scholarly journals Analysis of the perception that students have of a subject. Application to Integrated Information Systems of the Industrial Engineering Degree

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Raúl Oltra-Badenes
Keyword(s):  
Information Systems ◽  
Industrial Engineering ◽  
Initial Assessment ◽  
Industrial Organizations ◽  
Engineering Degree ◽  
The Subject ◽  
Teaching Learning ◽  
Future Work ◽  
The Given ◽  
Integrated Information

<p class="Abstract"><span lang="EN-US">The main purpose of this work is to establish and analyze the perception that students of the Degree in Industrial Engineering (GIOI) have about the subject Integrated Information Systems (IIS) in relation to the Task Value, and how this perception varies by taking a subject of the subject-matter analyzed. To achieve the objective, two surveys have been carried out on the students of the subject “Integrated Information Systems in Industrial Organizations” of GIOI. The first survey was passed to the students at the beginning of the course, prior to taking the classes of the subject. The survey was repeated at the end of the course, once the subject was completed, to see the changes in the assessment of the students. GIOI Students have a relatively low initial assessment of IIS subject, especially when compared to other subjects of the degree. However, after taking a subject in this area, its relative assessment increases, and its perception of Utility and Cost improves significantly. The course gets the students to perceive the IIS as something key for their future work. This did not happen before the course. Consequently, it can be concluded that taking the subject changes positively the perception of the students about IIS. Once this result is obtained and validated that it is positive, the research should deepen in which activities, contents or methodologies of the course help to achieve this result, with the objective of enhancing them with respect to those that are not so effective. This work allows teachers to find out the students' perception of a particular matter-subject, and its variation after taking a subject in that matter-subject. With this information, it will be possible to design and carry out the most appropriate teaching-learning actions to the given situation, to develop, as far as possible, a deep learning of the subject.</span></p>

scholarly journals Experiencia de evaluación formativa y compartida en el Máster Universitario en Formación del Profesorado de Educación Secundaria

2017 ◽  
Vol 4 (1) ◽  
pp. 29
Author(s):  
Nuria Ureña Ortín ◽  
Encarnación Ruiz Lara
Keyword(s):  
Physical Education ◽  
Formative Evaluation ◽  
Core Competencies ◽  
Assessment System ◽  
Initial Assessment ◽  
Shared Resources ◽  
Whole Process ◽  
The Subject ◽  
Teaching Learning ◽  
Assessment Questionnaire

Resumen: El objetivo del presente trabajo es describir y presentar los resultados de una experiencia de evaluación formativa y compartida en la asignatura Evaluación y recursos en la enseñanza de la Educación Física del Máster Universitario en Formación del Profesorado de Educación Secundaria, especialidad de Educación Física. Junto a este sistema de evaluación, se han desarrollado metodologías activas. Los instrumentos de evaluación utilizados fueron los siguientes: cuestionario de evaluación inicial, cuestionario de autoevaluación, de evaluación del profesor y el proceso por parte del alumno, cuestionario de evaluación final de la asignatura, diario del profesor, carpeta individual y trabajo grupal. Se analizaron las ventajas e inconvenientes encontrados, y la relación de estas variables con la carga de trabajo del alumnado y del profesorado. Las principales conclusiones son que, a pesar de la necesidad de introducir mejoras, se ha implicado al alumnado en su proceso de aprendizaje y en el desarrollo de un trabajo autónomo y cooperativo, por lo que se ha favorecido la adquisición de mayores niveles de aprendizaje, así como de competencias básicas para el ejercicio profesional y el aprendizaje permanente. Además, se ha articulado todo el proceso de enseñanza - aprendizaje al establecer la conexión entre competencias, sistema de evaluación y metodología utilizada. Formative and shared assessment experience in the University Master in Secondary Abstract: The aim of this paper is to describe and present the results of a formative evaluation experience in the subject and shared resources assessment and the teaching of Physical Education Master’s Degree in Teacher Education Secondary Education with a specialty in Physical Education. Alongside this system of evaluation methodologies have been developed active. The evaluation instruments used were: initial assessment questionnaire, self-assessment questionnaire, evaluation of the teacher and the process by the student’s final evaluation questionnaire of the subject, the teacher daily, individual and group work folder. We analyzed the advantages and problems encountered, and the relationship of these variables with the workload of students and faculty. The main conclusions are that, despite the need for improvements, has involved the students in their learning process and the development of autonomous and cooperative work, so that has favored the acquisition of higher levels of learning, as well as core competencies for professional practice and lifelong learning. It has also articulated the whole process of teaching - learning to make the connection between competence assessment system and methodology.

scholarly journals Aplicación de la tecnología BIM en la asignatura de proyecto del Grado de Ingeniería Industrial en la UNEX = Application of BIM technology in the project subject of the industrial engineering degree in UNEX

2017 ◽  
Vol 1 (1) ◽  
pp. 68 ◽  
Author(s):  
Antonio M. Reyes ◽  
Paloma Prieto ◽  
Juan P. Cortes ◽  
Alonso Candelario
Keyword(s):  
Construction Industry ◽  
Teaching Experience ◽  
Industrial Engineering ◽  
University Education ◽  
Basic Knowledge ◽  
Engineering Degree ◽  
New Construction ◽  
Student Training ◽  
The Subject ◽  
Leadership And Change

ResumenUn gran número de estudios indican que la necesidad de profesionales con conocimientos BIM  está sufriendo un rápido crecimiento. Este crecimiento está dando lugar a problemas en la implantación del BIM en el sector, siendo el principal de ellos la falta de formación de los técnicos en este ámbito [1-4]. Las enseñanzas universitarias actuales, se fundamentan en la adquisición de habilidades por parte del alumnado. En línea con las exigencias del Espacio Europeo de Educación Superior que denomina competencias a las habilidades a adquirir por el alumno. En este trabajo se trata de exponer la experiencia docente de la implantación de la tecnología BIM en la asignatura de proyectos. Esta asignatura tiene carácter obligatorio para las tres disciplinas del Grado de Ingeniería Industrial. El objetivo es deducir si el uso docente de la tecnología BIM facilita la adquisición de conocimientos y mejora la comprensión de la asignatura. La educación BIM debe centrarse en el desarrollo de los conocimientos básicos, habilidades y actitudes de los estudiantes [5]. Además, hay que enfatizar en la necesidad de que los técnicos de la industria de la construcción tengan habilidades como la colaboración, comunicación, liderazgo y la gestión de cambios, junto a habilidades técnicas relacionadas con BIM [6]. El mundo académico tiene un papel importante en la transformación de la industria impulsada por BIM [7]. Mientras que las entidades gubernamentales y el sector privado utilizan BIM para la nueva construcción, los programas universitarios han sido mucho más lentos en incorporar la tecnología [8]. Las universidades se están quedando detrás de la industria de la construcción en cuanto a la adopción de la tecnología BIM en la formación de los alumnos [9]. Realmente lo que se evalúa en este trabajo son precisamente los beneficios y dificultades que ha supuesto la implantación de la tecnología BIM en el desarrollo de la asignatura. Cuáles han sido los aspectos que ha mejorado y cuáles son los que se podrían mejorar.AbstractMany studies indicate that the need for professionals with BIM skills is undergoing a fast growth. This growth is giving rise to problems in the implementation of BIM in the sector: the main one is the lack of training of technicians in this area. The current university education is based on the acquisition of skills by students. In line with the requirements of the European Higher Education Area which calls competencies the skills to be acquired by the student. In this paper, the teaching experience of the implementation of BIM technology in the project subject is going to be explained. This subject is compulsory for the three disciplines of the Industrial Engineering Degree. The objective is to deduce if the teaching use of the BIM technology facilitates the acquisition of knowledge and improves the understanding of the subject. BIM education should focus on the development of basic knowledge, skills and attitudes of students. In addition, it is necessary to emphasize the need for construction industry technicians to have skills such as collaboration, communication, leadership and change management, along with technical skills related to BIM. The academic world plays an important role in transforming the industry driven by BIM. While government agencies and the private sector use BIM for new construction, university programs have been much slower in incorporating this technology. Universities are staying behind the construction industry in terms of adopting BIM technology in student training. Actually, the benefits and difficulties that has meant the implementation of BIM technology in the development of the subject is evaluated in this work: which aspects have improved and which aspects could be improved.

SOME RESULTS AND PROBLEMS RELATED TO UNIVERSAL ALGEBRAIC GEOMETRY

2007 ◽  
Vol 17 (05n06) ◽  
pp. 1133-1164 ◽  
Author(s):  
BORIS PLOTKIN
Keyword(s):  
Algebraic Geometry ◽  
Point Of View ◽  
Variety Of Algebras ◽  
Geometric Properties ◽  
Algebraic Sets ◽  
The Subject ◽  
Universal Algebraic Geometry ◽  
Future Work ◽  
The Given

In universal algebraic geometry (UAG), some primary notions of classical algebraic geometry are applied to an arbitrary variety of algebras Θ and an arbitrary algebra H ∈ Θ. We consider an algebraic geometry in Θ over the distinguished algebra H and we also analyze H from the point of view of its geometric properties. This insight leads to a system of new notions and stimulates a number of new problems. They are new with respect to algebra, algebraic geometry and even with respect to the classical algebraic geometry. In our approach, there are two main aspects: the first one is a study of the algebra H and its geometric properties, while the second is focused on studying algebraic sets and algebraic varieties over a "good", particular algebra H. Considering the subject from the second standpoint, the main goal is to get forward as far as possible in a classification of algebraic sets over the given H. The first approach does not require such a classification which is itself an independent and extremely difficult task. We also consider some geometric relations between different H1 and H2 in Θ. The present paper should be viewed as a brief review of what has been done in universal algebraic geometry. We also give a list of unsolved problems for future work.

scholarly journals Is the Lessons tool useful to support students learning?

2018 ◽  
Author(s):  
Ana Vidaurre ◽  
José M. Messeguer-Dueñas ◽  
Jaime Riera ◽  
José Molina Mateo ◽  
José Antonio Gómez-Tejedor ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Student Groups ◽  
Teacher Student ◽  
Engineering Degree ◽  
The Subject ◽  
Teaching Learning

Nowadays, Information and Communication Technologies play an important role in the teaching-learning process. Universities have incorporated different platforms specifically designed to educational institutions; among others Moodle and Sakai are being used in Spanish Universities. In particular, the Universitat Politècnica de València has adopted the PoliformaT platform, adapted from Sakai. It consists on different tools that facilitate the teaching and learning processes and the teacher–student communication. It enables teachers to improve their instructional design and it is of key importance in blended learning and flipped classroom approach. Lessons is a specific tool available in PoliformaT, which enables the organization of the different educational resources. It combines lecture slides, video lectures (from the teacher or from others sources), exams (quizzes, self-/peer-assessment), tasks and so on. The extensive use of the online platform in the daily learning of the subject, by several teachers and different student groups, needs to pay special attention to the resources organization. In contrary case, the subject platform can become a mess, losing its usefulness. In this paper, the utilization of Lessons by students in two first course subjects at the Universitat Politècnica de València is studied. The teachers of physics of the Aerospace Engineering Degree and electricity of Electronic and Automatic Engineering Degree have designed the course activities by means of the Lessons tool. There are important research questions related to the Lessons tool: how often, when, and how students access to the different contents?, do they think it is useful? At a second level, one can be asked if student perceptions are related to learning outcomes. We will use students' learning tracks, student’s survey and scores to answer these questions.

scholarly journals Enseñanza de la derivada y el límite apoyada con TIC / Teaching and Learning of the Derivative and the Supported Limit with Digital Resources

2019 ◽  
Vol 5 (2) ◽  
pp. 57-62
Author(s):  
Lucia Gutiérrez Mendoza
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Research Work ◽  
Digital Resources ◽  
The Subject ◽  
Pencil And Paper ◽  
Teaching Learning ◽  
Nueva Granada ◽  
Didactic Strategies ◽  
The Given

ABSTRACTThis research work, exploratory type, focuses on the teaching of the concept of the limit and the derivative, from didactic strategies supported by digital resources (Geogebra), in order to improve the teaching-learning processes and mathematical skills of students who take the subject of differential calculus. The practices were developed with engineering students from the Universidad Militar Nueva Granada; in the first part, limits and derivative exercises were developed in pencil and paper, and in a second part, Geogebra worked with the calculation of some limits following the given instructions.RESUMENEste trabajo de investigación, de tipo exploratoria, se centra en la enseñanza del concepto del límite y la derivada, a partir de estrategias didácticas apoyadas con recursos digitales (Geogebra), con el fin de mejorar los procesos de enseñanza-aprendizaje y las competencias matemáticas de los estudiantes que cursan la asignatura de cálculo diferencial. Las prácticas se desarrollaron con estudiantes de ingeniería de la Universidad Militar Nueva Granada; en una primera parte se desarrollaron ejercicios de límites y derivadas a lápiz y papel, y en una segunda parte se trabajó con Geogebra el cálculo de algunos límites siguiendo las instrucciones dadas.

scholarly journals The case method: study of a corrosion problem

2019 ◽  
Author(s):  
María José Muñoz Portero ◽  
Rita Sánchez-Tovar ◽  
Ramón Manuel Fernández-Domene
Keyword(s):  
Building Materials ◽  
Chemical Engineering ◽  
Educational Innovation ◽  
Case Method ◽  
Real Situation ◽  
Engineering Degree ◽  
Corrosion Problem ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year

The aim of the present work is the application of the case method as teaching-learning methodology for the study of a corrosion problem, in order to obtain more active learning of the student. The educational innovation has been applied in 2018/2019 academic year in the subject of “Manufacturing Processes of Building Materials” imparted in the fourth course of the Chemical Engineering Degree in the Higher Technical School of Industrial Engineering in the Polytechnic University of Valencia. Such educational innovation consists in the description by the lecturer of a real situation about a corrosion problem, so that the students can analyse it and propose solutions individually and in group. At the end of the case it is added questions to help to the students in the analysis. This activity is realized in class, which is evaluated using a rubric. The evaluation of the educational innovation proposed is realized by the scores of the students, the polls of the students, and the autoevaluation of the lecturer. The results show the high scores obtained by the students in the case method and the high grade of satisfaction of the students after applying the educational innovation. The case method permits that the students know real situations that they could find in a professional future, which increase the motivation towards the subject of study.

scholarly journals Modern aspects of ensuring the security of the agro-industrial complex

2022 ◽  
Vol 42 ◽  
pp. 04009
Author(s):  
Larisa Bryantseva ◽  
Natalia Shishkina ◽  
Tatiana Sabetova
Keyword(s):  
Food Security ◽  
Import Substitution ◽  
Entrepreneurial Activity ◽  
Initial Assessment ◽  
Industrial Complex ◽  
Negative Results ◽  
Industrial Organizations ◽  
Cluster Tools ◽  
The Subject ◽  
Entrepreneurial Activities

The article substantiates the urgent need for the formation of import-substituting clusters in the agro-industrial complex to ensure food security. In modern reality, carrying out business activities, agro-industrial organizations are already using the advantages of integration to a certain extent, but at the same time, the key interests and guidelines of allied participants in entrepreneurial activities are insufficiently balanced. The authors have identified the methodological features of the formation of the subject of integration (agri-food polycluster formation), using the cluster tools of intersectoral reengineering. The basis for the introduction of the subjects of integration - allied participants in entrepreneurial activity - was their initial assessment and analysis of the factors and conditions of business activity, where the negative results of import substitution, which is an effective threat to food security, can be traced as much as possible. Evaluation of the target pairing through the integration of related business participants allows one to quantitatively assess the predominance of the target points of integration subjects - related business participants using information at the macro and micro levels.

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

Sign in / Sign up

Export Citation Format

Share Document