Identifying potential CSCW applications by means of activity theory concepts: a case example
CSCW '92 Proceedings of the 1992 ACM conference on Computer-supported cooperative work
Activity theory as a potential framework for human-computer interaction research
Context and consciousness
Why? When an otherwise successful intervention fails
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
What video games have to teach us about learning and literacy
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Team formation methods for increasing interaction during in-class group work
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Functional group roles in software engineering teams
HSSE '05 Proceedings of the 2005 workshop on Human and social factors of software engineering
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
The impact of learning styles on student grouping for collaborative learning: a case study
User Modeling and User-Adapted Interaction
Cooperative learning: effective teamwork for engineering classrooms
FIE '95 Proceedings of the Frontiers in Education Conference on 1995. Proceedings., 1995 vol 1. - Volume 01
Managing Contradictions in Multi-Agent Systems
IEICE - Transactions on Information and Systems
The STEP environment for distributed problem-based learning on the World Wide Web
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Studying the impact of personality and group formation on learner performance
CRIWG'07 Proceedings of the 13th international conference on Groupware: design implementation, and use
Team learning for engineering students
IEEE Transactions on Education
Do multi-user virtual environments really enhance student's motivation in engineering education?
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
A demands-resources model of work pressure in IT student task groups
Computers & Education
Software engineering education: A study on conducting collaborative senior project development
Journal of Systems and Software
First year university students' self-perception of ICT skills: Do learning styles matter?
Education and Information Technologies
Rolling: A new technique for the practical teaching in computer science university degree
Education and Information Technologies
Role-play virtual worlds for teaching object-oriented design: the ViRPlay development experience
Software—Practice & Experience
Group Modeling in Social Learning Environments
International Journal of Distance Education Technologies
International Journal of Information Systems in the Service Sector
Hi-index | 0.00 |
University courses about computer programming usually seek to provide students not only with technical knowledge, but also with the skills required to work in real-life software projects. Nowadays, the development of software applications requires the coordinated efforts of the members of one or more teams. Therefore, it is important for software professionals to master the sort of skills that assure the success of teamwork, such as communication, leadership, negotiation, or team management. However, these abilities are difficult to teach, one of the reasons being that they require true commitment from the students. However, today students are taking a more and more passive role in their own education, two of the more evident consequences being the increase in dropout rates and the decrease in marks obtained in exams. The NUCLEO e-learning framework has been designed to promote the effective acquisition of teamwork skills and, at the same time, to promote the more active participation of the students in their own learning process. NUCLEO adopts a socio-constructivist pedagogical approach that pursues the development of communities of practice for Problem Based Learning. Our research has rooted the design decisions of NUCLEO in the analysis of its socio-cultural environment with Activity Theory, which considers conflicts within groups as the impetus of their evolution and the forges of their environments. This paper presents the analysis of the main features of NUCLEO according to Activity Theory, as well as the experimental results obtained with the framework in three different case studies in university courses.