Author: Antonio Jimeno
Institution: Independent Researcher
Year of publication: 2014
Source: Show
Pages: 41-53
DOI Address: https://doi.org/10.15804/tner.14.35.1.03
PDF: tner/201401/tner3503.pdf

Computer science studies possess a strong multidisciplinary aptitude since most graduates do their professional work outside of a computing environment, in close collaboration with professionals from many different areas. However, the training offered in computer science studies lacks that multidisciplinary factor, focusing more on purely technical aspects. In this paper we present a novel experience where computer studies and educational psychology find a common ground and realistic working through laboratory practices. Specifically, the work enables students of computer science education the development of diagnosis support systems, with artificial intelligence techniques, which could then be used for future educational psychologists. The applications developed by computer science students are the creation of a model for the diagnosis of pervasive developmental disorders (PDD), sometimes also commonly called the autism spectrum disorders (ASD). The complexity of this diagnosis, not only by the exclusive characteristics of every person who suffers from it, but also by the large numbers of variables involved in it, requires very strong and close interdisciplinary participation. This work demonstrates that it is possible to intervene in a curricular perspective, in the university, to promote the development of interpersonal skills. What can be shown, in this way, is a methodology for interdisciplinary practices design and a guide for monitoring and evaluation. The results are very encouraging since we obtained significant differences in academic achievement between students who attended a course using the new methodology and those who did not use it.

REFERENCES:

  • ACM/IEEE-CS joint curriculum task force, (2001). Computing Curricula for Computer Science.
  • ACM/IEEE-CS joint curriculum task force, (2005). Computing Curricula for Computer Science.
  • ANECA. National Agency for Quality Assessment and Accreditation. (2004). White Paper on Informatics. (in Spanish) [Online]. Available: http://www.aneca.es/activin/docs/libroblanco_jun05_informatica.pdf
  • ANECA: National Agency for Quality Assessment and Accreditation (2007) Reflex Project. Executive Report. (in Spanish). [On line] Available: www.aneca.es/estudios/docs/InformeejecutivoANECA_jornadasREFLEXV20.pdf
  • Bar-On, R., Parker, J.D.A. (Eds.), (2000) Handbook of Emotional Intelligence. San Francisco: Jossey-Bass.
  • Barry, B.E., Brophy, S.P., Oakes, W.C., Banks, M.K., Sharvelle, S.E. (2008) Developing Professional Competencies through Challenge to Project Experiences Int. J. Engng Ed. 24, (6), pp. 1148 - 1162.
  • Boyatzis, R.E. (2008) Competencies in the 21st century. Journal of Management Development, 27 (1), pp. 5 - 12.
  • Brotheridge, C.M., Lee, R.T. (2008) The emotions of managing: An introduction to the special issue. Journal of Managerial Psychology, 23 (2), pp. 108 - 117.
  • Career Space Project. (2001) Curriculum development guidelines. New IC-curricula for the 21st century: designing tomorrow’s education. Luxembourg: CEDEFOP.
  • Cherniss, C., Goleman D. (Eds.). (2001) The Emotionally Intelligent Workplace. San Francisco: Jossey-Bass.
  • Cooper, R.K., (1997) Applying emotional intelligence in the workplace. Training & Development, 51 (12), pp. 31 - 39.
  • Dreyfus, C.R. (2008). Identifying competencies that predict effectiveness of R&D managers. Journal of Management Development, 27 (1), pp. 76 - 91.
  • EU: Ministers of Education of the European Union, (1999) The Joint Declaration about the European Higher Education Area, Bologna Convention of 19th of June.
  • ILO/CINTERFOR: International Labour Organisation: [Online] Available: http://www.ilo.org/global/lang--en/index.htm
  • Koman, E.S., Wolff, S.B. (2008). Emotional intelligence competencies in the team and team leader: A multi-level examination of the impact of emotional intelligence on team performance. Journal of Management Development, 27 (1), pp. 55 - 75.
  • Labra, J.E.; Fernández, D., Calvo, J., Cernuda, A. (2006). Una experiencia de aprendizaje basado en proyectos utilizando herramientas colaborativas de desarrollo de software libre. Proceedings of the JENUI Conference. Bacelona.. http://www.di.uniovi.es/~labra/FTP/Papers/LabraJenui06.pdf
  • Mayer, J.D., Salovey, P. (1997) What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: educational applications (pp. 3 - 31). New York: Basic Books.
  • Moon, Y.B., Sánchez, T., Durán, A. (2007) Teaching Professional Skills to Engineering Students with Enterprise Resource Planning (ERP): an International Project. Int. J. Engng Ed., 23, (4), pp. 759 - 771.
  • Navarro, I, González, C. (2011). El trabajo colaborativo como estrategia para el desarrollo de competencias profesionales. In Álvarez Teruel, J.D. y Gómez Lucas, M.C. (comps.) La autoevaluación, clave en el proceso de instrucción. El trabajo colaborativo como indicador de la calidad del EEES. Alcoi: Marfil.
  • Newport, C.L., Elms, D.G. (1997) Effective Engineers Int. J. Engineering Education, 13 (5), pp. 325 - 332.
  • OECD: Organisation for Economic Co-operation and Development.. (2002) Definition and selection of Competences (DeSeCo): Theoretical and Conceptual Foundations. Strategy Paper of Directorate for Education, Employment, Labour and Social Affairs. Education Committee.
  • Sánchez, F.J., Aparicio, F., Álvarez, M.A., Jiménez, F. (2009) SAE Formula Project for Developing Personal and Professional Skills in Automotive Engineers. Int. J. Engng Ed., 25(3), pp. 585 - 594.
  • UNESCO: International Commission on Education for the Twenty-first Century. (1996). Learning: the treasure within; report to UNESCO of the International Commission on Education for the Twenty-first Century (Delors Reports). UNESCO Publishing.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart