pedagógicas experienciales para la enseñanza de simulación discreta empleando la metodología aplicada por el

grupo GEIO,” Universidad Tecnológica de Pereira, Pereira, 2017.

[23] ProModel Corporation, “Online Help,” 2017. [Online]. Available: http://www.promodel.com/onlinehelp/ProModel/80/in dex. [Accessed: 15-Jan-2017].

[24] J. Heineke and L. Meile, Games and exercises for operations management : hands-on learning activities for basic concepts and tools. Prentice Hall, 1995.

[25] Grupo GEIO, Investigación en nuevas prácticas pedagógicas para la Ingeniería: Recopilación de actividades lúdicas para la enseñanza de la Ingeniería Industrial. Pereira, 2016.

[26] E. M. Echeverri, N. Bohorquez, and W. Arenas, “Implementación de laboratorios lúdicos para la evaluación por competencias desde un enfoque constructivista,” Revista Educación en Ingeniería, vol. 10, no. 20. pp. 123–132, 17-Dec-2015.

[27] P. Sanchez, Y. F. Ceballos, and G. Sánchez, “Análisis del proceso productivo de una empresa de confecciones,” Cienc. e Ing. Neogranadina, vol. 25, no. 2, pp. 137–150, 2015.

Descargas

Publicado

2018-06-30

Cómo citar

Zuluaga, C. M., & Gómez Suta, M. del P. (2018). Hands-on activity to facilitate the teaching – learning process of discrete simulation topics. Scientia Et Technica, 23(2), 187–194. https://doi.org/10.22517/23447214.15171

Número

Sección

Industrial