An experience on mechatronics teaching on undergraduate students by means of the Skybot platform: from classroom to robot competition

This paper analyzes the learning experiences and opinions from a group of undergraduate students in a course about Robotics. The contents of this course were taught as a set of seminars. In each seminar, the student learned interdisciplinary knowledge of computer science, control engineering, electronics and other fields related to Robotics. The aim of this course is that the students are able to design and implement their own and custom robotic solution for a series of tests planned by the teachers. These tests measure the behavior and mechatronic features of the students' robots. Finally, the students' robots are confronted with some competitions. In this paper, the low-cost robotic architecture used by the students, the contents of the course, the tests to compare the solutions of students and the opinion of them are amply discussed.

Facebook in teaching: strengths and weaknesses

Purpose – The use of online social networks has experienced a vertiginous increase in the last few years, and young people appear as the key players in this trend. Immersed, educated and raised in the middle of technology, the new student generation is one of digital natives. Instead, lecturers are digital immigrants, but the authors have the responsibility to turn a technology which can be a distraction into a teaching tool. Facebook is an example of Web 2.0 technology that owns a huge potential in the field of education. The purpose of this paper is to show the teaching experience with the Facebook social network in human resource management degree subjects, for the purpose of highlighting its strengths and weaknesses. Design/methodology/approach – A survey was carried out among university students in order to reach the goal. A total of 191 students were asked to give their opinion about the use of Facebook in teaching, achieving 125 valid answers. Findings – Facebook can positively impact on the performance of students, who are satisfied with the experience and think that the information obtained in Facebook can improve their training. More negative attitudes towards Facebook appeared among those students who had not used it. Originality/value – The paper summarises the strengths and weaknesses of Facebook through a literature review and assesses them via a survey.

Assessment of Competences in the Physical Chemistry Area: Use of the Department Teaching Portfolio

Competences have become a standard learning outcome in present university education within the European Higher Education Area (EHEA). In this regard, updated tools for their assessment have turned out essential in this new teaching-learning paradigm. Among them, one of the most promising tools is the “learner´s portfolio”, which is based on the gathering and evaluation of a range of evidences from the student, which provides a wider and more realistic view of his/her competence acquisition. Its appropriate use as a formative (continuous) assessment instrument allows a deeper appraisal of student´s learning, provided it does not end up as another summative (final) evaluation tool. In this contribution we propose the use of the portfolio as a unifying assessment tool within a university department (Physical Chemistry), exemplifying how the portfolio could yield both personalized student reports and averaged area reports on competence acquisition. A proposed stepwise protocol is given to organize the individual competence reports and estimate the global competence level following a bottom-up approach (i.e. ranging from the class group, subject, grade, and academic course).

Fostering Teaching Staff's Engagement in Continuous Assessment

Among the factors that affect the convergence towards the European Higher Education Area, university teaching staff's motivation is fundamental, and consequently, it is crucial to empirically know what this motivation depends on. In this context, one of the most relevant changes in the teacher-student relationship is assessment. In fact, the transition from a static assessment -focused on only one temporal point (final exam)- to a dynamic assessment, will require changes in thought and action, both on the part of teachers and students. In this line, the objective of this paper is to analyze the determinants of teaching staff's predisposition to the continuous assessment method. Specifically, we consider the following explanatory dimensions: teaching method used (which measures their degree of involvement with the ongoing adaptation process), type of subject (core, compulsory and optional), and teacher's personal characteristics (professional status and gender). The empirical application carried out at the University of Alicante uses Logit Models with Random Coefficients to capture heterogeneity, and shows that "cooperative learning" is a clear-cut determinant of "continuous assessment" as well as "continuous assessment plus final examination". Also, a conspicuous result, which in turn becomes a thought-provoking finding, is that professional status is highly relevant as a teacher's engagement is closely related to prospects of stability. Consequently, the most relevant implications from the results revolve around the way academic institutions can propose and implement inducement for their teaching staff.

Construction of Structures I in Moodle: a new teaching methodology in the Degree of Building Engineer

The subject of Construction of Structures I studies, from a constructive point of view and taking into account current legislation, reinforced concrete structures used in buildings, through the acquisition of knowledge and construction criteria required in the profession of a Technical Architect. The contents acquired in this course are essential for further professional development of technicians and are closely related to many of the subjects taught in the same or other courses of the Degree in Technical Architecture at the University of Alicante. The aim of this paper is to present, analyze and discuss the development of a new methodology proposed in the mentioned subject, as it supposed an important change in the traditional way of teaching Construction and Structures I. In order to incorporate new teaching tools in 2013-2014, the course has been implemented by using a Moodle software tool to promote blended learning with online exercises. Our Moodle community allows collaborative work within an open-source platform where teachers and students share a new and personalized learning environment. Students are easily used to the interface and the platform, value the constant connection with teachers or other fellows and completely agree with the possibility of making questions or share documents 24 hours a day. The proposed methodology consists of lectures and practical classes. In the lectures, the basics of each topic are discussed; class attendance, daily study and conducting scheduled exercises are indispensable. Practical classes allow to consolidate the knowledge gained in theory classes by solving professional exercises and actual construction problems related to structures, that shall be compulsorily delivered online. So, after the correction of the teacher and the subsequent feedback of students, practical exercises ensure lifelong learning of the student, who can download any kind of material at any time (constructive details, practical exercises and even corrected exams). Regarding the general evaluation system, goals achievement is assessed on an ongoing basis (65% of the final mark) along the course through written and graphic evidences in person and online, as well as a individual development of a workbook. In all cases, the acquisition of skills, the ability to synthesize, the capacity of logical and critical thinking are assessed. The other 35 % of the mark is evaluated by a complementary graphic exam. Participation in the computing platform is essential and the student is required to do and present, at least 90% of the practices proposed. Those who do not comply with the practices in each specific date could not be assessed continuously and may only choose the final exam. In conclusion, the subject of Construction of Structures I is essential in the development of the regulated profession of Technical Architect as they are considered, among other professional profiles, as specialists in construction of building structures. The use of a new communication platform and online teaching allows the acquisition of knowledge and constructive approaches in a continuous way, with a more direct and personal monitoring by the teacher that has been highly appreciated by almost 100% of the students. Ultimately, it is important to say that the use of Moodle in this subject is a very interesting tool, which was really well welcome by students in one of the densest and important subjects of the Degree of Technical Architecture.

Teaching as a fractal: from experience to model

The aim of this work is to improve students’ learning by designing a teaching model that seeks to increase student motivation to acquire new knowledge. To design the model, the methodology is based on the study of the students’ opinion on several aspects we think importantly affect the quality of teaching (such as the overcrowded classrooms, time intended for the subject or type of classroom where classes are taught), and on our experience when performing several experimental activities in the classroom (for instance, peer reviews and oral presentations). Besides the feedback from the students, it is essential to rely on the experience and reflections of lecturers who have been teaching the subject several years. This way we could detect several key aspects that, in our opinion, must be considered when designing a teaching proposal: motivation, assessment, progressiveness and autonomy. As a result we have obtained a teaching model based on instructional design as well as on the principles of fractal geometry, in the sense that different levels of abstraction for the various training activities are presented and the activities are self-similar, that is, they are decomposed again and again. At each level, an activity decomposes into a lower level tasks and their corresponding evaluation. With this model the immediate feedback and the student motivation are encouraged. We are convinced that a greater motivation will suppose an increase in the student’s working time and in their performance. Although the study has been done on a subject, the results are fully generalizable to other subjects.

Student mathematical proofs by Edward Stephen (?) Wigglesworth, 1788

Sheet with two handwritten mathematical proofs signed "Wigglesworth, 1788," likely referring Harvard student Edward Stephen Wigglesworth. The first proof, titled "Problem 1st," examines a prompt beginning, "Given the distance between the Centers of the Sun and Planet, and their quantities of matter; to find a place where a body will be attracted to neither of them." The second proof, titled "Problem 2d," begins "A & B having returned from a journey, had riden [sic] so far that if the square of the number of miles..." and asks "how many miles did each of them travel?"

Student notebook of Samuel Dunbar, 1721-1722

This leather-bound volume contains substantial transcriptions copied by Samuel Dunbar from textbooks while he was a student at Harvard in 1721 and 1722. There is a general index to texts at the end of the volume. Dunbar's notebook provides a window into the state of higher education in the eighteenth century and offers a firsthand account of academic life at Harvard College. Notably, he often indicated the number of days spent copying texts into his book.

Student mathematical textbook of James Freeman, 1774

Manuscript volume containing portions of text copied from Nicholas Saunderson’s Elements of algebra, Nicholas Hammond’s The elements of algebra, and John Ward’s The young mathematician’s guide. The volume is divided into two main parts: the first is titled Concerning the parts of Arithmetick (p. 1-98) and the second, The elements of Algebra, extracted from Hammond, Ward & Saunderson (p. 99-259).

Student notebook of Ebenezer Parkman, 1720

The small hardcover notebook contains a manuscript copy of Charles Morton's Natural Philosophy copied by student Ebenezer Parkman (Harvard Class of 1721) in 1720, as well as notes on Hebrew grammar. The flyleaf has a faded note, "[This copy] was probably made by Parkman H.U. 1721 afterward minister of Westboro." The title page of the volume includes the handwritten title "Phylosophia Natvralis: Naturall Philosophy, By the Reverd Mr. Charles Morton Pastor of a Church in Charles Town, Beegan [sic] to recite it December 11, 1720 Willm Brattle's Book 1720 ended January 30 Anno Domini 1720 [January 30, 1720/1721]." The final page of the transcription is signed and dated "June 18, 1720 Parkman." The last pages of the volume consist of notes on Hebrew Grammar titled "Instruction in Hebrew."

Student mathematical notebook of Thomas Noyes, 1793

This sewn volume contains Noyes’ mathematical exercises in geometry; trigonometry; surveying; measurement of heights and distances; plain, oblique, parallel, middle latitude, and mercator sailing; and dialing. Many of the exercises are illustrated by carefully hand-drawn diagrams, including a mariners’ compass and moon dials.

Student notebook of Jonathan Trumbull, 1724-1725

The bound notebook contains academic texts copied by Harvard student Jonathan Trumbull in 1724 and 1725. The volume includes transcriptions of Harvard Instructor Judah Monis' Hebrew Grammar, Tutor William Brattle's Compendium of Logic, and Fellow Charles Morton's Natural Logic.

Student notebook of James Blake on Hebrew grammar, 1767

A small paper notebook containing eight-pages of English notes on Hebrew grammar and Hebrew script written by Harvard undergraduate James Blake in 1767. The title of the first page, "Of Nouns," is annotated with the note, "Benj'm Wadsworth, 1767" and the recto of the back cover contains a personal note to "Rev'd Mr. Wadsworth" signed "J. B.," presumably referring to Benjamin Wadsworth (1750-1826; Harvard AB 1769).

Student notebook of Thomas Prince, ca. 1707

Paper notebook in Latin on classical Greek grammar. The name "Thomas Prince" appears on the first page. The manuscript is undated. Based on the signature, this volume is assumed to have belonged to Thomas Prince, Sr., although it is undated and may have indeed belonged to Thomas Prince, Jr.