Ponències/Comunicacions de congressos
http://hdl.handle.net/2117/3920
2015-11-26T03:34:58ZComputational procedure for a wide family of mixed coalitional values
http://hdl.handle.net/2117/78533
Computational procedure for a wide family of mixed coalitional values
Giménez Pradales, José Miguel; Puente del Campo, María Albina
We consider a family of mixed coalitional values. They apply to games with a coalition structure by combining a (induced) semivalue in the quotient game, but share within each union the payoff so obtained by applying different (induced) semivalues to a game that concerns only the players of that union. A computation procedure in terms of the multilinear extension of the original game is provided.
2015-10-29T18:11:54ZGiménez Pradales, José MiguelPuente del Campo, María AlbinaWe consider a family of mixed coalitional values. They apply to games with a coalition structure by combining a (induced) semivalue in the quotient game, but share within each union the payoff so obtained by applying different (induced) semivalues to a game that concerns only the players of that union. A computation procedure in terms of the multilinear extension of the original game is provided.Uso de Edublog como herramienta para la mejora del aprendizaje en escuelas de ingeniería
http://hdl.handle.net/2117/78109
Uso de Edublog como herramienta para la mejora del aprendizaje en escuelas de ingeniería
Taberna Torres, Judit; Domínguez García, Santiago; García Planas, María Isabel
En este trabajo se analiza la eficacia de una experiencia de innovación enel ámbito de la educación superior consistente en el uso de blogs
educativos como herramienta didáctica. Dicha experiencia se ha llevado a cabo en los grupos de la asignatura de Álgebra lineal de primer curso de la titulación de grado impartida en la Escuela Superior de Ingenieros
Industriales de Barcelona (ETSEIB) de la Universitat Politècnica de
Catalunya (UPC).
El resultado de la experiencia muestra que este recurso educativo acentúa el aprendizaje por encima de la enseñanza, potenciando el trabajo autónomo, la participación, la interacción y la colaboración de los estudiantes.
Las características propias de los edublog hacen que con unos
conocimientos básicos sobre tecnología digital, sean una herramienta fácil de utilizar en general y en particular para los estudiantes que llegan a la universidad ya que han nacido a partir del año 1990 y por tanto, son nativos digitales.
2015-10-22T10:12:13ZTaberna Torres, JuditDomínguez García, SantiagoGarcía Planas, María IsabelEn este trabajo se analiza la eficacia de una experiencia de innovación enel ámbito de la educación superior consistente en el uso de blogs
educativos como herramienta didáctica. Dicha experiencia se ha llevado a cabo en los grupos de la asignatura de Álgebra lineal de primer curso de la titulación de grado impartida en la Escuela Superior de Ingenieros
Industriales de Barcelona (ETSEIB) de la Universitat Politècnica de
Catalunya (UPC).
El resultado de la experiencia muestra que este recurso educativo acentúa el aprendizaje por encima de la enseñanza, potenciando el trabajo autónomo, la participación, la interacción y la colaboración de los estudiantes.
Las características propias de los edublog hacen que con unos
conocimientos básicos sobre tecnología digital, sean una herramienta fácil de utilizar en general y en particular para los estudiantes que llegan a la universidad ya que han nacido a partir del año 1990 y por tanto, son nativos digitales.El uso de weblogs en la educación superior y su evaluación mediante rúbrica
http://hdl.handle.net/2117/78106
El uso de weblogs en la educación superior y su evaluación mediante rúbrica
Taberna Torres, Judit; Domínguez García, Santiago; García Planas, María Isabel
El uso de weblogs se va haciendo más habitual entre los docentes
universitarios por lo que, se hace cada vez más necesario definir un buen sistema de evaluación. Los criterios de evaluación de un blog deben tener en cuenta la operatividad, la apariencia, la evidencia del trabajo realizado tanto en calidad como cantidad, los indicadores de reflexión y el nivel de participación y colaboración de los estudiantes.
Teniendo en cuenta estos aspectos y para responder a esas necesidades hemos elegido la rúbrica como metodología para la evaluación de blogs. Para el tema específico de blogs utilizados en la asignatura álgebra lineal cursada en la ETSEIB de la Universidad Politécnica de Cataluña, se proponen dos rúbricas, una para la auto-evaluación y evaluación por pares, y la segunda para evaluar el trabajo del estudiante por parte del docente. Esta segunda rúbrica consiste en 3 sub-rúbricas, una para analizar la parte
formal del blog del alumno (estructura, ortografía, nivel de idioma, entre otros) y las otras dos para evaluar los proyectos que los estudiantes deben realizar.
2015-10-22T10:01:54ZTaberna Torres, JuditDomínguez García, SantiagoGarcía Planas, María IsabelEl uso de weblogs se va haciendo más habitual entre los docentes
universitarios por lo que, se hace cada vez más necesario definir un buen sistema de evaluación. Los criterios de evaluación de un blog deben tener en cuenta la operatividad, la apariencia, la evidencia del trabajo realizado tanto en calidad como cantidad, los indicadores de reflexión y el nivel de participación y colaboración de los estudiantes.
Teniendo en cuenta estos aspectos y para responder a esas necesidades hemos elegido la rúbrica como metodología para la evaluación de blogs. Para el tema específico de blogs utilizados en la asignatura álgebra lineal cursada en la ETSEIB de la Universidad Politécnica de Cataluña, se proponen dos rúbricas, una para la auto-evaluación y evaluación por pares, y la segunda para evaluar el trabajo del estudiante por parte del docente. Esta segunda rúbrica consiste en 3 sub-rúbricas, una para analizar la parte
formal del blog del alumno (estructura, ortografía, nivel de idioma, entre otros) y las otras dos para evaluar los proyectos que los estudiantes deben realizar.Detection of structural changes through principal component analysis (PCA) and multivariate statistical inference
http://hdl.handle.net/2117/76979
Detection of structural changes through principal component analysis (PCA) and multivariate statistical inference
Pozo Montero, Francesc; Arruga Cantalapiedra, Ignacio; Mujica Delgado, Luis Eduardo; Podivilova, Elena
This paper is focused on the development of a damage detection indicator that combines a data driven baseline model (reference pattern obtained from the healthy structure) based on principal component analysis (PCA) and multivariate hypothesis testing. More pre- cisely, a test for the plausibility of a value for a normal population mean vector is performed. The results indicate that the test is able to accurately clasify random samples as healthy or not.
2015-09-21T09:51:07ZPozo Montero, FrancescArruga Cantalapiedra, IgnacioMujica Delgado, Luis EduardoPodivilova, ElenaThis paper is focused on the development of a damage detection indicator that combines a data driven baseline model (reference pattern obtained from the healthy structure) based on principal component analysis (PCA) and multivariate hypothesis testing. More pre- cisely, a test for the plausibility of a value for a normal population mean vector is performed. The results indicate that the test is able to accurately clasify random samples as healthy or not.L-Fuzzy sets for group linguistic preference modeling: an application to assess a firm’s performance
http://hdl.handle.net/2117/76945
L-Fuzzy sets for group linguistic preference modeling: an application to assess a firm’s performance
Agell Jané, Núria; Sánchez Soler, Monica; Prats Duaygues, Francesc
Given a finite totally ordered set of linguistic
descriptions, the extended set of qualitative labels with different
levels of precision L is constructed. In this framework, qualitative
descriptions of a given set are L-fuzzy sets. A distance
between L-fuzzy sets is introduced based on the properties of
the lattice L. An illustrative example in the retail sector applied
to assess a firm’s overall performance using perceptions of
managers in the firm’s different departments is presented.; Given a finite totally ordered set of linguistic descriptions, the extended set of qualitative labels with different levels of precision L is constructed. In this framework, quali- tative descriptions of a given set are L -fuzzy sets. A distance between L -fuzzy sets is introduced based on the properties of the lattice L . An illustrative example in the retail sector applied to assess a firm’s overall performance using perceptions of managers in the firm’s different departments is presented.
2015-09-18T11:39:20ZAgell Jané, NúriaSánchez Soler, MonicaPrats Duaygues, FrancescGiven a finite totally ordered set of linguistic
descriptions, the extended set of qualitative labels with different
levels of precision L is constructed. In this framework, qualitative
descriptions of a given set are L-fuzzy sets. A distance
between L-fuzzy sets is introduced based on the properties of
the lattice L. An illustrative example in the retail sector applied
to assess a firm’s overall performance using perceptions of
managers in the firm’s different departments is presented.
Given a finite totally ordered set of linguistic descriptions, the extended set of qualitative labels with different levels of precision L is constructed. In this framework, quali- tative descriptions of a given set are L -fuzzy sets. A distance between L -fuzzy sets is introduced based on the properties of the lattice L . An illustrative example in the retail sector applied to assess a firm’s overall performance using perceptions of managers in the firm’s different departments is presented.Fuzzy controller for the yaw and velocity control of the Guanay II AUV
http://hdl.handle.net/2117/76884
Fuzzy controller for the yaw and velocity control of the Guanay II AUV
González Agudelo, Julián; Gomáriz Castro, Spartacus; Batlle Arnau, Carles; Galarza, Cesar
2015-09-17T09:44:04ZGonzález Agudelo, JuliánGomáriz Castro, SpartacusBatlle Arnau, CarlesGalarza, CesarA fault detection method for pitch actuators faults in wind turbines
http://hdl.handle.net/2117/28434
A fault detection method for pitch actuators faults in wind turbines
Tutivén Gálvez, Christian; Vidal Seguí, Yolanda; Acho Zuppa, Leonardo; Rodellar Benedé, José
The paper presents a model-based fault detection method for pitch actuators faults using the normalized gradient method to estimate the parameters of the pitch actuator. One major difficulty is that the input signal to the parametric estimation method must be a persistent excitation. To circumvent this, a chattering term
is added to the pitch control law and the usual low-pass filters are not used for the parametrization in the normalized gradient
method (thus acceleration information is used). In order to verify the proposed method, simulations are conducted within a Hardware in the Loop (HiL) platform using the wind turbine simulation software
FAST (Fatigue, Aerodynamics, Structures, and Turbulence).
2015-06-26T11:24:28ZTutivén Gálvez, ChristianVidal Seguí, YolandaAcho Zuppa, LeonardoRodellar Benedé, JoséThe paper presents a model-based fault detection method for pitch actuators faults using the normalized gradient method to estimate the parameters of the pitch actuator. One major difficulty is that the input signal to the parametric estimation method must be a persistent excitation. To circumvent this, a chattering term
is added to the pitch control law and the usual low-pass filters are not used for the parametrization in the normalized gradient
method (thus acceleration information is used). In order to verify the proposed method, simulations are conducted within a Hardware in the Loop (HiL) platform using the wind turbine simulation software
FAST (Fatigue, Aerodynamics, Structures, and Turbulence).Evaluating an E-portfolio for a linear algebra course using rubrics
http://hdl.handle.net/2117/28385
Evaluating an E-portfolio for a linear algebra course using rubrics
García Planas, María Isabel; Taberna Torres, Judit; Domínguez García, Santiago; Palau, Ramon
There is always a need to evaluate training skills acquired for, in this way, to know whether they have
achieved the learning objectives. The use of the e-portfolio becomes more common among teachers
then, becomes increasingly necessary define a good evaluation system. E-Portfolio evaluation criteria
should take into account operational, appearance, evidence and reflection indicators. Considering all
these aspects and to respond to such needs is chosen to create a rubric to assess. Remember that
scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to
guide the analysis of the products or processes of students’ efforts.
In creating the rubric, first we analyzed what the analytical evaluation criteria to be considered for a
course in linear algebra of first year engineering degree and taking into account the skill sets required
to demonstrate that they have acquired the skills set by the University in the course to evaluate. In so
far as a mathematics course, we must not forget the following levels of quality corresponding to
Solving, Reasoning and Proof, Communication, Connections, and Representation, from excellent to
poor, for a specific assignment.
For the specific subject of linear algebra of the first year of Engineering at the ETSEIB of Polytechnic
University of Catalonian, two rubrics are proposed, the first one for the student self-assessment as
well as for peer assessment, and the second one for the assessment of student work from the
teacher. The rubric to evaluate students' work consists of 3 sub-rubrics, one to analyze the formal part
of the portfolio of the student (structure, spelling, level of language, among others) and the other two
for evaluating projects that students must perform.
2015-06-23T12:04:51ZGarcía Planas, María IsabelTaberna Torres, JuditDomínguez García, SantiagoPalau, RamonThere is always a need to evaluate training skills acquired for, in this way, to know whether they have
achieved the learning objectives. The use of the e-portfolio becomes more common among teachers
then, becomes increasingly necessary define a good evaluation system. E-Portfolio evaluation criteria
should take into account operational, appearance, evidence and reflection indicators. Considering all
these aspects and to respond to such needs is chosen to create a rubric to assess. Remember that
scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to
guide the analysis of the products or processes of students’ efforts.
In creating the rubric, first we analyzed what the analytical evaluation criteria to be considered for a
course in linear algebra of first year engineering degree and taking into account the skill sets required
to demonstrate that they have acquired the skills set by the University in the course to evaluate. In so
far as a mathematics course, we must not forget the following levels of quality corresponding to
Solving, Reasoning and Proof, Communication, Connections, and Representation, from excellent to
poor, for a specific assignment.
For the specific subject of linear algebra of the first year of Engineering at the ETSEIB of Polytechnic
University of Catalonian, two rubrics are proposed, the first one for the student self-assessment as
well as for peer assessment, and the second one for the assessment of student work from the
teacher. The rubric to evaluate students' work consists of 3 sub-rubrics, one to analyze the formal part
of the portfolio of the student (structure, spelling, level of language, among others) and the other two
for evaluating projects that students must perform.Using the e-portfolio for large groups of students
http://hdl.handle.net/2117/28384
Using the e-portfolio for large groups of students
García Planas, María Isabel; Taberna Torres, Judit; Domínguez García, Santiago; Palau, Ramon
The number of students in class in studies of first year engineering degree in many Universities, in particular at the Polytechnic University of Catalonia, is high with an average of 75 students per class.
While the large groups permit to transmit information efficiently, to a large number of students, it is equally true that it is difficult to teach students to actively think about what they are learning.
In small groups is becoming more common the use of e-portfolio for learning and assessment. This increased use is due to the need of the teacher to improve student autonomy by means reflection on
learning processes. The biggest growth is in the use of e-portfolio as it has the ability to incorporate new information and communication technologies into the learning process.
We think and we are convinced that teaching in large groups does not have to limit itself to the master class only. Under this conviction we have introduced the e-portfolio in a core subject in studies of first
year engineering degree. Also they can be displayed in a common space on University virtual campus where the students can view each other’s e-portfolios.
In this work, we show the results concerning the use of the e-portfolio in large groups as a tool for teaching, learning, assessment and self-assessment of student learning, as well as and satisfaction
and usefulness of this tool. The study sample consists of all students from the first year of Engineering in the subject of linear algebra at the ETSEIB of Polytechnic University of Catalonian.
To prepare the e-portfolio has been essential on the one hand, the definition of the goals that we want students to achieve, as well as the issues that we consider basic to exceed targets, also we must
prepare and plan the course comprehensively in order to make the coordination of the different tasks carried out in the classroom with the work of the e-portfolio. On the other hand, has been important the
selection of platforms to implement the e-portfolio. We decided to choose the use of the integrated Moodle and Mahara (Mahoodle) platform, as well as the simultaneous use of platforms Exabis inside
Moodle and Google Sites.
2015-06-23T12:01:43ZGarcía Planas, María IsabelTaberna Torres, JuditDomínguez García, SantiagoPalau, RamonThe number of students in class in studies of first year engineering degree in many Universities, in particular at the Polytechnic University of Catalonia, is high with an average of 75 students per class.
While the large groups permit to transmit information efficiently, to a large number of students, it is equally true that it is difficult to teach students to actively think about what they are learning.
In small groups is becoming more common the use of e-portfolio for learning and assessment. This increased use is due to the need of the teacher to improve student autonomy by means reflection on
learning processes. The biggest growth is in the use of e-portfolio as it has the ability to incorporate new information and communication technologies into the learning process.
We think and we are convinced that teaching in large groups does not have to limit itself to the master class only. Under this conviction we have introduced the e-portfolio in a core subject in studies of first
year engineering degree. Also they can be displayed in a common space on University virtual campus where the students can view each other’s e-portfolios.
In this work, we show the results concerning the use of the e-portfolio in large groups as a tool for teaching, learning, assessment and self-assessment of student learning, as well as and satisfaction
and usefulness of this tool. The study sample consists of all students from the first year of Engineering in the subject of linear algebra at the ETSEIB of Polytechnic University of Catalonian.
To prepare the e-portfolio has been essential on the one hand, the definition of the goals that we want students to achieve, as well as the issues that we consider basic to exceed targets, also we must
prepare and plan the course comprehensively in order to make the coordination of the different tasks carried out in the classroom with the work of the e-portfolio. On the other hand, has been important the
selection of platforms to implement the e-portfolio. We decided to choose the use of the integrated Moodle and Mahara (Mahoodle) platform, as well as the simultaneous use of platforms Exabis inside
Moodle and Google Sites.Differential flatness of a class of n—DOF planar manipulators driven by an arbitrary number of actuators
http://hdl.handle.net/2117/28316
Differential flatness of a class of n—DOF planar manipulators driven by an arbitrary number of actuators
Franch Bullich, Jaume; Reyes Jimenez, Alejandro; Agrawal, Sunil K.
This paper deals with the problem of feedback
linearization, either by dynamic or static feedback, of a planar robot manipulator with n links and m inputs. The robot is pro-vided with a particular inertia distribution in order to reduce nonlinearities, and with n-m springs to keep controllability.
Under these design conditions, the paper answers the question of where to place the actuators such that the system is static feedback linearizable. For those systems that there are not static feedback linearizable, the paper shows that are linearizable by prolongations and, therefore, dynamic feedback linearizable.
2015-06-15T18:11:19ZFranch Bullich, JaumeReyes Jimenez, AlejandroAgrawal, Sunil K.This paper deals with the problem of feedback
linearization, either by dynamic or static feedback, of a planar robot manipulator with n links and m inputs. The robot is pro-vided with a particular inertia distribution in order to reduce nonlinearities, and with n-m springs to keep controllability.
Under these design conditions, the paper answers the question of where to place the actuators such that the system is static feedback linearizable. For those systems that there are not static feedback linearizable, the paper shows that are linearizable by prolongations and, therefore, dynamic feedback linearizable.