Problem-based learning supported by semantic techniques

Problem-based learning has been applied over the last three decades to a diverse range of learning environments. In this educational approach, different problems are posed to the learners so that they can develop different solutions while learning about the problem domain. When applied to conceptual modelling, and particularly to Qualitative Reasoning, the solutions to problems are models that represent the behaviour of a dynamic system. The learner?s task then is to bridge the gap between their initial model, as their first attempt to represent the system, and the target models that provide solutions to that problem. We propose the use of semantic technologies and resources to help in bridging that gap by providing links to terminology and formal definitions, and matching techniques to allow learners to benefit from existing models.

A Semantic Approach to Problem-Based Learning with Conceptual Models

El aprendizaje basado en problemas se lleva aplicando con éxito durante las últimas tres décadas en un amplio rango de entornos de aprendizaje. Este enfoque educacional consiste en proponer problemas a los estudiantes de forma que puedan aprender sobre un dominio particular mediante el desarrollo de soluciones a dichos problemas. Si esto se aplica al modelado de conocimiento, y en particular al basado en Razonamiento Cualitativo, las soluciones a los problemas pasan a ser modelos que representan el compotamiento del sistema dinámico propuesto. Por lo tanto, la tarea del estudiante en este caso es acercar su modelo inicial (su primer intento de representar el sistema) a los modelos objetivo que proporcionan soluciones al problema, a la vez que adquieren conocimiento sobre el dominio durante el proceso. En esta tesis proponemos KaiSem, un método que usa tecnologías y recursos semánticos para guiar a los estudiantes durante el proceso de modelado, ayudándoles a adquirir tanto conocimiento como sea posible sin la directa supervisión de un profesor. Dado que tanto estudiantes como profesores crean sus modelos de forma independiente, estos tendrán diferentes terminologías y estructuras, dando lugar a un conjunto de modelos altamente heterogéneo. Para lidiar con tal heterogeneidad, proporcionamos una técnica de anclaje semántico para determinar, de forma automática, enlaces entre la terminología libre usada por los estudiantes y algunos vocabularios disponibles en la Web de Datos, facilitando con ello la interoperabilidad y posterior alineación de modelos. Por último, proporcionamos una técnica de feedback semántico para comparar los modelos ya alineados y generar feedback basado en las posibles discrepancias entre ellos. Este feedback es comunicado en forma de sugerencias individualizadas que el estudiante puede utilizar para acercar su modelo a los modelos objetivos en cuanto a su terminología y estructura se refiere. ABSTRACT Problem-based learning has been successfully applied over the last three decades to a diverse range of learning environments. This educational approach consists of posing problems to learners, so they can learn about a particular domain by developing solutions to them. When applied to conceptual modeling, and particularly to Qualitative Reasoning, the solutions to problems are models that represent the behavior of a dynamic system. Therefore, the learner's task is to move from their initial model, as their first attempt to represent the system, to the target models that provide solutions to that problem while acquiring domain knowledge in the process. In this thesis we propose KaiSem, a method for using semantic technologies and resources to scaffold the modeling process, helping the learners to acquire as much domain knowledge as possible without direct supervision from the teacher. Since learners and experts create their models independently, these will have different terminologies and structure, giving rise to a pool of models highly heterogeneous. To deal with such heterogeneity, we provide a semantic grounding technique to automatically determine links between the unrestricted terminology used by learners and some online vocabularies of the Web of Data, thus facilitating the interoperability and later alignment of the models. Lastly, we provide a semantic-based feedback technique to compare the aligned models and generate feedback based on the possible discrepancies. This feedback is communicated in the form of individualized suggestions, which can be used by the learner to bring their model closer in terminology and structure to the target models.

Small Projects: A Method for improving Learning.

Ideas concerning problem-based learning (PBL) developed after running different experiences in different Spanish Universities, are discussed. The driver for introducing PBL has been the requirement for studying Mathematics by the Engineering students. A methodology hybrid of problem-based learning for Mathematics in Engineering studies is proposed. The model is a combination of formal lectures, practical and laboratory sessions with autonomous small projects.

Applying Problem-Based Project-Organized Learning in a traditional system

Nowadays, PBL is considered a suitable methodology for engineering education. But making the most of this methodology requires some features, such as multidisciplinary, illstructured teamwork and autonomous research that sometimes are not easy to achieve. In fact, traditional university systems, including curricula, teaching methodologies, assessment and regulation, do not help the implementation of these features. Firstly, we look through the main differences found between a traditional system and the Aalborg model, considered a reference point in PBL. Then, this work is aimed at detecting the main obstacles that a standing traditional system presents to PBL implementation. A multifaceted PBL experience, covering three different disciplines, brings us to analyse these difficulties, order them according to its importance and decide which should be the first changes. Finally, we propose a straightforward introduction of generic competences in the curricula aimed at supporting the use of Problem-Based Project-Organized Learning

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.

Ampliación de un portal Wordpress para el diseño de cursos basados en la metodología PBL

La metodología PBL propone el aprendizaje basado en problemas. A grandes rasgos sugiere que el estudiante sea el protagonista de su propio aprendizaje mediante el desarrollo de proyectos. Con esa idea, el grupo de innovación educativa DMAE-DIA (Desarrollo de nuevas Metodologías de Aprendizaje/Evaluación del Departamento de Informática Aplicada), comenzó la construcción de un portal web para mostrar los principios de dicha metodología, que permitiese a los usuarios del mismo conocerla y aprender a utilizarla en un entorno colaborativo. El objetivo de este trabajo es ampliar este portal para que los usuarios sean capaces de crear, eliminar y mantener sus propios proyectos para posteriormente utilizarlos como base para su práctica docente. El trabajo se ha planteado siguiendo el paradigma de la orientación a objetos, mediante la metodología UML y siguiendo el ciclo de vida del software y se ha implementado utilizando como base el CMS Wordpress y desarrollando con los lenguajes que más adelante se especificarán. Wordpress por su parte es un sistema de gestión de contenidos dotado de gran potencia que permite, de una manera muy sencilla, construir entornos web con el mínimo esfuerzo. ABSTRACT The PBL methodology proposed problem-based learning. Roughly suggests that the student is the protagonist of their own learning by developing projects. With that, the group of educational innovation DMAE-DIA (Development of new Learning/Assessment methodologies, Department of Applied Computing) began building a web portal to show the principles of this methodology, which would allow users to know and learn to use it in a collaborative environment. The aim of this work is to extend this website so that users are able to create, delete and maintain their own projects for later use as the basis for their teaching practice. The work has been raised following the paradigm of object orientation, by following the UML methodology and software life cycle and has been implemented using as a basis the CMS Wordpress and developed with the languages that will be specified later. Meanwhile Wordpress is a content management system endowed with great power that allows,in a very simple way to build web environments with minimal effort.

New Methodology for Integrating Teams into Multidisciplinary Project Based Learning

This paper describes the collaboration among students and professors in four different subjects, to develop multidisciplinary projects. The objective is to simulate the conditions in a company environment. A new methodology based on student interaction and content development in a Wiki environment has been developed. The collaborative server created an ‘out of the classroom’ discussion forum for students of different subjects, and allowed them to compile a ‘project work’ portfolio. Students and professors participated with enthusiasm, due to the correct well-distributed work and the easiness of use of the selected platform in which only an internet connected computer is needed to create and to discuss the multidisciplinary projects. Quality of developed projects has been dramatically improved due to integration of results provided from the different teams.

Games based learning for Exploring Cultural Conflict

In this paper we discuss the early stage design of MIXER, a technology enhance educational application focused at supporting children in learning about cultural conflict, achieved through the use of a game with an effective embodied AI agent. MIXER is being developed re-using existing technology applied to a different context and purpose with the aim of creating an educational and enjoyable experience for 9-11 year olds. This paper outlines MIXER’s underpinning technology and theory. It presents early stage design and development, highlighting current research directions.

Project-based learning experience on Data Structures course

This paper presents the innovations in the practical work of the Data Structures subject carried out in the last five years, including a transition period and a first year of implantation of the European Higher Education Area. The practical coursework is inspired by a project-based methodology and from 2008/2009 additional laboratory sessions are included in the subject schedule. We will present the academic results and ratios of the mentioned time period which imply a significant improvement on students' performance.

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.

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'.

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.

Cooperative Learning vs. Project Base Learning.

The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies such as cooperative learning and project based learning. This study was motivated by the comparison of the results obtained after applying Cooperative Learning (CL) and Project Based Learning (PBL) to a subject of Computer Engineering. The fundamental hypothesis tested was whether the academic success achieved by the students of the first years was higher when CL was applied than in those cases to which PBL was applied. A practical case, by means of which the effectiveness of CL and PBL are compared, is presented in this work. This study has been carried out at the Universidad Politécnica de Madrid, where these mechanisms have been applied to the Operating Systems I subject from the Technical Engineering in Computer Systems degree (OSIS) and to the same subject from the Technical Engineering in Computer Management degree (OSIM). Both subjects have the same syllabus, are taught in the same year and semester and share also formative objectives. From this study we can conclude that students¿ academic performance (regarding the grades given) is greater with PBL than with CL. To be more specific, the difference is between 0.5 and 1 point for the individual tests. For the group tests, this difference is between 2.5 and 3 points. Therefore, this study refutes the fundamental hypothesis formulated at the beginning. Some of the possible interpretations of these results are referred to in this study.

An interactive web-based learning assistant for structural analysis of continuous beams

There are significant levels of concern about the relevance and the difficulty of learning some issues on Strength of Materials and Structural Analysis. Most students of Continuum Mechanics and Structural Analysis in Civil Engineering usually point out some key learning aspects as especially difficult for acquiring specific skills. These key concepts entail comprehension difficulties but ease access and applicability to structural analysis in more advanced subjects. Likewise, some elusive but basic structural concepts, such as flexibility, stiffness or influence lines, are paramount for developing further skills required for advanced structural design: tall buildings, arch-type structures as well as bridges. As new curricular itineraries are currently being implemented, it appears appropriate to devise a repository of interactive web-based applications for training in those basic concepts. That will hopefully train the student to understand the complexity of such concepts, to develop intuitive knowledge on actual structural response and to improve their preparation for exams. In this work, a web-based learning assistant system for influence lines on continuous beams is presented. It consists of a collection of interactive user-friendly applications accessible via Web. It is performed in both Spanish and English languages. Rather than a “black box” system, the procedure involves open interaction with the student, who can simulate and virtually envisage the structural response. Thus, the student is enabled to set the geometric, topologic and mechanic layout of a continuous beam and to change or shift the loading and the support conditions. Simultaneously, the changes in the beam response prompt on the screen, so that the effects of the several issues involved in structural analysis become apparent. The system is performed through a set of web pages which encompasses interactive exercises and problems, written in JavaScript under JQuery and DyGraphs frameworks, given that their efficiency and graphic capabilities are renowned. Students can freely boost their self-study on this subject in order to face their exams more confidently. Besides, this collection is expected to be added to the "Virtual Lab of Continuum Mechanics" of the UPM, launched in 2013 (http://serviciosgate.upm.es/laboratoriosvirtuales/laboratorios/medios-continuos-en-construcci%C3%B3n)

Enhancing web-based learning resources with quizzes through an Authoring Tool and an Audience Response System

Quizzes are among the most widely used resources in web-based education due to their many benefits. However, educators need suitable authoring tools that can be used to create reusable quizzes and to enhance existing materials with them. On the other hand, if teachers use Audience Response Systems (ARSs) they can get instant feedback from their students and thereby enhance their instruction. This paper presents an online authoring tool for creating reusable quizzes and enhancing existing learning resources with them, and a web-based ARS that enables teachers to launch the created quizzes and get instant feedback from the class. Both the authoring tool and the ARS were evaluated. The evaluation of the authoring tool showed that educators can effectively enhance existing learning resources in an easy way by creating and adding quizzes using that tool. Besides, the different factors that assure the reusability of the created quizzes are also exposed. Finally, the evaluation of the developed ARS showed an excellent acceptance of the system by teachers and students, and also it indicated that teachers found the system easy to set up and use in their classrooms.