Generic competences in engineering field: a comparative study between Latin America and European Union

In this work, a comparison between the competences codes in the CDIÓs* curriculum, the ones defined for the Tunning Project and the International Project Management Association (IPMA) is made. The goal is to define the most appropriate competences codes for the engineering education in Latin America. The CDIO code is obtained from the engineering practice, and responds to the Accreditation Board for Engineering and Technology (ABET) standards of accreditation. The Tuning competences are the ones defined for Latin America and the IPMÁs are international competences for project management. It is the first time that the competences defined in ABET accreditation standards in the engineering field are compared with the international competences according to IPMÁs model. The results give evidence that, in first place, there is a need to apply holistic models in the definition of an engineering curriculum. Second, the pertinence of these models in the definition of engineering programs in Latin America.

Knowledgeable Feedback via a Cast of Virtual Characters with Different Competences

DynaLearn (http://www.DynaLearn.eu) develops a cognitive artefact that engages learners in an active learning by modelling process to develop conceptual system knowledge. Learners create external representations using diagrams. The diagrams capture conceptual knowledge using the Garp3 Qualitative Reasoning (QR) formalism [2]. The expressions can be simulated, confronting learners with the logical consequences thereof. To further aid learners, DynaLearn employs a sequence of knowledge representations (Learning Spaces, LS), with increasing complexity in terms of the modelling ingredients a learner can use [1]. An online repository contains QR models created by experts/teachers and learners. The server runs semantic services [4] to generate feedback at the request of learners via the workbench. The feedback is communicated to the learner via a set of virtual characters, each having its own competence [3]. A specific feedback thus incorporates three aspects: content, character appearance, and a didactic setting (e.g. Quiz mode). In the interactive event we will demonstrate the latest achievements of the DynaLearn project. First, the 6 learning spaces for learners to work with. Second, the generation of feedback relevant to the individual needs of a learner using Semantic Web technology. Third, the verbalization of the feedback via different animated virtual characters, notably: Basic help, Critic, Recommender, Quizmaster & Teachable agen

A robust numerical framework for the analysis of material failure of fibre reinforced soft tissue

In this work, robustness and stability of continuum damage models applied to material failure in soft tissues are addressed. In the implicit damage models equipped with softening, the presence of negative eigenvalues in the tangent elemental matrix degrades the condition number of the global matrix, leading to a reduction of the computational performance of the numerical model. Two strategies have been adapted from literature to improve the aforementioned computational performance degradation: the IMPL-EX integration scheme [Oliver,2006], which renders the elemental matrix contribution definite positive, and arclength-type continuation methods [Carrera,1994], which allow to capture the unstable softening branch in brittle ruptures. The IMPL-EX integration scheme has as a major drawback the need to use small time steps to keep numerical error below an acceptable value. A convergence study, limiting the maximum allowed increment of internal variables in the damage model, is presented. Finally, numerical simulation of failure problems with fibre reinforced materials illustrates the performance of the adopted methodology.

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.

A model for evaluation of generic competences in engineering: application to the problem. Solving competence at the technical University of Madrid.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help teachers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with a two-fold objective: a) To develop a model for teaching and evaluating core competences that is useful and easily applicable to its different degrees, and b) to provide support to teachers by creating an area within the Website for Educational Innovation where they can search for information on the model corresponding to each core competence approved by UPM. Information available on each competence includes its definition, the formulation of indicators providing evidence on the level of acquisition, the recommended teaching and evaluation methodology, examples of evaluation rules for the different levels of competence acquisition, and descriptions of best practices. These best practices correspond to pilot tests applied to several of the academic subjects conducted at UPM in order to validate the model. This work describes the general procedure that was used and presents the model developed specifically for the problem-solving competence. Some of the pilot experiences are also summarised and their results analysed

A model for evaluation of generic competences in engineering: application to the problem-solving competence at UPM.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help teachers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with a two-fold objective: a) To develop a model for teaching and evaluating core competences that is useful and easily applicable to its different degrees, and b) to provide support to teachers by creating an area within the Website for Educational Innovation where they can search for information on the model corresponding to each core competence approved by UPM. Information available on each competence includes its definition, the formulation of indicators providing evidence on the level of acquisition, the recommended teaching and evaluation methodology, examples of evaluation rules for the different levels of competence acquisition, and descriptions of best practices. These best practices correspond to pilot tests applied to several of the academic subjects conducted at UPM in order to validate the model. This work describes the general procedure that was used and presents the model developed specifically for the problem-solving competence. Some of the pilot experiences are also summarised and their results analysed

An example of Learning based on competences: Use of Maxima in Linear Algebra for Engineers

This paper analyzes the role of Computer Algebra Systems (CAS) in a model of learning based on competences. The proposal is an e-learning model Linear Algebra course for Engineering, which includes the use of a CAS (Maxima) and focuses on problem solving. A reference model has been taken from the Spanish Open University. The proper use of CAS is defined as an indicator of the generic ompetence: Use of Technology. Additionally, we show that using CAS could help to enhance the following generic competences: Self Learning, Planning and Organization, Communication and Writing, Mathematical and Technical Writing, Information Management and Critical Thinking.

Soft-computing based visual control for unmanned vehicles

El objetivo principal de esta Tesis es extender la utilización del “Soft- Computing” para el control de vehículos sin piloto utilizando visión. Este trabajo va más allá de los típicos sistemas de control utilizados en entornos altamente controlados, demonstrando la fuerza y versatilidad de la lógica difusa (Fuzzy Logic) para controlar vehículos aéreos y terrestres en un abanico de applicaciones diferentes. Para esta Tesis se ha realizado un gran número de pruebas reales en las cuales los controladores difusos han manejado una plataforma visual “pan-and-tilt”, un helicoptero, un coche comercial y hasta dos tipos de quadrirotores. El uso del método de optimización “Cross-Entropy” ha sido utilizado para mejorar el comportamiento de algunos de los controladores borrosos. Todos los controladores difusos presentados en ésta Tesis han sido implementados utilizando un código desarrollado por el candidato para tal efecto, llamado MOFS (Miguel Olivares’ Fuzzy Software). Diferentes algoritmos visuales han sido utilizados para adquirir la informaci´on visual del entorno, “Cmashift”, descomposición de la homografía y detección de marcas de realidad aumentada, entre otros. Dicha información visual ha sido utilizada como entrada de los controladores difusos para comandar los vehículos en las diferentes applicaciones autonomas. El volante de un vehículo comercial ha sido controlado para realizar pruebas de conducción autónoma en condiciones de tráfico similares a las de una ciudad. El sistema ha llegado a completar con éxito pruebas de más de 6 km sin ninguna interacción humana, mediante el seguimiento de una línea pintada en el suelo. El limitado campo visual del sistema no ha sido impedimento para alcanzar velocidades de hasta 48 km/h y ser guiado autonomamente en curvas de radio reducido. Objetos estáticos y móviles han sido seguidos desde un helicoptero no tripulado, mediante el control de una plataforma visual “pan-and-tilt”. ´Éste mismo helicoptero ha sido controlado completamente para su aterrizaje autonomo, mediante el control del movimiento lateral (roll), horizontal (pitch) y de altitud. El seguimiento de objetos volantes ha sido resulto mediante el control horizontal (pitch) y de orientación (heading) de un quadrirotor. Para tareas de evitación de obstáculos se ha implementado un controlador difuso para el manejo de la orientación (heading) de un quadrirotor. En el campo de la optimización de controladores se ha aportado al estado del arte una extensión del uso del método “Cross-Entropy”. Está Tesis presenta una novedosa implementación de dicho método para la optimización de las ganancias, la posición y medida de los conjuntos de las funciones de pertenecia y el peso de las reglas para mejorar el comportamiento de un controlador difuso. Dichos procesos de optimización se han realizado utilizando “ROS” y “Matlab Simulink” para obtener mejores resultados para la evitación de colisiones con vehículos aéreos no tripulados. Ésta Tesis demuestra que los controladores implementados con lógica difusa son altamente capaces de controlador sistemas sin tener en cuenta el modelo del vehículo a controlador en entornos altamente perturbables con un sensor de bajo coste como es una cámara. El ruido presentes causado por los cambios de iluminación en la adquisición de imágenes y la alta incertidumbre en la detección visual han sido manejados satisfactoriamente por ésta técnica de de “Soft-Computing” para distintas aplicaciones tanto con vehículos aéreos como terrestres.