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.

Virtual Learning Environments In Faculties Of Education In Spain: Changes On Student Attitude

This paper presents some results of a R+D project entitled “e-Learning system for Practical Training of University students in Education Faculties (ForELearn)”, developed in Spain by the Universidad de Granada and the Universidad Politécnica de Madrid and funded by the Spanish Ministry of Education. In a first phase, through the use of AulaWeb Learning Management System, a set of adaptations and improvements of this software application have been done for the design and development of an experimental course of Practicum supervision. Next, the implementation of this course by means of a group of face to face and online seminars provides experimental data for the analysis and discussion about the point of view of users (preservice teachers) that have tracked their practice supervision with AulaWeb.

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.

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.

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.

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.

Evaluation of hybrid and distance education learning environments in Spain

This article describes the adaptation and validation of the Distance Education Learning Environments Survey (DELES) for use in investigating the qualities found in distance and hybrid education psycho-social learning environments in Spain. As Europe moves toward post-secondary student mobility, equanimity in access to higher education, and more standardised degree programs across the European Higher Education Area (EHEA) the need for a high quality method for continually assessing the excellence of distance and hybrid learning environments has arisen. This study outlines how the English language DELES was adapted into the new Spanish-Distance Education Learning Environments Survey (S-DELES) for use with a Bachelor of Psychology and Criminology degree program offering both distance and hybrid education classes. We present the relationships between psycho-social learning environment perceptions and those of student affect. We also present the asynchronous aspects of the environment, scale means, and a comparison between the perceptions of distance education students and their hybrid education counterparts that inform the university about the baseline health of the information and communication technologies (ICT) environment within which the study was conducted.

Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome

This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality system, not only to assess the student's behavior and progress, but also is able to adapt itself to the student's specific needs. Additionally, the immersive reality system is equipped with sensors that can determine certain behaviors of the students. This paper determines the possible inclusion of immersive virtual reality as a support tool and learning strategy in these particular students' intervention. With this objective two task protocols have been defined with which the behavior and interaction situations performed by participant students are recorded. The conclusions from this study talks in favor of the inclusion of these virtual immersive environments as a support tool in the educational intervention of Asperger syndrome students as their social competences and executive functions have improved.

Validation of a Spanish version of the Distance Education Learning Environments Survey (DELES) in Spain

The aim of this study was to examine the validity of the Spanish version of the Distance Education Learning Environments Survey (Sp-DELES). This instrument assesses students’ perceptions of virtual learning environments using six scales: Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active Learning, and Autonomy. Further, the Sp-DELES includes an additional scale that assesses students’ Satisfaction with their classes. The original DELES has been used in at least 27 independent studies with strong reliability and validity. For this study, we sampled 265 students from the University of Alicante enrolled in various hybrid and distance education courses taught by the Department of Health Psychology. We analysed the Sp-DELES for validity using principal component factor analysis with varimax rotation, and for reliability using Cronbach’s alpha. The Sp-DELES exhibited good reliability (Cronbach’s alpha for the scales ranging from 0.86 to 0.97) and the original six-factor structure was replicated and accounted for 72.9 % of the total variance. Overall the results are consistent with those of the original English-language version of the instrument. The Sp-DELES has proven to be a reliable and valid instrument for assessing psychosocial learning environments in tertiary-level hybrid and distance-education settings.