Behavior competence development through e-learning: experience at the undergraduate level in the context of Aula a Distancia Abierta (ADA) Madrid, Spain

This communication presents the results of an innovative approach for competencedevelopment suggesting a new methodology for the integration of these elements in professional development within the ADA initiative (AulaaDistanciaAbierta, Distance and Open Classroom) of the Community of Madrid. The main objective of this initiative is to promote the use of Information and Communication Technologies (ICTs) for educational activities by creating a new learning environment structured on the premises of commitment to self–learning, individual work, communication and virtual interaction, and self and continuous assessment. Results from this experience showed that conceptualization is a positive contribution to learning, as students added names and characteristics to competences and abilities that were previously unknown or underestimated. Also, the diversity of participants’ disciplines indicated multidimensional interest in this idea and supported the theory that this approach to competencedevelopment could be successful in all knowledge areas.

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.

Promotion of professional skills in engineering education: strategies and challenges

Basic engineering skills are not the only key to professional development, particularly as engineering problems are everyday more and more complex and multifaceted, hence requiring the implementation of larger multidisciplinary teams, in many cases working in an international context and in a continuously evolving environment. Therefore other outcomes, sometimes referred to as professional skills, are also necessary for our students, as most universities are already aware. In this study we try to methodically analyze the main strategies for the promotion of professional skills, mainly linked to actuations which directly affect students or teachers (and teaching methodologies) and which take advantage of the environment and available resources. From an initial list of 51 strategies (in essence aimed at promotion of different drivers of change, linked to students, teachers, environment and resources), we focus on the 11 drivers of change considered more important after an initial evaluation. Subsequently, a systematic analysis of the typical problems linked to these main drivers of change, enables us to find and formulate 12 major and usually repeated and unsolved problems. After selecting these typical problems, we put forward 25 different solutions, for short-term actuation, and discuss their effects, while bearing in mind our team’s experience, together with the information from the studies carried out by numerous teaching staff from other universities.

Specific skills assessment learned by students of building engineering and technical architecture in topics relating to durability and control of concrete structures

In many university courses such as Building Engineering or Technical Architectural, the high density of the contents included in the curriculum, make the student, after graduation, unable to develop the skills already acquired and evaluated in the disciplines of the first courses. From the Group of Educational Innovation at the Polytechnic University of Madrid (UPM) "Teaching of Structural Concrete" (GIEHE) we have conducted a study in which are valued specific skills acquired by students after the first courses of career. We have worked with students from UPM fourth-year career and with Technical Architecture students who have completed their studies and also have completed the Adaptation Course of Technical Architecture to the Building Engineer. The work is part of the Educational Innovation Project funded by the UPM "Integration of training and assessment of generic and specific skills in structural concrete" We have evaluated specific skills learned in the areas of durability and control of structural concrete structures. The results show that overall, students are not able to fully develop the skills already acquired earlier, even being these essential to their professional development. Possibly, the large amount of content taught in these degrees together with a teaching and assessment of "flat profile", ie, which are presented and evaluated with the same intensity as the fundamental and the accessory, are causes enough to cause these results.

Diseño de una metodología para la normalización del paisaje en España a partir del análisis de normas y de estudios cienciométricos: Aplicación al impacto paisajístico de las infraestructuras de transporte

La presente tesis se enmarca dentro de los trabajos realizados en el Proyecto CENIT OASIS (Operación de Autopistas Seguras Inteligentes y Sostenibles) sobre el impacto y la integración paisajística de las autopistas, y en los trabajos realizados por el grupo de trabajo GT 13 (paisaje) dentro del comité técnico nacional CTN 157 (proyectos) para normalización del Paisaje en España, del que la doctoranda es secretaria técnica. El objetivo principal de esta tesis es desarrollar una Metodología que permita la normalización del paisaje en España. Por ello, establece las bases para el desarrollo científico y profesional en el ámbito del paisaje, a través de la caracterización de la actividad científica y de la actividad normalizadora internacional. Para después elaborar una propuesta de documentos normativos para su regulación en España. Por último, se pone en práctica la única de las normas aplicables a un caso real, concretamente en la AP-7 a su paso por la provincia de Gerona. La caracterización de la actividad científica en el ámbito del paisaje proporciona una visión global que sirve de referencia a las futuras investigaciones en la materia, no existente hasta la fecha. Entre los múltiples resultados, se identifican las áreas de conocimiento y disciplinas afines desde las que se aborda el paisaje, se analiza la evolución de las temáticas y líneas de investigación en el campo, se determina la distribución e impacto de la producción científica, destacando los países y centros de investigación punteros y sus colaboraciones, y se determinan las publicaciones más destacadas en la materia. La caracterización de la actividad normativa internacional hasta la fecha supone un referente en este campo, habiendo traducido, analizado y clasificado decenas de documentos sobre temas como la terminología, la profesión de paisajista, las reglas generales para las intervenciones en el paisaje, las normas para la protección del paisaje y normas para la evaluación del impacto paisajístico. La tesis desarrolla tres documentos normativos, que se espera sean el germen de los futuros documentos legales para normalización del Paisaje en España. El principal objetivo de la normalización es dotar a los profesionales de las herramientas necesarias para desarrollar sus intervenciones en el paisaje. Para ello, se ha elaborado un documento normativo sobre terminología del concepto clave y los términos asociados en castellano, que sirva de referencia para un futuro documento normativo; un documento normativo que regule los estudios de integración e impacto paisajístico en España, definiendo una serie de pautas que ayuden a los profesionales a desarrollar los proyectos de intervención en el paisaje; un documento que regule y defina la profesión de arquitecto paisajista, identificando sus capacidades, formaciones y competencias. Por último, el documento de impacto e integración paisajística se aplica a un caso concreto de infraestructuras del transporte, dentro del proyecto OASIS, sirviendo como ejemplo a los profesionales de la materia para desarrollar futuras intervenciones. El enfoque de este documento coincide con el de paisaje ecológico, el análisis del paisaje se aborda desde lo visible (fenosistema) y desde los procesos que lo conforman (criptosistema). Y las medidas de integración pretenden conseguir que la infraestructura forme parte del paisaje y de los procesos que ocurren en él, lo que en la tesis se define como Infraestructuras Verdes. ABSTRACT The thesis is within the framework of the CENIT OASIS Project (Operation of Safe, Intelligent and Sustainable Highways) about the landscape impact and integration of highways, and the work done by the working group GT 13 (landscape) in the national technical committee CTN 157 (projects) for landscape standardization in Spain, of which the PhD is technical secretary. The main objective of this thesis is to develop a Methodology that allows the landscape standardization in Spain. Therefore, it establishes the basis for the scientific and professional development in the landscape field, through the characterization of scientific and international normalizing activity. It concludes with the proposal of regulatory documents for its use in Spain. Finally, it implements the only of the rules applicable to a real case, specifically in the AP- 7 passing through the Gerona province. The characterization of scientific activity in the landscape field provides an overview that is a reference in the researches in this field, non-existent to date. Among the many results, the areas of knowledge and related disciplines, from which the landscape is addressed, are identified; the evolution of topics and lines of research in the field are analyzed; the distribution and impact of scientific production is determined, highlighting the countries and leading research centers and collaborations; and the leading publications in the field are determined. The characterization of the international regulatory activity to date is a model in this field, having translated, analyzed and classified dozens of papers about terminology, the landscapist profession, general rules for intervention in the landscape, standards for the landscape protection and rules for the assessment of landscape impact. The thesis develops three normative documents, which are expected to be the germ of future legal documents for standardization landscape in Spain. The main objective of standardization is to provide the necessary tools for professionals who work developing interventions in the landscape. To do this, it has been developed a normative document about terminology on the key concept and the associated terms in Castilian, as a reference for a future normative document; a normative document that regulates studies of landscape integration and impact in Spain, defining a set of guidelines to help professionals to develop intervention projects in the landscape; a document to regulate and define the activities developed by the professionals, defining the profession of landscape architect, their capabilities and competencies. Finally, the document of landscape impact and integration is applied to a particular case of transport infrastructures within the OASIS project, serving as an example to professionals in the field to develop future interventions. The focus of this document coincides with the ecological landscape; the landscape analysis is approached from the visible (fenosystem) and from the processes that shape it (cryptosystem); and integration measures aim to achieve that the infrastructure take part of the landscape and its existing processes, which in this thesis is defined as Green Infrastructures.

A framework for adaptive e-learning for continuum mechanics and structural analysis

This paper presents a project for providing the students of Structural Engineering with the flexibility to learn outside classroom schedules. The goal is a framework for adaptive E-learning based on a repository of open educational courseware with a set of basic Structural Engineering concepts and fundamentals. These are paramount for students to expand their technical knowledge and skills in structural analysis and design of tall buildings, arch-type structures as well as bridges. Thus, concepts related to structural behaviour such as linearity, compatibility, stiffness and influence lines have traditionally been elusive for students. The objective is to facilitate the student a teachinglearning process to acquire the necessary intuitive knowledge, cognitive skills and the basis for further technological modules and professional development in this area. As a side effect, the system is expected to help the students improve their preparation for exams on the subject. In this project, a web-based open-source system for studying influence lines on continuous beams is presented. It encompasses a collection of interactive user-friendly applications accessible via Web, written in JavaScript under JQuery and Dygraph Libraries, taking advantage of their efficiency and graphic capabilities. It is performed in both Spanish and English languages. The student is enabled to set the geometric, topologic, boundary and mechanic layout of a continuous beam. While changing the loading and the support conditions, the changes in the beam response prompt on the screen, so that the effects of the several issues involved in structural analysis become apparent. This open interaction with the user allows the student to simulate and virtually infer the structural response. Different levels of complexity can be handled, whereas an ongoing help is at hand for any of them. Students can freely boost their experiential learning on this subject at their own pace, in order to further share, process, generalize and apply the relevant essential concepts of Structural Engineering analysis. Besides, this collection is being 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)

Pedro Muguruza Otaño (1893-1952): Aproximación histórica a su obra arquitectónica

El arquitecto Pedro Muguruza (1893-1952) fue protagonista de la cultura arquitectónica española de la primera mitad del siglo XX. El estudio de su obra ha sido una carencia dentro de la historiografía de la materia, por lo que la tesis constituye una primera investigación en conjunto de su trayectoria profesional. Muguruza realizó una obra abundante y diversa, pero además fue catedrático de la Escuela de Arquitectura de Madrid, académico de San Fernando y primer director general de arquitectura; datos que corroboran la necesidad de haber desarrollado una monografía con un enfoque global. La tesis ha ordenado, clasificado y analizado sus trabajos, tanto desde un punto de vista histórico como desde el punto de vista arquitectónico. En la investigación se ha recurrido a fuentes primarias y secundarias; y una de las aportaciones de la tesis es el riguroso soporte documental sobre el que se asienta. El trabajo tiene un desarrollo cronológico, dividido en tres capítulos identificados como las etapas generales de su carrera: 1. Años de formación y trayectorias iniciales (1909- 1923), 2. Desarrollo profesional (1923-1938), 3. Las tareas en la administración estatal y último periodo (1938-1952). Asimismo, se ha llevado a cabo el catálogo de su obra —también ordenado cronológicamente—, herramienta que posibilita recorrer de principio a fin el listado y las referencias de su arquitectura. En este apartado se han reproducido más de 1.200 imágenes de 294 proyectos. La tesis ha revisado y descubierto la obra de un arquitecto de mayor recorrido y versatilidad del conocido hasta ahora; personaje complejo de abordar, asociado al franquismo, —cuando en realidad desarrolló una gran parte de sus proyectos en la década de los años veinte y treinta—, difícil de abarcar en todas sus dimensiones, arquitectónica, artística e institucional. La investigación ha permitido indagar y exponer sus proyectos iniciales hasta los de la etapa de madurez, gracias a lo que se han determinado los géneros y los procesos de su trabajo, las constantes de su trayectoria y las referencias e influencias que recibió, tanto de corrientes nacionales como de extranjeras. También se ha revisado su pensamiento arquitectónico a través de sus escritos. El trabajo ofrece un panorama más completo del que entonces se tenía del polifacético Muguruza; arquitecto que se puede presentar como un prototipo reflejo de nuestro pasado reciente, y que al conocer su obra se conoce una parte significativa y destacada de la historia de la arquitectura española contemporánea. ABSTRACT Architect Pedro Muguruza (1893-1952) was a pivotal figure in the Spanish architectural culture of the first half of the 20th century. However, his work as a whole has been insufficiently approached by architectural historiography. This thesis is indeed the first comprehensive research of his professional career. Muguruza’s work is abundant and diverse. He was also a professor at the School of Architecture in Madrid, a luminary scholar at the Royal Academy of Fine Arts of San Fernando and the first General Director of Architecture in Spain. All these facts compel a profound monographic exploration of his far-reaching working path. Muguruza’s projects have been organized, classified and analyzed in this thesis both from historical and architectural points of view. Primary and secondary sources have been scrutinized throughout this research and one of the assets of this project is the rigorous documentation on which it is firmly grounded. The results of this research have been chronologically organized and structured into three chapters identified with the general stages of his prolific career: 1. Training years and his initial paths (1909-1923). 2. Professional development (1923-1938). 3. His role in the state administration and his last period (1938-1952). A chronological catalogue of all his architectural work has also been carried out as part of this project. This catalogue offers the possibility to track his works and all references to them under a historical perspective. More than 1,200 images of his projects have been included in this catalogue. The thesis has gone through and shown up the work of an architect whose magnitude and versatility is much more than what previously known. Muguruza represents a complicated figure to approach ideologically speaking because of his later relationship to Franco’s regime – when in fact Muguruza developed a big part of his projects in the 20’s and 30’s before the dictatorship –. He is also a difficult figure to research on because of his exhaustive working activity in different dimensions: architectural, artistic and institutional. This research allows any incoming scholars to approach Muguruza’s projects under an accurate perspective. From his initial works to his maturity period, his projects have been analyzed and classified by establishing different stages. Additionally, some constant guidelines within his long career and the influences he received both in Spain and abroad have also been identified and properly considered. His architectural line of thought has been explored through his writings too. This thesis provides a complete overview of a multifaceted Muguruza, an architect who can be introduced as an archetype of our recent cultural heritage. By exploring his work a quintessential part of the Spanish contemporary architecture is definitively revealed and acknowledged.

Diseña tu propia aula

En este Trabajo Fin de Máster se propone una aplicación de la metodología de Aprendizaje Basado en Proyectos en 3º de E.S.O. La solicitud, por parte de los alumnos, de innovar en el aula y los recursos de los que hoy en día disponemos, son la mayor motivación para diseñar los más variados Proyectos que puedan enriquecer la educación en valores y el aprendizaje de procedimientos, aspectos clave en el desarrollo profesional de nuestros alumnos. En el Proyecto “Diseña tu propia aula” se invita a los alumnos a crear un Estudio de Arquitectura con el objetivo de rediseñar su espacio de trabajo. Aplicando criterios sostenibles, mejorarán la eficiencia energética del aula y crearán un espacio más responsable con el Medio Ambiente. La implementación de los contenidos, competencias y criterios de evaluación a través de este proyecto promete ser un verdadero reto, tanto para docentes, como para los alumnos. ¿Estamos preparados? This Master’s Thesis applies Project Based Learning methodologies within third-year secondary education classrooms, particularly those of 3° E.S.O. Motivated by the demand from modern pupils for new innovation in the classroom and by the new resources available for use therein, this thesis proposes to design a project which enriches and improves the education of the student in both ethics and technical methods, key aspects of the student’s professional development. The “Design your own classroom” project invites pupils to create their own architecture studio within the classroom by challenging them to redesign their workplace through the application of sustainable design criteria in order to create a workspace that is more environmentally responsible. The inclusion of content, skills and evaluation criteria in this project present a real challenge both for the teacher and for the pupil. Are we ready?