Strengthening communication skills in an innovative context of engineering project management learning

This document presents an innovative, formal educational initiative that is aimed at enhancing the development of engineering students’ specific competences when studying Project Management (PM) subject. The framework of the experience combines (1) theoretical concepts, (2) the development of a real-case project carried out by multidisciplinary groups of three different universities, (3) the use of software web 2.0 tools and (4) group and individual assignments of students that play different roles (project managers and team members). Under this scenario, the study focuses on monitoring the communication competence in the ever growing PM virtual environment. Factors such as corporal language, technical means, stage, and PM specific vocabulary among others have been considered in order to assess the students’ performance on this issue. As a main contribution, the paper introduces an ad-hoc rubric that, based on previous investigations, has been adapted and tested for the first time to this new and specific context. Additionally, the research conducted has provided some interesting findings that suggest further actions to improve and better define future rubrics, oriented to communication or even other competences. As specific PM subject concerns, it has been detected that students playing the role of Project Managers strengthen their competences more than those ones that play the role of Team Members. It has also been detected that students have more difficulty assimilating concepts related to risk and quality management. However those concepts related with scope, time or cost areas of knowledge have been better assimilated by the students.

Contribución a los modelos de gestión de las redes móviles ad hoc

La capacidad de comunicación de los seres humanos ha crecido gracias a la evolución de dispositivos móviles cada vez más pequeños, manejables, potentes, de mayor autonomía y más asequibles. Esta tendencia muestra que en un futuro próximo cercano cada persona llevaría consigo por lo menos un dispositivo de altas prestaciones. Estos dispositivos tienen incorporados algunas formas de comunicación: red de telefonía, redes inalámbricas, bluetooth, entre otras. Lo que les permite también ser empleados para la configuración de redes móviles Ad Hoc. Las redes móviles Ad Hoc, son redes temporales y autoconfigurables, no necesitan un punto de acceso para que los nodos intercambien información entre sí. Cada nodo realiza las tareas de encaminador cuando sea requerido. Los nodos se pueden mover, cambiando de ubicación a discreción. La autonomía de estos dispositivos depende de las estrategias de como sus recursos son utilizados. De tal forma que los protocolos, algoritmos o modelos deben ser diseñados de forma eficiente para no impactar el rendimiento del dispositivo, siempre buscando un equilibrio entre sobrecarga y usabilidad. Es importante definir una gestión adecuada de estas redes especialmente cuando estén siendo utilizados en escenarios críticos como los de emergencias, desastres naturales, conflictos bélicos. La presente tesis doctoral muestra una solución eficiente para la gestión de redes móviles Ad Hoc. La solución contempla dos componentes principales: la definición de un modelo de gestión para redes móviles de alta disponibilidad y la creación de un protocolo de enrutamiento jerárquico asociado al modelo. El modelo de gestión propuesto, denominado High Availability Management Ad Hoc Network (HAMAN), es definido en una estructura de cuatro niveles, acceso, distribución, inteligencia e infraestructura. Además se describen los componentes de cada nivel: tipos de nodos, protocolos y funcionamiento. Se estudian también las interfaces de comunicación entre cada componente y la relación de estas con los niveles definidos. Como parte del modelo se diseña el protocolo de enrutamiento Ad Hoc, denominado Backup Cluster Head Protocol (BCHP), que utiliza como estrategia de encaminamiento el empleo de cluster y jerarquías. Cada cluster tiene un Jefe de Cluster que concentra la información de enrutamiento y de gestión y la envía al destino cuando esta fuera de su área de cobertura. Para mejorar la disponibilidad de la red el protocolo utiliza un Jefe de Cluster de Respaldo el que asume las funciones del nodo principal del cluster cuando este tiene un problema. El modelo HAMAN es validado a través de un proceso la simulación del protocolo BCHP. El protocolo BCHP se implementa en la herramienta Network Simulator 2 (NS2) para ser simulado, comparado y contrastado con el protocolo de enrutamiento jerárquico Cluster Based Routing Protocol (CBRP) y con el protocolo de enrutamiento Ad Hoc reactivo denominado Ad Hoc On Demand Distance Vector Routing (AODV). Abstract The communication skills of humans has grown thanks to the evolution of mobile devices become smaller, manageable, powerful, more autonomy and more affordable. This trend shows that in the near future each person will carry at least one high-performance device. These high-performance devices have some forms of communication incorporated: telephony network, wireless networks, bluetooth, among others. What can also be used for configuring mobile Ad Hoc networks. Ad Hoc mobile networks, are temporary and self-configuring networks, do not need an access point for exchange information between their nodes. Each node performs the router tasks as required. The nodes can move, change location at will. The autonomy of these devices depends on the strategies of how its resources are used. So that the protocols, algorithms or models should be designed to efficiently without impacting device performance seeking a balance between overhead and usability. It is important to define appropriate management of these networks, especially when being used in critical scenarios such as emergencies, natural disasters, wars. The present research shows an efficient solution for managing mobile ad hoc networks. The solution comprises two main components: the definition of a management model for highly available mobile networks and the creation of a hierarchical routing protocol associated with the model. The proposed management model, called High Availability Management Ad Hoc Network (HAMAN) is defined in a four-level structure: access, distribution, intelligence and infrastructure. The components of each level: types of nodes, protocols, structure of a node are shown and detailed. It also explores the communication interfaces between each component and the relationship of these with the levels defined. The Ad Hoc routing protocol proposed, called Backup Cluster Head Protocol( BCHP), use of cluster and hierarchies like strategies. Each cluster has a cluster head which concentrates the routing information and management and sent to the destination when out of cluster coverage area. To improve the availability of the network protocol uses a Backup Cluster Head who assumes the functions of the node of the cluster when it has a problem. The HAMAN model is validated accross the simulation of their BCHP routing protocol. BCHP protocol has been implemented in the simulation tool Network Simulator 2 (NS2) to be simulated, compared and contrasted with a hierarchical routing protocol Cluster Based Routing Protocol (CBRP) and a routing protocol called Reactive Ad Hoc On Demand Distance Vector Routing (AODV).

A new way of teaching different subjects in a foreign language in the Building Engineering Degree at the Universidad Politécnica.

The European Union has been promoting linguistic diversity for many years as one of its main educational goals. This is an element that facilitates student mobility and student exchanges between different universities and countries and enriches the education of young undergraduates. In particular, a higher degree of competence in the English language is becoming essential for engineers, architects and researchers in general, as English has become the lingua franca that opens up horizons to internationalisation and the transfer of knowledge in today’s world. Many experts point to the Integrated Approach to Contents and Foreign Languages System as being an option that has certain benefits over the traditional method of teaching a second language that is exclusively based on specific subjects. This system advocates teaching the different subjects in the syllabus in a language other than one’s mother tongue, without prioritising knowledge of the language over the subject. This was the idea that in the 2009/10 academic year gave rise to the Second Language Integration Programme (SLI Programme) at the Escuela Arquitectura Técnica in the Universidad Politécnica Madrid (EUATM-UPM), just at the beginning of the tuition of the new Building Engineering Degree, which had been adapted to the European Higher Education Area (EHEA) model. This programme is an interdisciplinary initiative for the set of subjects taught during the semester and is coordinated through the Assistant Director Office for Educational Innovation. The SLI Programme has a dual goal; to familiarise students with the specific English terminology of the subject being taught, and at the same time improve their communication skills in English. A total of thirty lecturers are taking part in the teaching of eleven first year subjects and twelve in the second year, with around 120 students who have voluntarily enrolled in a special group in each semester. During the 2010/2011 academic year the degree of acceptance and the results of the SLI Programme have been monitored. Tools have been designed to aid interdisciplinary coordination and to analyse satisfaction, such as coordination records and surveys. The results currently available refer to the first and second year and are divided into specific aspects of the different subjects involved and into general aspects of the ongoing experience.

Competence assessment of final year projects for undergraduate telecommunication students

The value of project-based learning has lead to the inclusion of project development activities in engineering courses, being the Final Year Project (FYP) the most remarkable one. Several approaches have been proposed for assessing and grading FYPs but, among them, rubrics are becoming a standard for such type of assessment. However, due to the different characteristics and orientations of the projects (some are more practically oriented, some more theoretically), and the high amount of different competences to be evaluated (knowledge, working capability, communication skills, etc.), the definition of one unique rubric suitable for the evaluation of all FYPs presented in different degree programs, is a big challenge. In a former work, the educational outcomes expected from the FYP were defined and resulted in a proposal for their assessment. Afterwards, the proposal has been tested during one year within an educational innovation-project at the Universidad Politécnica de Madrid which involved the follow-up of 8 undergraduate telecommunication students elaborating their FYPs. In this publication, our experience will be described, based on the emerging work taking place through the formalisation of the process which consisted in the following steps: i) establishment of a schedule for the whole process (publication of FYPs topics, selection of applying students and their enrolment, assignation of a jury to each FYP, elaboration and follow-up of FYPs, final report submission, oral presentation, etc.); ii) design of rubrics for each of three assessment parts: working process, final report and oral presentation; and iii) follow-up and evaluation of the involved FYPs. Finally, problems that appeared during this experience (e.g. administrative aspects, criticisms and suggestions from the students, tutors and juries involved) are discussed and some modifications in the assessment system will be proposed in order to solve or minimize these problems.

Project based learning activities as a means of adapting conventional curricula to the demands of the 21st century aeronautical engineer: The design and building of the EYEFLY 1.

In this paper we report the process of designing and building the EYEFLY 1, a real UAS platform which has just performed its maiden flight. For the development of this aircraft, 30 groups of students from successive years at the Escuela Universitaria de Ingeniería Técnica Aeronáutica (EUITA) of the Universidad Politécnica de Madrid (UPM) carried out their compulsory End of Degree Project as a coordinated Project Based learning activity. Our conclusions clearly indicate that Project Based Learning activities can provide a valid complement to more conventional, theoretically-based, teaching methods. The combination of both approaches will allow us to maintain traditional but well-tested methods for providing our students with a sound knowledge of fundamental engineering disciplines and, at the same time, to introduce our students to exciting and relevant engineering situations and sceneries where social and business skills, such as communication skills, team-working or decision-taking, can be put into practice.

Characterization of speech from amyotrophic lateral sclerosis by neuromorphic processing

Amyotrophic Lateral Sclerosis is a severe disease, which dramatically reduces the speech communication skills of patients as disease progresses. The present study is devoted to define accurate and objective estimates to characterize the loss of communication skills, to help clinicians and therapists in monitoring disease progression and in deciding on rehabilitation interventions. The methodology proposed is based on the perceptual (neuromorphic)definition of speech dinamics, concentrated in vowel sound in character and duration. We present the results from a longitudinal study carried out in an ALS patient during one year. Discussion addresses future actions.

Integrated approach to foreign language in the building engineering degree at the Universidad Politécnica Madrid

The European Union has been promoting linguistic diversity for many years as one of its main educational goals. This is an element that facilitates student mobility and student exchanges between different universities and countries and enriches the education of young undergraduates. In particular,a higher degree of competence in the English language is becoming essential for engineers, architects and researchers in general, as English has become the lingua franca that opens up horizons to internationalisation and the transfer of knowledge in today’s world. Many experts point to the Integrated Approach to Contents and Foreign Languages System as being an option that has certain benefits over the traditional method of teaching a second language that is exclusively based on specific subjects. This system advocates teaching the different subjects in the syllabus in a language other than one’s mother tongue, without prioritising knowledge of the language over the subject. This was the idea that in the 2009/10 academic year gave rise to the Second Language Integration Programme (SLI Programme) at the Escuela Arquitectura Tecnica in the Universidad Politecnica Madrid (EUATM-UPM), just at the beginning of the tuition of the new Building Engineering Degree, which had been adapted to the European Higher Education Area (EHEA) model. This programme is an interdisciplinary initiative for the set of subjects taught during the semester and is coordinated through the Assistant Director Office for Educational Innovation. The SLI Programme has a dual goal; to familiarise students with the specific English terminology of the subject being taught, and at the same time improve their communication skills in English. A total of thirty lecturers are taking part in the teaching of eleven first year subjects and twelve in the second year, with around 120 students who have voluntarily enrolled in a special group in each semester. During the 2010/2011 academic year the degree of acceptance and the results of the SLI Programme are being monitored. Tools have been designed to aid interdisciplinary coordination and to analyse satisfaction, such as coordination records and surveys. The results currently available refer to the first semester of the year and are divided into specific aspects of the different subjects involved and into general aspects of the ongoing experience.

Enhancing skills in solving open-ended problems using game-based exercises

Some requirements for engineering programmes, such as an ability to use the techniques, skills and modern engineering tools necessary for engineering practice, as well as an understanding of professional and ethical responsibility or an ability to communicate effectively, need new activities designed for measuring students’ progress. Negotiations take place continuously at any stage of a project and, so, the ability of engineers and managers to effectively carry out a negotiation is crucial for the success or failure of projects and businesses. Since it involves communication between individuals motivated to come together in an agreement for mutual benefit, it can be used to enhance these personal abilities. The main objective of this study was to evaluate the adequacy of mixing playing sessions and theory to maximise the students’ strategic vision in combination with negotiating skills. Results show that the combination of playing with theoretical training teaches students to strategise through analysis and discussion of alternatives. The outcome is then more optimised.

Autonomous Acquisition of Natural Situated Communication

An important part of human intelligence, both historically and operationally, is our ability to communicate. We learn how to communicate, and maintain our communicative skills, in a society of communicators – a highly effective way to reach and maintain proficiency in this complex skill. Principles that might allow artificial agents to learn language this way are in completely known at present – the multi-dimensional nature of socio-communicative skills are beyond every machine learning framework so far proposed. Our work begins to address the challenge of proposing a way for observation-based machine learning of natural language and communication. Our framework can learn complex communicative skills with minimal up-front knowledge. The system learns by incrementally producing predictive models of causal relationships in observed data, guided by goal-inference and reasoning using forward-inverse models. We present results from two experiments where our S1 agent learns human communication by observing two humans interacting in a realtime TV-style interview, using multimodal communicative gesture and situated language to talk about recycling of various materials and objects. S1 can learn multimodal complex language and multimodal communicative acts, a vocabulary of 100 words forming natural sentences with relatively complex sentence structure, including manual deictic reference and anaphora. S1 is seeded only with high-level information about goals of the interviewer and interviewee, and a small ontology; no grammar or other information is provided to S1 a priori. The agent learns the pragmatics, semantics, and syntax of complex utterances spoken and gestures from scratch, by observing the humans compare and contrast the cost and pollution related to recycling aluminum cans, glass bottles, newspaper, plastic, and wood. After 20 hours of observation S1 can perform an unscripted TV interview with a human, in the same style, without making mistakes.

Soft Skills: A Comparative Analysis Between Online and Classroom Teaching

Currently the Spanish universities are making a great effort to effectively incorporate the development and assessment of generic skills in their training programs. Information and communications technologies (ICT) offer a wide range of possibilities but create uncertainty among teachers about the process and results. It is considered of interest to conduct a study to analyze the extent to which social skills like commitment, communication and teamwork are acquired by students and teachers. It seeks to ascertain the influence of the learning context, online or classroom training, in the development of these personal skills among the participants in the sample. For this study two universities have been chosen, Universidad a Distancia de Madrid (UDIMA) offering online training environment, and Universidad Politécnica de Madrid (UPM) with classroom training modality. A total of 257 individuals, 230 students and 27 teachers have answered the survey called Evalsoft. This instrument was designed in the project with the same name by a research team from Universidad Complutense of Madrid (UCM). Some interesting conclusions can be highlighted: it is in the online context where there are higher levels of commitment and teamwork than in the classroom modality; teachers have higher social skills that students and these improve with age. Sex and the training program appear to influence these social skills.