Virtual 3D Support Contents Oriented to Interactive Self-Learning

In the educational project described in this paper, new virtual 3D didactical contents have been developed to achieve specific outcomes, within the frame of a new methodology oriented to objectives of the European Higher Education Area directives. The motivation of the project was to serve as a new assessment method, to create a link between new programs of study with the older ones. In this project, new rubrics have been developed to be employed as an objective method of evaluation of specific and transversal outcomes, to accomplish the certification criteria of institutions like ABET (Accreditation Board for Engineering and Technology).

Integrated learning of computer applications for production engineering

A high productivity rate in Engineering is related to an efficient management of the flow of the large quantities of information and associated decision making activities that are consubstantial to the Engineering processes both in design and production contexts. Dealing with such problems from an integrated point of view and mimicking real scenarios is not given much attention in Engineering degrees. In the context of Engineering Education, there are a number of courses designed for developing specific competencies, as required by the academic curricula, but not that many in which integration competencies are the main target. In this paper, a course devoted to that aim is discussed. The course is taught in a Marine Engineering degree but the philosophy could be used in any Engineering field. All the lessons are given in a computer room in which every student can use each all the treated software applications. The first part of the course is dedicated to Project Management: the students acquire skills in defining, using Ms-PROJECT, the work breakdown structure (WBS), and the organization breakdown structure (OBS) in Engineering projects, through a series of examples of increasing complexity, ending up with the case of vessel construction. The second part of the course is dedicated to the use of a database manager, Ms-ACCESS, for managing production related information. A series of increasing complexity examples is treated ending up with the management of the pipe database of a real vessel. This database consists of a few thousand of pipes, for which a production timing frame is defined, which connects this part of the course with the first one. Finally, the third part of the course is devoted to the work with FORAN, an Engineering Production package of widespread use in the shipbuilding industry. With this package, the frames and plates where all the outfitting will be carried out are defined through cooperative work by the studens, working simultaneously in the same 3D model. In the paper, specific details about the learning process are given. Surveys have been posed to the students in order to get feed-back from their experience as well as to assess their satisfaction with the learning process. Results from these surveys are discussed in the paper

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.

E-learning systems support of collaborative agreements: a theoretical model

This paper introduces a theoretical model for developing integrated degree programmes through e-learning systems as stipulated by a collaboration agreement signed by two universities. We have analysed several collaboration agreements between universities at the national, European, and transatlantic level as well as various e-learning frameworks. A conceptual model, a business model, and the architecture design are presented as part of the theoretical model. The paper presents a way of implementing e-learning systems as a tool to support inter-institutional degree collaborations, from the signing of the collaborative agreement to the implementation of the necessary services. In order to show how the theory can be tested one sample scenario is presented.

The Experience of Helicopters subject-course in the OCW-UPM Project. A Proposal on Technology Dissemination.

An experience developed by the authors in the design of educational tools, funded on multimedia support for using in teaching, will be presented. These tools have been used on the subject of Helicopters, http://ocw.upm.es/ingenieriaaeroespacial/ helicopteros at the Universidad Politécnica de Madrid (E.U.I.T. Aeronáutica). Throughout more than ten years, these didactical and educational elements have been defined and developed. It has the singularity that most of them have been designed for undergraduate students, as a part of their end of degree projectwork. This peculiarity has led to a wide range of proposals and solutions, as well as an appropriate approach. depending on the level of knowledge. The evolution of tools for developing these materials will be presented, discussing advantages and disadvantages. Finally, we will advance the new materials which are being prepared at present.

Using online presence to improve online collaborative learning

Social software tools have become an integral part of students? personal lives and their primary communication medium. Likewise, these tools are increasingly entering the enterprise world (within the recent trend known as Enterprise 2.0) and becoming a part of everyday work routines. Aiming to keep the pace with the job requirements and also to position learning as an integral part of students? life, the field of education is challenged to embrace social software. Personal Learning Environments (PLEs) emerged as a concept that makes use of social software to facilitate collaboration, knowledge sharing, group formation around common interests, active participation and reflective thinking in online learning settings. Furthermore, social software allows for establishing and maintaining one?s presence in the online world. By being aware of a student's online presence, a PLE is better able to personalize the learning settings, e.g., through recommendation of content to use or people to collaborate with. Aiming to explore the potentials of online presence for the provision of recommendations in PLEs, in the scope of the OP4L project, we have develop a software solution that is based on a synergy of Semantic Web technologies, online presence and socially-oriented learning theories. In this paper we present the current results of this research work.

The NACIR Project: New Applications for CPV'S: A fast way to improve reliability and Technology progress

The main goal of this proposal is to join together the owners of the most advanced CPV technology, with respect to the state of the art, in order to research from its leading position new applications for CPV systems. In addition to opening up new markets, it will unveil possible sources of failure in new environments outside Europe, in order to assure component reliability. The proposed project will also try to improve the current technology of the industrial partners (ISOFOTON and CONCENTRIX) by accelerating the learning curve that CPV must follow in order to reach the competitive market, and lowering the cost under the current flat panel PV significantly within 3-4 years. The use of CPV systems in remote areas, together with harsher radiation, ambient and infrastructure conditions will help to increase the rate of progress of this technology. In addition, the ISFOC s contribution, which brings together seven power plants from seven CPV technologies up to 3 MWpeak, will allow creating the most complete database of components and systems performance to be generated as well as the effects of radiation and meteorology on systems operations. Finally, regarding the new applications for CPV subject, the project will use a CPV system sized 25 kWp in a stand-alone station in Egypt (NWRC) for the first time for water pumping and irrigation purposes. In a similar way ISOFOTON will connect up to 25 kWp CPV to the Moroccan ONE utility grid. From the research content point of view of this project, which is directly addressed by the scope of the call, the cooperative research between UPM, FhG-ISE and the two companies will be favoured by the fact that all are progressing in similar directions: developing two-stage optics CPV systems. In addition to these technology improvements the UPM is very interested in developing a new concept of module, recently patented, which will fulfil all required characteristics of a good CPV with less components and reducing cost.

Building the qualification and a skill development program within the ENEN-III European Project

The ENEN III project covers the structuring, organization, coordination and implementation of training schemes in cooperation with local, national and international training organizations, to provide training to professionals active in nuclear organizations or their contractors and sub-contractors. The training schemes provide a portfolio of courses, training sessions, seminars, and workshops for continuous learning for upgrading knowledge and developing skills. The training schemes allow individuals to acquire qualifications and skills, as required by the specific positions in the nuclear sector which will be documented in a training passport. The essence of such passport is to be recognized within the EU by the whole nuclear sector which provides mobility to the individual looking for employment and an EU wide recruitment field for the nuclear employers.

Impact of new technologies and social networks on a secondary education theatre project

This paper describes the potential impact of social media and new technologies in secondary education. The case of study has been designed for the drama and theatre subject. A wide set of tools like social networks, blogs, internet, multimedia content, local press and other promotional tools are promoted to increase students’ motivation. The experiment was developed at the highschool IES Al-Satt located in Algete in the Comunidad de Madrid. The students included in the theatre group present a low academic level, 80% of them had previously repeated at least one grade, half of them come from programs for students with learning difficulties and were at risk of social exclusion. This action is supported by higher and secondary education professors and teachers who look forward to implanting networked media technologies as new tools to improve the academic results and the degree of involvement of students. The results of the experiment have been excellent, based on satisfactory opinions obtained from a survey answered by students at the end of the course, and also revealed by the analytics taken from different social networks. This project is a pioneer in the introduction and usage of new technologies in secondary high-schools in Spain.

Integrated learning of production engineering software applications in a shipbuilding context

Acourse focused on the acquisition of integration competencies in ship production engineering, organized in collaboration with selected industry partners, is presented in this paper. The first part of the course is dedicated to Project Management: the students acquire skills in defining, using MS-PROJECT, the work breakdown structure (WBS), and the organization breakdown structure (OBS) in Engineering projects, through a series of examples of increasing complexity with the final one being the construction planning of a vessel. The second part of the course is dedicated to the use of a database manager, MS-ACCESS, in managing production related information.Aseries of increasing complexity examples is treated, the final one being the management of the piping database of a real vessel. This database consists of several thousand pipes, for which a production timing frame is defined connecting this part of the course with the first one. Finally, the third part of the course is devoted to working withFORAN,an Engineering Production application developed bySENERand widely used in the shipbuilding industry. With this application, the structural elements where all the outfittings will be located are defined through cooperative work by the students, working simultaneously in the same 3D model. In this paper, specific details about the learning process are given. Surveys have been posed to the students in order to get feedback from their experience as well as to assess their satisfaction with the learning process, compared to more traditional ones. Results from these surveys are discussed in the paper.

The city as a learning gamified platform

The area of mobile city guides has grown really fast in the last years based on new mobile capabilities. This growth has been fostered by the evolution of ubiquitous systems and the great penetration of smartphones in the society. In this paper we propose a generic model to support a new way of visiting the city: instead of as a place for tourism, we see it as a place for learning in which located educational resources are available for end users. The model has been conceived as a way to encourage them to create their own educational tours, in which Learning Points Of Interest are set up to be discovered. Two main use cases are supported by the model: formal (conducted by a teacher) and informal (no educator is related to the learning experience) outdoor mobile learning. Details about the impact of the conjunction of tourism, learning and gamification dimensions in the model design, as well as about the model itself are provided. Finally, a mobile application prototype developed in the context of the FI-CONTENT European project is presented as a proof of concept of the model.

Incorporating proactivity to context-aware recommender systems for e-learning

Recommender systems in e-learning have proved to be powerful tools to find suitable educational material during the learning experience. But traditional user request-response patterns are still being used to generate these recommendations. By including contextual information derived from the use of ubiquitous learning environments, the possibility of incorporating proactivity to the recommendation process has arisen. In this paper we describe methods to push proactive recommendations to e-learning systems users when the situation is appropriate without being needed their explicit request. As a result, interesting learning objects can be recommended attending to the user?s needs in every situation. The impact of this proactive recommendations generated have been evaluated among teachers and scientists in a real e-learning social network called Virtual Science Hub related to the GLOBAL excursion European project. Outcomes indicate that the methods proposed are valid to generate such kind of recommendations in e-learning scenarios. The results also show that the users' perceived appropriateness of having proactive recommendations is high.

A Web-based Support System for Providing Effective Monitoring, Feedback and Evaluation in Project Management Education

This work introduces a web-based learning environment to facilitate learning in Project Management. The proposed web-based support system integrates methodological procedures and information systems, allowing to promote learning among geographically-dispersed students. Thus, students who are enrolled in different universities at different locations and attend their own project management courses, share a virtual experience in executing and managing projects. Specific support systems were used or developed to automatically collect information about student activities, making it possible to monitor the progress made on learning and assess learning performance as established in the defined rubric.

ASYTRAIN: a new methodology for teaching and learning antennas

This paper presents ASYTRAIN, a new tool to teach and learn antennas, based on the use of a modular building kit and a low cost portable antenna measurement system that lets the students design and build different types of antennas and observe their characteristics while learning the insights of the subjects. This tool has a methodology guide for try-and-test project development and, makes the students be active antenna engineers instead of passive learners. This experimental learning method arises their motivation during the antenna courses.

Sistema de e-learning en el entorno AFRICA BUILD Portal

Diversos estudios consideran que las claves para el desarrollo técnico, social y económico de los países en desarrollo, y en especial en África, son la educación, la investigación y la innovación. No obstante, en el ámbito sanitario en particular, la formación e investigación en África sigue siendo escasa por diversos motivos. Por un lado, los investigadores africanos encuentran dificultades añadidas para obtener financiación frente a investigadores en países de desarrollo. Y, por otro lado, los investigadores no disponen de las herramientas y tecnologías adecuadas para acceder a información relevante para su trabajo. En este contexto, el proyecto AFRICA BUILD tiene como principal objetivo mejorar y fomentar la investigación y educación sanitaria en África a través de las nuevas tecnologías. Uno de los resultados principales de este proyecto es el AFRICA BUILD Portal (ABP), que pretende ser un punto de encuentro para los investigadores africanos, donde podrán encontrar un amplio abanico de herramientas que les permita no sólo mejorar su educación, sino compartir conocimientos con otros investigadores. Este portal, que está actualmente en desarrollo, pretende fomentar la comunicación entre instituciones africanas y les proveerá herramientas biomédicas avanzadas. En este Trabajo de Fin de Grado se han marcado como principal objetivo la mejora del sistema de e-learning que existía en el ABP. El nuevo sistema será: (i) más potente, óptimo y rico en funcionalidades, (ii) tendrá una importante base social permitiendo a los usuarios aportar información y compartir conocimiento, y (iii) será distribuido y escalable, capaz de integrar distintos gestores de contenidos didácticos como fuentes de información. Los resultados obtenidos son positivos y el nuevo sistema de aprendizaje ha mejorado la usabilidad, funcionalidad y apariencia del anterior. Para concluir, la herramienta posee aún un gran margen de mejora, pero gracias al trabajo realizado el sistema de e-learning es ahora más social, distribuido, escalable e innovador. ---ABSTRACT---Several studies find that the keys to the technical, social and economic development of developing countries, especially in Africa, are education, research and innovation. However, in the health sector in particular, training and research in Africa remains low for various reasons. On the one hand, African researchers experience additional difficulties for funding against researchers in developing countries. And on the other hand, researchers do not have the right tools and technologies to access information relevant to their work. In this context, the AFRICA BUILD project's main objective is to improve and enhance research and health education in Africa through new technologies. One of the main results of this project is the AFRICA BUILD Portal (ABP), which aims to be a meeting point for African researchers, where they can find a wide range of tools that allows them to not only improve their education but to share knowledge with other researchers. This portal, which is currently under development, aims to promote communication between African institutions and will provide advanced biomedical tools. The main objective of this Final Year Project is the improvement of the former elearning system that already existed in the ABP. The new system will be: (i) more powerful, richer in features, (ii) will have an important social base allowing users to contribute information and knowledge sharing; and (iii) will be distributed and scalable, capable of integrating different learning management systems as sources of information. The final results obtained are fairly positive and the new e-learning system has improved its usability, functionality and appearance of the former. To conclude, the tool still has much room for improvement, but thanks to the new features of the improved elearning system has become more social, distributed, scalable and innovative.