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Translating network position into performance: importance of centrality in different network configurations.

, , , , , and . LAK, page 314-323. ACM, (2016)

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Modelo para la creación de entornos de aprendizaje basados en técnicas de gestión del conocimiento.. Technical University of Madrid, Spain, (2003)A bilingual MOOC that teaches youngsters how to program: Analysis and reflections on one year of experiences., , and . CLEI, page 1-11. IEEE, (2016)Work in progress - Transversal competencies contributions to Computer Science 1 course.. FIE, page S3. IEEE Computer Society, (2011)Multiple Intelligence approach and competencies applied to Computer Science 1., and . FIE, page 1170-1172. IEEE Computer Society, (2013)Use of Morphisms as a Tool to Help Learning Object Oriented Concepts., , and . Education for the 21st Century, volume 210 of IFIP, page 297-301. Springer, (2006)Solving Computer Science 2 Tasks: Students' Reflections on the Use of ChatGPT., and . EDUCON, page 1-5. IEEE, (2024)Flipped classroom in a CS1 course., and . EDUCON, page 110-114. IEEE, (2020)Serious games: Using abstract strategy games in computer science 2: An experience report and lessons learned., and . EDUCON, page 169-174. IEEE, (2018)The "Code Yourself!" and "¡A Programar!" programming MOOC for teenagers: Reflecting on one and a half years of experience., , and . CLEI Electron. J., (2018)Translating network position into performance: importance of centrality in different network configurations., , , , , and . LAK, page 314-323. ACM, (2016)