formato plan de tesis

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PLAN DE TESIS TITULO: RESUMEN /ABSTRACT Explique breve y claramente las partes mas relevantes del proyecto. JUSTIFICACION Describa el problema y su relevancia como objeto de investigación. Justifique el aporte de la investigación en el área de investigación seleccionada. TRABAJOS RELACIONADOS (ESTADO DEL ARTE) Incluya el estado actual del conocimiento en el ámbito nacional e internacional, sobre el tema principal de la tesis. Todo trabajo relacionado debe estar debidamente referenciado. Señale el punto de partida del proyecto planteado. ALCANCE Precise los aspectos nuevos a desarrollar y la pertinencia científica, técnica, social, económica según corresponda INDICE Capitulo 1 1.1 1.2 Capitulo 2 2.1

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Page 1: Formato Plan de Tesis

PLAN DE TESIS

TITULO:

RESUMEN /ABSTRACT

Explique breve y claramente las partes mas relevantes del proyecto.

JUSTIFICACION

Describa el problema y su relevancia como objeto de investigación. Justifique el aporte de la investigación en el área de investigación seleccionada.

TRABAJOS RELACIONADOS (ESTADO DEL ARTE)

Incluya el estado actual del conocimiento en el ámbito nacional e internacional, sobre el tema principal de la tesis. Todo trabajo relacionado debe estar debidamente referenciado. Señale el punto de partida del proyecto planteado.

ALCANCE

Precise los aspectos nuevos a desarrollar y la pertinencia científica, técnica, social, económica según corresponda

INDICE

Capitulo 1

1.1

1.2

Capitulo 2

2.1

Page 2: Formato Plan de Tesis

REFERENCIAS BIBLIOGRAFICAS

Modelo ACM

Aarseth, E. (2001). Computer game studies, year one. Game Studies, 1(1). Retrieved November, 2011, from http://www.gamestudies.org/0101/editorial.html.

Apter, M. J. (1991). A Structural Phenomenology of Play. In Kerr, J. H. and Apter, M. J. (eds.) Adult Play: A Reversal Theory Approach, Swets & Zeitlinger, 13—42

Berland, M., & Lee, V. R. (2011). Collaborative strategic board games as a site for distributed computational thinking. International Journal of Game-Based Learning, 1 (2), 65-81.

Claypool K, Claypool M (2005). Teaching software engineering through game design. In: SIGCSE Bull. 37, pp. 123–127.

Curran, S. (2010). Global Game Jam 2010 Keynote. Retrieved December 15, 2011, from http://vimeo.com/9090652

Hecker, C. (2001). Indie Game Jam. Retrieved January 2012, from http://www.indiegamejam.com/igj0/index.html

Gestwicki P, Sun F.S., Dean B. (2008). Teaching game design and game programming through interdisciplinary courses. Journal of Computing Sciences in Colleges, 24 (1), 110–115.

Gold, S. (2009). The International Game Developer Association (IGDA) Education Special Interest Group (EdSIG). Lecture Notes in Computer Science, 5709, 336.

Guevara-Villalobos, O. (2011). Cultures of independent game production: Examining the relationship between community and labour. In Proceedings of DiGRA 2011 Conference: Think Design Play.

Kultima, A. and Alha, K. (2011). Using the VNA Ideation Game at Global Game Jam. In Proceedings of DiGRA 2011 Conference: Think Design Play.

Kultima, A., Niemel, J., Paavilainen, J., and Saarenp, H. (2008). User Experiences of Game

Idea Generation Games. In Proceedings of the 2008 conference on Meaningful Play 2008. Retrieved January 2012, from http://meaningfulplay.msu.edu/proceedings2008/

Rodriguez, H. (2006). The Playful and the Serious: An approximation to Huizinga’s Homo Ludens. Game Studies, 6 (1). Retrieved December, 2011, from http://gamestudies.org/0601/articles/rodriges

Modelo IEEE

[1]H. Abelson and A. Disessa. Turtle Geometry. The MIT Press, 1980.

[2] K. B. Bruce, A. Danyluk, and T. Murtaugh. A library to support a graphics-based object-first approach toCS 1. In Proc. 32nd SIGCSE Technical Symp. On Computer Science Education (SIGCSE), pages 6–10, Charlotte, North Carolina, Feb. 2001.

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[3] K. B. Bruce, A. Danyluk, and T. Murtaugh. Why structural recursion should be taught before arrays in CS1. In Proc. 36th SIGCSE Technical Symp. On Computer Science Education (SIGCSE), pages 246–250, St. Louis, Missouri, Feb. 2005.

[4] K. B. Bruce, A. Danyluk, and T. P. Murtaugh. Event-driven programming is simple enough for CS1. In Proc. Sixth Annual Conf. on Innovation and Technology in Computer Science (ITiCSE), pages 1–4, Canterbury, United Kingdom, June 2001.

[5] M. H. Goldwasser and D. Letscher. Teaching strategies for reinforcing structural recursion withlists. In Companion to 22nd ACM SIGPLAN Conf. on Object-Oriented Programming, Systems, Languages and Applications (OOPSLA), pages 889–896, Montreal, Quebec, Canada, Oct. 2007.

[6] M. H. Goldwasser and D. Letscher. Object-Oriented Programming in Python. Prentice Hall, 2008.

[7] M. Guzdial. Introduction to Computing and Programming in Python: A Multimedia Approach.Prentice Hall, 2005.

[8] H. Lieberman. The TV Turtle: a Logo graphics system for raster displays. In The papers of the ACM Symposium on Graphic Languages, pages 66–72, Florida, Apr. 1976.

[9] J. Raab, R. Rasala, and V. K. Proulx. Pedagogical power tools for teaching Java. In Proc. Fifth Annual Conf. on Innovation and Technology in Computer Science (ITiCSE), pages 156–159, Helsinki, Finland, July 2000.

[10] E. Roberts, K. Bruce, R. Cutler, J. H. Cross II . S. Grissom, K. Klee, S. Rodger, F. Trees, I. Utting, and F. Yellin. The ACM Java task force: Final report. In Proc. 37th SIGCSE Technical Symp. on Computer Science Education (SIGCSE), pages 131–132, Houston, Texas, Mar. 2006.

[11] J. M. Zelle. Python Programming: An Introduction to Computer Science. Franklin, Beedle & Associates, 2003.