Development and implementation of a virtual laboratory for training process improvement in the mechanics of continuous media

The project arises from the need to develop improved teaching methodologies in field of the mechanics of continuous media. The objective is to offer the student a learning process to acquire the necessary theoretical knowledge, cognitive skills and the responsibility and autonomy to professional development in this area. Traditionally the teaching of the concepts of these subjects was performed through lectures and laboratory practice. During these lessons the students attitude was usually passive, and therefore their effectiveness was poor. The proposed methodology has already been successfully employed in universities like University Bochum, Germany, University the South Australia and aims to improve the effectiveness of knowledge acquisition through use by the student of a virtual laboratory. This laboratory allows to adapt the curricula and learning techniques to the European Higher Education and improve current learning processes in the University School of Public Works Engineers -EUITOP- of the Technical University of Madrid -UPM-, due there are not laboratories in this specialization. The virtual space is created using a software platform built on OpenSim, manages 3D virtual worlds, and, language LSL -Linden Scripting Language-, which imprints specific powers to objects. The student or user can access this virtual world through their avatar -your character in the virtual world- and can perform practices within the space created for the purpose, at any time, just with computer with internet access and viewfinder. The virtual laboratory has three partitions. The virtual meeting rooms, where the avatar can interact with peers, solve problems and exchange existing documentation in the virtual library. The interactive game room, where the avatar is has to resolve a number of issues in time. And the video room where students can watch instructional videos and receive group lessons. Each audiovisual interactive element is accompanied by explanations framing it within the area of knowledge and enables students to begin to acquire a vocabulary and practice of the profession for which they are being formed. Plane elasticity concepts are introduced from the tension and compression testing of test pieces of steel and concrete. The behavior of reticulated and articulated structures is reinforced by some interactive games and concepts of tension, compression, local and global buckling will by tests to break articulated structures. Pure bending concepts, simple and composite torsion will be studied by observing a flexible specimen. Earthquake resistant design of buildings will be checked by a laboratory test video.

Work in progress - Exploiting videoconferencing possibilities to promote the European convergence process

This paper introduces the experience of using videoconferencing and recording as a mechanism to support courses which need to be promoted or discontinued within the framework of the European convergence process. Our objective is to make these courses accessible as live streaming during the lessons as well as recorded lectures and associated documents available to the students as soon as the lesson has finished. The technology used has been developed in our university and it is all open source. Although this is a technical project the key is the human factor involved. The people managing the virtual sessions are students of the courses being recorded. However, they lack technical knowledge, so we had to train them in audiovisuals and enhance the usability of the videoconferencing tool and platform. The validation process is being carried out in five real scenarios at our university. During the whole period we are evaluating technical and pedagogical issues of this experience for both students and teachers to guide the future development of the service. Depending on the final results, the service of lectures recording will be available as educational resource for all of the teaching staff of our university.

Study about the Problem of Dropping of Subjects by Students During an Academinc Year at the University.

In university studies, it is not unusual for students to drop some of the subjects they have enrolled in for the academic year. They start by not attending lectures, sometimes due to neglect or carelessness, or because they find the subject too difficult, this means that they lose the continuity in the topics that the professor follows. If they try to attend again they discover that they hardly understand anything and become discouraged and so decide to give up attending lectures and study on their own. However some fail to turn up to do their final exams and the failure rate of those who actually do the exams is high. The problem is that this is not only the case with one specific subject, but it is often the same with many subjects. The result is that students arent’s productive enough, wasting time and also prolonging their years of study which entails a great cost for families. Degree courses structured to be conducted and completed in three academic courses, it may in fact take up to an average of six or more academic courses. In this paper, we have studied this problem, which apart from the waste of money and time, produces frustration in the student, who finds that he has not been able to achieve what he had proposed at the beginning of the course. It is quite common, to find students who do not even pass nor 50% of the subjects they had enrolled in for the academic year. If this happens repeatedly to a student, it can be the point when he considers dropping out altogether. This is also a concern for the universities, especially in the early courses. In our experience as professors, we have found that students, who attend lectures regularly and follow the explanations, approach the final exams with confidence and rarely fail the subject. In this proposal we present some techniques and methods carried out to solve in possible, the problem of lack of attendance to lectures. This involves "rewarding students for their assistance and participation in lectures". Rewarding assistance with a "prize" that counts for the final mark on the subject and involving more participation in the development of lectures. We believe that we have to teach students to use the lectures as part of their learning in a non-passive way. We consider the professor's work as fundamental in terms of how to convey the usefulness of these topics explained and the applications that they will have for their professional life in the future. In this way the student see for himself the use and importance of what he is learning. When his participation is required, he will feel more involved and confident participating in the educational system. Finally we present statistical results of studies carried out on different degrees and on different subjects over two consecutive years. In the first year we assessed only the final exams without considering the students attendance, or participation. In the second year, we have applied the techniques and methods proposed here. In addition we have compared the two ways of assessing subjects.

Análisis sistemático de pautas para la accesibilidad TIC para personas con discapacidad cognitiva

Este trabajo de investigación presenta los resultados de una revisión sistemática realizada a partir de la recopilación, lectura y análisis de distintas fuentes bibliográficas dentro de un conjunto heterogéneo consistente de 175 estudios que forman la base bibliográfica actual del documento “Cognitive Accessibility User Research” (W3C, 2015a) del W3C. Esta base bibliográfica está compuesta por publicaciones científicas basadas en libros, artículos, conferencias y sitios Web especializados, en los cuales se potencia como objeto particular de análisis, la indagación en la búsqueda de pautas de accesibilidad en las tecnologías Web que apoyen la integración a personas con discapacidad cognitiva. Como parte de este proceso de investigación se ha recopilado y descrito la situación actual, particularmente, de los retos en la utilización de las tecnologías de la información y la comunicación (TIC) en relación a personas con dificultades de aprendizaje o discapacidades cognitivas, tales como la Dislexia, Afasia, Trastorno de Aprendizaje No verbal, Envejecimiento-Demencia, Trastornos por Déficit de Atención con o sin Hiperactividad, Autismo, Síndrome de Down y Discalculia. Como aporte primordial de este Trabajo Fin de Master (TFM), se intenta trazar una línea de criterios que permitan la evaluación objetiva de este tópico, con miras a ofrecer un enfoque práctico y reciente sobre ésta temática, mostrando de forma esquematizada las pautas existentes y sirviendo de síntesis orientativa para el diseño accesible de las TIC con la finalidad de promover un soporte real a personas con los tipo de discapacidad cognitiva en los que se ha enfocado esta investigación. Logrando obtener como resultado principal de este estudio, 36 pautas generales que agrupan las coincidencias del grupo de discapacidades estudiadas y que han sido distribuidas en categorías: texto, navegación y generales, para su mejor interpretación y manejo de la Accesibilidad en las TIC´S para Personas con Discapacidad Cognitiva.---ABSTRACT---This research presents the results of a systematic review from collecting, reading and analysis of different bibliographic sources within a heterogeneous group consisting of 175 studies that form the basis of current literature document "Accessibility User Cognitive Research" (W3C , 2015th) of the W3C. This bibliographic database is composed of scientific publications based on books, articles, lectures and specialized Web sites, in which is enhanced as a particular object of analysis, the inquiry into the search for accessibility guidelines for Web technologies to support integration of people with cognitive disabilities. As part of this research process, the current situation has been collected and described, particularly the challenges in the use of information and communications technology (ICT) in relation to people with learning disabilities or cognitive disabilities, such as Dyslexia, aphasia, nonverbal learning disorder, aging-Dementia, Attention Deficit Disorders with or without hyperactivity, autism, Down syndrome and dyscalculia. As primary contribution of this Master's Thesis (TFM), it tries to draw a line of criteria to allow an objective assessment of this topic, in order to provide a practical and recent focus on this theme, showing schematically existing guidelines and serving as guidance for accessible design of ICT in order to promote a real support to people with cognitive disabilities where this research has focused on. Managing to obtain the main result of this study, 36 general guidelines that group the set of disabilities studied and have been distributed in categories: text, navigation and general, for better interpretation and management of ICTs for Accessibility people with cognitive disabilities.

Educación Superior de la Ingeniería Industrial en el Perú: propuesta de un modelo educativo desde las competencias

El objetivo del presente trabajo de investigación es diseñar un Modelo de Educación que permita formar ingenieros industriales en Perú que sean capaces de enfrentar los retos modernos de fuerte y sostenido crecimiento económico y social. Las necesidades que se han generado a lo largo de los últimos años llevan a identificar que una gran carencia es el poco dominio del concepto, naturaleza y gestión de un proyecto y la marcada ausencia de habilidades humanas y funcionales al momento de ejercer la profesión; entendiendo proyecto como “Un esfuerzo temporal que se lleva a cabo para crear un producto, servicio o resultado único. La naturaleza temporal de los proyectos indica un principio y un final definidos. El final se alcanza cuando se logran los objetivos del proyecto o cuando se termina el proyecto porque sus objetivos no se cumplirán o no pueden ser cumplidos, o cuando ya no existe la necesidad que dio origen al proyecto…. los proyectos pueden tener impactos sociales, económicos y ambientales susceptibles de perdurar mucho más que los propios proyectos.”1. Entonces, formularnos la hipótesis que es posible tener un modelo educativo para la Ingeniería Industrial de Perú que permita y estimule alcanzar estas características tan reclamadas por la sociedad, confiando desde el inicio que su diseño y empleo tendrá fuerte repercusión tanto en el desarrollo personal de los estudiantes, como en el social y económico, por las habilidades y condiciones que serán capaces de desplegar los egresados en sus ámbitos de acción laboral. Para lograr el objetivo se ha hecho una definición de la identidad de la universidad latinoamericana y una verificación de si es posible o no tomar modelos y experiencias de otros lugares y trasladarlos con éxito a escenarios nuevos y distintos. Luego, se han determinado las tendencias más fuertes en la formación de ingenieros industriales en los contextos más exitosos actualmente. Para definir esas habilidades tan reclamadas por el sector público y privado de la sociedad, se busca y define una codificación de competencias genéricas que permite tener un ingeniero moderno bien perfilado para las exigencias globales. Los pasos finales son determinar el Modelo para la Educación Superior de la Ingeniería Industrial de Perú desde las Competencias (MESIC) a partir de novedosos enfoques para la educación como la contextualización, la gestión del conocimiento experto y experimentado, el enfoque socioformativo y la definición de Aspectos Clave del modelo antes de iniciar una planificación curricular de ingeniería. Al final se muestra una aplicación del modelo llegando a detalles de definición de competencias muy interesantes y a la necesidad de contar con un sistema de aseguramiento de calidad de la gestión curricular. Al término de la investigación concluimos que es posible definir un modelo apropiado para formar ingenieros industriales en Perú desde las competencias, capaces de enfrentar los modernos retos locales y globales. También determinamos que el proceso no puede ser impuesto, debe pasar por un transitorio periodo de adecuación de docentes y alumnos y requiere de compromiso, pues se suele enfocar este cambio como una forma de desestimar todo lo anterior, cuando debe entenderse que son procesos complementarios, ya que los importantes logros con clases magistrales y resolución de problemas son evidentes y se trata de estilos diferentes de encarar la educación. El resultado de la imposición puede ser devastador para algunos estudiantes y frustrante para algunos docentes, consecuencias que no se desean y deben evitarse. La aplicación se realiza en una universidad del norte de Perú, la Universidad de Piura, y puede observarse en el último capítulo de este trabajo. ABSTRACT The main objective of this research is to find an Educational Modell in order to train industrial engineers in Peru who are able to face modern challenges of strong and sustained economic and social growth. Over recent years the generated needs have led to understand that a major weakness in our professionals is the poor skills in project management and the marked absence of functional and human skills when exercising the profession. This diagnose has led to formulate the hypothesis that it is possible to have an educational model for Peru Industrial Engineering that allows and encourages to achieve these features which are claimed by society. A project which we trust will have a strong impact from the beginning on both, personal development of students as well as in the social and economic conditions, considering the skills graduates will be able to deploy in their work fields. To achieve the goal first it was defined the identity of the Latin American university and verified whether it is possible or not to take models and experiences elsewhere and move successfully to new and different scenarios. Then there were determined the strongest trends in the industrial engineers training in currently successful contexts. In order to define these demanded skills by the public and private sectors of society, there are defined a set of generic skills that allows to have a modern engineer well profiled for global context. Considering these elements, a Model for Higher Education in Industrial Engineering from Peru Competence (MESIC)is proposed considering novel approaches to education such as territoriality, skilled and experienced knowledge management, socio - formative approach and set the definition of Key aspects of the model before starting a engineering curricular planning. Finally detailed records of an application of the model is shown through modern learning methodologies, development and assessment of skills and the need to have a quality assurance system for entire curriculum management. Through this research it can be concluded that it is possible to determine an appropriate model to train industrial engineers in Peru from the skills, in order to meet the modern local and global challenges. Results show that the process cannot be imposed, instead it must go through a transitional period of adaptation from teachers and students and requires commitment, focusing that this change usually is a way to dismiss the above, and is important to address that there are obvious achievements on education lectures and problem solving, and it should be understood that they are complementary processes. The result of change imposition can be devastating for some students and frustrating for some teachers, unwanted consequences and they should be avoided. The proposed model is applied at a university in northern Peru, the University of Piura, and the results can be seen in the last chapter of this work.

Introducing Nuclear Energy to High-School Students: The Spanish Young Generation in Nuclear (Jóvenes Nucleares) Lectures

One of the main goals of Spanish Young Generation (JJNN) is to spread knowledge about nuclear energy, not only pointing out its advantages and its role in our society, but also trying to correct some of the ideas that are due to the biased information and to the lack of knowledge. With this goal in mind, lectures were given in several high schools, aimed at students ranging from 14 to 18 years old. This paper explains the experience accumulated during those talks and the conclusions that can be drawn, so as to better focus the communication about nuclear energy, especially the one aimed at a young public. In order to evaluate the degree of knowledge and information on a specific topic of a given group of individuals, statistical methods must be used. At the beginning of each lecture (and sometimes at the end, in order to evaluate the impact of the talk) the students were submitted to a short survey conducted by Spanish Young Generation. It consisted in eight questions, dealing with the relation between the main environmental issues (global warming, acid rain, radioactive waste…) and nuclear energy. The answers can be surprising, especially for professionals of the nuclear field who, since they are so familiar with this topic, often forget that this is just the case of a minority of people. A better knowledge of the degree of information of a given group enables to focus and personalize the communication. Another communication tool is the direct contact with students: it starts with their questions, which can then lead to a small debate. If the surveys inform about the topics they are unaware of, the direct exchange with them enables to find the most effective way to provide them the information. Of course, it depends a lot on the public attending the talk (age, background…) and on the debate following the talk: a good communication, adapted to the public, is necessary. Therefore, the outcome of the performed exercise is that Spanish teenagers have still a lack of knowledge about nuclear energy. We can learn that items that are evident for nuclear young professionals are unknown for high school teenagers

The history of technology in education. A comparative study and forecast

Area, launched in 1999 with the Bologna Declaration, has bestowed such a magnitude and unprecedented agility to the transformation process undertaken by European universities. However, the change has been more profound and drastic with regards to the use of new technologies both inside and outside the classroom. This article focuses on the study and analysis of the technology’s history within the university education and its impact on teachers, students and teaching methods. All the elements that have been significant and innovative throughout the history inside the teaching process have been analyzed, from the use of blackboard and chalk during lectures, the use of slide projectors and transparent slides, to the use of electronic whiteboards and Internet nowadays. The study is complemented with two types of surveys that have been performed among teachers and students during the school years 1999 - 2011 in the School of Civil Engineering at the Polytechnic University of Madrid. The pros and cons of each of the techniques and methodologies used in the learning process over the last decades are described, unfolding how they have affected the teacher, who has evolved from writing on a whiteboard to project onto a screen, the student, who has evolved from taking handwritten notes to download information or search the Internet, and the educational process, that has evolved from the lecture to acollaborative learning and project-based learning. It is unknown how the process of learning will evolve in the future, but we do know the consequences that some of the multimedia technologies are having on teachers, students and the learning process. It is our goal as teachers to keep ourselves up to date, in order to offer the student adequate technical content, while providing proper motivation through the use of new technologies. The study provides a forecast in the evolution of multimedia within the classroom and the renewal of the education process, which in our view, will set the basis for future learning process within the context of this new interactive era.

Design, development and evaluation of a portable recording system to capture dynamic presentations using the teacher's tablet PC

Computers and multimedia equipment have improved a lot in the last years. They have reduced their cost and size while at the same time increased their capabilities. These improvements allowed us to design and implement a portable recording system that also integrates the teacher´s tablet PC to capture what he/she writes on the slides and all that happens in it. This paper explains this system in detail and the validation of the recordings that we did after using it to record all the lectures the “Communications Software” course in our university. The results show that pupils used the recordings for different purposes and consider them useful for a variety of things, especially after missing a lecture.