Atención a la diversidad de estilos de aprendizaje: experiencia en la docencia de arquitectura del software

• Laura M. Castro ^[1]
  1. [1] Universidade da Coruña
• Localización: Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI), ISSN 2531-0607, Nº. 8, 2023, págs. 105-112
• Idioma: español
• Enlaces
  • Texto completo
• Resumen
  • español

    La arquitectura del software (AS) es una parte de la ingeniería del software que cobra importancia a medida que los proyectos software son más ambiciosos, complejos y críticos. Por la naturaleza de los conceptos de los que se ocupa, y sus efectos desde la definición hasta el mantenimiento y evolución de los sistemas, la AS es una disciplina compleja en sí misma, con grandes desafíos a la hora de diseñar su docencia. La mayoría de los métodos de docencia-aprendizaje se apoyan en la comunicación verbal y escrita, lo que hace que se alineen con aquellos estilos de aprendizaje para los que este tipo de comunicación resulta más significativa. En este contexto, quienes presentan un estilo de aprendizaje que se beneficia más de actividades psicomotrices o kinestésicas, deben recurrir a procesos cognitivos que les resultan menos naturales. Este trabajo presenta una experiencia docente diseñada para favorecer la atención a la diversidad de estilos de aprendizaje en el aula, en el contexto de la arquitectura del software (AS), y como complemento a otros elementos más clásicos (clases magistrales, prácticas de laboratorio). En concreto, se propone un innovador uso del role-playing, donde el alumnado adopta el papel de componentes software, como estrategia para la adquisición efectiva de conceptos y características de un conjunto de modelos arquitecturales de referencia.

  • English

    Software architecture (SA) is an aspect of software engineering that becomes increasingly important as projects grow more ambitious, complex and critical. SA is a complex discipline, due to the nature of the architectural concepts, and their effects on systems’ definition, maintenance, and evolution. Teaching SA, thus, is an ongoing challenge. Most teaching methods rely on verbal and written communication, which aligns them with those learning styles for which this type of communication is most significant. In this context, people who have a learning style that benefits more from psychomotor or kinaesthetic activities, must resort to cognitive processes that are less natural to them. This work presents a teaching experience designed to favour attention to the diversity of learning styles in the classroom, in the context of software architecture (SA), and as a complement to master classes or lab work. Specifically, we propose an innovative use of role-playing, where students adopt the role of software components, as a strategy for the effective acquisition of concepts and characteristics of a set of architectural reference models.

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