scholarly journals Use of technical computing systems in the context of engineering problems

2020 ◽  
Vol 7 (2) ◽  
pp. 84
Author(s):  
Carlos Llopis-Albert ◽  
Francisco Rubio ◽  
L.M. Valle-Falcones ◽  
C. Grima-Olmedo
Keyword(s):  
Problem Solving ◽  
Mechanical Systems ◽  
Positive Influence ◽  
Computing Systems ◽  
Teaching Innovation ◽  
Dynamic Mechanical ◽  
Ethical Commitment ◽  
Engineering Problems ◽  
Innovation Project ◽  
The Subject

<p>This paper presents a teaching innovation project based on applying technical computing systems as a resource to improve learning in the classroom and as a way of evaluating transversal competences (TC). By these means, students analyze complex kinematic and dynamic mechanical systems in the context of the subject Dynamics of Mechanical Systems of the Master’s Degree in Mechatronics Engineering at Universitat Politècnica de València (Spain). We have observed that the use of such tools improves the students learning on the contents of the subject, allows to acquire the transversal competence related to the analysis and problem solving, and enhances the ability to understand concepts intuitively. Furthermore, results clearly show a positive influence on the use of such tools for improving the professional and ethical commitment to the issues raised.</p>

scholarly journals The Study of the Scale through Space. Teaching Innovation Experience among Architecture Schools: Malaga, Seville and Palermo

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1354
Author(s):  
Susana Garcia-Bujalance ◽  
Manfredi Leone ◽  
Daniel Navas-Carrillo
Keyword(s):  
Educational Innovation ◽  
Landscape Design ◽  
Teaching Innovation ◽  
Territorial Planning ◽  
General Terms ◽  
Innovation Project ◽  
The Subject ◽  
The City ◽  
Academic Results

The educational innovation project object of this communication focuses on the scale problems that arise in the projects of territorial planning carried out in architecture schools, but also in the loss of the scale concept related to thought and drawing. The project involved collaboration among the Schools of Architecture of Malaga, Palermo and Seville with the aim of carrying out a practical exercise among the students of two subjects that, working on different scales, addressed similar concepts. In particular, following an PBL methodology based on collaborative projects, the planning of the N-340 road in the city of Nerja (Málaga) was carried out. Firstly, the territorial scale is addressed in the subject of Urbanism IV at the School of Architecture of Malaga, proposing the continuity of its development at the scale of landscape design in another place and with other designers of the course of Landscape Laboratory at the School of Architecture of Palermo. Besides, having verified that the academic results have been -in general terms- more satisfactory, the project has allowed consolidating the academic relationship between the three schools, which has translated into the development of complementary training actions.

scholarly journals Methodology to evaluate transversal competences in the master's degree in industrial engineering based on a system of rubrics and indicators

2021 ◽  
Vol 8 (1) ◽  
pp. 30
Author(s):  
Carlos Llopis-Albert ◽  
Francisco Rubio
Keyword(s):  
Master's Degree ◽  
Positive Influence ◽  
Project Based Learning ◽  
Industrial Engineering ◽  
Industrial Equipment ◽  
Ethical Commitment ◽  
Subject Design ◽  
Competency Based ◽  
The Subject ◽  
Master’S Degree

<p>This paper presents a methodology to evaluate transversal competences in the context of the subject “Design and application of industrial equipment” in the Master's Degree in Industrial Engineering at Universitat Politècnica de València (Spain). The competency-based education implies several activities, such as a project-based learning that must be eventually defended in public by students in groups. Evidence of learning is collected based on a well-defined system of rubrics and indicators, which are known in advance by students. We have observed that the use of such techniques improves the students learning on the contents of the subject, allows to acquire the transversal competences related to the analysis and problem solving, and enhances the ability to understand concepts intuitively. Moreover, results clearly show a positive influence on the use of such tools for improving the professional and ethical commitment to the issues raised.</p>

scholarly journals Retroalimentación de los estudiantes sobre el uso de vídeos docentes como apoyo al estudio de la Termodinámica

2021 ◽  
Author(s):  
Ignacio Zabalza ◽  
Manuel Bailera ◽  
Belén Zalba ◽  
José María Marín ◽  
Begoña Peña ◽  
...  
Keyword(s):  
Thermal Engineering ◽  
Abstract Concepts ◽  
Teaching Innovation ◽  
Instructional Videos ◽  
Multimedia Resources ◽  
Level Of Satisfaction ◽  
Core Subject ◽  
Innovation Project ◽  
The Subject ◽  
High Level

Proper use of multimedia resources in higher education can actively involve students and lead them to deep learning. In the context of Thermal Engineering, and more specifically in the subject of Thermodynamics, the use of instructional videos is an essential tool to help overcome the students' usual difficulties with this subject. Thermodynamics is a core subject of different engineering degrees that includes several abstract concepts and is sometimes perceived by students as a complex subject.In order to tackle these difficulties and to improve the learning of this subject, this communication describes a teaching innovation project based on the use of videos as a tool to support teaching. The results obtained are analyzed through questionnaires aimed at obtaining feedback from the students. In general, students show a high level of satisfaction with the use of videos, evaluating favorably their usefulness in improving their learning.

scholarly journals Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 57
Author(s):  
Manuel Cotrina García ◽  
Mayka García García ◽  
Ester Caparrós Martín
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Inclusive Education ◽  
Collaborative Teaching ◽  
Secondary Teacher ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Teacher Professional ◽  
The Subject ◽  
The University

RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

scholarly journals El papel del alumnado en la propuesta y diseño de acciones docentes

2018 ◽  
pp. 1
Author(s):  
Fernando Castello-Sirvent ◽  
Vanessa Roger Monzó
Keyword(s):  
Public Relations ◽  
Learning Styles ◽  
Paired Comparison ◽  
Attendance Rate ◽  
Teaching Innovation ◽  
Effective Selection ◽  
Innovation Project ◽  
The Subject ◽  
Communication Sector ◽  
Selection Of

The ComunicArte16 Teaching Innovation Project is presented in this paper, in which 21 students participated. It was carried out in the academic course 2015-2016 in the subject Economical Structure of the Communication Sector of the degree in Communication and Public Relations of ESIC Business & Marketing School. ComunicArte16 aims to increase student participation through the proposal and design of their own teaching actions to be carried out in the classroom. From the 14 proposed actions, five teachers who are specialized in the subject were asked to reveal their preferences according to the objectives of the subject's curriculum. This process has been articulated on four axes: analyze, connect, experiment and create (ACEC), following the Felder-Silverman Learning Styles Model (FSLSM). For the selection of teaching actions of ComunicArte16 the Hierarchical Analytical Process (AHP) was followed and which, through the paired comparison of alternatives of self-excluding type, provided a weighted priority and resulted in the effective selection of 4 actions, one for each axis. The analysis of the results supports a high acceptance of ComunicArte16 among the students, increasing active participation in the classroom and improving their commitment through a higher attendance rate.

Technology Assisted Problem Solving Packages

2010 ◽  
pp. 69-90
Author(s):  
Manjit Singh Sidhu
Keyword(s):  
Problem Solving ◽  
Engineering Problem ◽  
Independent Learning ◽  
Human Tutor ◽  
Flexible Mode ◽  
Self Study ◽  
Engineering Problems ◽  
Course Material ◽  
The Subject ◽  
Correct Level

This is especially true in the domain of engineering where such technology needs much attention. Technology assisted problem solving (TAPS) packages are specialized computer programs developed to work as stand-alone (PC Based) or with Web servers that can supplement student learning; for revision, laboratory experiments, and self-study. In this book the term TAPS is used to represent interactive multimedia CAL in which the student is engaged with a computer tutor in the problem-solving task of the subject matter. TAPS packages offer similar pedagogic values as an experienced human tutor, with the added advantage of guiding students to solve engineering problems on a more flexible mode i.e. a student has the freedom of working on the problem at his/her own pace, repeat all or certain steps, spend more time at each or particular step until they are able to understand, and solve the problem. The objec-tive of these TAPS packages is to improve student’s understanding of the selected engineering problems by guiding and presenting the problem solving steps accordingly. The ultimate goal is to instill a sense of independent learning, encouraging critical thinking, and to promote deep learning. When tutoring a student on solving an engineering problem, a human tutor is expected to gauge the student’s background knowledge, deliver relevant course material at the correct level of detail, and clarify student’s misunderstandings. TAPS packages include the use of the computer to provide most aspects of instruction, which a classroom instructor could provide such as tutorials, questioning, feedback, contingent on answers, analysis and testing. The TAPS packages developed for this project has been customized to anticipate student needs, and have various interactive features built in to allow delivery control, navigation, and feedback More specifically, the packages are designed to assist the student in learning, visualizing, and problem solving in a step-by-step approach.

scholarly journals Gamification experience in the subject of descriptive geometry for architecture

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Antonio Álvaro-Tordesillas ◽  
Marta Alonso-Rodríguez ◽  
Irene Poza-Casado ◽  
Noelia Galván-Desvaux
Keyword(s):  
Academic Performance ◽  
Professional Practice ◽  
Teaching Method ◽  
Point Of View ◽  
Withdrawal Rate ◽  
Descriptive Geometry ◽  
Teaching Innovation ◽  
New Methods ◽  
Innovation Project ◽  
The Subject

The hasty changes in the curricula that have occurred in recent years in the School of Architecture of XXX have generated some problems in the subject of Descriptive Geometry that have been added to others that had been ongoing for many years. A Teaching Innovation Project (TIP) seeks to provide a solution to the problems raised with new methods of teaching inside and outside the classroom and greater interaction between the students and the professor. This way, geometry is no longer something abstract, unrelated to the professional practice of the architect. Thereby, it is intended to structure a new subject that provides students not only with graphic and spatial techniques but also with teamwork, cooperation, training, sufficiency and autonomy resources that help them in the development of their future career. In order to carry out this new methodology for teaching, a course based on gamification has been designed, which allows the students to focus on the subject from a more playful point of view with the aim of motivating and involving them. Based on a three-year experience of comparative work between the traditional and the proposed systems, the conclusions obtained with regards to the withdrawal rate, academic performance and perception of the teaching method are presented in this paper. The incorporation of techniques based on games had a motivating effect on the students, who discovered a way of learning by playing what they previously perceived as a tedious subject.

scholarly journals Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

Aula Abierta ◽  
2017 ◽  
Vol 46 ◽  
pp. 57 ◽  
Author(s):  
Manuel Cotrina García ◽  
Mayka García García ◽  
Ester Caparrós Martín
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Inclusive Education ◽  
Collaborative Teaching ◽  
Secondary Teacher ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Teacher Professional ◽  
The Subject ◽  
The University

RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

IMPROVE THE INTERETATION OF STUDY SUBJECTS PANCASILA AND CITIZENSHIP EDUCATION BY APPLYING KONSTEXTUAL LEARNING MODEL BERBASIS A TASK IN CLASS INFORMATICS XI SMK BINA ECLECTUS ACADEMIC YEAR 2015/2016

EDUKASI ◽  
2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Hasanudin S. Usman
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Positive Influence ◽  
Motivation To Learn ◽  
Test Results ◽  
Applied Learning ◽  
Know How ◽  
Design Activities ◽  
The Subject ◽  
Academic Year

The purpose of this research is to know how to incerease the students’ learning achievement that has been applied learning contextual task-based learning model and to know the influence of contextual learning in  the task-based teaching model to improve achievemen and motivation to learn the material pe civis lesson.   This research is an action research by theree rounds. Each round consists of four phases. Design activities are observation, and revesion. The subject of the research is XI grade students of Bina Informatika Ternate accademic year 2015/2016. Data obtained in the form of a formative test results, observation sheet teaching and learning activities. The results of the research showed that students’ achivement increased from round I to III that the round 1, (70.00 % ), (92,50 %)  3 cycles, conclusions of this research is the method of cooperatif learning can be a positive influence on students motivation and achievement in material udaya politics in Indonesia. It means that this model can be used as one of the alternative learning for Pkn.            Kata  kunci: PKn, cooperative learning method

Sign in / Sign up

Export Citation Format

Share Document