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The Computer Input/Output Subsystem Education in an Undergraduate Introductory Course: a Multiperspective Study

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The Computer Input/Output Subsystem Education in an Undergraduate Introductory Course: a Multiperspective Study Euskal Herriko Unibertsitatea Universidad del País Vasco Konputagailuen Arkitektura eta Teknologia Saila Departamento de Arquitectura y Tecnología de Computadores INFORMATIKA FAKULTATEA FACULTAD DE INFORMÁTICA The Computer Input/Output Subsystem Education in an undergraduate introductory course: a Multiperspective Study Dissertation Presented to the department of Computer Architecture and Technology in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Computer Science by Edurne Larraza-Mendiluze PhD Advisor Nestor Garay-Vitoria Donostia, December 20, 2013 Servicio Editorial de la Universidad del País Vasco (UPV/EHU) Euskal Herriko Unibertsitateko Argitalpen Zerbitzua (UPV/EHU) University of the Basque Country - Editorial Service (UPV/EHU) ISBN: 978-84-9082-010-0 Laburpena Tesi hau informatikaren irakaskuntzaren ikerkuntza lerroaren barruan ko- katzen da. Oinarri gisa, teknologia, pedagogia eta edukien ezagutza eredua (TPACK model, bere ingeleseko sigletatik) hartzen du. Ikerketa honetan, aipatutako ereduaren osagai bakoitza ikuspuntu desberdin gisa erabilia izan da konputagailuaren S/I azpisistemaren irakaskuntza aztertzeko. Edukien ezagutza osagaiaren ikuspuntutik, testuliburuak, unibertsitatee- tako programak eta ikerkuntza bibliografia aztertu dira eta gaia irudikatzeko hurbilpen bat baino gehiago badaudela aurkitu da. Teknologiaren ezagutza osagaiaren ikuspuntutik, Nintendo DS makinaren S/I azpisistemaren funtzionamendua aztertu da. Pedagogiaren ezagutza osagaiaren ikuspuntutik, proiektuetan oinarritutako ikaskuntza eta beste hainbat metodologia aktibo ikasi egin dira ondoren apli- katu ahal izateko. Txosten honek azaltzen du nola konbinatu diren osagai horietako ezagutzak bestelako ezagutzak sortzeko: teknologia eta edukien ezagutza, teknolo- gia eta pedagogia ezagutza, pedagogia eta edukien ezagutza, eta azkenik, teknologia, pedagogia eta edukien ezagutza. Ezagutza berri hauekin kon- putagailuaren S/I azpisistemarentzako hezkuntza ingurune eraginkor bat sortzeko asmoz. Horretarako pauso hauek jarraitu dira: • Edukiak irudikatzeko hurbilpen bat aukeratzea, • Nintendo DS makina eduki zehatza lantzeko prestatzea eta • Proposatutako teknika pedagogikoen baliozkotzea. TPACK ereduan nolabait ezkutatuta baldin badago ere, hezkuntzarako eredu bat den neurrian, ikasleak ere hartzen ditu ikuspuntu gisa. Eta lan hau TPACK ereduan oinarritzen den neurrian, ikasleak ere hartzen ditu ikuspuntu gisa, eta haien ezagutza aztertu egiten du horretarako. Lan honek informatikaren irakaskuntzaren ikerkuntza lerroan ate asko irek- itzen ditu. Izan ere, informatikaren irakaskuntzaren ikerkuntzak konputa- gailuen S/I aspisistemari ez baitio arreta handirik ipini. Abstract This dissertation is framed in the Computing Education Research area. As background, the Technological, Pedagogical and Content Knowledge frame- work (TPACK model) has been used. Each construct of the mentioned frame- work serves as a different study perspective, where the topic analysed is the computer I/O subsystem. From the content knowledge perspective, textbooks, university syllabi and research bibliography have been analysed and different approaches found. From the technological knowledge perspective, the I/O subsystem of the Nintendo DS machine has been studied. From the pedagogical knowledge perspective, project-based learning (PBL), and other active learning methodologies have been learned for its latter appli- cation. The dissertation explains how these constructs have been combined into tech- nological content knowledge, technological pedagogical knowledge, ped- agogical content knowledge, and finally technological, pedagogical and content knowledge in order to define an effective educational environment for the computer I/O subsystem topic. The following steps are followed: • The selection of a content representation approach, • The preparation of the Nintendo DS machine for its use this the specific content, and • The validation of the proposed pedagogical techniques. Although somehow hidden, the TPACK model, as an educational framework, includes the student as a perspective, and also does this work, with the analysis of students’ knowledge. This work opens many doors in the field of Computing Education Research towards the computer I/O subsystem, which has been barely payed attention. Eskaintza Familiari Zentzurik zabalenean, zaretenoi eta izan gabe zaudetenoi, izandakoei eta izango direnei, tarte batzuetan egon ez banaiz ere, egongo naizelako. Muxu. A la familia En el sentido más amplio, A quienes sois y a quienes sin serlo estáis, A quienes fueron y a quienes serán, Porque, aunque a veces no he estado, Estaré. Muxu. Eskerrak Azkenean ez da ba hau izango tesiko atalik zailena? Nik den denak es- kertu nahi zaituztet. Inguruan zaudeten guztiek izan duzue nolabaiteko eragina tesi honen garapenean, animoak emanez besterik ez bada ere, eta hori eskertzekoa da. Hala ere, izenak jarri behar dira, eta zerrenda ez da motza inondik inora. Lehenik, esker mila Nestor. Zuk onartu zenuen nere tesia zuzentzea nik planteatzen nuena bertako normatik ateratzen bazen ere. Beste askok arazoak ikusten zituzten lekuan, zuk aurrera egiteko erabakia hartu zenuen. Harez gero, urteak pasa dira, era guztietako gora beherak izan dira, tesiaren proiektua erabat aldatu egin da, eta zuri esker amaitzea lortu dut. Eskerrik asko ere finantzio propiorik izan ez duen proiektu hau ekono- mikoki bideratzen lagundu duzuenoi, Konputagailuen Arkitektura eta Teknologia Saila eta Egokituz taldeari. Eskerrik asko PIE/HBPetan parte hartu duzuen guztioi, Txelo, Natxo, Javi, Iratxe, Nestor, Lukas, Santiago, Teresa eta Ibai. Hor egindako lanak ere berebiziko garrantzia izan du tesi honengan. Bazkalorduko taldetxoa ezin ahaztu. Horko tertuliak eta fotosintesi gabe seguruenik indar falta izango nintzateke. Ezin ahaztu tesian zehar egindako esperimentuetan parte hartu duten guztiak. Batetik ikasleak, metodologia eta teknologia berriak probatu behar izan dituzue eta jarraitu beharrekoa ez da beti arrosa bidea izan. Bereziki nirekin 2010/2011, 2011/2012 eta 2012/2013 ikasturteetan egon zaretenek sufritu behar izan duzue tesi hau, baina aurreko urtee- tan, oraindik ere plan zaharrean nirekin izan zineten ikasleak ere ez zaituztet ahazten. Bestetik irakasleak, zuen ezagutza kontzeptu mapen bidez adierazteko eskatu nizuen batzuei eta jakin badakit ez zela lan makala izan, eskerrak beraz Gonzalo, Teresa, Javi, Natxo, Iratxe, Txelo, Clemente eta Nestor. Roberto, eskerrik asko Latex-ekin laguntzeagatik, auskalo nolako tx- ostena edukiko nukeen zure txantiloi eta aholkurik gabe. Ana, zuri ere eskerrik asko bulegokide aparta izanagatik, eman didazun laguntza eta animoengatik. GALAN taldekoei, bereziki Iñakiri ere eskerrik asko kontzeptu mapekin emandako laguntzagatik eta aplikazioan gauzak nire beharretara egok- itzeagatik. Oro har, Informatika Fakultateari ere eskertu nahi dizkiot bertan jaso ditudan ezagutzak. Lehenik nire irakasle izan zineten asko, orain nire lankide zarete eta behar izan dudan guztietan egon da norbait laguntzeko eta animoak emateko prest. Eta nola ez, eskerrak familiari zuen animo eta laguntzagatik eta bereziki Oier, Izaro, Ander, eskerrik asko etxea alaitzeagatik eta etxean gauzak ondo joan zitezen emandako laguntza guztiagatik. Kiki, ez naiz kapaz tesi hau aurrera atera zedin egin duzun guztia hitzez adierazteko, mila esker! Acknowledgements This work would have been impossible to accomplish without the help of so many people. I would like to thank Maria José Santofimia for trying our methods with her students and giving us the results. Also all the people in the ICER doctoral consortium that helped me by redirecting the objectives of the thesis. It was very nice to be able to talk to people that could perceive what I was doing from a different per- spective. And the same acknowledgement goes also for the community of the Koli Calling conference. Thank you very much! Capitolina, although finally it become very hard to add a gender perspective to this work (there are so few girls in our classrooms!) thank you for helping when you could and for understanding all the changes. This last acknowledgement was written also in Basque, but since some of the people will not be able to understand, here it goes again. Thank to the professors that accepted our request to draw concept maps for this research. I know that it was not an easy task, thanks therefore to Gonzalo, Teresa, Javi, Natxo, Iratxe, Txelo, Clemente and Nestor. “If we knew what we were doing, it wouldn’t be called research.” Like so much of what Einstein said, this quotation communicates a very important idea in a very simple way. The path to discovery is seldom straight. Rarely does the reader of the final research have the opportunity to understand how the journey of discovery unfolded. By Mark Cotteleer1 1At http://dupress.com/articles/its-called-research-the-exceptional-company-collection/ Preface Mark Cotteleer’s previous quote gives me the opportunity to introduce the reader to the journey of this dissertation. Most of the people I see around me do their research within a research group. Although a PhD dissertation is an individual work, many times it is necessary to explain which parts out of all the things reported in the dissertation are the PhD student’s work and which are the group’s work. In this case there is also a group of people supporting the work, but it is not a research group, it is a group of teachers that have been teaching the computer I/O subsystem in the last years. Thanks to that group, and
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