O ensino do design no Mercosul: uma proposta para a integração

Pós-graduação em Design - FAAC

Os reflexos de Bolonha e a América Latina: problemas e desafios

O artigo descreve o Processo de Bolonha, apresenta um histórico de sua evolução e analisa os progressos e dificuldades em sua implementação. Menção detalhada é feita sobre objeções apresentadas ao processo em si e à sua aplicação sem crítica, em outras regiões do mundo. As reformas provocadas por Bolonha envolvem desde os regimes jurídicos das instituições e da carreira docente até o financiamento público e um novo sistema de acreditação. Os autores notam ser grande, na Europa, a apatia entre os professores e protestos estudantis são vigorosos, mas limitados a aspectos de natureza corporativa. Destacam o conceito de competências e o fato de este se concentrar nos aspectos laborais com vistas à inserção no mercado atual, sem dar a atenção necessária à formação para a cidadania. A concepção de educação como bem público é abandonada em favor da mercantilização. Concluem recordando que, na América Latina, há, desde a Reforma de Córdoba, uma ideia clara sobre a necessidade de se manter a qualidade e pertinência, esta necessariamente vinculada à busca da solução dos grandes problemas da sociedade.

Desafios da universidade pública na hipermodernidade

This article supposes that the Brazilian public university has dilemmas and challenges due to a more complex process that affects the whole society: Brazil has to deal with specific problems of its modernization process, at the same time that it is under pressure by the new challenges that are resulted from the globalization process. Based on a specialized literature, the aim of this article is to show how this interweaving modern/hypermodern process is challenging Brazilian public university toward more and more complex and diversified demands.

Robotics learning based on collaborative projects

[EN]Nowadays companies demand graduates able to work in multidisciplinary and collaborative projects. Hence, new educational methods are needed in order to support a more advanced society, and progress towards a higher quality of life and sustainability. The University of the Basque Country belongs to the European Higher Education Area, which was created as a result of the Bologna process to ensure the connection and quality of European national educational systems. In this framework, this paper proposes an innovative teaching methodology developed for the "Robotics" subject course that belongs to the syllabus of the B.Sc. degree in Industrial Electronics and Automation Engineering. We present an innovative methodology for Robotics learning based on collaborative projects, aimed at responding to the demands of a multidisciplinary and multilingual society.

Governo, strutture e trasformazioni nel sistema universitario

L’elaborato costituisce la fase di approfondimento conclusivo del lavoro scientifico svolto negli anni precedenti. In quest’ottica, a circa tre anni dalla sua entrata in vigore, esso risulta prevalentemente incentrato sull’analisi delle principali innovazioni imposte dalla legge 30 dicembre 2010, n . 240, recante "Norme in materia di organizzazione delle università, di personale accademico e reclutamento, nonché delega al Governo per incentivare la qualità e l'efficienza del sistema universitario", nel tentativo di individuare quali soluzioni ,più o meno differenziate in base alle specificità delle diverse realtà, gli atenei italiani abbiano prefigurato mediante la revisione dei propri statuti, organi e strutture, al fine di rispettare ed attuare il dettato legislativo e non comprimere i propri spazi di autonomia. Contemporaneamente, esso approfondisce l’orientamento della giurisprudenza amministrativa in materia, la quale proprio nel corso di quest’anno ha avuto più di un’occasione di pronunciarsi in merito, per effetto dell’impugnazione ministeriale di molti dei nuovi statuti di autonomia. Infine, non viene tralasciata l’analisi dei profili e aspetti del sistema universitario italiano non intaccati dal cambiamento, ai fini del loro coordinamento con quelli riformati, cercando di percorrere parallelamente più strade: dalla ricognizione e lo studio dei più autorevoli contributi che la dottrina ha recentemente elaborato in materia, all’inquadramento delle scelte effettuate in sede di attuazione dai singoli atenei, anche alla luce dei decreti applicativi emanati. Il tutto al fine di individuare, anche grazie a studi di tipo comparato, con particolare riferimento all’ordinamento spagnolo, nuove soluzioni per il sistema universitario che, senza la pretesa di giungere a percorsi di cambiamento validamente applicabili per tutti gli atenei, possano risultare utili alla definizione di principi e modelli base, nel pieno rispetto del dettato costituzionale e dei parametri individuati a livello europeo con il processo di Bologna e la strategia di Lisbona.

Studentischer Umgang mit Studienstrukturen - Bildungsideale und Zeitstrukturen im Bachelorstudium

Die vorliegende Arbeit befasst sich mit den veränderten Studienbedingungen, die durch die europaweite Einführung eines einheitlichen Systems von Bachelor- und Masterstudiengängen entstanden sind. In Deutschland wurde der Bologna-Prozess von umfangreichen Protesten begleitet und in der medialen Öffentlichkeit unter anderem die zeitliche und inhaltliche Überlastung der Studierenden und die verschulten Studiengänge kritisiert, die keinen Raum für die persönliche Entwicklung ließen. rnIm Rahmen des BMBF-geförderten Projekts ZEITLast wurde die zeitliche Belastung von Studierenden untersucht. Der scheinbare Widerspruch zwischen dem objektiv messbaren Zeitaufwand und dem subjektiven Belastungsempfinden der Studierenden stellt den Ausgangspunkt der vorliegenden Arbeit dar. Es wird der Frage nachgegangen, welche Strategien Studierende im Umgang mit den neuen Bachelorstudienstrukturen entwickeln und in welchem Zusammenhang diese mit dem subjektiven Belastungsempfinden stehen. Zur Beantwortung der Fragestellung werden quantitative und qualitative Forschungsmethoden kombiniert. Neben der Auswertung von umfangreichen Zeitbudgetanalysen und Befragungen aus dem Forschungsprojekt ZEITLast werden mit ausgewählten Probanden des Studiengangs Erziehungswissenschaft an der Universität Mainz problemzentrierte Interviews geführt und objektiv hermeneutisch ausgewertet. Eine zeitliche Überlastung der Studierenden lässt sich empirisch nicht nachweisen, dennoch fühlen sich Studierende subjektiv stark belastet Es zeigt sich, dass unterschiedliche subjektive Perspektiven auf die individuelle Studienorganisation und das Belastungsempfinden der Studierenden wirken. Vor allem spielt das individuelle Zeit- und Selbstmanagement bei der erfolgreichen Bewältigung der Anforderungen im Studium eine bedeutende Rolle. Insgesamt wird deutlich, dass Vorgaben im Studium abhängig von individuellen Dispositionen sowohl als Entlastung als auch als Belastung wahrgenommen werden. Die Aufgabe der Hochschule ist es, Studiengänge so zu gestalten, dass sie den unsicheren Studierenden Orientierung und Hilfestellung bieten, während sie den selbstbestimmten Studierenden Freiräume zur individuellen Entwicklung lassen. Aus den Ergebnissen der Arbeit werden abschließend hochschuldidaktische Maßnahmen entwickelt, die zu einer Entlastung der Studierenden beitragen können.

Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study

The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process. These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching. A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training.

A policy-driven architecture for supporting joint degrees through e-learning services

En un mercado de educación superior cada vez más competitivo, la colaboración entre universidades es una efectiva estrategia para acceder al mercado global. El desarrollo de titulaciones conjuntas es un importante mecanismo para fortalecer las colaboraciones académicas y diversificar los conocimientos. Las titulaciones conjuntas están siendo cada vez más implementadas en las universidades de todo el mundo. En Europa, el proceso de Bolonia y el programa Erasmus, están fomentado el reconocimiento de titulaciones conjuntas y dobles y promoviendo la colaboración entre las instituciones académicas. En el imparable proceso de la globalización y convergencia educativa, el uso de sistemas de e-learning para soportar cursos tanto semipresencial como online es una tendencia en crecimiento. Dado que los sistemas de e-learning soportan una amplia variedad de cursos, es necesario encontrar una solución adecuada que permita a las universidades soportar y gestionar las titulaciones conjuntas a través de sus sistemas de e-learning en conformidad con los acuerdos de colaboración establecidos por las universidades participantes. Esta tesis doctoral abordará las siguientes preguntas de investigación: 1. ¿Qué factores deben tenerse en cuenta en la implementación y gestión de titulaciones conjuntas? 2. ¿Cómo pueden los sistemas actuales de e-learning soportar el desarrollo de titulaciones conjuntas? 3. ¿Qué otros servicios y sistemas necesitan ser adaptados por las universidades interesadas en participar en una titulación conjunta a través de sus sistemas de e-learning? La implementación de titulaciones conjuntas a través de sistemas de e-learning es compleja e implica retos técnicos, administrativos, culturales, financieros, jurídicos y de seguridad. Esta tesis doctoral propone una serie de contribuciones que pueden ayudar a resolver algunos de los retos identificados. En primer lugar se ha elaborado un modelo conceptual que incluye la información del contexto de las titulaciones conjuntas que es relevante para la implementación de estas titulaciones en los sistemas de e-learning. Después de definir el modelo conceptual, se ha propuesto una arquitectura basada en políticas para la implementación de titulaciones interinstitucionales a través de sistemas de e-learning de acuerdo a los términos estipulados en los acuerdos de colaboración que son firmados por las universidades participantes. El autor se ha centrado en el componente de gestión de flujos de trabajo de esta arquitectura. Por último y con el fin de permitir la interoperabilidad de repositorios de objetos educativos, los componentes básicos a implementar han sido identificados y validados. El uso de servicios multimedia en educación es una tendencia creciente, proporcionando servicios de e-learning que permiten mejorar la comunicación y la interacción entre profesores y alumnos. Dentro de estos servicios, nos hemos centrado en el uso de la videoconferencia y la grabación de clases como servicios adecuados para el desarrollo de cursos impartidos en escenarios de educación colaborativos. Las contribuciones han sido validadas en proyectos de investigación de ámbito nacional y europeo en los que el autor ha participado. Abstract In an increasingly competitive higher education market, collaboration between universities is an effective strategy for gaining access to the global market. The development of joint degrees is an important mechanism for strengthening academic research collaborations and diversifying knowledge. Joint degrees are becoming increasingly implemented in universities around the world. In Europe, the Bologna process and the Erasmus programme have encouraged both the global recognition of joint and double degrees and promoted close collaboration between academic institutions. In the unstoppable process of globalization and educational convergence, the use of e-learning systems for supporting both blended and online courses is becoming a growing trend. Since e-learning systems covers a wide range of courses, it becomes necessary to find a suitable solution that enables universities to support and manage joint degrees through their e-learning systems in accordance with the collaboration agreements established by the universities involved. This dissertation will address the following research questions: 1. What factors need to be considered in the implementation and management of joint degrees? 2. How can the current e-learning systems support the development of joint degrees? 3. What other services and systems need to be adapted by universities interested in participating in a joint degree through their e-learning systems? The implementation of joint degrees using e-learning systems is complex and involves technical, administrative, security, cultural, financial and legal challenges. This dissertation proposes a series of contributions to help solve some of the identified challenges. One of the cornerstones of this proposal is a conceptual model of all the relevant issues related to the support of joint degrees by means of e-learning systems. After defining the conceptual model, this dissertation proposes a policy-driven architecture for implementing inter-institutional degree collaborations through e-learning systems as stipulated by a collaboration agreement signed by two universities. The author has focused on the workflow management component of this architecture. Finally, the building blocks for achieving interoperability of learning object repositories have been identified and validated. The use of multimedia services in education is a growing trend, providing rich e-learning services that improve the communication and interaction between teachers and students. Within these e-learning services, we have focused on the use of videoconferencing and lecture recording as the best-suited services to support collaborative learning scenarios. The contributions have been validated within national and European research projects that the author has been involved in.

Assessment of transferable competences in computing

The European Credit Transfer and Accumulation System (ECTS) is the credit system for higher education used in the European Higher Education Area (EHEA), which involves all the countries engaged in the Bologna Process. This paper describes a study which is part of the project of the Bologna Experts Team-Spain and was carried out with the following aims: 1) designing some procedures for the assessment of transferable competences; and 2) testing some basic psychometric features that an assessment device with some consequences for the subjects being evaluated needs to prove. We will focus on the degrees of Computing. The sample of students (20) includes first year students from the Technical University of Madrid. In this paper, we will report some results of data analyses carried out to this moment on reliability and validity of the task designed to measure problem solving.

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as ‘‘laboratory monitors.’’ A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area

Overview of international research in generic competence assessment

The competency assessment is a key issue for improving the quality of teaching and learning within the current European Higher Education Area (EHEA). The aim of this paper is to review the current research on assessment of generic competences, especially through online tools. It has conducted a search of the Web of Knowledge (Thomson Reuters) from keywords. It have been reviewed the abstracts and the results have been classified by time periods, countries and research area. It has selected a set of articles of the period 2010?2012, in which we have analyzed future trends. It is concluded that the research of assessment generic competences is been developing nowadays in educational area, although is still more important in the professional one. Additionally, it is surprising that appears most often used in preuniversity education levels. The academic context has increased research activities over the past five years, with different developments in the Anglo?Saxon countries over that those countries attached to the Bologna Process. The latest reports indicate that the learning competences must meet the individual reality of each person, so that the use of ICTs in their development and evaluation are essential given its immediacy and motivational ability. There is a clear trend towards an evaluation model that includes a 360º specific and generic competences analysis.

Self Learning and self evaluation exercises database in basic mechanics: a theoretical-practical approach

In the School of Mines of the Technical University of Madrid (UPM) the first course of different degrees has been implemented and adapted to the European Higher Educational Area (EHEA). In all of the degrees there is a first semester course which gathers all the contents of basic mechanics: from the first kinematics concepts to the rigid solid plane motion Before the Bologna process took place, the authors had established the final assessment of the theoretical contents through open questions of theoretical-practical character In the present work, the elaboration of a wide database containing theoretical-practical questions that students can access on line is presented. The questions are divided in thirteen different questionnaires composed of a number of questions randomly chosen from a certain group in the database. Each group corresponds to a certain learning objective that the student knows. After answering the questionnaire and checking the grade assigned according to the performance of the student, the pupils can see the correct response displayed on the screen and widely explained by the professors. This represents a 10% of the final grade. As the student can access the questionnaires as many times as they want, the main goal is the self-assessment of each learning objective and therefore, getting the students involved in their own learning process so they can decide how much time they need to acquire the required level.

Survey on student motivation and approval of educational environment at Universidad Politécnica de Madrid within the European Higher Education area implementation

A recent study elaborated by Vicerrectorado de Ordenación Académica y Planificación Estratégica of Technical University of Madrid (UPM) defines the satisfaction of the university student body as "the response that the University offers to the expectations and demands of service of the students, considered in a general way ". Besides an indicator of academic and institutional insertion of the student, the assessment of student engagement allows us to adapt the academic offer and the extension services of the University to the real needs of the students. The process of convergence towards the European Higher Education Area (EHEA) raises the need to form in competitions, that is to say, of developing in our students capacities and knowledge beyond the purely theoretical-practical thing. Therefore, the perception and experience of the educational process and environment by the students is an important issue to be addressed to accomplish their expectations and achieve a curriculum accordingly to EHEA expectations. The present study aims to explore the student motivation and approval of the educational environment at the UPM. To this end a total of 97 students enrolled in the undergraduate program of Civil Engineering, Computer Engineering and Agronomic Engineering at UPM were surveyed. The survey consisted of 40 questions divided in three blocks. The first one of 20 questions of personal character in that they were gathering, besides the sex and the age, the degree of fulfilment, implication and dedication with the institution and the academic tasks. In the second block we identify 10 questions related to the perception of the student on the teaching quality, and finally a block of 10 questions regarding the Bologna Process. The students personal motivation was moderately high, with a score of 3.6 (all scores are provided on a 5-point scale), being the most valuable items obtaining a university degree (4,3) and the friendship between students (4,2). Any significant difference was shown between sexes (P=0.23) since the averages for this block of questions were of 3.7±0.3 and 3.5±0.4 for women and men respectively. The students are moderately satisfied with their graduate studies with an average score of 3,2, being the questions that reflect a minor satisfaction the research profile of the teachers (2,8) and the organization of the Schools (2,9). The best valued questions are related to the usefulness and quality of the degrees, with 3,5 and 3,4 respectively, and to the interest of the courses within the degree (3,4). For sexes, the results of this block of questions are similar (3.1±0.3 and 3.2±0.3 for men and women respectively=0.79). Also, there were no differences (P=0.39) between the students who arrange work and studies or do not work (3.1±0.2 and 3.2±0.3 respectively). In conclusion, students at UPM present an acceptable degree of motivation and satisfaction with regard to the studies and services that offer their respective Schools. Both characteristics receive the same value both for men and for women and so much for students who arrange work and studies as for those who devote themselves only to studying. In a significant way, students who are more engaged and are in-class attendants present the major degree of satisfaction.Overall, there is a great lack of information regarding the Bologna Process. In fact to the majority, they would like to know more on what it is, what it means and what changes will involve its implementation.

Desarrollo y evaluación de competencias genéricas en los títulos de grado.

Los nuevos títulos de grado en la Universidad española generados a raíz del proceso de Bolonia,inciden en una nueva dimensión: las competencias genéricas que deben adquirir los estudiantes universitarios. Pero ¿cómo armonizar el desarrollo y evaluación de dichas competencias con la actual actividad docente? En este trabajo se expone un modelo que permite la citada armonización con un mínimo de “ruido” y de esfuerzo complementario por parte de los docentes. En el modelo propuesto primero se hace una selección y una ordenación de las competencias que se quieren incorporar en un plan de estudios. Se hace una proyección de las competencias en los cuatrimestres y asignaturas del plan de estudios. La introducción de las competencias en las asignaturas asignadas se hace a través del diseño de actividades de formación, desarrollo y evaluación de la competencia. La segunda componente del modelo propuesto tiene por objeto coordinar las acciones que implementen la transversalidad de las competencias bajo desarrollo tanto en espacio como en tiempo. Por último, existen un conjunto de actividades destinadas a realizar el control de calidad del proceso propuesto. Este modelo se está implementado en las dos titulaciones de grado impartidas por la Escuela Universitaria de Informática de la Universidad Politécnica de Madrid durante el curso 2012/13. La coordinación se ha mostrado especialmente difícil dado la falta de experie ncia y el desconocimiento en este campo y las reticencias de algunos docentes a implicarse en este proceso. El modelo demuestra varias bondades: flexibilidad, aplicabilidad, extensibilidad, universalidad,globalidad y economía. ABSTRACT: The new degrees in Spanish University, generated as a result of the Bologna process, affect a new dimension: the generic competences to be acquired by university students. But, how can we harmonize the development and evaluation of these competencies with current teaching? This paper presents a model that allows the aforementioned harmonization with minimal "noise" and additional effort on the part of teachers. The proposed model first makes a selection and organization of competences that are to be incorporated into a curriculum. The following is a projection of competences in the semesters and curriculum subjects. The introduction of competences in the subjects assigned is carried out by designing activities of training, development and assessment. The second component of the proposed model is focused on coordinating actions to implement the transverse character of competences in both space and time. Finally, there are a set of activities to perform quality control of the proposed process. This model is being implemented in two degree taught by the School of Computer Science at the Universidad Politécnica de Madrid during the year 2012/13. Coordination has been particularly difficult given the lack of experience and lack of knowledge in this field and the reluctance of teachers to engage in this process.

Integrating Generic Competences into Engineering Curricula

The new degrees in Spanish universities generated as a result of the Bologna process, stress a new dimension: the generic competencies to be acquired by university students (leadership, problem solving, respect for the environment, etc.). At Universidad Polite¿cnica de Madrid a teaching model was defined for two degrees: Graduate in Computer Engineering and Graduate in Software Engineering. Such model incorporates the training, development and assessment of generic competencies planned in these curricula. The aim of this paper is to describe how this model was implemented in both degrees. The model has three components. The first refers to a set of seven activities for introducing mechanisms for training, development and assessment of generic competencies. The second component aims to coordinate actions that implement the competencies across courses (in space and time). The third component consists of a series of activities to perform quality control. The implementation of generic competencies was carried out in first year courses (first and second semesters), together with the planning for second year courses (third and fourth semesters). We managed to involve a high percentage of first-year courses (80%) and the contacts that have been initiated suggest a high percentage in the second year as well.