http://hdl.handle.net/2099/10264 2013-05-19T06:43:02Z http://hdl.handle.net/2099/13174 Title: The Acceptance of microblogging in the learning process: the ubam model Authors: Rejón Guardia, Francisco; Sánchez Fernández, Juan; Muñoz Leiva, Francisco 2013-03-19T00:00:00Z http://hdl.handle.net/2099/13173 Title: Self-assessment exercises in continuum mechanics with autonomous learning Authors: Marcé Nogué, Jordi; Gil Espert, Lluís; Pérez Martínez, Marco Antonio; Sánchez Romero, Montserrat 2013-03-19T00:00:00Z http://hdl.handle.net/2099/13172 Title: The students’ procedural fluency and written-mathematical explanation on constructed response tasks in physics Authors: Bautista, Romiro G. 2013-03-19T00:00:00Z http://hdl.handle.net/2099/13171 Title: Enhancement in evaluating small group work in courses with large number Authors: Jordi Nebot, Lluïsa; Pàmies Vila, Rosa; Català Calderon, Pau; Puig Ortiz, Joan 2013-03-19T00:00:00Z http://hdl.handle.net/2099/13170 Title: Ethics in engineering: student perceptions and their professional identity Authors: Stappenbelt, Brad 2013-03-19T00:00:00Z http://hdl.handle.net/2099/13169 Title: A proposal to improve your assessment skills Authors: Amante García, Beatriz; Martínez Martínez, María 2013-03-19T00:00:00Z http://hdl.handle.net/2099/12659 Title: Technological or traditional tools for document's correction? a case study in higher education Authors: Kallas, Zein; Ornat Longarón, Cèsar Abstract: Information and Communication Technology is playing an important role in assisting teachers in their activities. They became a) more efficient, b) more precise and c) more comprehensive. The “Audio” ad is a clear illustration for this trend. Students’ acceptance of the “Audio” tool has been analysed and compared with the “traditional” correction and the “track change”. 57 students have answered a structured questionnaire using a web 2.0 application for creating an online form. Results show a high relative importance for the “Audio” correction (42.02% of), followed by the “track change” and the “traditional printed document” with 33.02% and 24.95% respectively. 2012-09-18T00:00:00Z http://hdl.handle.net/2099/12658 Title: The Iinfluence of social style in evaluating academic presentations ofengineering projects Authors: Ortiz Valencia, Héctor; García Carrillo, Àgueda; González Benítez, María Margarita Abstract: An individual’s social style is determined by behavioral patterns in the interactions with their peers. Some studies suggest that social style may influence the way in which an individual’s performance is evaluated. We studied the effects that speakers’ and evaluators’ social styles have on the marks given for end-of-term presentations in a project engineering master’s course. The participants completed a self-evaluation exercise that classified their social styles into one of four categories: Driver, expressive, analytical, or amiable. Students individually rated the content and appearance of their classmates’ presentations. A statistical analysis of these scores revealed that the speaker’s social style had a significant effect on the marks received for content and appearance. The evaluator’s social style also demonstrated a statistically significant effect on the marks given for appearance, though not for content. Students with expressive social style received the highest scores, while the analytical style received the lowest scores. These results reiterate the necessity to train students as evaluators in order to reduce bias when evaluating their classmates and co-workers during their academic and professional careers. 2012-09-18T00:00:00Z http://hdl.handle.net/2099/12657 Title: Feedback and feedforward: focal points for improving academic performance Authors: García Sanpedro, María José Abstract: The effective integration of competencies in university programmes follows a holistic and diversified assessment model and the educational potential development of students’ assessment results. This work questions: how are students informed about the results of their learning? Specifically, it aims to understand students’ and professors’ perspectives about the use of learning results and the strategies that are promoted in the practice of improved use of their educational potential. The results described are derived from a case study on 12 degrees adapted to the EHEA. Although feedback and the feedforward are strategies for informing students about their learning results, the results of the study show that their use is not entirely generalised and frequently only inform the grades obtained. Students identify the difference between knowing the grade and obtaining feedback. The tutorial dimension is also valued positively when students are informed about the results of their assessment. However, it seems that use of the educational potential is pending. The students say that the tutorials and the follow up through continual assessment helps to reduce failure. Also, the faculty identifies that reflection about the results obtained is very much linked to metacognitive reflection, although it is not generalised in practice. The students recognise the limitations and the work load involved for the professor to individually monitor them. The study is concluded with the need for systematically incorporating feedback and feedforward in teaching practices and offers guidelines for orienting these strategies towards improving academic performance. 2012-09-18T00:00:00Z http://hdl.handle.net/2099/12656 Title: Towards methodological improvement in the spanish university studies Authors: Amante García, Beatriz; Martínez Martínez, María del Rosario 2012-09-18T00:00:00Z http://hdl.handle.net/2099/12655 Title: Interdisciplinary experience in the teacher training college of vitoria-gasteiz:teaching profession module Authors: Ortiz Barrón, Igor Camino; Aristizabal Llorente, Pilar; Zelaieta Anta, Edu Abstract: The higher education regulation process in Europe, known as the Bologna Process, has involved many changes, mainly in relation to methodology and assessment. The paper given below relates to implementing the new EU study plans into the Teacher Training College of Vitoria-Gasteiz; it is the first interdisciplinary paper written involving teaching staff and related to the Teaching Profession module, the first contained in the structure of the new plans. The coordination of teaching staff is one of the main lines of work in the Bologna Process, which is also essential to develop the right skills and maximise the role of students as an active learning component. The use of active, interdisciplinary methodologies has opened up a new dimension in universities, requiring the elimination of the once componential, individual structure, making us look for new areas of exchange that make it possible for students' training to be developed jointly. 2012-09-18T00:00:00Z http://hdl.handle.net/2099/12153 Title: Analysis of students’ generated questions in laboratory learning environments Authors: Llorens-Molina, Juan Antonio; Llorens de Jaime, Jesús María; Sanz Berzosa, Isidora Abstract: In order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex educational context. With regard to Laboratory Learning Environments (LLEs), a well known approach is the SLEI (Science Laboratory Environment Inventory). The aim of this research is to design and apply an alternative and qualitative assessment tool to characterize Laboratory Learning Environments in an introductory course of organic chemistry. An alternative and qualitative assessment tool would be useful for providing feed-back for experimental learning improvement; serving as a complementary triangulation tool in educational research on LLEs; and generating meaningful categories in order to design quantitative research instruments. Toward this end, spontaneous questions by students have been chosen as a reliable source of information. To process these questions, a methodology based on the Grounded Theory has been developed to provide a framework for characterizing LLEs. This methodology has been applied in two case studies. The conclusions lead us to argue for using more holistic assessment tools in both everyday practice and research. Likewise, a greater attention should be paid to metacognition to achieve suitable self-perception concerning students’ previous knowledge and manipulative skills. 2012-04-10T00:00:00Z http://hdl.handle.net/2099/12152 Title: Analysis of online quizzes as a teaching and assessment tool Authors: Salas-Morera, Lorenzo; Arauzo-Azofra, Antonio; García-Hernández, Laura Abstract: This article deals with the integrated use of online quizzes as a teaching and assessment tool in the general program of the subject Proyectos in the third course of Ingeniero Técnico en Informática de Gestión over five consecutive years. The research undertaken aimed to test quizzes effectiveness on student performance when used, not only as an isolated assessment tool, but also when integrated into a combined strategy, which support the overall programming of the subject. The results obtained during the five years of experimentation using online quizzes shows that such quizzes have a proven positive influence on students' academic performance. Furthermore, surveys conducted at the end of each course revealed the high value students accord to use of online quizzes in course instruction. 2012-04-10T00:00:00Z http://hdl.handle.net/2099/12151 Title: A New learning experience: voluntary preparatory course for the bachelor’s degree in engineering Authors: Botey, Muriel; Alcaraz, Olga Abstract: This paper reports on a new experience carried out at school associated with the Technical University of Catalonia, Universitat Politècnica de Catalunya (UPC) in September 2010. The aim is to describe the organization, funding and results of a preparatory course in Physics for a bachelor's degree in Engineering. We assess the students’ opinions about the experience and whether it should be repeated. We also analyze the profile of the students who access this School, estimating their initial knowledge of physics. The results obtained provide solid evidence that 70% of new students coming from Vocational Education Schools do not meet the required minimums. 2012-04-10T00:00:00Z http://hdl.handle.net/2099/12150 Title: Development and assessment of generic competences in engineering degrees through creativity Authors: Anguís Climent, Diego Abstract: Now more than ever, the social demands on the University require huge amounts of creativity to respond to the socio-economic context of today’s society. Creativity is an ability that requires teamwork as a framework for discussion of the particular ideas of its members, and a scenario for the development of necessary attitudes of tolerance. The experience described was developed with the help received by the University of Seville, within the Call for Teaching Innovation and Improvement Projects of the University’s First Teaching Plan during the 2010-2011 academic year, in a subject corresponding to the second term of the first year of Building Engineering. The experience was designed to develop a very short video with subject-related content to motivate the development of creativity among the students, and which would allow them to understand their own strengths and weaknesses in this area. It was also designed to achieve certain transverse competences included within the learning objectives of the subject, such as the ability to communicate through word and image in the context of a project in which teamwork is promoted. Given that such competences are always difficult to assess, the experience also sought to explore different approaches through peer assessment (using rubrics designed specifically for this case) and assessments involving agents external to the educational process. The results obtained show that, from the context of teaching technical subjects, it is possible to develop creativity together with the specific knowledge of the subject, and this experience is proposed as a new model for its teaching. 2012-04-10T00:00:00Z