Reconstrucción paleoclimática y paleoambiental de la Península Ibérica durante el Cuaternario, aplicación de modelos geoprospectivos para la evaluación de escenarios futuros

Esta comunicación trata de resumir el trabajo realizado por el ITGE, BRGM, CCMA, IPE, ETSIMM y ENRESA en el proyecto titulado "Paleoclimatological Revision of Climate Evolution and Environment in Western Mediterranean Region. Evaluation of future evolution scenarios in the Iberian Peninsula", en el marco del Programa de la Comisión de las Comunidades Europeas sobre Gestión y Almacenamiento de Residuos Radioactivos (contrato CEC FI2WCT91- 0075).

Measuring the influence of Cooperative Learning and Project Based Learning on problem solvin skill.

The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The second hypothesis was focused on testing if students with higher rates in problem solving competence obtain better results in their academic performance. The results indicated that active learning methodologies do not produce any significant change in the generic competence ?problem solving? during the period analysed. Concerning this, we consider that students should work with these methodologies for a longer period, besides having a specific training. Nevertheless, a close correlation between problem solving self appraisal and academic performance has been detected.

Heavyweight extensions to the UML metamodel to describe the C3 architectural style

UML is widely accepted as the standard for representing the various software artifacts generated by a development process. For this reason, there have been attempts to use this language to represent the software architecture of systems as well. Unfortunately, these attempts have ended in the same representations (boxes and lines) already criticized by the software architecture community.In this work we propose an extension to the UML metamodel that is able to represent the syntactics and semantics of the C3 architectural style. This style is derived from C2. The modifications to define C3 are described in section 4. This proposal is innovative regarding UML extensions for software architectures, since previous proposals where based on light extensions to the UML meta-model, while we propose a heavyweight extension of the metamodel. On the other hand, this proposal is less ambitious than previous proposals, since we do not want to represent in UML any architectural style, but only one: C3.

Active learning and generic competences in an operating systems course

The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies. The aim of this study is to evaluate the effects obtained after applying active learning methodologies to the achievement of generic competences as well as to the academic performance. This study has been carried out at the Universidad Politécnica de Madrid, where these methodologies have been applied to the Operating Systems I subject of the degree in Technical Engineering in Computer Systems. The fundamental hypothesis tested was whether the implementation of active learning methodologies (cooperative learning and problem based learning) favours the achievement of certain generic competences (‘teamwork’ and ‘planning and time management’) and also whether this fact improved the academic performance of our students. The original approach of this work consists in using psychometric tests to measure the degree of acquired student’s generic competences instead of using opinion surveys, as usual. Results indicated that active learning methodologies improve the academic performance when compared to the traditional lecture/discussion method, according to the success rate obtained. These methods seem to have as well an effect on the teamwork competence (the perception of the behaviour of the other members in the group) but not on the perception of each students’ behaviour. Active learning does not produce any significant change in the generic competence ‘planning and time management'.

Desarrollo y evaluación de competencias genéricas en los títulos de grado.

Los nuevos títulos de grado en la Universidad española generados a raíz del proceso de Bolonia,inciden en una nueva dimensión: las competencias genéricas que deben adquirir los estudiantes universitarios. Pero ¿cómo armonizar el desarrollo y evaluación de dichas competencias con la actual actividad docente? En este trabajo se expone un modelo que permite la citada armonización con un mínimo de “ruido” y de esfuerzo complementario por parte de los docentes. En el modelo propuesto primero se hace una selección y una ordenación de las competencias que se quieren incorporar en un plan de estudios. Se hace una proyección de las competencias en los cuatrimestres y asignaturas del plan de estudios. La introducción de las competencias en las asignaturas asignadas se hace a través del diseño de actividades de formación, desarrollo y evaluación de la competencia. La segunda componente del modelo propuesto tiene por objeto coordinar las acciones que implementen la transversalidad de las competencias bajo desarrollo tanto en espacio como en tiempo. Por último, existen un conjunto de actividades destinadas a realizar el control de calidad del proceso propuesto. Este modelo se está implementado en las dos titulaciones de grado impartidas por la Escuela Universitaria de Informática de la Universidad Politécnica de Madrid durante el curso 2012/13. La coordinación se ha mostrado especialmente difícil dado la falta de experie ncia y el desconocimiento en este campo y las reticencias de algunos docentes a implicarse en este proceso. El modelo demuestra varias bondades: flexibilidad, aplicabilidad, extensibilidad, universalidad,globalidad y economía. ABSTRACT: The new degrees in Spanish University, generated as a result of the Bologna process, affect a new dimension: the generic competences to be acquired by university students. But, how can we harmonize the development and evaluation of these competencies with current teaching? This paper presents a model that allows the aforementioned harmonization with minimal "noise" and additional effort on the part of teachers. The proposed model first makes a selection and organization of competences that are to be incorporated into a curriculum. The following is a projection of competences in the semesters and curriculum subjects. The introduction of competences in the subjects assigned is carried out by designing activities of training, development and assessment. The second component of the proposed model is focused on coordinating actions to implement the transverse character of competences in both space and time. Finally, there are a set of activities to perform quality control of the proposed process. This model is being implemented in two degree taught by the School of Computer Science at the Universidad Politécnica de Madrid during the year 2012/13. Coordination has been particularly difficult given the lack of experience and lack of knowledge in this field and the reluctance of teachers to engage in this process.

Providing 30Mbit/s to Spain’s final third. -A techno-economic assessment.

Since the Digital Agenda for Europe released the Europe2020 flagship, Member States are looking for ways of fulfilling their agreed commitments to fast and ultrafast internet deployment. However, Europe is not a homogenous reality. The economic, geographic, social and demographic features of each country make it a highly diverse region to develop best practices over Next Generation Access Networks (NGAN) deployments. There are special concerns about NGAN deployments for “the final third”, as referred to the last 25% of the country’s population who, usually, live in rural areas. This paper assesses, through a techno-economic analysis, the access cost of providing over 30 Mbps broadband for the final third of Spain`s population in municipalities, which are classified into area types, referred to as geotypes. Fixed and mobile technologies are compared in order to determine which is the most cost-effective technology for each geotype. The demographic limit for fixed networks (cable, fibre and copper) is also discussed. The assessment focuses on the supply side and the results show the access network cost only. The research completes a previous published assessment (Techno-economic analysis of next generation access networks roll-out. The case of platform competition, regulation and public policy in Spain) by including the LTE scenario. The LTE scenario is dimensioned to provide 30 Mbps (best effort) broadband, considering a network take-up of 25%. The Rocket techno-economic model is used to assess a ten-year study period deployment. Nevertheless, the deployment must start in 2014 and be completed by 2020, in order to fulfil the Digital Agenda’s goals. The feasibility of the deployment is defined as the ability to recoup the investment at the end of the study period. This ability is highly related to network take-up and, therefore, to service adoption. Network deployment in each geotype is compared with the cost of the deployment in the Urban geotype and broadband expected penetration rates for clarity and simplicity. Debating the cost-effective deployments for each geotype, while addressing the Digital Agenda’s goals regarding fast and ultrafast internet, is the main purpose of this paper. At the end of the last year, the independent Spanish regulation agency released the Spain broadband coverage report at the first half of 2013. This document claimed that 59% and 52% of Spain’s population was already covered by NGAN capable of providing 30 Mbps and 100 Mbps broadband respectively. HFC, with 47% of population coverage, and FTTH, with 14%, were considered as a 100 Mbps capable NGAN. Meanwhile VDSL, with 12% of the population covered, was the only NGAN network considered for the 30 Mbps segment. Despite not being an NGAN, the 99% population coverage of HSPA networks was also noted in the report. Since mobile operators are also required to provide 30 Mbps broadband to 90% of the population in rural areas by the end of 2020, mobile networks will play a significant role on the achievement of the 30 Mbps goal in Spain’s final third. The assessment indicates the cost of the deployment per cumulative households coverage with 4 different NGANs: FTTH, HFC, VDSL and LTE. Research shows that an investment ranging from €2,700 (VDSL) to €5,400 (HFC) million will be needed to cover the first half of the population with any fixed technology assessed. The results state that at least €3,000 million will be required to cover these areas with the least expensive technology (LTE). However, if we consider the throughput that fixed networks could provide and achievement of the Digital Agenda’s objectives, fixed network deployments are recommended for up to 90% of the population. Fibre and cable deployments could cover up to a maximum of 88% of the Spanish population cost efficiently. As there are some concerns about the service adoption, we recommend VDSL and mobile network deployments for the final third of the population. Despite LTE being able to provide the most economical roll-out, VDSL could also provide 50 Mbps from 75% to 90% of the Spanish population cost efficiently. For this population gap, facility based competition between VDSL providers and LTE providers must be encouraged. Regarding 90% to 98.5% of the Spanish population, LTE deployment is the most appropriate. Since costumers in less populated the municipalities are more sensitive to the cost of the service, we consider that a single network deployment could be most appropriate. Finally, it has become clear that it is not possible to deliver 30Mbps to the final 1.5% of the population cost-efficiently and adoption predictions are not optimistic either. As there are other broadband alternatives able to deliver up to 20 Mbps, in the authors’ opinion, it is not necessary to cover the extreme rural areas, where public financing would be required.

Integrating Generic Competences into Engineering Curricula

The new degrees in Spanish universities generated as a result of the Bologna process, stress a new dimension: the generic competencies to be acquired by university students (leadership, problem solving, respect for the environment, etc.). At Universidad Polite¿cnica de Madrid a teaching model was defined for two degrees: Graduate in Computer Engineering and Graduate in Software Engineering. Such model incorporates the training, development and assessment of generic competencies planned in these curricula. The aim of this paper is to describe how this model was implemented in both degrees. The model has three components. The first refers to a set of seven activities for introducing mechanisms for training, development and assessment of generic competencies. The second component aims to coordinate actions that implement the competencies across courses (in space and time). The third component consists of a series of activities to perform quality control. The implementation of generic competencies was carried out in first year courses (first and second semesters), together with the planning for second year courses (third and fourth semesters). We managed to involve a high percentage of first-year courses (80%) and the contacts that have been initiated suggest a high percentage in the second year as well.

Providing 30MBIT/STO Spain's final third-a techno-economic assessment

Estudio tecno-económico acerca de la provisión de banda ancha móvil de 30 Mbps al tercio final de la población Española. Competencia entre plataformas e infraestructuras.

Utilizando CORBA para distribuir aplicaciones intensivas en cálculo

Actualmente se están utilizando supercomputadores para resolver problemas intensivos en cálculo tales como las previsiones meteorológicas, el aprendizaje de redes neuronales artificiales o incluso aplicaciones lúdicas como el ajedrez. El uso de esta tecnología queda limitado a las grandes corporaciones con medios financieros suficientes como para abordar la adquisición de tales ordenadores. La distribución del cálculo entre varios ordenadores es una solución más barata para aquellos casos en los que la aplicación es susceptible de ser distribuida. De hecho, es la única solución para muchas empresas que no pueden adquirir supercomputadores y que sin embargo soportan aplicaciones que precisan de mucha potencia de cálculo (por ejemplo, el análisis de imágenes). En este artículo mostraremos cómo utilizando un middelware, CORBA (Common Object Request Broker Architecture), y una implementación concreta de este, DST (Distributed Smalltalk), es posible distribuir una aplicación entre varios ordenadores de una manera elegante y escalable y cómo el trabajo cooperativo de varios ordenadores disminuye significativamente el tiempo total de cómputo. Creemos que esta forma de distribución puede solucionar muchos de los problemas de tiempos de ejecución con los que se enfrentan actualmente las empresas de desarrollo software

Supporting the design and development of Project Based Learning courses.

The use of Project Based Learning has spread widely over the last decades, not only throughout countries but also among disciplines. One of the most significant characteristics of this methodology is the use of ill-structured problems as central activity during the course, which represents an important difficulty for both teachers and students. This work presents a model, supported by a tool, focused on helping teachers and students in Project Based Learning, overcoming these difficulties. Firstly, teachers are guided in designing the project following the main principles of this methodology. Once the project has been specified at the desired level of depth, the same tool helps students to finish the project specification and organize the implementation. Collaborative work among different users is allowed in both phases. This tool has been satisfactorily tested designing two real projects used in Computer Engineering and Software Engineering degrees.

Teamwork competence and academic motivation in computer science engineering studies.

The present work is focused on studying two issues: the “teamwork” generic competence and the “academic motivation”. Currently the professional profile of engineers has a strong component of teamwork. On the other hand, motivational profile of students determines their tendencies when they come to work in team, as well as their performance at work. In this context we suggest four hypotheses: (H1) students improve their teamwork capacity by specific training and carrying out a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have better attitude towards team working; (H3) students with higher mastery motivation obtain better results in academic performance; and (H4) students show different motivation profiles in different circumstances: type of courses, teaching methodologies, different times of the learning process. This study was carried out with computer science engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception about teamwork competence. Finally, and contrary to the initial hypothesis, these profiles appear to not influence significantly the academic performance of students.

Assessment of problem solving in computing studies

The assessment of learning outcomes is a key concept in the European Credit Transfer and Accumulation System (ECTS) since credits are awarded when the assessment shows the competences which were aimed at have been developed at an appropriate level. This paper describes a study which was first part of the Bologna Experts Team-Spain project and then developed as an independent study. It was carried out with the overall goal to gain experience in the assessment of learning outcomes. More specifically it aimed at 1) designing procedures for the assessment of learning outcomes related to these compulsory generic competences; 2) testing some basic psychometric features that an assessment device with some consequences for the subjects being evaluated needs to prove; 3) testing different procedures of standard setting, and 4) using assessment results as orienting feedback to students and their tutors. The process of development of tests to carry out the assessment of learning outcomes is described as well as some basic features regarding their reliability and validity. First conclusions on the comparison of the results achieved at two academic levels are also presented.

Assessment of learning outcomes in computing studies

The assessment of learning outcomes is a key concept in the European Credit Transfer and Accumulation System (ECTS) since credits are awarded when the assessment shows the competences which were aimed at have been developed at an appropriate level. This paper describes a study which was first part of the project of the Bologna Experts Team-Spain and then developed as an independent study. It was carried out with the overall goal to gain experience in the assessment of learning outcomes. More specifically it aimed at 1) designing procedures for the assessment of learning outcomes related to these compulsory generic competences; 2) testing some basic psychometric features that an assessment device with some consequences for the subjects being evaluated needs to prove; 3) testing different procedures of standard setting, and 4) using assessment results as orienting feedback to students and their tutors. The process of development of tests to carry out the assessment of learning outcomes related to these competences, as well as some basic features regarding their reliability and validity is described and first results on the comparison of results achieved at two academic levels, will also be described at a later stage.

From Analysis Model to Software Architecture: a PIM2PIM Mapping.

To our knowledge, no current software development methodology explicitly describes how to transit from the analysis model to the software architecture of the application. This paper presents a method to derive the software architecture of a system from its analysis model. To do this, we are going to use MDA. Both the analysis model and the architectural model are PIMs described with UML 2. The model type mapping designed consists of several rules (expressed using OCL and natural language) that, when applied to the analysis artifacts, generate the software architecture of the application. Specifically the rules act on elements of the UML 2 metamodel (metamodel mapping). We have developed a tool (using Smalltalk) that permits the automatic application of these rules to an analysis model defined in RoseTM to generate the application architecture expressed in the architectural style C2.

UML 1.4 versus UML 2.0 as Languages to Describe Software Architectures.

ML 1.4 is widely accepted as the standard for representing the various software artifacts generated by a development process. For this reason, there have been attempts to use this language to represent the software architec- ture of systems as well. Unfortunately, these attempts have ended in representa- tions (boxes and lines) already criticized by the software architecture commu- nity. Recently, OMG has published a draft that will constitute the future UML 2.0 specification. In this paper we compare the capacities of UML 1.4 and UML 2.0 to describe software architectures. In particular, we study extensions of both UML versions to describe the static view of the C3 architectural style (a simplification of the C2 style). One of the results of this study is the difficulties found when using the UML 2.0 metamodel to describe the concept of connector in a software architecture.