2017, Vol. 7. núm. 2
http://hdl.handle.net/2117/105245
9th International Conference on University Teaching and Innovation (CIDUI): Learning and teaching innovation impacts2024-03-29T01:34:56ZHow the contents of a bachelor’s degree final project of engineering evolve towards innovative scientific knowledge: keys to success
http://hdl.handle.net/2117/106917
How the contents of a bachelor’s degree final project of engineering evolve towards innovative scientific knowledge: keys to success
Núñez, Cristina; Guinea, Ana; Callau, Sara; Bengoa, Christophe; Basco, Josep; Gavaldà Monedero, Jordi
The Bachelor’s Degree Final Project (BDFP) of our school aims to develop a real constructive project, enhance cooperative teamwork and increase productivity of students. We present a real case study, related with engineering and scientific innovation results obtained by BDFP, which has led to an innovative scientific study presented at the 7th European Meeting on Chemical Industry and Environment and published in EMChIE 2015 Conference Proceedings. The objectives of this paper are: Describe the design and implementation of a BDFP of engineering that encompasses the development of the characteristic elements of engineering and constructive work and, at the same time, it is scientifically innovative. Show the methodology used for its development. Present the results obtained. Emphasize the importance of teachers, teamwork of students and the use of real case studies in the conceptual development of a BDFP. Enhance the possibility that the BDFP of Engineering can solve real engineering problems and to be precursors of Innovation and Scientific Knowledge developers. Learn engineering and, at the same time, provide Science new knowledge and applications
2017-07-27T09:19:25ZNúñez, CristinaGuinea, AnaCallau, SaraBengoa, ChristopheBasco, JosepGavaldà Monedero, JordiThe Bachelor’s Degree Final Project (BDFP) of our school aims to develop a real constructive project, enhance cooperative teamwork and increase productivity of students. We present a real case study, related with engineering and scientific innovation results obtained by BDFP, which has led to an innovative scientific study presented at the 7th European Meeting on Chemical Industry and Environment and published in EMChIE 2015 Conference Proceedings. The objectives of this paper are: Describe the design and implementation of a BDFP of engineering that encompasses the development of the characteristic elements of engineering and constructive work and, at the same time, it is scientifically innovative. Show the methodology used for its development. Present the results obtained. Emphasize the importance of teachers, teamwork of students and the use of real case studies in the conceptual development of a BDFP. Enhance the possibility that the BDFP of Engineering can solve real engineering problems and to be precursors of Innovation and Scientific Knowledge developers. Learn engineering and, at the same time, provide Science new knowledge and applicationsDoes like seek like?: the formation of working groups in a programming project
http://hdl.handle.net/2117/106544
Does like seek like?: the formation of working groups in a programming project
Sanou Gozalo, Eduard; Hernández Fernández, Antonio; Arias Vicente, Marta; Ferrer Cancho, Ramon
In a course of the degree of computer science, the programming project has changed from individual to teamed work, tentatively in couples (pair programming). Students have full freedom to team up with minimum intervention from teachers. The analysis of the couples made indicates that students do not tend to associate with students with a similar academic performance, maybe because general cognitive parameters do not govern the choice of academic partners. Pair programming seems to give great results, so the efforts of future research in this field should focus precisely on how these pairs are formed, underpinning the mechanisms of human social interactions
2017-07-17T11:56:02ZSanou Gozalo, EduardHernández Fernández, AntonioArias Vicente, MartaFerrer Cancho, RamonIn a course of the degree of computer science, the programming project has changed from individual to teamed work, tentatively in couples (pair programming). Students have full freedom to team up with minimum intervention from teachers. The analysis of the couples made indicates that students do not tend to associate with students with a similar academic performance, maybe because general cognitive parameters do not govern the choice of academic partners. Pair programming seems to give great results, so the efforts of future research in this field should focus precisely on how these pairs are formed, underpinning the mechanisms of human social interactionsExamining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies
http://hdl.handle.net/2117/106538
Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies
Acosta Peña, Roxana; Tomás-Folch, Marina; Feixas, Mònica
The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice
2017-07-17T11:20:50ZAcosta Peña, RoxanaTomás-Folch, MarinaFeixas, MònicaThe Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practiceUse of wiris quizzes in an online calculus course
http://hdl.handle.net/2117/105801
Use of wiris quizzes in an online calculus course
Calm Puig, Remei; Masià, Ramon; Olivé Farré, Maria del Carme; Parés Mariné, Núria; Pozo Montero, Francesc; Ripoll, Jordi; Sancho Vinuesa, María Teresa
Calculus courses often present a large number of difficulties to undergraduate students of scientific studies, especially in engineering degrees. These difficulties are sometimes related to teaching and assessment strategies. In this paper, a teaching innovation experience is presented within the framework of the Universitat Oberta de Catalunya. This teaching experience is focused on a continuous assessment through a systematic use of the so-called WIRIS quizzes. Academic outcomes are very positive from both quantitative and qualitative viewpoints
2017-06-23T12:01:01ZCalm Puig, RemeiMasià, RamonOlivé Farré, Maria del CarmeParés Mariné, NúriaPozo Montero, FrancescRipoll, JordiSancho Vinuesa, María TeresaCalculus courses often present a large number of difficulties to undergraduate students of scientific studies, especially in engineering degrees. These difficulties are sometimes related to teaching and assessment strategies. In this paper, a teaching innovation experience is presented within the framework of the Universitat Oberta de Catalunya. This teaching experience is focused on a continuous assessment through a systematic use of the so-called WIRIS quizzes. Academic outcomes are very positive from both quantitative and qualitative viewpointsImproving the learning experience of business subjects in engineering studies using automatic spreadsheet correctors
http://hdl.handle.net/2117/105772
Improving the learning experience of business subjects in engineering studies using automatic spreadsheet correctors
Rafart Serra, Maria Assumpció; Bikfalvi, Andrea; Soler Masó, Josep; Prados Carrasco, Ferran; Poch Garcia, Jordi
The combination of two macro trends, ICT proliferation and novel approaches in education, has resulted in a series of opportunities with no precedent in terms of content, channels and methods in education. The present contribution aims to describe the architecture, functionality and impact of an automatic spreadsheet corrector responding to a problem-solving approach in an e-learning environment. A total of 179 students coursing technical studies attended a basic course on business administration in the framework of which the experiment was conducted. Subjective perception of students demonstrates a very good opinion about the learning experience using the proposed ICT tool. Objective results show that it is a valuable learning tool, while students who obtain a high final qualification are the ones that have been positively evaluated in the sessions using the automatic spreadsheet corrector. Beyond these highlighted benefits for students, teachers gain time, effort and workload reduction. The validity of the proposal is tested in the Polytechnic School of the University of Girona in Catalonia (Spain)
2017-06-23T10:49:42ZRafart Serra, Maria AssumpcióBikfalvi, AndreaSoler Masó, JosepPrados Carrasco, FerranPoch Garcia, JordiThe combination of two macro trends, ICT proliferation and novel approaches in education, has resulted in a series of opportunities with no precedent in terms of content, channels and methods in education. The present contribution aims to describe the architecture, functionality and impact of an automatic spreadsheet corrector responding to a problem-solving approach in an e-learning environment. A total of 179 students coursing technical studies attended a basic course on business administration in the framework of which the experiment was conducted. Subjective perception of students demonstrates a very good opinion about the learning experience using the proposed ICT tool. Objective results show that it is a valuable learning tool, while students who obtain a high final qualification are the ones that have been positively evaluated in the sessions using the automatic spreadsheet corrector. Beyond these highlighted benefits for students, teachers gain time, effort and workload reduction. The validity of the proposal is tested in the Polytechnic School of the University of Girona in Catalonia (Spain)Laboratory 3.0: manufacturing technologies laboratory virtualization with a student-centred methodology
http://hdl.handle.net/2117/105756
Laboratory 3.0: manufacturing technologies laboratory virtualization with a student-centred methodology
Fabregat Sanjuan, Albert; Pàmies Vilà, Rosa; Ferrando Piera, Francesc; Flor, Silvia de la
This paper presents a blended-learning strategy for improving the teaching method applied in the laboratory subject Manufacturing Technologies. The teaching method has been changed from a predominantly teacher-centred to an active learning system with a student-centred focus and e-learning activities. In face-to-face classes, a game-based learning platform has been used. This methodology ensured engaging classes at the same time that provided a useful live feedback for students and teachers. The virtualization of the laboratory was achieved by two different e-learning activities, self-assessment tasks and video clips. These e-learning tools have been used not only to improve the students’ learning but also to enhance their motivation. The results from academic outputs show a significant improvement after the new blended learning method is applied. Moreover, a student satisfaction survey shows the positive impact of the methodology on the students’ engagement and motivation
2017-06-23T09:32:09ZFabregat Sanjuan, AlbertPàmies Vilà, RosaFerrando Piera, FrancescFlor, Silvia de laThis paper presents a blended-learning strategy for improving the teaching method applied in the laboratory subject Manufacturing Technologies. The teaching method has been changed from a predominantly teacher-centred to an active learning system with a student-centred focus and e-learning activities. In face-to-face classes, a game-based learning platform has been used. This methodology ensured engaging classes at the same time that provided a useful live feedback for students and teachers. The virtualization of the laboratory was achieved by two different e-learning activities, self-assessment tasks and video clips. These e-learning tools have been used not only to improve the students’ learning but also to enhance their motivation. The results from academic outputs show a significant improvement after the new blended learning method is applied. Moreover, a student satisfaction survey shows the positive impact of the methodology on the students’ engagement and motivationImproving transversal competences by using wikis in collaborative work
http://hdl.handle.net/2117/105733
Improving transversal competences by using wikis in collaborative work
Guinau Sellés, Marta; Playà Pous, Elisabet; Aulinas Juncà, Meritxell; Rosell Ortiz, Laura; Rivero Marginedas, Lluís
Work on transversal competences in university degrees is a teaching line entirely established since the implementation of the European Credit Transfer System (ECTS). Nevertheless, undergraduate students present shortcomings in the development of some of these competences, especially on collaborative work, time management, oral and writing expression, and on the use of information resources. This paper presents a virtual tool and associated guidelines to enhance the information management during the development of collaborative works, and to facilitate the information availability among the students. Moreover, this tool and the guideline improve the individual monitoring and evaluation of the contributions of the students to the work. The proposal presented in this work belongs to a teaching innovation project carried out in the Earth Sciences Faculty of the Universitat de Barcelona, and implemented in the subjects General Geology (first-year in the Engineering Geology degree, 6 ECTS) and Geochemistry (third-year course in the Geology degree, 9 ECTS)
2017-06-22T11:28:07ZGuinau Sellés, MartaPlayà Pous, ElisabetAulinas Juncà, MeritxellRosell Ortiz, LauraRivero Marginedas, LluísWork on transversal competences in university degrees is a teaching line entirely established since the implementation of the European Credit Transfer System (ECTS). Nevertheless, undergraduate students present shortcomings in the development of some of these competences, especially on collaborative work, time management, oral and writing expression, and on the use of information resources. This paper presents a virtual tool and associated guidelines to enhance the information management during the development of collaborative works, and to facilitate the information availability among the students. Moreover, this tool and the guideline improve the individual monitoring and evaluation of the contributions of the students to the work. The proposal presented in this work belongs to a teaching innovation project carried out in the Earth Sciences Faculty of the Universitat de Barcelona, and implemented in the subjects General Geology (first-year in the Engineering Geology degree, 6 ECTS) and Geochemistry (third-year course in the Geology degree, 9 ECTS)Room escape at class: escape games activities to facilitate the motivation and learning in computer science
http://hdl.handle.net/2117/105731
Room escape at class: escape games activities to facilitate the motivation and learning in computer science
Borrego, Carlos; Fernández, Cristina; Blanes, Ian; Robles, Sergi
Real-life room-escape games are ludic activities in which participants enter a room in order to get out of it only after solving some riddles. In this paper, we explain a Room Escape teaching experience developed in the Engineering School at Universitat Autònoma de Barcelona. The goal of this activity is to increase student’s motivation and to improve their learning on two courses of the second year in the Computer Engineering degree: Computer Networksand Information and Security
2017-06-22T10:52:28ZBorrego, CarlosFernández, CristinaBlanes, IanRobles, SergiReal-life room-escape games are ludic activities in which participants enter a room in order to get out of it only after solving some riddles. In this paper, we explain a Room Escape teaching experience developed in the Engineering School at Universitat Autònoma de Barcelona. The goal of this activity is to increase student’s motivation and to improve their learning on two courses of the second year in the Computer Engineering degree: Computer Networksand Information and SecurityA gamification experience to improve engineering students' performance through motivation
http://hdl.handle.net/2117/105728
A gamification experience to improve engineering students' performance through motivation
Sánchez-Carmona, Adrián; Robles, Sergi; Pons, Jordi
The students' lack of motivation is a usual problem. The students value more the obtention of the degree than the developing of competences and skills. In order to fight this, we developed a gamification's experience based on merits and leaderboards. The merits are linked to the attainment of skills and competences that students usually do not appreciate. During the year 2016, we are carrying out a pilot involving 950 students at the Graduate of Engineering in Computer Science at the Autonomous University of Barcelona (UAB)
2017-06-22T09:57:58ZSánchez-Carmona, AdriánRobles, SergiPons, JordiThe students' lack of motivation is a usual problem. The students value more the obtention of the degree than the developing of competences and skills. In order to fight this, we developed a gamification's experience based on merits and leaderboards. The merits are linked to the attainment of skills and competences that students usually do not appreciate. During the year 2016, we are carrying out a pilot involving 950 students at the Graduate of Engineering in Computer Science at the Autonomous University of Barcelona (UAB)Assessment of the autonomous learning competence in engineering degree courses at the Universitat Politècnica de Catalunya
http://hdl.handle.net/2117/105718
Assessment of the autonomous learning competence in engineering degree courses at the Universitat Politècnica de Catalunya
Olmedo Torre, Noelia; Farrerons Vidal, Óscar
We present a strategy for the acquisition and assessment of autonomous learning conducted as part of the Graphic Expression in Engineering (GE) degree course during the first quarter at the Escola Universitària d’Enginyeria Tècnica Industrial de Barcelona (EUETIB). The strategy employed is the puzzle technique in the classroom and multiple-choice questionnaires on the virtual campus. The results show that this strategy enables the continuous acquisition of the learning objectives for the subject
2017-06-22T07:48:06ZOlmedo Torre, NoeliaFarrerons Vidal, ÓscarWe present a strategy for the acquisition and assessment of autonomous learning conducted as part of the Graphic Expression in Engineering (GE) degree course during the first quarter at the Escola Universitària d’Enginyeria Tècnica Industrial de Barcelona (EUETIB). The strategy employed is the puzzle technique in the classroom and multiple-choice questionnaires on the virtual campus. The results show that this strategy enables the continuous acquisition of the learning objectives for the subject