Análisis del rendimiento académico del alumnado de último curso de ingeniería mediante nuevas tecnologías en el proceso de enseñanza‐aprendizaje

En el marco del Espacio Europeo de Educación Superior los estudios deben de estar orientados a facilitar la movilidad de los futuros egresados para que su inclusión en mundo laboral sea global y en este contexto, los sistemas educativos deben introducir cambios en el proceso de enseñanza – aprendizaje y en la gestión. Como uno de los elementos básicos de la creación del EEES es el aprendizaje a lo largo de la vida, se deben adoptar metodologías que doten al estudiante de capacidades para poder enfrentarse a todos los retos de la vida laboral. A través de la presente investigación se trata de aportar una visión real de la aplicación efectiva de un modelo de Aprendizaje Basado en Problemas y el Método del Caso acompañados de una fuerte Acción Tutorial y el uso de la Tecnología de la Información y Comunicación en la Universidad (TIC). Se considera asimismo de gran interés para la mejora del aprendizaje conocer cuál es la opinión real de los estudiantes universitarios, ya que son los principales implicados en relación a un modelo formativo apoyado en el Aprendizaje Basado en Problemas, el Método del Caso, la Acción Tutorial y utilización de las TIC. A través de este estudio se pretende comprobar y valorar cual es la visión real que los alumnos tienen de estas aplicaciones y como las utilizan. Para ello durante los últimos cursos se ha trabajado con alumnos de los últimos cursos de la Escuela Técnica Superior de Ingeniería Civil de la Universidad Politécnica de Madrid aplicando técnicas de Aprendizaje Basado en Problemas y el Método del Caso conjuntamente con la utilización de un Modelo de Acción Tutorial y el uso de la TIC. La tarea se ha centrado en desarrollar, a lo largo de los cursos 2009-10, 2010-11, 2011-12 y 2013-14, un modelo de Acción Tutorial con los alumnos matriculados en las asignaturas de Caminos I, Caminos II, Aforos y Ordenación del Tráfico, asignaturas de la titulación de Ingeniería Técnica de Obras Públicas, y por otro lado, en la asignatura de Caminos, perteneciente a la titulación de Ingeniería Civil. Mediante cuestionarios al inicio y final del curso, se ha conocido cuál es la opinión que poseen los alumnos sobre esta acción. A continuación, durante los cursos 2010-11, 2011-12 y 2013-14 se desarrolla un modelo experimental para evaluar las mejoras, tanto de rendimiento como de adquisición de competencias, utilizando el Aprendizaje Basado en Problemas y el Método del Caso acompañados de las TIC en el proceso de enseñanza–aprendizaje como modelo de Acción Tutorial con alumnos. ABSTRACT Abstract In the frame of the European Higher Education Area, the studies must be faced to facilitate mobility of future graduates for inclusion in the workplace is global and in this context, educational systems must introduce changes in the process of education-learning and management. Since one of the basic elements of the creation of the EHEA is learning throughout life, there must be adopted methodologies that provide the student of aptitudes to be able to face all the challenges of the labor life. Through this research it is provided a real vision of the effective application of a Model of Learning Based on Problems and the Case Method accompanied by a strong Tutorial Action and the use of ITC in the University. It is also considered of great interest for the improvement of learning to know what the real opinion of the college students is, as they are the main players in relation in a training model based on Problem-Based Learning, the Case Method, the Tutorial Action and Use of ICT. Through this study it is expected to verify and assess which is the real vision that students have about these applications and how they use them. In order to achieve the goal of this research project, during the last three years I have been working with students of last courses of the Civil Engineering School of the Technical University of Madrid applying with them techniques of Problem-Based Learning and the Case Method together with the use of a Model Action Tutorial and the Use of Information Technology and Communication (ICT). The task has focused on developing, over the 2009-10, 2010-11, 2011-12 and 2013-14 courses, a model of Tutorial Action with students enrolled in the subjects of Roads I, Roads II, Traffic Gauging and Traffic Management, all of them of the old degree in Civil Engineering (1971 Study Plan), and secondly, on the subject of Roads which belong to the current degree of Civil Engineering. Using questionnaires at the beginning and end of the course the perception that students have on this action.. Then, during the 2010-11, 2011-12 and 2013-14 courses an experimental model is developed to evaluate improvements in both performance and skills acquisition, using Problem-Based Learning and the Case Method together with the ICT in Teaching-Learning Pprocess as a model of Tutorial Action with students.

A prototype from the Solar Decathlon Competition becomes an educational building in sustanaible architecture

In 2008, the City Council of Rivas-Vaciamadrid (Spain) decided to promote the construction of “Rivasecopolis”, a complex of sustainable buildings in which a new prototype of a zero-energy house would become the office of the Energy Agency. According to the initiative of the City Council, it was decided to recreate the dwelling prototype “Magic-box” which entered the 2005 Solar Decathlon Competition. The original project has been adapted to a new necessities programme, by adding the necessary spaces that allows it to work as an office. A team from university has designed and carried out the direction of the construction site. The new Solar House is conceived as a “testing building”. It is going to become the space for attending citizens in all questions about saving energy, energy efficiency and sustainable construction, having a permanent small exhibition space additional to the working places for the information purpose. At the same time, the building includes the use of experimental passive architecture systems and a monitoring and control system. Collected data will be sent to University to allow developing research work about the experimental strategies included in the building. This paper will describe and analyze the experience of transforming a prototype into a real durable building and the benefits for both university and citizens in learning about sustainability with the building

Grid-connected roof solar plants in educational institutions for testing and electricity generation: a case in Spain.

The use of photovoltaic experimental plants in engineering educational buildings contributes to an increase in acceptance of this technology by future engineers. There are some photovoltaic (PV) systems in educational buildings in Spain, but they are usually limited to buildings in relation to electrical technologies or research areas. They are not common in other educational or official buildings. This paper presents the project of a grid-connected solar plant with two main objectives. First, different PV module technologies will be compared. Second, an emphasis on agronomical areas in educational settings will be reviewed in an attempt to facilitate student engagement in the use of the power plant. The system is grid-connected in order to pay-back the investment in the plant. In fact the electricity generated by the plant will be used by the installations of the building, as it is the closest consumer. This work intends to approximate photovoltaic technology to university degrees not directly related with it and at the same time research in comparison of systems with different technologies. This is a good example of an solar plant for both optimum production and educational purposes.

E-learning systems support of collaborative agreements: a theoretical model

This paper introduces a theoretical model for developing integrated degree programmes through e-learning systems as stipulated by a collaboration agreement signed by two universities. We have analysed several collaboration agreements between universities at the national, European, and transatlantic level as well as various e-learning frameworks. A conceptual model, a business model, and the architecture design are presented as part of the theoretical model. The paper presents a way of implementing e-learning systems as a tool to support inter-institutional degree collaborations, from the signing of the collaborative agreement to the implementation of the necessary services. In order to show how the theory can be tested one sample scenario is presented.

An open-source simulation tool of grid-connected PV systems.

This paper will present an open-source simulation tool, which is being developed in the frame of an European research project1. The tool, whose final version will be freely available through a website, allows the modelling and the design of different types of grid-connected PV systems, such as large grid-connected plants and building-integrated installations. The tool is based on previous software developed by the IES-UPM2, whose models and energy losses scenarios have been validated in the commissioning of PV projects3 carried out in Spain, Portugal, France and Italy, whose aggregated capacity is nearly 300MW. This link between design and commissioning is one of the key points of tool presented here, which is not usually addressed by present commercial software. The tool provides, among other simulation results, the energy yield, the analysis and breakdown of energy losses, and the estimations of financial returns adapted to the legal and financial frameworks of each European country. Besides, educational facilities will be developed and integrated in the tool, not only devoted to learn how to use this software, but also to train the users on the best design PV systems practices. The tool will also include the recommendation of several PV community experts, which have been invited to identify present necessities in the field of PV systems simulation. For example, the possibility of using meteorological forecasts as input data, or modelling the integration of large energy storage systems, such as vanadium redox or lithium-ion batteries. Finally, it is worth mentioning that during the verification and testing stages of this software development, it will be also open to the suggestions received from the different actors of the PV community, such as promoters, installers, consultants, etc.

Incorporating proactivity to context-aware recommender systems for e-learning

Recommender systems in e-learning have proved to be powerful tools to find suitable educational material during the learning experience. But traditional user request-response patterns are still being used to generate these recommendations. By including contextual information derived from the use of ubiquitous learning environments, the possibility of incorporating proactivity to the recommendation process has arisen. In this paper we describe methods to push proactive recommendations to e-learning systems users when the situation is appropriate without being needed their explicit request. As a result, interesting learning objects can be recommended attending to the user?s needs in every situation. The impact of this proactive recommendations generated have been evaluated among teachers and scientists in a real e-learning social network called Virtual Science Hub related to the GLOBAL excursion European project. Outcomes indicate that the methods proposed are valid to generate such kind of recommendations in e-learning scenarios. The results also show that the users' perceived appropriateness of having proactive recommendations is high.

Educational Project for the Teaching of Control of Electric Traction Drives

Electric vehicles constitute a multidisciplinary subject that involves disciplines such as automotive, mechanical, electrical and control engineering. Due to this multidisciplinary technical nature, practical teaching methodologies are of special relevance. Paradoxically, in the past, the training of engineers specializing in this area has lacked the practical component represented by field tests, due to the difficulty of accessing real systems. This paper presents an educational project specifically designed for the teaching and training of engineering students with different backgrounds and experience. The teaching methodology focuses on the topology of electric traction drives and their control. It includes two stages, a simulation computer model and a scaled laboratory workbench that comprises a traction electrical drive coupled to a vehicle emulator. With this equipment, the effectiveness of different traction control strategies can be analyzed from the point of view of energy efficiency, robustness, easiness of implementation and acoustic noise.