The Influence of ICT on learning in graphic engineering

The aim of this paper is to analyze what generic competencies at the Universitat Politecnica de Catalunya (UPC BarcelonaTech) are most evaluated by the teaching staff belonging to the first curricular block of industrial engineering degree courses at the Barcelona Escola Universitaria d’Enginyeria Tecnica Industrial, and also to relate these competencies to the assessment tools and the types of session most frequently used in the evaluation of the said competencies. Furthermore, it is intended to determine the level of acquisition of the generic competencies (related to their profession) as perceived by the students themselves during their course of study and their completion of the Final Year Degree Project (Project Trabajo Final de Grado—TFG). To that end, a group of 140 university teachers and a population of 145 students were each the object of an anonymous online survey while they were engaged on the Final Year Degree Project (TFG). The results of this survey show that the competencies most evaluated by the university teaching staff, in order of importance, are as follows: autonomous learning, the effective use of information resources, teamwork, and good oral and written communication, while the most frequently used tools of assessment are the rubrics. Autonomous learning is the generic competence perceived by the students as being the one most acquired during their completion of the TFG.

Perception of the acquisition of generic competences in Engineering Degrees

ABSTRACT Experiential learning (EL) is a process of learning through doing, while experiential education incorporates the pedagogies and structures that support this process. As the benefits of EL have become more evident, experiential engineering education (EEE) efforts like design courses, have increasingly been integrated into undergraduate curricula. However, few efforts have examined the research approaches used to determine the impact of EEE on student learning outcomes. This review examines how EL has been implemented and evaluated in previous undergraduate engineering education publications by performing a systematic search and critical review of relevant articles. Results indicate that a majority of articles study EL and education within the context of one course and employ course evaluation methods in line with goals of the Scholarship of Teaching and Learning research community. Suggestions for future research on EL and education that will allow for a broader understanding of its impact in engineering education are provided.

Experiential learning implementation in undergraduate engineering education: a systematic search and review

One way for students to learn faster and for longer time is to learn by doing. The paper presents interactive methods used for improving knowledge that students will gain while implementing different circuits of latches and flip-flops and their testing on the laboratory board developed at the University of Ruse in the course “Digital Electronics”.

Interactive Teaching Methods Used in the Course Digital Electronics

Follow this and additional works at: https://commons.erau.edu/ijaaa Part of the Aviation and Space Education Commons, Computer and Systems Architecture Commons, Curriculum and Instruction Commons, Data Storage Systems Commons, Digital Communications and Networking Commons, Educational Assessment, Evaluation, and Research Commons, Educational Technology Commons, Engineering Education Commons, Other Aerospace Engineering Commons, and the Robotics Commons

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Big Five Technologies in Aeronautical Engineering Education: Scoping Review

Recently, new syllabuses are being implemented accordingly to the European Higher Education Area (EHEA) in Spain.
This paper describes the methodology and assessment strategy applied in the subject ‘‘Digital Circuits and Systems’’ (CSD)
in the third semester course in the Telecommunications Engineering degree at the Castelldefels School of Telecommunications
and Aerospace Engineering (EETAC) of the Universitat Polite`cnica de Catalunya (UPC). The course’s main learning
objective is that students be able to analyse and design simple combinational and sequential circuits by means of hardware
description languages for programmable devices and program applications using microcontrollers and C language.
Small groups of two or three students work in cooperation using PBL techniques to solve design-oriented assignments,
while instructors act more as mediators than lecturers in order to facilitate project development and knowledge acquisition.
The experience we describe corresponds to the spring term of 2011, a period in which this methodology was applied to 46
students.
This work compares statistically the influence of the students’ background on their academic performance in our subject.
A significant correlation has been detected between test marks and the final grade, based on continuous assessment.
Students’ opinions have been obtained by means of a survey at the end of the course. Although the high workload and
involvement, because this methodology requires constancy and commitment from the students, most of them have positive
opinions on the development of the subject, due to the fact that they realise that they have put into practice several
competences or cross-curricular skills, while acquiring the course content, and furthermore, most of them have passed the
course, even with higher grades than the ones from other subjects in the same semester.

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A course on digital electronics based on solving design-oriented exercises by means of a PBL strategy

El grupo de innovacion GRAPA ( GRupo de la Evaluacion de la Practica Academica ) d el proyecto RIMA de la Universitat Politecnica de Catalunya ha elaborado una serie de criterios , en forma de rubrica, como buenas practicas de evaluacion , c oherentes con la integracion y evaluacion de competencias , exigencia en la imp lantacion de los nuevos grados que se imparten en los estudios superiores en las universidades espanolas . En la presente comunicacion se podra comprobar que ademas cualquier actividad de evaluacion que cumpla estos criterios en el maximo nivel de exigencia representa una actividad de calidad, demostrando que se pueden tener asignatura s de calidad , objetivo comun tanto de instituciones como de l profesorado y alumnado . Ademas en la presente comunicacion se mostraran alguno s ejemplos de estos criterios

Criterios para practicas de evaluación de calidad

El grupo de innovacion GRAPA (GRupo de la Evaluacion de la Practica Academica) del
proyecto RIMA de la Universitat Politecnica de Catalunya ha elaborado una serie de criterios, en
forma de rubrica, como buenas practicas de evaluacion, coherentes con la integracion y
evaluacion de competencias, exigencia en la implantacion de los nuevos grados que se imparten
en los estudios superiores en las universidades espanolas.
En la presente comunicacion se podra comprobar que ademas cualquier actividad de evaluacion
que cumpla estos criterios en el maximo nivel de exigencia representa una actividad de calidad,
demostrando que se pueden tener asignaturas de calidad, objetivo comun tanto de instituciones
como del profesorado y alumnado. Ademas en la presente comunicacion se mostraran algunos
ejemplos de estos criterios.

Criterios para prácticas de evaluación de calidad. Una propuesta de GRAPA-RIMA

This paper is part of a project financed by Catalan University System Quality Agency, in order to develop a science and technology laboratory competences evaluation guide. In this guide we do the identification and definition of specific competences in sciences and technology laboratory. Concretely, we talk about "How to apply scientific method for problem solving". We need to identify and to evaluate specific competences, for that we must define skills levels, and evaluation rubrics to measure the acquired level. The methodology used in all examples in this guide, show three important and different states in the laboratory: pre-lab, lab and post-lab. We do activities using this methodology to develop some specifics skills (like "how to measure, how to do test design, how to do data correlation, how to model, how to do system behavior prediction, how to make decisions based on information and lab acquisitions knowledge"), and some content. We will demonstrate that the laboratory should be a good place to apply scientific method for problem solving.

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Cómo aplicar el método científico en los laboratorios de ciencias y tecnología

En este trabajo describimos la evaluacion continua que se aplica en la asignatura Componentes y Circuitos en la titulacion Ingenieria Tecnica de Telecomunicacion de la Escuela Politecnica Superior de Castelldefels (EPSC). La evaluacion de la asignatura se divide en dos partes: un 50 % corresponde a las sesiones de teoria y el otro 50 % corresponde a las sesiones de laboratorio. La experiencia que describimos se refiere al cuatrimestre de otono de 2006. En el trabajo se realiza un estudio cuantitativo del rendimiento conseguido por los estudiantes, en funcion de sus estudios de procedencia y de su nota de acceso a la Universidad.

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José Jordana Barnils

Papers

A course on digital electronics based on solving design-oriented exercises by means of a PBL strategy

Criterios para practicas de evaluación de calidad

Criterios para prácticas de evaluación de calidad. Una propuesta de GRAPA-RIMA

Cómo aplicar el método científico en los laboratorios de ciencias y tecnología

Evaluación continua aplicada a la asignatura componentes y circuitos en su adecuación al EEES. Cuatrimestre de otoño de 2006