Estudio y análisis de la calidad de la educación secundaria en España desde una perspectiva geomática con herramientas de cartografía y SIG.

En el presente Trabajo Fin de Grado se realiza un estudio y análisis geomático de la calidad de la educación secundaria mediante procedimientos de Cartografía y SIG, con datos espaciales y temáticos de fuentes oficiales que garantizan la precisión y certeza necesaria para la obtención de unas conclusiones objetivas y de calidad. Dicha calidad de la educación secundaria será estudiada bajo el marco de referencia de los estudios dek informe PISA (por sus siglas en inglés: Programme for International Student Assessment), apoyado por el sistema de indicadores de la educación de la OECD (Organización para la Cooperación y el Desarrollo Económicos) y el Ministerio de Educación, Cultura y deporte, datos relevantes referidos a la educación de otras fuentes y datos socio-económicos que se encuentran en relación directa e indirecta con el foco del proyecto desarrollado. Todos ello será apoyado con la opinión y los estudios de los expertos, focalizando en Xavier Melgarejo y José Antonio Marina, que serán la piedra angular que sostenga el discurso de este Trabajo Fin de Grado. Al ser un proyecto de investigación, el análisis y estudio se realizará enfocando el proceso de discusión en cuatro preguntas: ¿Por qué?, ¿Para qué?, ¿Qué? Y ¿Cómo? Con la resolución de estas preguntas se formará el discurso objetivo, convincente y útil. El marco temporal se extiende entre el año de la primera participación en PISA de cada país y 2014, serie temporal de la que se tienen datos de las diversas fuentes de datos oficiales nacionales e internacionales en un marco geográfico compuesto por los distintos países miembros de las distintas agrupaciones y diversas divisiones administrativas de la que se han recopilado datos. Una vez recopilado los datos se llevará a cabo una normalización e integración de base de datos y cartografía para el análisis SIG y estudio de correlación entre las distintas variables que forman parte del proyecto. El presente Trabajo Fin de Grado permitirá, entre otros, descubrir las debilidades del sistema educativo español, observar las fortalezas de los demás países a estudio en el proyecto y su análisis para una posible implantación de las mismas en el ámbito local.

A characterisation of passive and active interactions and their influence on student's achievement using Moodle LMS Logs

During the last years, there has been much concern about learning management systems' (LMS) effectiveness when compared to traditional learning and about how to assess students' participation during the course. The tracking and monitoring capabilities of most recent LMS have made it possible to analyse every interaction in the system. The issues addressed on this study are: a) Is LMS student's interaction an indicator of academic performance?; b) Are different results in performance expected between distance and in-class LMS-supported education?; c) How can LMS interactions from logs be categorised?; d) May this categorisation detect 'learning witnesses'? To answer these questions, a set of interaction types from Moodle LMS activity record logs has been analysed during two years in online and in-class Master's degrees at the UPM. The results show partial or no evidence of influence between interaction indicators and academic performance, although the proposed categorisation may help detect learning witnesses.

Survey on student motivation and approval of educational environment at Universidad Politécnica de Madrid within the European Higher Education area implementation

A recent study elaborated by Vicerrectorado de Ordenación Académica y Planificación Estratégica of Technical University of Madrid (UPM) defines the satisfaction of the university student body as "the response that the University offers to the expectations and demands of service of the students, considered in a general way ". Besides an indicator of academic and institutional insertion of the student, the assessment of student engagement allows us to adapt the academic offer and the extension services of the University to the real needs of the students. The process of convergence towards the European Higher Education Area (EHEA) raises the need to form in competitions, that is to say, of developing in our students capacities and knowledge beyond the purely theoretical-practical thing. Therefore, the perception and experience of the educational process and environment by the students is an important issue to be addressed to accomplish their expectations and achieve a curriculum accordingly to EHEA expectations. The present study aims to explore the student motivation and approval of the educational environment at the UPM. To this end a total of 97 students enrolled in the undergraduate program of Civil Engineering, Computer Engineering and Agronomic Engineering at UPM were surveyed. The survey consisted of 40 questions divided in three blocks. The first one of 20 questions of personal character in that they were gathering, besides the sex and the age, the degree of fulfilment, implication and dedication with the institution and the academic tasks. In the second block we identify 10 questions related to the perception of the student on the teaching quality, and finally a block of 10 questions regarding the Bologna Process. The students personal motivation was moderately high, with a score of 3.6 (all scores are provided on a 5-point scale), being the most valuable items obtaining a university degree (4,3) and the friendship between students (4,2). Any significant difference was shown between sexes (P=0.23) since the averages for this block of questions were of 3.7±0.3 and 3.5±0.4 for women and men respectively. The students are moderately satisfied with their graduate studies with an average score of 3,2, being the questions that reflect a minor satisfaction the research profile of the teachers (2,8) and the organization of the Schools (2,9). The best valued questions are related to the usefulness and quality of the degrees, with 3,5 and 3,4 respectively, and to the interest of the courses within the degree (3,4). For sexes, the results of this block of questions are similar (3.1±0.3 and 3.2±0.3 for men and women respectively=0.79). Also, there were no differences (P=0.39) between the students who arrange work and studies or do not work (3.1±0.2 and 3.2±0.3 respectively). In conclusion, students at UPM present an acceptable degree of motivation and satisfaction with regard to the studies and services that offer their respective Schools. Both characteristics receive the same value both for men and for women and so much for students who arrange work and studies as for those who devote themselves only to studying. In a significant way, students who are more engaged and are in-class attendants present the major degree of satisfaction.Overall, there is a great lack of information regarding the Bologna Process. In fact to the majority, they would like to know more on what it is, what it means and what changes will involve its implementation.