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.

Blended learning in the design of collective protections in building works

The design of collective protections of construction works is a topic that is integrated within one of the MBTI subjects. This paper presents an experience for teaching the design of collective protection in building works. Teaching has been done in a bended way. This subject is taught as part of the content of a wider subject included in the Master "Building Technological Innovation" (MBTI) of the Universidad Politécnica de Madrid (UPM). This Master's degree is a postgraduate of research nature. Graduating in MBTI implies that students are in a position to begin their PhD thesis. At this stage, often students are not able to follow the rigour established by the schedule of classes. For this reason it is interesting that part of the teaching is developed in a non-classroom based way.

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.

Diseño y desarrollo de un sistema basado en Learning Analytics para evaluar la competencia de trabajo en equipo.Design and development of a Learning Analytics System to evaluate group work competence

La adquisición de la competencia grupal es algo básico en la docencia universitaria. Esta tarea va a suponer evaluar diferentes factores en un número elevado de alumnos, lo que puede supone gran complejidad y un esfuerzo elevado. De cara a evitar este esfuerzo se puede pensar en emplear los registros de la interacción de los usuarios almacenados en las plataformas de aprendizaje. Para ello el presente trabajo se basa en el desarrollo de un sistema de Learning Analytics que es utilizado como herramienta para analizar las evidencias individuales de los distintos miembros de un equipo de trabajo. El trabajo desarrolla un modelo teórico apoyado en la herramienta, que permite relacionar las evidencias observadas de forma empírica para cada alumno, con indicadores obtenidos tanto de la acción individual como cooperativo de los miembros de un equipo realizadas a través de los foros de trabajo. Abstract — The development of the group work competence is something basic in university teaching. It should be evaluated, but this means to analyze different issues about the participation of a high number of students which is very complex and implies a lot of effort. In order to facilitate this evaluation it is possible to analyze the logs of students’ interaction in Learning Management Systems. The present work describes the development of a Learning Analytics system that analyzes the interaction of each of the members of working group. This tool is supported by a theoretical model, which allows establishing links between the empirical evidences of each student and the indicators of their action in working forums.

Investigating and Understanding Student Learning Outcomes in an Online and Face-to-Face Graduate Level Legal Administration Course: An Embedded Mixed Methods Design

Online education is a new teaching and learning medium with few current guidelines for faculty, administrators or students. Its rapid growth over the last decade has challenged academic institutions to keep up with the demand, while also providing a quality education. Our understanding of the factors that determine quality and effective online learning experiences that lead to student learning outcomes is still evolving. There is a lack of consensus on the effectiveness of online versus face-to-face education in the current research. The U.S. Department of Education conducted a meta-analysis in 2009 and concluded that student-learning outcomes in online courses were equal to and, often times, better than face-to-face traditional courses. Subsequent research has found contradictory findings, and further inquiry is necessary. The purpose of this embedded mixed methods design research study is to further our understanding of the factors that create quality and successful educational outcomes in an online course. To achieve this, the first phase of this study measured and compared learning outcomes in an online and in class graduate-level legal administration course. The second phase of the study entailed interviews with those students in both the online and face-to-face sections to understand their perspectives on the factors contributing to learning outcomes. Six themes emerged from the qualitative findings: convenience, higher order thinking, discussions, professor engagement, professor and student interaction, and face-to-face interaction. Findings from this study indicate the factors students perceive as contributing to learning outcomes in an online course are consistent among all students and are supported in the existing literature. Higher order thinking, however, emerged as a stronger theme than indicated in the current research, and the face-to-face nature of the traditional classroom may be more an issue of familiarity than a factor contributing to learning outcomes. As education continues to reach new heights and developments in technology advance, the factors found to contribute to student learning outcomes will be refined and enhanced. These developments will continue to transform the ways in which we deliver and receive knowledge in both traditional and online classrooms. While there is a growing body of research on online education, the field’s evolution has unsettled earlier findings and posed new areas to investigate.

Principles of the design of self-learning systems, USSR.

"Translation of the ... collection of reports" [entitled]: Print︠s︡ipy postroenii︠a︡ samoobuchaiushchikhsia sistem (romanized form) Kiev, 1962.

Socio-Historical Factors Mediating Collaborative Teaching and Learning: A Design-Based Investigation and Intervention

Thesis (Ph.D.)--University of Washington, 2016-06

The design and evaluation of distributed virtual environment to support learning in global operations management

The primary goal of this research is to design and develop an education technology to support learning in global operations management. The research implements a series of studies to determine the right balance among user requirements, learning methods and applied technologies, on a view of student-centred learning. This research is multidisciplinary by nature, involving topics from various disciplines such as global operations management, curriculum and contemporary learning theory, and computer aided learning. Innovative learning models that emphasise on technological implementation are employed and discussed throughout this research.