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This study assesses the implementation of different gamification tools and learning complexity in the of the subject Shipbuilding Principles of the Universitat Politècnica de Catalunya · BarcelonaTech (UPC). This experience has been carried out under a triple new scenario: the virtuality due to the Covid-19 pandemic, added to the gamified training, and the assessment carried out remotely. Both the content and the assessment of the subject have been presented using three gamification web tools (Kahoot!, Mentimeter, and Socrative) and three learning complexity (Lexicon, Comprehension, and Visual & Relationship). The content of the subject has been taught in a dynamic, entertaining, and active way. An important factor that has been taken into account was student diversity when responding to gamified elements, using different gamification tools and different learning complexity. This experience of gamification had a positive impact on student motivation, class attendance, participation, collaborative learning, and classroom climate, which is key in a scenario like the current one, with an adaptation of classes to online learning due to the pandemic. From the results obtained, it can be stated that the gamified experience, even offering a good result compared to previous academic years, did not provide a significant improvement in the overall academic performance of the students. Regarding the gamification tools, the one that presented a slight advantage over the rest was Socrative, which is based on a particular challenge without competition between peers or groups. Regarding the learning complexity, all presented a similar level of success. Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat

Video games have become an important element of contemporary life. The need to use them in the field of education has given rise to the appearance of serious video games, which have been specially designed to achieve objectives at different educational levels and generate spaces for educational innovation. The purpose of this work is to investigate the use of serious video games in engineering education. A scoping review was carried out on serious video games that were used or designed for this purpose. The search was done in the Scopus and Web of Science databases between 2016 and 2021. The main results show that there is a strong inclination towards serious simulation video games, and they have a good degree of educational acceptance among engineering students.

The COVID-19 pandemic has produced profound changes in higher education, with the replacement of face-to-face instruction with distance or remote education, which involves the management of digital skills by teachers and students. The purpose of this research is to analyze the perception of professors with regard to digital skills and the use of gamified strategies in the teaching-learning process in a virtual context. A questionnaire was sent to 81 professors in different areas of knowledge at a Peruvian public university during the first academic semester of 2020. A strong correlation (r≥.700, p=.01) was found between the use of ICT and gamification as a resource for teaching-learning, and a moderate correlation between the knowledge of digital competences and the possibilities of application as part of the instructional strategies. From the results obtained, it is clear that the participants have a positive perception of digital skills and gamified strategies, regardless of academic degree or area of knowledge. This could provide support for the update of those proposals targeting professors in order to improve their digital skills.

Augmented Reality (AR) based learning provides real experiences for educators and new strategies for presenting physics concepts but also provides opportunities for students to interact interactively, spontaneously, and interestingly. Previous research has shown that AR has many advantages in education, but only a few focus on Independent Learning, such as freedom in problem solving and independent learning skills in physics learning. This study develops an Augmented Reality Integration (ARI) learning application based on the Physics Independent Learning (MPIL) model on the marine physics concept. This application is to explore the influence of ARI on 21st-Century Skills (21-CS) which consists of Critical Thinking, Collaboration, Communication, and Creativity. A Quasi-Experimental Method was used, and 88 students aged 20-22 were randomly assigned to the experimental and control groups. After an intervention for 3 weeks, it was found that integrating ARI technology into physics learning can (1) significantly increase students' Creativity Thinking and Critical Thinking on Marine physics concepts; (2) guiding students to further improve in Communication, and Collaboration in solving problems contained in the ARI application; and (3) stimulate students' learning motivation to be enthusiastic about learning physics concepts.

Teachers often use analogies to introduce unfamiliar or complex concepts. However, several studies have found that their knowledge on how to use them is limited or superficial. Similarly, the integration of technological resources in the teaching-learning processes is not always carried out efficiently, which evidences the need to improve teachers' digital competence. This paper provides a formative sequence on the use of analogies in teaching through mediation of technological resources, implemented in the context of the initial training of secondary education teachers. The results show a positive assessment by the students, a change in their perceptions on the subject and some progress in their classroom proposal designs. The conclusion is that it is necessary to train future teachers to deal with common teaching problems in a reflective, comprehensive and innovative way, which will undoubtedly be one of the challenges of education in the 21st century.

Purpose: To analyse the impact of the compulsory adaptation of teaching brought about by Covid-19 in quantitative subjects, taking into account the technological, pedagogical and content-related aspects of the TPACK model. Design/Methodology: A structured questionnaire with differentiated blocks with closed and open-ended questions is applied. The data collected from 215 students are analysed descriptively and inferentially using Student's t-test. Sentiment analysis is carried out on the text collected from the survey’s open-ended questions. Findings: By applying e-learning under the TPACK model, lessons are redesigned in a way that encourages participation and follow-up. From the results of the survey carried out with students with a face-to-face profile, the positive assessment of the method and the tools used stand out. Practical implications: The use of technological tools and, above all, how they are introduced in the classroom improves student acceptance, thereby reducing the probability of students dropping out, especially among those with a strong face-to-face profile. Originality/value: This evidence-based research offers to address the shortage of conceptual models suitable for teacher training, not only in technology and its use but also in how to apply it effectively, including the knowledge, skills and abilities needed to implement it

This study show the results of a self-assessment’s competences in engineering students from two Spanish universities, the Polytechnic University of Catalonia (UPC) and the University of Girona (UdG), carried out last year. The objective is to contribute to the discussion by reporting the results of the students' self-assessments. For our research group, it is important to understand the use of self-assessment not to evaluate competence otherwise announcement that describe the behavior of everyday and understandable work activities. It is an efficient method for personal development, to clarify roles and to compromise the objectives of a project. We focus on transversal competence, understanding these as those that explain the difference between a professional and an excellent professional when both have the same training. To carry out this study we have used the Cycloid tool as a part of an ICT platform called Evolute, working with 30 transversal competences that have an important relationship in UPC and UdG. This application evaluates competences trying to make students as if they were project managers. In this case, their project is to pass and finish their Degree. The methodology of this tool starts making 120 questions or affirmations that are linguistically evaluated trying to answer the current level and at the target level. The differences between the two levels indicate the need to develop their skills. The competences are divided in the main group as a personal and social competences. This partition can be divided in other level as a six different groups: self-knowledge, self-management or self-control, cognitive skills, self-motivation, social awareness or empathy and social skills. This study compared the differences between the students of this two universities based on current state, goal state, and creative tension, showing the gap between a student's feeling of the current reality and the goal that they wanted for the future. The analysis of the test results demonstrated the possibility of using this application to evaluate and self-evaluate. The comparison identified commonalities and some significant differences between the two university groups

Computer vision coupled to deep learning is a promising technique withmultiple applications in the industry. In this work, the potential of thistechnique has been assessed in the classification of two varieties of almondtrees (Prunus dulcis), Soleta and Pentacebas. For that, a convolutional neuralnetwork named VGG16 was used. The most appropriate configuration formodel training was studied, which included the comparison between twodifferent filling modes (reflect and nearest) in the data augmentation step, theevaluation of the batch size and the analysis of the image sizes. The robustnessof the model was also checked, and information was obtained about how themodel extracts the information from the images In addition, the authors thank the financial support of the Industrial Doctorates Plan of the Secretariat of Universities and Research of the Department of Economy and Knowledge of the Generalitat of Catalonia (project DI-COF 2017) and of the Spanish Ministry of Economy and Competitiveness (project AGL2015-70106-R, AEI/FEDER, UE).

The research aimed to describe the development process of online learning application in physics for school course using the ADDIE model. This application is called Learning Management System Supported Smartphone (LMS3). LMS3 can facilitate preservice physics teacher to enhance digital literacy. The authors analyzed need assessment based on learning objectives, designed LMS3 in the form of a flow chart system and storyboard, produced LMS3 through professional programmers, filled in LMS3 content and conducted expert validation, implemented LMS3 in physics for school course, and evaluated LMS3 during implementation. This research is a descriptive study involving media and pedagogical experts as well as 40 preservice physics teachers in Tasikmalaya. Data collection techniques were carried out by the study of literature, the expert validation, and preservice physics teacher perception questionnaires. Expert validation and preservice physics teacher perception were obtained by using a Likert scale. The validation results from the experts were processed using the validation value equation developed by Aiken. The results of the expert validation show that the validation value is 1 and met the minimum validation requirements of the application. Perception of preservice physics teacher showed positive response to LMS3. The LMS3 has good display, function, and good effect on their learning motivation and digital literacy.

STEAM (Science, Technology, Engineering, Art, Mathematics) learning is design to promote student’s interest in learning chemistry. Integration STEAM into chemistry learning is often seen as a challenge, such as not familiar and lack of knowledge on STEAM in chemistry. Coping, for this reason, a web-based STEAM online platform was designed. This paper reports the use of design-based research (DBR) to develop a web-based STEAM online platform. The paper focuses on two studies that step on the development and validation of the platform. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The two cycles of DBR inquiry provide deep insights into the platform’s readability, comprehensibility, and feasibility. The implementation of the framework is specified along with further implications for researchers and practitioners

The development of the digital competence is one of the current challenges of the educational community. Specifically, the area of information literacy is presented as a main pillar for the subsequent optimal development of a digital teaching competence. Based on this, the present article aims to evaluate the area of information literacy in practicing teachers from Early Childhood Education (N=57). A descriptive and inferential quantitative analysis was made for this piece of work in order to analyze the perceptions of the teachers towards this area, the accomplishment of the t-student test for the comparison of means between teachers of public and private with state-funded financial support centers and the application of a linear regression model that allows to predict the information literacy through the variable "education center". The results obtained reflected an optimal level of perceptions as for the information area, regardless of the type of school, as well as the possible prediction, regarding the school typology, of some information literacy variables.

The present work analyzes the academic performance of students from at-risk groups from the perspective of Social Network Analysis (SNA), studying the academic and interaction information of 45 students belonging to at-risk groups who attended a pilot socio-academic course during one academic term. This information was used to create a sociogram, which served as the basis for determining the centrality metrics of the SNA. The relationships between these metrics and the academic variables were then studied by means of correlation analysis and linear regression with LASSO standardization. As a preview of the results, it was determined that the academic performance of the students in the pilot course was influenced, on the one hand, by their academic knowledge prior to being admitted to the university, represented by the score on the Mathematics and Geometry section of the diagnostic test, and on the other hand, by the dynamics of the social network in which they interacted in the classroom, represented by the eigenvector centrality. These results have significant potential for explaining the academic performance according to SNA metrics, and they provide evidence to support the implementation of practices that promote a healthy social environment in an academic context.

The integration of Information and Communication Technologies (ICT) in the academic context caused a change in the way teaching and learning is carried out. It also broadened the usually formal educational contexts and the way these are accessed. Nonetheless, gaps can still be found concerning the inequality in the access to ICT resources and tools and, therefore, in the universal access to knowledge and education. This paper studies the use and integration of ICT through students’ perceptions from the educational centers of the municipality of San Juan Girón (Santander, Colombia). The population is composed of 208 participants with ages ranging between 12 and 18, 59% female and 41% male. Statistically significant results were obtained concerning the use of school-owned resources and teaching methodologies. One of the most outstanding results shows the population analyzed needs to apply a new teaching methodology to promote the integration of the ICT in the classrooms in a more suitable and coherent way. Moreover, training processes and pedagogical updating are required to motivate a curricular change considering rhythms, forms, quality and different learning styles in the municipality of San Juan Girón

Human societies from the outset have been associated according to race, beliefs, religion, social level, and the like. These behaviors continue even today in the classroom at primary, middle, and superior levels. However, the growth of ICT offers educational researchers new ways to explore methods of team formation that have been proven to be efficient in the field of serious games through the use of computer networks. The selection process of team members in serious games through the use of computer networks is carried out according to their performance in the area of the game without distinction of social variables. The use of serious games in education has been discussed in multiple research studies which state that its application in teaching and learning processes are changing the way of teaching. This article presents an exploratory analysis of the team formation process based on collaboration through the use of ICT tools of collective intelligence called TBT (The best team). The process and its ICT tool combine the paradigms of creativity in swarming, collective intelligence, serious games, and social computing in order to capture the participants’ emotions and evaluate contributions. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, TBT is a tool that could become an effective way to encourage the formation of work groups by evaluating objective variable of performance of its members in collaborative works.

The landscape of teaching and learning has changed in recent years because of the application of Information and Communications technology. Among the most representative innovations in this regard are Learning Management Systems. Despite of their popularity in institutional contexts and the wide set of tools and services that they provide to learners and teachers, they present several issues. Learning Management Systems are linked to an institution and a period of time, and are not adapted to learners' needs. In order to address these problems Personal Learning Environments are defined, but it is clear that these will not replace Learning Management Systems and other institutional contexts. Both types of environment should therefore coexist and interact. This paper presents a service-based framework to facilitate such interoperability. It supports the export of functionalities from the institutional to the personal environment and also the integration within the institution of learning outcomes from personal activities. In order to achieve this in a flexible, extensible and open way, web services and interoperability specifications are used. In addition some interoperability scenarios are posed. The framework has been tested in real learning contexts and the results show that interoperability is possible, and that it benefits learners, teachers and institutions.

El presente trabajo incluido en un marco de investigación más amplio, tiene como objetivo la implementación de un sistema de navegación georeferenciado y con realidad aumentada sobre plataforma Layar© para dispositivos móviles con propósitos docentes. Dicha aplicación permite la creación de canales de información mediante bases de datos con modelos virtuales y todo tipo de contenido multimedia. La metodología de trabajo es la de un caso de estudio de investigación educativa llevada a cabo con estudiantes de Arquitectura y Planificación Urbana a nivel de máster en una materia centrada en el uso de las Tecnologías de la Información y la Comunicación en el Diseño Urbano, usando como tema central los campus universitarios. Denominamos Geo-elearning a nuestra experiencia porque además de usar estrategias propias del E-Learning, incorpora la geolocalización de contenidos, permitiendo, sobre un emplazamiento determinado, su evaluación con propósitos docentes, lo que nos ha permitido demostrar su viabilidad y eficacia educativa. El present treball inclòs en un marc d’investigació més ampli, té com objectiu la implementació d’un sistema de navegació georeferenciat i amb realitat augmentada sobre plataforma Layar© per dispositius mòbils amb propòsits docents. Aquesta aplicació permet la creació de canals d’informació mitjançant bases de dades amb models virtuals i tot tipus de contingut multimèdia. La metodologia de treball és la d’un cas d’estudi d’investigació educativa portada a terme amb estudiants d’Arquitectura i Planificació Urbana a nivell de màster en una matèria centrada en l’ús de les Tecnologies de la Informació i la Comunicació en el Disseny Urbà, utilitzant com tema central els campus universitaris. Denominem Geo-elearning a la nostra experiència perquè a més d’utilitzar estratègies pròpies de E-learning, incorpora la geolocalització de continguts permetent, sobre un determinat emplaçament, la seva avaluació amb propòsits docents, el que ens ha permès demostrat la seva visibilitat i eficàcia educativa. This paper, which is included in a larger research framework, aims to study the implementation of a mobile Geolocation-based Augmented Reality (AR) system on Layar© platform, for educational purposes. This application allows the creation of information channels using databases that store 3D models and all kinds of multimedia content. The working methodology for this educational research was the study case. It was conducted with students of Architecture degree and Urban Planning Masters, and we were focused on the use of ICT in Urban Design, using college campuses as a central theme. The experience was called Geo-learning because, besides the use of E-Learning strategies, it incorporated student’s 3d content geo-localization. This allowed its assessment on a particular site, and enabled us to demonstrate feasibility and effectiveness of this technology in educational settings.

The purpose of this descriptive study was to apply 2nd order confirmatory factor analysis (CFA) and structural relationship models to identify the digital competency components essential to undergraduate students in Thai higher education institutions. The sample comprised 1,126 specialists in Information Technology, Computer Technology, Computer Education, Computer Science, and Computer Engineering working in public higher education instructions throughout the country. The selection was the result of multi-stage random sampling from 76 public higher education instructions that offer undergraduate education. The instrument was a questionnaire form on essential digital competency components for undergraduate students in higher education institutions. The question items employed a 7-point Likert scale and showed Cronbach's alpha values for the content validity and reliability at a range of.93-.97 per domain and .87-.99 per component. The data were analyzed using descriptive statistics for general data and 2nd Order CFA analysis. The findings revealed that from 24 observed variables, there were 7 competency components.: 1) Fundamental of digital ; 2) Accessing digital information; 3) Using digital information; 4) Creating digital information and media; 5) Communicating digital information; 6) Managing digital information; and 7) Evaluating digital information. The discovery from this study was substantially constructive for Thai higher education institutions as it could be used to design an essential digital competency framework of the 21st century.

Research in education confirmed that students engage in learning when they feel connected with others and when they play an active role in their learning process. Therefore; social presence (SP) considered as an important component of effective learning in both face-face and online learning environment. Therefore, this study intended to investigate students’ perception about SP when using Web 2.0 tool for learning-based interaction and the difference in their perception based on gender and number of the semesters of the study. The participants of this study were 71 postgraduate students in one of the Malaysian public universities. The quantitative methods of data collection and data analysis were used in this study. Therefore, the researcher employed survey method using Online Social Presence Questionnaire (OSPQ) to collect the data. The data were analyzed using SPSS software to find mean, standard deviation of students’ perception of their social presence while using Web 2.0 tool for learning-based interaction. Independent sample t-test was used to find the difference in students perception based on their gender. Moreover, One-Way ANOVA was used to find the difference in students’ SP perception based on their semester of the study. The findings of this study showed that students expressed high perception about their social presence on Web 2.0 tool. Nonetheless, male students perceived higher social presence on Web 2.0 tool than female students. However, there were not significant differences in students’ perception of social presence neither based on the gender difference nor on the number of the semester of the study.

This paper introduces a Serious Game that will be used as a tool for training fire fighting students at the Public Security Institute of Catalonia. The game is played in a virtual environment free of real hazards and/or dangers with the consequent savings in material costs and supplies. The system exposes the student to different emergency situations that the he/she must solve using the professional firefighters tools and following the protocol of actual action provided in each case. It is also possible to interact with different virtual agents to delegate functions and to obtain information about the emergency to be solved. All actions carried out by the user are monitored by the system and are scored at the end of each game taking into account the order and time invested in performing them. In addition, feed-back is offered to improve the player’s decision making in future matches.

The introduction and use of on-line learning resources has improved students learning process in several aspects. But at the same time, it also introduced more complexity and made more difficult to teachers how to analyze learning evolution and improvement of students. In this paper, we propose a first approach how to visualize and analyze student interaction with on-line learning systems and Virtual Learning Environments (VLE). We present a piece of software that collects information on the interaction of the students with the Moodle VLE and that it displays to teachers in a more analytical way. The interaction data is displayed to support teacher interpretation from a learning point of view, with the inclusion of automatically generated textual explanations about the analysis of such data.

Introduction to Architecture is a subject taught in the School of Architecture of the University of A Coruña. It is intended to start the trainign of future professionals attending, from the the first course, to the tripple thoughtful, designed and constructive support of the architectural fact. With the Bologna Process, the subject became the initiatory place of the discipline, a sort of "first contact". The uniqueness of this fact, together with other circumstances, such as the recent introduction of teaching in English or conducting practices in a non-contact manner has led to the need of incorporating new technologies as means of control, mentoring and monitoring tasks and enhancement of teacher-student relationship inside the subject. Within this approach it has generated a central tool that serves as a gateway and communication of the subject: the website iala.udc.es. Introducción a la Arquitectura es una asignatura que se imparte en la Escuela Técnica Superior de Arquitectura de la Universidade da Coruña. En ella se pretende iniciar la formación del futuro profesional atendiendo, desde el primer curso, al triple soporte reflexivo, proyectivo y constructivo del hecho arquitectónico. Con el Proceso de Bolonia, la asignatura se convirtió en el lugar iniciático de la disciplina, en una suerte de «primer contacto». La singularidad de este hecho, sumado a otras circunstancias, como la reciente introducción de la docencia en inglés o la realización de las prácticas de manera no presencial, ha conducido a la necesidad de incorporar las nuevas tecnologías como modo de control, tutorización y seguimiento de tareas y potenciación de la relación profesor-alumno dentro de la asignatura. Dentro de este planteamiento se ha generado una herramienta nuclear que sirve de portal de acceso y comunicación de la asignatura: la web iala.udc.es.

The aim of this research is to observe how Collaborative Web-Based Environments (CWBEs) foster higher education quality improvement by means of enhancing students' teamwork skills, the use of CWBEs and the use of teaching methodologies, particularly PBL. A survey was conducted in three different subjects with similar characteristics in courses held at the ETSEIATBarcelonaTECH among a sample of 98 students. Results shed light on two aspects which improve teamwork performance: 1) the functionality of CWBEs and 2) the ability and motivation of students in these environments.

El presente artículo describe una experiencia educativa usando Realidad Aumentada (RA) en dispositivos móviles para el aprendizaje de conceptos de diseño urbano en estudiantes del Grado de Arquitectura. A tal efecto, se ha diseñado un ejercicio práctico sobre la casuística de un proyecto real, donde los estudiantes deben diseñar una escultura para una plaza pública en función de los parámetros del entorno, debiendo controlar sus parámetros, la forma, escala, localización, materiales, etc. El ejercicio se visualiza y controla mediante plataformas móviles de RA, lo que permite enfatizar un aprendizaje colaborativo mediante el estudio de las propuestas del resto de estudiantes in situ. Para la evaluación del proceso, tanto a nivel de usabilidad como de mejora del proceso educativo, hemos dividido a los estudiantes en dos grupos: uno primero de control, que cursó un sistema tradicional de la asignatura en base a ejercicios de laboratorio, y un grupo experimental, que utilizó el sistema descrito en la ubicación real del proyecto. Al final del curso, y en base a los resultados obtenidos y discutidos en el presente artículo, el grupo experimental obtuvo mejores notas finales, al mismo tiempo que se constata un incremento en el grado de satisfacción y motivación de los estudiantes que han utilizado la propuesta experimental. Este aspecto nos permite reafirmar la utilidad del método en la mejora educativa en el ámbito donde se circunscribe la experiencia.

The Virtual Campus has been around for about 20 years. It provides an online environment that mimics the processes and services of the physical campuses and classrooms. Its adoption is almost complete in countries where Internet access has become ubiquitous. For a time seemed like the innovation in education was happening in the Virtual Campus, but this is no more. Personal Learning Environments, Life Long Learning, MOOCS, Open Educational Resources, Mobile Apps, Gamification, Social Networks, free Cloud based services... al of the above and even more hint that not all the learning today is happening at school or in the Virtual Campus.

This paper presents the research work carried out by an interdisciplinary group of technologists and entertainment experts in collaboration with primary teachers to develop a serious game to work primary education-oriented competences. The serious game called “Ferran Alsina” is conceived as a tool to develop competences in the primary education program. To design this game, 25 primary school teachers helped the technical and investigative team in a co-creation activity executed with the methodology named Action-Research. This allowed the implementation of competences inside the game’s playability and narrative. This paper presents the research work carried out by an interdisciplinary group of technologists and entertainment experts in collaboration with primary teachers to develop a serious game to work primary education-oriented competences. The serious game called 'Ferran Alsina' is conceived as a tool to develop competences in the primary education program. To design this game, 25 primary school teachers helped the technical and investigative team in a co-creation activity executed with the methodology named Action-Research. This allowed the implementation of competences inside the game's playability and narrative.

Se presenta un artículo fruto de un proyecto de investiga-ción educativa realizado en la Escuela Técnica Superior de Arquitectura de Barcelona (ETSAB) durante el curso 2010-2011 y 2011-2012. El proyecto se basa en un estudio de caso centrado en la secuencia académica del primer año de los estudios de grado, iniciada por el Curso de Acogida(curso inicial de informática gráfica) y que finaliza con el curso de Dibujo II (curso equivalente a la introducción en Geometría Descriptiva). Con él se propone usar una estrategia pedagógica inversa a la habitual, es decir, que los futuros estudiantes de arquitectura empiecen usando herramientas TIC y tecnologías 3D en lugar del dibujo tradicional. Dado el interés que las mismas despiertan en ellos y por su facilidad de alfabetización digital, los alumnos obtienen resultados sobre su formación gráfica, educación visual, comprensión espacial, rendimiento académico y satisfacción muy supe-riores a los habituales, a la vez que en periodos de aprendizaje más cortos. We present this paper as the result of an educational research project conductedat the School of Architecture of Barcelona (ETSAB) during the 2010-2011 and 2011-2012 academic course. The project is based on a case study, focused on the sequence of the first academic course of undergraduate studies that begins with the Welcome Course(initial course on computer graphics) and endswith Drawing IIequivalentto the introductory course on descriptive geometry. With it we propose to use a reverse teaching strategy, where future architecture students begin byusing ICT tools and 3D technologies, rather than traditional drawing. Given the interest that they arouse in them and the ease of digital literacy, the results of the students’ training ingraphics, visual education, space understanding, and theiracademic performance and satisfaction aremuch higher than the usual ones, besides being achieved in a shorter period of time

In this article we present the planning and methodology followed in order to apply virtual tutoring sessions in different subjects and universities. The Second Life environment, together with the Voki speaking avatars will be employed. It is a multidisciplinary study that includes personal and collective tutoring sessions, answering key questions through animated avatars, virtual labs, and posters exhibition for peer-evaluation. From a survey run among the students it is concluded that most of them are willing to learn and try this kind of tutoring sessions, but at the same time some feel skeptical about its utility

[ES]La aplicación de las Tecnologías de la Información y la Comunicación al aprendizaje proporciona una revolución en el soporte que se utiliza para aprender y enseñar. En especial una de las herramientas más significativas son las plataformas de aprendizaje, que facilitan servicios tanto a profesores como estudiantes para realizar esta tarea. Sin embargo estas plataformas están muy centradas en el curso y la institución y no en las necesidades específicas del usuario y en el aprendizaje a lo largo de la vida. Esto supone que sean necesarios otro tipo de entornos, los entornos personalizados de aprendizaje. Plataformas institucionales y entornos personalizados van a coexistir y eso supone que tengan que interoperar entre sí. En este trabajo se propone la definición e implementación de una arquitectura que, mediante el uso de servicios web y especificaciones de interoperabilidad facilite esa integración. Dicha arquitectura facilita que las funcionalidades de los entornos instituciones sean exportados a entornos personalizados y que la actividad que en ellos se lleva a cabo se refleje en el entorno institucional. De esta forma se va a poder demostrar que la interoperabilidad entre ambos contextos es posible y favorece los procesos de enseñanza/aprendizaje. [EN] Application of Information Technology and Communication learning provides a revolution in the media being used for learning and teaching. In particular one of the most significant tools are platforms learning, which provide services to both teachers and students to perform this task. However, these platforms are very focused on the course and the institution and not on the user's specific needs and learning throughout life. This assumes that other necessary settings, customized environments for learning. Institutional platforms and custom environments will coexist and that means they have to interoperate with each other. in This paper proposes the definition and implementation of an architecture that, using web services interoperability specifications that facilitate integration. This architecture enables the functionality of the institutions environments exported into custom environments and that the activity being carried out is reflected in the institutional environment. In this way you will be able to demonstrate that interoperability between the two contexts is possible and favors the teaching / learning.

Projecte presentat al 3r Premi a la Qualitat de la Gestió Universitària, convocat pel Consell Social de la UPC Award-winning

Modern on-line collaborative learning environments need to be continuously adapted, adjusted, and personalized to each specific target learning group. Moreover, these environments are to enable and scale the involvement of an increasing large number of single/group participants who can geographically be widely distributed, and who need transparently share a huge variety of both software and hardware distributed resources. As a result, collaborative learning applications need to be designed in a way that overcome important non-functional requirements arisen in distributed contexts, such as scalability, availability, interoperability, and integration of different, heterogeneous, and legacy collaborative learning systems. In this paper, an innovative distributed-based approach is presented for increasing the overall performance of collaborative learning systems that contributes to the effectiveness of the collaborative activities, such as online discussions. The experimental results show an outstanding effect on the learning processes and outcomes by enhancing and improving the learning experience a great deal.

Projecte presentat al 2n Premi a la Qualitat de la Gestió Universitària, convocat pel Consell Social de la UPC Award-winning

Projecte presentat al 2n Premi a la Qualitat de la Gestió Universitària, convocat pel Consell Social de la UPC Award-winning

Due to the opportunities provided by the Internet, people are taking advantage of e-learning courses and during the last few years enormous research efforts have been dedicated to the development of e-learning systems. So far, many e-learning systems are proposed and used practically. However, in these systems the e-learning completion rate is low. One of the reasons is the low study desire and motivation. In our previous work, we implemented a e-learning system that is able to increase the learning efficiency by stimulating learners motivation. In this work, we designed and implemented new functions to improve the system performance

The aim of this Work in Progress (WiP) is to assess the effect of using chat and thread discussion on effectiveness of collaboration through Web-Based Collaborative Environments (WBCEs), particularly platform wikis. In order to prove that, this WiP will describe the experiment with four different scenarios that will be conducted in the following days. Each scenario is formed by 16 groups of three random students from Technical studies at the ETSEIAT, an UPC Engineering School, particularly candidates from Industrial and Aeroespace Engineering. Some of the groups will work in face-to-face basis (control group) and the others will use the WBCEs. The groups that are using the WBCEs scenario will be using whether the wiki platform only or the wiki platform integrated with an online communication tool (chat or forum). In the last three scenarios, each member will have one computer and the communication among the members of the group will be made through the assigned WBCE. These groups have to deliver the final team collaboration report through the wiki space. On the other hand, the Face-to-Face group has to deliver the final collaboration report in a paper format. We expect that this WiP would bring up new insights on WBCEs effectiveness. We expect that the groupware performance will improve by means of the online communication tools, because they promote social interaction, discussion and collaboration in online environments. However, we are dealing with students that are “technology based learners” and a preliminary results conducted in a pre-pilot experiment show that some of our assumptions differ from what we expected.

La manca de manuals de teoria i pràctiques a la formació professional pot arribar a ser un problema, especialment en alguns cicles formatius. Cada Institut disposa de unes dotacions de maquinaria que pot arribar a ser molt diferent, fins i tot impartint el mateix cicle formatiu, és per això que els manuals poden ser molt diferents. Sovint aquest manuals els proporcionen els fabricants de la maquinaria, però no sempre i de vegades no s’ajusten als continguts que s’han d’impartir. En aquest treball s’han dissenyat uns exercicis per utilitzar una maqueta de mesura, regulació i control de fluïts que no disposava de cap mena de manual. S’han inclòs en els annexos un manual de pràctiques, unes possibles solucions a una de les quatre estacions de treball que té la maqueta i les rúbriques per facilitar al professor la correcció de totes les activitats. Les pràctiques estan dissenyades per realitzar-se al CFGS Automatització i robòtica industrial, concretament al Mòdul 9 – Integració de sistemes d’automatització industrial, tot i que la maqueta es podria utilitzar a la majoria de mòduls del cicle. També s’han inclòs instruccions per dinamitzar les activitats, temporitzant cadascuna d’elles i aconsellant sobre la gestió del temps que cada alumne o grup d’alumnes poden utilitzar cada estació de la maqueta. Finalment inclou un procés de millora amb documents que ajuden a la recollida i posterior anàlisi de les dades. Per donar suport a les activitats s’ha dissenyat un curs en Moodle on els alumnes podran trobar la informació necessària per realitzar les pràctiques i lliurar les activitats per ser avaluades. També servirà per donar retroacció als alumnes de cadascuna de les activitats.

La societat canvia a un ritme vertiginós i, per tant, les aules s’han d’adaptar a aquests canvis. És per això que en aquest treball proposem una nova forma d’ensenyar narrativa audiovisual als nostres alumnes que s’adapti més a les necessitats formatives d’aquests i a les seves formes d’aprendre. Es pretén realitzar aquest projecte mitjançant uns vídeos interactius en els que hauran d’escollir els plans d’un tipus concret de producte audiovisual, aconseguint com a resultat final un vídeo ja muntat. S’hi inclouran també aspectes de la gamificació de les aules i es donarà un ús educatiu específic als ja mencionats vídeos interactius. Fent servir un programa que permet el muntatge de vídeos interactius del tipus Klynt, es pretén desenvolupar una metodologia per aconseguir que els alumnes aprenguin els fonaments sobre narrativa audiovisual de manera molt més pràctica. Es muntaran diversos vídeos interactius segons els diferents gèneres audiovisuals, de manera que l'alumne podrà practicar aquests fonaments sense haver de realitzar cap rodatge i muntatge posterior. Això permetrà, tant que el professorat hagi d'invertir menys temps en aquesta matèria com, d'altra banda, que l'alumnat pugui treballar la matèria en els diferents gèneres audiovisuals, en diversos moments i repetir-ho tants cops com calgui, de manera que l'aprenentatge serà més pràctic i l'alumne podrà consolidar molt millor els nous coneixements.

L’IES actualment està engegant l’ús del programa Educat 1x1. L’opció escollida està basada en una plataforma digital multieditorial, la Plataforma Eleven. Se n’estudiarà el funcionament, i les possibilitats. Paral·lelament, s’estudiarà i implementarà la creació d’un “llibre digital” basat en el programari lliure Jclic com a alternativa al material de les diferents editorials. Normalment, l’ús de Jclic se centra en la creació d’activitats per treballar continguts desenvolupats en els llibres d’informació de l’alumnat, o com a complement de les explicacions rebudes a classe. Amb aquest projecte, tant la informació com les activitats quedaran reunides en la mateixa aplicació, i es podrà relacionar la manera com l’alumnat treballa el continguts amb l’ordinador i com es desenvolupen les activitats d’avaluació. Un cop determinada la idoneïtat del material creat, s’estudiarà la implementació del nou material digital en l’entorn multiplataforma del Centre per poder recollir dades reals del seu funcionament i avaluar-les.

In 2005 the virtual campus Atenea of the Technical University of Catalonia (UPC) started to use Moodle, an open source learning management system that offers a wide variety of teaching tools [3]. One of these tools, the quiz module, represents an alternative to traditional face-to-face courses and paper-based testing. In order to explore how to apply this new strategy, in 2008 we started to carry out a project subsidised by the Institute of Education Sciences (ICE) of the UPC. The project title was “Creating Moodle quizzes for the subjects of Mathematics and Statistics corresponding to the first years in engineering studies”. It covered the compulsory undergraduate subjects in applied mathematics included in the first- and second-year syllabus for all branches of Engineering. The aims were to elaborate a substantial range of Moodle question pools and to design, implement and assess a series of quizzes, to use Moodle quizzes to promote more effective, dynamic and autonomous learning, and to change teachers’ and students’ attitude towards the campus Atenea.

El plan de estudios del grado de Ingeniería en Tecnologías Industriales en la Escuela Técnica Superior de Ingeniería Industrial de Barcelona incluye en el cuarto cuatrimestre la asignatura Proyecto I cuyo objetivo es que el alumnado aprenda a plantear correctamente un problema de ingeniería concreto y encuentre una solución que pueda resolverlo a partir de los conocimientos básicos que posee de matemáticas, dibujo, programación y mecánica. En paralelo, está cursando Teoría de Máquinas y Mecanismos y Dinámica de Sistemas. A partir de este entorno, se ha considerado que los alumnos con un cierto sesgo hacia la mecánica pueden realizar un proyecto cuya base científica sea el estudio de un manipulador plano paralelo de pantógrafo que incluye el estudio cinemático, el diseño y la implantación del accionamiento que se realiza mediante servomotores de modelismo. El control de los motores se realiza mediante una placa electrónica con un microcontrolador que se programa en un lenguaje muy parecido al C en un entorno simple mediante el cual también se carga del programa, vía bus USB, a la placa para su funcionamiento autónomo. Los resultados obtenidos después de un cuatrimestre de impartición son satisfactorios tanto por parte del profesorado como del alumnado.

En aquest Treball de fi de màster he volgut plantejar una proposta de millora per l’entorn virtual Moodle del cicle formatiu de Projectes d’Edificació del centre on he realitzat el pràcticum, ja que en aquests moments tenen un però no el fan servir. La falta de flexibilització que hi ha al cicle a l’hora d’accedir al material didàctic i a l’hora de fer activitats fora de les aules, ha estat uns dels punts de partida agafats per desenvolupar aquest treball. Altre punt important que he tingut en compte ha sigut la diversitat de l’alumnat matriculat al cicle. Molts d’aquests alumnes han de compaginar els estudis amb la vida laboral i personal i no sempre tenen disponibilitat per assistir a totes les classes. Per solucionar aquest problema i oferir major flexibilitat al cicle, es proposa actualitzar i millorar l’entorn Moodle existent al centre. A partir de les eines que el propi Moodle ens facilita es proposen diferents activitats, dos per a cada mòdul, de manera que tots els alumnes puguin realitzar-les des de qualsevol lloc i en qualsevol moment. A més es plantegen altres activitats pràctiques individuals i en grup. Així els alumnes que no poden assistir a totes les classes poden continuar el seu aprenentatge fora del centre. També es prepararà material didàctic, normatives i altres enllaços d’interès per tal que l’alumne tingui al seu abast tota la documentació necessària per poder assolir tots els continguts del cicle. Com a complement d’aquest iniciativa es proposen unes sessions no presencials de tutories col·lectives i individual. Totes elles es realitzaran a través del foro del Moodle. S’obrirà un canal de comunicació entre professor i alumne per tal d’aconseguir un apropament entre ells i millorar l’aprenentatge d’aquest últim. Amb totes aquestes propostes espero aportar idees per millorar el funcionament del cicle a partir del proper anys. Que els professor, si volen, agafin aquestes activitats com exemple per elaborar de noves i que les tutories proposades serveixin als tutors per guiar i orientar als alumnes.

En aquest projecte es dissenya i desenvolupa una aplicació mòbil, en format de joc, per assolir les bases de la programació amb llenguatge Python. L’aplicació segueix l’estructura de l’assignatura de l’ETSEIB Fonaments d’Informàtica i busca servir de complement a les eines existents per aprendre en aquest camp. Prèviament al disseny i desenvolupament de l’aplicació, es fa una recerca d’antecedents i un estudi dels usuaris que utilitzaran l’aplicació, on es llisten les seves necessitats i els aspectes ergonòmics a tenir en compte. A continuació s’analitzen les alternatives existents per desenvolupar l’aplicació, buscant els seus avantatges i inconvenients. S’estableixen uns criteris de selecció amb els que es decideix l’entorn de desenvolupament més adequat per aquest cas. A continuació es dissenyen els exercicis i es planteja l’estructura general de l’aplicació. Partint d’això es desenvolupa amb l’entorn de desenvolupament multiplataforma Unity i amb llenguatge de programació C#. Com a resultat s’assoleix un projecte de Unity que es pot implementar en múltiples sistemes operatius, sent l’aplicació accessible a la gran majoria d’Smartphones del mercat.

0 0 1 148 815 USAL 6 1 962 14.0 Normal 0 21 false false false ES JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:ES; mso-fareast-language:EN-US;} In online engineering studies, the monitoring of the learning process as well as the assessment system are key aspects of teaching strategy. This paper examines a continuous assessment system with automatic feedback. It is based on Wiris Quizzes taken over the semester in a Mathematical Analysis course at the Open University of Catalonia. These tests, with parameterized statements, are completed in the Moodle environment with the symbolic calculator program Wiris (www.wiris.com). The results of the teaching experience in a virtual classroom with 65 students and the comparison with earlier semesters are clearly positive: (a) the number of students who follow continuous assessment remains stable; (b) the average of the continuous assessment marks increases considerably; (c) the number of students who fail has been reduced significantly, and (d) the satisfaction level of students regarding the subject, its contents and resources has improved notably.

The increasing graphic quality and ease of use of the current generation of videogame technology compels educators to rethink how architecture students learn. This paper presents the results of an educational experience with architecture students that explored the suitability of virtual environments as an educational tool. Students explored the simulated environment of an architectural proposal and filled a survey asking whether the experience had made them reason about some fundamental qualities of space. The results revealed that the virtual environment was capable of making students reflect on the functional, formal or material qualities of architectural spaces, suggesting a new education avenue using gamification or serious games strategies.

L'ús de les tecnologies de la informació i la comunicació (TICs) en l'escola secundària obligatòria (ESO) tracta de millorar els processos d'ensenyament i d'aprenentatge que, de forma quotidiana, es desenvolupen a l'aula. En l'ensenyament de les matemàtiques una de les eines que es fa servir més habitualment és el GeoGebra. Tot i que el GeoGebra és sense cap dubte un excel·lent suport per la didàctica de les classes de matemàtiques, potser no posseeix la transversalitat necessària per permetre als alumnes crear projectes que quedin més a prop dels seus interessos personals, com poden ésser el dibuix, la música, la creació de histories interactives i els jocs, i així els puguin motivar força i, per tant, es pugui millorar l'aprenentatge. D'altra banda, recentment el Massachusetts Institute of Technology (MIT) ha desenvolupat l'Scratch, un entorn (lliure) de programació amb la finalitat d'afavorir la didàctica de diferents disciplines en diferents etapes educatives. L'Scratch és l'evolució del LOGO. A diferencia del LOGO, l'Scratch proporciona un llenguatge de programació visual, més intuïtiu, facilita la creació de històries interactives, jocs i animacions i permet compartir-les amb altres usuaris en la xarxa. Per tant, des del punt de vista de la didàctica, l'Scratch proporciona una eina innovadora per treballar diferents continguts fomentant la motivació personal dels alumnes i, conseqüentment, millorant-ne l'aprenentatge. En aquest treball explorem i analitzem les potencialitats que l'Scratch ofereix per treballar les competències bàsiques, matemàtiques i informàtiques dels alumnes a l'ESO. Proposem quatre recursos per treballar les matemàtiques a les diferents etapes de l'ESO en diferents blocs de continguts curriculars. Un dels recursos és una proposta d'un projecte de recerca interdisciplinari que combina continguts de diverses matèries com les matemàtiques, la tecnologia, la informàtica i les llengües. El treball també presenta els resultats d'una enquesta sobre l'ús de l'Scratch en un grup d'alumnes de 3r ESO i algunes conclusions sobre l'experiència de portar l'Scratch a les classes de matemàtiques.

Premi FIB Alumni al millor Projecte Final de Carrera (curs 2011-2012) Racó Mobile: extensió de la intranet de l'estudiant de la FIB per a dispositius mòbils iOS. Creació d'una aplicació nativa per a dispositius iOS amb la qual els estudiants de la FIB podran consultar el correu, horari, avisos, assignatures i tot el que necessitin des dels seus dispositius mòbils. Award-winning

L’any 2012 els professor Aaron Sams i Jonathan Bergman van idear un mètode per tal que els alumnes que no podien acudir a les seves classes no perdessin les seves explicacions i en conseqüència no anessin perduts a la següent classe a la que poguessin acudir. D’aquesta manera el seu mètode va començar a fer-se famós fins a convertir-se en una manera d’ensenyar, traslladant tot allò que es realitzaria durant les hores presencials a classe a fora d’aquesta i tot el que l’alumne realitzaria fora dins d’aquesta. L’objectiu principal d’aquest treball de fi de màster és programar una unitat didàctica, “L’habitatge”, destinada a alumnes de quart de la ESO, mitjançant la classe inversa. Mitjançant la seva programació es podrà crear del material didàctic audiovisual com són els vídeos: Vídeo 1.1 L’habitatge, una necessitat. Vídeo 1.2 El procés tecnològic. Vídeo 2 Orientació i distribució. Préstec hipotecari. I els qüestionaris tipus test, preparar activitats variades per realitzar a l’aula. D’aquesta manera podrem verificar que el mètode d’aprenentatge-ensenyament de la classe invertida té un impacte positiu en tot l’àmbit escolar (professorat, alumnat, família). I amb tot el material elaborat es pretén motivar i fomentar l’interès de l’alumnat cap a la matèria de tecnologia. La metodologia per crear la unitat didàctica que es planteja en aquest projecta ha estat en la creació de 5 vídeos, dels quals es pot veure una mostra del 3 primers, amb les explicacions realitzades pel professor, la realització d’exàmens tipus test post-visualització del vídeo, la realització d’activitats presencials i finalment la resolució d’un examen per poder corroborar que tots els coneixements s’han adquirit correctament. Els resultats esperats d’aquests treball van relacionats amb aplicat totes les fases del treball així com donar la unitat didàctica durant el curs lectiu 2015-2016 per poder avaluar els seus resultats finals durant el més de juny de 2016 esperant una aplicació satisfactòria de la metodologia de la classe inversa plantejada en aquest treball fi de màster.

Mobile learning is considered the next step of online learning by incorporating mobility as a key requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Learning is attracting significant research efforts covering a fairly variety of learning settings, from schools and universities to workplaces and cities. This research has evidenced that mobile technology can offer new opportunities for learners to learn inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies are still in its infancy and many challenges arise. In this paper we analyze, from both learning and technological perspectives, the development of learning applications using mobile devices. To this end, proxy and proxy less architectures are considered as way to extend traditional virtual campuses with mobile clients. The objective is twofold: to access learning materials and to support learning activities. A prototype of a Virtual Campus is developed using MLE-Moodle -the Mobile Learning module of Moodle. The proposed Virtual Campus enables mobile clients to perform online learning activities and is a step towards achieving the “anytime, anywhere” paradigm.

El treball fi de màster que es presenta pretén la utilització de les noves Tecnologies de la Informació i Comunicació (TIC) per a la creació d’una plataforma virtual unificada en tot el centre docent on he realitzat el Pràcticum. D’aquesta manera generar un entorn educatiu en línia que millori la interrelació i la comunicació entre docents i alumnats. A part de proposar una combinació entre l’aula presencial i l’aula virtual per aconseguir una variació educativa que ajudi a millorar el procés d’aprenentatge i ensenyament de l’alumnat. Aquesta eina s’implanta amb l’objectiu d’estructurar d’una manera organitzada i modulada les 5 unitats didàctiques plantejades en relació amb el bloc de l’habitatge de 4rt d’ESO, i així millorar la seva gestió i el seu seguiment, ja que en el centre docent no s’imparteixen. L’estructura de cada una de les unitats és molt similar, per tal d’acomplir amb un objectiu fonamental: que l’alumnat progressi de manera natural, guiant en tot moment el seu procés d’aprenentatge sense que es perdi en ell. Per aquest motiu s’ha implantat sempre un ordre específic en les activitats i recursos donats en cada unitat: mapa conceptual, teoria, carpeta d’activitats, carpeta de suport i prova. La plataforma Moodle recolza la filosofia d’ensenyament anomenada construccionisme social. Aquesta es basa en que l’alumne adquirirà i construirà el seu propi coneixement a mesura que interactuï amb l’entorn virtual, de forma activa, a través d’activitats col·laboratives on donaran lloc a l’aprenentatge significatiu, l’aprenentatge per imitació o observació, l’aprenentatge sociocultural o bé per descobriment. És per aquest motiu que en aquest treball s’ha plantejat tot un seguit d’activitats en cada unitat didàctica, fent ús dels recursos de Moodle. Aquestes activitats es basen en metodologies col·laboratives per tal de ser motivadores i enriquidores per l’alumnat. En aquestes l’aprenentatge es comparteix amb altres companys de tal forma que es fomenta la construcció del coneixement per ells mateixos.