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The thesis explores the development of strategic plan to design a platform aimed at addressing the problem of financial illiteracy. The primary objective of the thesis was to design an online platform that provides educational resources and advisory services to combat financial illiteracy. To achieve this goal, thorough research has been conducted on the industry, delving into its current state, trends, and challenges. Understanding the industry landscape has served as a foundation for formulating an effective strategic plan. The study also focuses on understanding the potential end users of the platform. Through in-depth analysis, this thesis aims to gain insights into their needs, preferences, and behaviours. This understanding played a crucial role in shaping the platform's features, usability, and user experience. Additionally, the thesis examines existing competitors in the market. By conducting a comprehensive competitor analysis, it has been tried to identify the strengths and weaknesses of established players in the industry. This analysis facilitated the development of a unique value proposition for the proposed platform. A significant aspect of the thesis involved exploring design alternatives for the platform. This project discusses different approaches, considering factors such as user interface design, technical infrastructure, and scalability. A crucial point of consideration is the debate between open- source and proprietary software, weighing the advantages and disadvantages of each approach. Lastly, financial projections are also included in the thesis to assess the platform's potential viability. This has been done by conducting a detailed financial analysis, forecasting revenue streams, cost structures, and potential growth trajectories. These projections aim to provide valuable insights into the platform's economic sustainability and future prospects. Based on the comprehensive research and analysis, the thesis concludes that the development of an online education and advisory platform focused on personal finance is a complex endeavour. The industry requires deep expertise and knowledge to effectively address financial illiteracy. Additionally, the thesis recommends the next steps to be the transition from conceptualization to implementation by building the platform. It is emphasized the importance of reinforcing the team with key profiles to ensure the platform's long-term sustainability

En aquest document es detalla com s’ha implementat una eina per a corregir exàmens tipus test de forma automàtica amb el llenguatge de programació Python, així com també quines proves s’han fet per a comprovar el seu correcte funcionament, i els límits que pot tenir el programa. Per a fer el processament de les imatges s’ha utilitzat una llibreria externa de visó per computador i intel·ligència artificial de Python anomenada OpenCV. S’ha aconseguit crear un programa funcional, validat mitjançant la correcció de 159 exàmens tipo test reals amb 0 errors En este documento se describe cómo se ha implementado una herramienta para corregir exámenes tipo test de forma automática utilizando el lenguaje de programación Python, así como qué pruebas se han hecho para comprobar su correcto funcionamiento correcto y los límites del programa. Para trabajar con las imágenes se ha utilizado una librería externa de visión por computador e inteligencia artificial de Python, denominada OpenCV. Se ha logrado crear un programa funcional, validado mediante la corrección de 159 exámenes tipo test reales con 0 errores In this document, we describe how a tool to automatically correct multiple choice exams has been implemented using the Python programming language, as well as which tests have been performed, to check its correct behavior, and the program limitations. To manipulate the images of the multiple-choice exams an external library specialized in computer vision and AI called OpenCV has been used. To prove that the goal of creating a functional tool is achieved, 159 real exams have been corrected with 0 errors

The COVID-19 pandemic in Indonesia requires teachers and students to perform learning activities online. Meanwhile, teachers use a variety of technology products in the classroom without paying attention to the didactic, pedagogical, and content aspects. This is due to time constraints and short learning adjustments that should be flexible to this pandemic. Therefore, this research provides an alternative by exploring the potential of augmented reality as a didactic and pedagogical source in learning geometry. An exploratory case study design was used to reveal this potential, while three mathematics teachers and twenty-six students from three schools in Indramayu Regency, Indonesia, participated in the research. Data from observations and documentation were checked, extracted, entered verbatim, and coded. The results of the interview data were analyzed using the content analysis method, while those from the geometry understanding test and student response questionnaires used descriptive analysis. Consequently, the research results showed that augmented reality was useful as an alternative didactic and pedagogical source of learning geometry during the COVID-19 pandemic. This conclusion was based on the reason, first characteristically augmented reality technology can be integrated with textbooks or certain learning methods. Second, the results of the geometry understanding test showed that there were more students who answered the questions correctly than the students who answered incorrectly. Third, the results of questionnaires and interviews showed that students had a positive attitude during the geometry learning process. Therefore, the researcher believes that the use of augmented reality is worthy of being an alternative didactic and pedagogical source and has the potential to be applied to other subjects both during the COVID-19 pandemic and after the COVID-19 pandemic.

The aim of this research is to describe the impact of implementing an integrated STEAM Project in mobile technology on the Mathematical Reasoning ability of elementary school students and to describe the process of designing an integrated STEAM Project and mobile application. A quantitative descriptive and quasi-experimental research design was employed, with data collection of test (pre-test and post-test), and Questionnaire A pre-test, and post-test was administered to determine the impact of the STEAM Project on students’ reasoning abilities. A sample of 130 fifth grade students, 70 female students, and 60 male students from different elementary schools in Meuraxa District, Aceh Province, Indonesia participated in the research. Results show that an empirical analysis of mobile technology is valid and feasible for use with fifth grade elementary school students. Prior to implementing the STEAM Project, the average pre-test of reasoning ability was 40.44 with a standard deviation of 10.27. After implementation, the average score improved to 84.01 with a standard deviation of 7.31. The results of a Paired Sample Correlation obtained a mathematical reasoning ability score before and after implementation of the STEAM Project of 0.452. The calculations in the N-GAIN test table for the implementation of the STEAM Project on Reasoning Ability found 76 students, or 58.46 %, in the high category, and 54 students, or 41.54%, in the medium category. The results of this study provide information, and recommendations for the development of learning models that could improve reasoning abilities. The project could be used as a reference template to accelerate the recovery of quality education during challenging times such as a pandemic

En aquest treball es detecta la necessitat del disseny i implantació de noves activitats docents per incorporar el Cloud Computing als Cicles Formatius d'Informàtica. La incorporació dels nous continguts dirigits al Cloud es fa a través d'unes activitats PBL (Project Based Learning) que simula una situació real en un entorn professional. A més es detecta que les característiques del projecte fan que s'integri fàcilment en un entorn d'aprenentatge en llengua estrangera i s'adapta el projecte per treballar-lo utilitzant la metodologia AICLE.

In educational environments, technological adoption in the last 10 years has enabled a data-driven and decisionmaking paradigm in organizations. The integration of cloud services in schools and universities is a positive shift in the field of learning, but it also presents threats to all academic roles that need to be discussed in terms of protection, privacy, and confidentiality. Cloud storage brings the ubiquity of data to this technical transition and a delusive opportunity for cost savings. In many cases, this suggests that certain actors, beyond the control of schools and colleges, collect, handle and treat educational data on private servers and data centers. This privatization enables the manipulation of stored records, leaks, and unauthorized access. In this article, we expose the possibilities that open from the viewpoint of local technology adoption. We seek to reduce or even totally solve the detrimental effects of using cloud-based instructional and analytical technology, mixing or only using local technology. Technological methods that conform to this alternate viewpoint and new lines of study are also being suggested and created. The research that has given rise to these results has been carried out through funds from the Secretariat of Universities and Research of the Department of Business and Knowledge of the Generalitat de Catalunya and Ramon Llull University, with the project 2020-URLProj-058. Peer Reviewed Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides::16.6 - Crear unes institucions eficaces, responsables i transparents a tots els nivells Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides::16.b - Promoure i aplicar lleis i polítiques no discriminatòries en favor del desenvolupament sostenible Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides

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

A aquest treball es desenvolupa una proposta didàctica diferent, de la UF i de l'entorn virtual d'aquesta, que pretén adreçar alguns dels problemes diaris observats a l'aula durant el Pràcticum. Aquests són ben coneguts pel professorat, la falta de motivació a les aules magistrals i la desigualtat de treball entre alumnes a les pràctiques grupals de taller. Emprant els recursos TIC, es realitza una proposta completa de planificació de la UF i s'apliquen i analitzen a l'aula algunes de les activitats dissenyades.

El present treball de fi de grau, consisteix en el desenvolupament d'un chatbot que permeti als estudiants tenir una eina on poder resoldre els seus dubtes relacionats amb les assignatures que estan cursant i alhora també permetrà al docent donar resposta immediata a aquelles preguntes típiques que els alumnes solen tenir en el transcurs de l'assignatura. Com es veurà en el transcurs del treball, el principal objectiu és dur a terme la realització d'un prototip de programari que permeti als alumnes formular les preguntes sobre el temari d'una assignatura i el chatbot els hi donarà les respostes que el docent ha definit. Per tant, s'anirà generant una base de coneixement de l'assignatura que permetrà ajudar a futurs estudiants de l'assignatura. OBJECTIUS: - Construcció d'una eina que ajudi en l'estudi d'una assignatura a l'estudiant - Fer de l'Assistent virtual una eina d'ajut a la docència - Dotar del chatbot de respostes lligades amb la matèria a treballar.

A continuació el lector podrà trobar un projecte que parteix d'un objectiu clar, crear una "Setmana de la Tecnologia" on es pugui veure aquesta des de tots els angles possibles. La tecnologia està present en cadascun dels aspectes del desenvolupament humà i és possiblement la única assignatura capaç d'unir-les a totes. En aquest projecte es podrà veure com la motivació, el treball cooperatiu i el desenvolupament amb ètica són elements clau per a l'aprenentatge.

The academic performance of our students is being presented as a permanent challenge for the academy due to its complex directly associated with the results of learning. So then, it originates the question: do academics' methodological innovation efforts impact academic performance? To answer this question, we present the results taken from these innovations applied to a Commercial Engineering course at Universidad de Antofagasta. Considering an universe of 251 students in a 4-year time horizon (2018-2021). It is proposed a teaching plann with digital resources for leraning and centered in students increasing the interaction with resources and with peers. The goal of the innovation is to improve the average grade point average by at least 5% and the failure rate (will decrease) by at least 15%. The innovation in the subject has increased the percentage of approved and the participation in lessons.

The ongoing digitalisation of the learning processes has both opportunities and obstacles for the educational attaintment of students in STEM subjects. In this paper, we summarise student experiences with digitalisation during the COVID-19 pandemic and provide recommendations for how to improve teaching methods os STEM education. The research was conducted through focus groups in a workshop format at 15 European STEM universities across 8 different countries obtaining 147 responses from students. This paper also aims to analyse how the digital competency of both students and professors has been impacting the effectivenessof new teaching methods and education tools during online classes since the start of the pandemic. Students have a variety of needs, with some students preferring the flexibility and anonymity online work gives them, while others thrive better when they are face to face with instructors and dislike the limitations that exist in virtual communication. In addition, we looked at how students view changes in the evaluation of projects and tests that have occcurred to prevent cheating. The results show the relevance of digital education and which aspects of it need to be developed further. The paper further explores possible solutions for the issues identified in this research, including learning, methodological and skill development aspects. Overall, we propose hybrid classrooms where students have the choice to explore which method of learning best fits them and how professors can support them to ensure the best educational outcome.

The unprecedented situation of the COVID-19 pandemic has caused the closure of universities worldwide and has forced the transition to online learning. This exceptional context compels us to understand students' experience with online learning. Previous literature identifies relevant factors that intervene in the online education experience and can affect students' academic development. One of the main concerns is the students' mental health, given the lockdown restrictions under which classes have been conducted. Furthermore, the impact of the prolonged lockdown and the pandemic fatigue on university students and their academic experience is still unclear. This study delves into engineering undergraduate students' online education experience during the COVID-19 pandemic and its emotional impact across time. With this aim, a questionnaire was distributed to second, third, and fourth-year engineering undergraduate students at two time points, approximately six months apart. The results show significant differences in students' connection with other students and teachers, workspace conditions, and boredom between time points. Besides, the findings indicate significant correlations between academic development and quality of online classes, adaptation of the course, workspace conditions, and connection with other students and teachers, and also between students' emotions and connection with other students and teachers. Finally, the study identifies best practices carried out during online teaching that will be of value for future courses and engineering education beyond the pandemic situation, amongst which those related to effective communication with teachers stand out.

Majority of the students now have access to portable devices that can provide countless information at their fingertips through various resources such as learning games and interactive applications. These resources allow immediate communication and interaction between students and instructors. In this study we measured students’ perception of the effectiveness of using technological tools in lectures on their academic performance and their level of understanding of the course topic. Students, who have taken statistics courses at the University of Toronto completed a survey that identified variables connected to their perception of using technology in class and the ways in which, in turn, their learning experiences were enhanced. The results of the survey showed that a significant portion of students perceived that they gained a deeper level of understanding of lecture contents when technology was used in class. Thus, based on the results of our study, we recommend that instructors take advantage of using technology in their class in order to create a more immersive learning environment for their students than using traditional instructional methods

Aquest treball planteja l'aprofitament d''una nova oportunitat que s'ha obert d'ençà que les tecnologies de les comunicacions i els telèfons intel·ligents han entrat a les aules. En comptes de convertir el telèfon en un enemic, aquest treball exposa una proposta tecnològica que uneixi a professors i alumnes en la tasca avaluativa. El treball és una proposta d'aplicació per a telèfons intel·ligents que permet que es duguin a terme autoavaluacions i coavaluacions en el si de l'educació. Es plantejen les mecàniques més utilitzades, se n'estudien els avantatges pedagòcics i es programa una eina amb l'ajuda d'App Inventor que permet als docents crear diferents modalitats d'avaluació i compartir-les amb els alumnes que, des del seu dispositiu, poden avaluar-se a ells mateixos i als seus companys. També s'estudien dues propostes disponibles en el moment d'elaboració del treball fent-ne una extracció de les mancances i establir-les com a marca de distinció per al disseny de la pròpia. L'aplicació es desplega com un prototip conceptual, sense arribar a completar totes les seves funcionalitats però si servint com a model base per desenvolupar en un futur una proposta professional.

En aquest treball s'ha fet una recerca del panorama actual en l'aplicació de videojocs a les aules com a mitjà per fer activitats del currículum educatiu mostrant diversos exemples d'aquestes aplicacions. D'altra banda, s'han dissenyat 4 activitats per a dur a terme en l'assignatura de tecnologia tractant diferents parts del currículum. Per aquestes activitats s'utilitzen els videojocs de Minecraft, Besiege i Poly Bridge 2, els quals tracten les unitats didàctiques d'habitatge, màquines i mecanismes simples, control i automatització i estructures. Aprofitant que s'empren els videojocs com a recurs, es fa ús de la originalitat i creativitat de l'alumnat, ja que en cada una de les activitats no es guia a l'alumnat sinó que se li proposa un objectiu a aconseguir podent arribar-hi de moltes maneres diferents.

Actualmente, la Realidad Aumentada es una tecnología que viene siendo utilizada ampliamente en ámbito educativo y su empleo se está consolidando progresivamente. Sin embargo, muchos de los recursos aplicados en el aula no han sido concebidos específicamente para la enseñanza, o para un encaje curricular determinado. Por ello, suele ser tarea del profesor la elaboración de propuestas didácticas concretas que integren estos recursos con el material educativo del curso. Con el objetivo de ayudar a los profesores de Enseñanza Secundaria Obligatoria (ESO) en esta tarea, el presente trabajo pretende llevar a cabo una valoración de la idoneidad de la herramienta de Realidad Aumentada Merge Cube como recurso didáctico en el aula de Tecnología. En concreto, se analizará su aplicabilidad para la unidad Máquinas y mecanismos de la materia de Tecnología y digitalización de la LOMLOE, para tercero de ESO.

El present treball estableix unes pautes de disseny i creació de material audiovisual propi per treballar a l'espai individual dintre del model d'aula inversa o Flipped Classroom. Degut a la manca de treballs fi de màster previs que es focalitzin a la fase prèvia a l'aula, és necessari dur a terme una investigació per guiar a qualsevol docent interessat en crear vídeos de qualitat per als seus alumnes. S'ha realitzat un estudi per determinar quins elements fonamentals ha de necessàriament complir un vídeo flipped que sigui considerat motivador i fomenti l'estudi previ, clau per a l'èxit del model d'aula inversa. En aquest sentit, la figura dels Edutubers, com a experts en la creació de material instructiu propi, ha estat de gran ajuda. La investigació s'ha dividit en dues fases. A la primera part, s'ha elaborat un estudi sobre les característiques de diferents canals educatius amb gran nombre de subscriptors i una enquesta posterior als seus creadors per determinar la clau del seu èxit. A la segona part, s'ha plantejat una guia de disseny i s'ha creat un vídeo instructiu, el qual ha estat projectat a un CFGS. A continuació, s'han recollit les impressions de l'alumnat on s'ha obtingut un alt grau de satisfacció amb el material audiovisual creat, un 90% dels alumnes recomanarien el vídeo a un company d'un curs similar. Futures investigacions hauran de confirmar la validesa de les conclusions d'aquest treball en altres cicles formatius de grau superior i mitjà.

This paper investigated the extent to which senior high school students who typified the profile of the Arab Digital Generation (ADG) engaged with technology while outside the school. Data was collected using a questionnaire that measured the extent of the students’ engagement with digital technologies and their perceived media literacy. The results showed that the students had a lower frequency of engagement with digital devices for advanced purposes. Moreover, the results on the ADG and their media use patterns reflect an age characterized the generational change of technological practices and the dynamic stream of technological innovation that has occurred during the digital revolution. Given technology’s established position in the lives of the ADG, knowledge on the extent of technology use and the potential social and psychological implications of plasticity can and should be harnessed to stimulate greater positive engagement of the students in a digital economy and by extension, the entirety of the UAE society.

In intelligent e-learning systems that adapt a learning and teaching process to student knowledge, it is important to adapt the system as quickly as possible. However, adaptation is not possible until the student model is initialized. In this paper, a new approach to student model initialization using domain knowledge representative subset is described. The approach defines which concepts from domain knowledge should be included in the initial test so the system can make conclusions about what students truly know about domain knowledge. This representative subset of domain knowledge is defined using non-semantic mathematical approach based on graph theory. The initial test, created over a domain knowledge representative subset, guarantees encompassing all concepts that are relevant to domain knowledge. A two-level case study is conducted on what would be the representative subset of one selected domain knowledge. It compares semantically selected domain knowledge representative subsets (semantical analysis was done by domain area experts) to a non-semantical, mathematically selected domain knowledge representative subset. The results of the case study show that problems of inequality of semantically selected domain knowledge representative subsets are easily overcome using the presented approach.

The use of simulation tools has been widely used to learn something. Simulation tools have the advantage of imitating a process similar to the actual situation. But there are only a few researches that examine the students' engagement in using simulation tools in the learning process so that it affects the student learning outcomes. This research aims to analyze the factors of GUI simulation as learning media for learning signal coding technique based. PLS-SEM method was used to investigate the impact and the relationship of factors of GUI simulation such as easiness of use, media attractiveness and learning content toward learning outcome. The results showed that the learning content factor gave a large and significant contribution toward learning outcomes, while easiness of use and media attractiveness made a small contribution to the learning outcome

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.

La creixent digitalització de la nostra societat fa que les competències digitals hagin esdevingut competències clau dels ciutadans. L'avaluació i la formació de la competència digital en l'estudi de cicles de formació professional no ha estat pràcticament tractada específicament ni per la recerca ni per les administracions educatives. En el present treball s'analitzen unes dades de competència digital d'estudiants de cicles formatius d'un centre, s'intenta aportar millora en l'avaluació, amb una proposta de qüestionari nou i adaptat al marc europeu DIGCOMP, es fa un primer estudi de l'evolució de l'alumnat del centre al llarg del temps i es proposen àrees de millora per a la formació d'aquesta competència digital específicament al centre.

Aquest treball final de màster desenvolupa el material necessari per poder dur a terme una unitat didàctica ludificada a l'assignatura de Tecnologia (preferiblement a 2n d'ESO). Es tracta d'una unitat relacionada amb el disseny i la impressió 3D on la ludificació ha de permetre augmentar la motivació de l'alumnat en l'assignatura de tecnologia. Està concebuda com una unitat independent per dur-la a la pràctica en aquell moment del curs on el professorat vegi convenient aportar aquest extra de motivació a l'aula (no es necessiten uns coneixements previs específics). En la primera part del treball s'analitza l'estat de l'art sobre la ludificació i com cal aplicar-la a l'aula. També s'identifiquen les eines que actualment els docents tenen disponibles. En la segona es crea la unitat didàctica pròpiament dita i es presenta el material per a ludificar les 8 sessions d'una hora de durada en les que s'han estructurat les activitats. La plataforma MyClassGame és l'eix vertebrador de la ludificació: permet atorgar insígnies (simulant un joc de rol) cada vegada que l'estudiantat arribi a aconseguir un dels reptes (completant proves i/o presentacions). En la part final del treball, es donen indicacions pels docents que vulguin poder aplicar el material desenvolupat. Aquest treball s'ha pensat perquè la unitat didàctica la puguin dur a la pràctica professors no experimentats en ludificació ni en impressió 3D.

This project collects a process of decision making at Innovamat, an EdTech company from Barcelona. The company leverages data to improve its product and ensure customer success. The amount of data collected by Innovamat is constantly increasing. Therefore, the processes (data workflows) moving data in and out from the Data warehouse are increasing in number and getting more complex. Innovamat is facing a problem at controlling, orchestrating, and optimizing the data workflows, resulting in a lot of time and effort lost in activities that don’t add value to the company. The core of this project follows a technical process of decision making to find a specific solution for the case of Innovamat. The goal is to choose the best workflow orchestrator tool for the company, from a broad market landscape. Extended research is done to compare different tools based on criteria previously defined in line with the current needs. Afterwards, Apache Airflow (the chosen tool) is adopted locally, to implement one of the current workflows and test whether the tool can solve the current situation. At the end of the project, Apache Airflow is accepted to be a potential solution for Innovamat and opens the way to its implementation

En este trabajo final de Máster se desarrolla un estudio preliminar del impacto que vídeos divulgativos breves pueden ofrecer como apoyo o introducción a una clase de Educación Secundaria o Formación Profesional. En primer lugar, se comparan los hábitos de consumo audiovisual entre un grupo de Formación Profesional y otro de Bachillerato. Se aprecia un empleo de vídeos educativos significativamente superior en este último grupo, a pesar de que su consumo audiovisual global es menor. A continuación, se diseña una actividad de aula cuyo aprendizaje es evaluado al finalizar la sesión. Con anterioridad a esta actividad, la mitad de los alumnos visiona un vídeo divulgativo propuesto por el docente, mientras que la otra mitad actúa como grupo control. Al finalizar la sesión, todos los alumnos responden un cuestionario centrado en la información expuesta por el docente, de forma que el contenido del vídeo no es una ventaja directa. Se observa que el aprendizaje mostrado por los alumnos que visionan el vídeo es mayor que la del grupo control, si bien la significancia del resultado está limitada por el tamaño de la muestra. Los resultados positivos de este trabajo animan a extender el estudio a un grupo mayor, así como analizar su eficacia en otros cursos y unidades formativas.

The use of “digital tools” have usually played an important role in the transformation to “emergency remote teaching” during the pandemic. However, even before the pandemic there has been a strong pressure that education should become more “digital”. Nevertheless, we see several problems associated with the present discourse related to “digitalisation” of education. 1) It often unclear what is meant with “digital education”, 2) very narrow view of “digital tools” too mainly be tools for information and communication neglecting other uses of digital technology, 3) unbalanced focus on “digital tools” there other tools are either neglected or seen as inherently inferior and “old-fashioned”, 4) conflation between “digital” and “distance”, 5) adherence to either a technological determinism or a pedagogical determinism (technology is a neutral tool). Engineering students’ courses of action have been videorecorded in design projects and in electronics labs at two universities. It can bee seen that students’ use a wealth of bodily-material resources that are an integral and seamless part of students’ interactions. They use bodily resources, concrete materials, “low-tech” inscriptions as well as “high-tech” (“digital”) inscription devices. Our results challenge that by hand – by computer and analogue tools – digital tools should be seen as dichotomies. Our empirical evidence suggests that students should be trained to not only be trained to work with “digital” tools but with a multitude of tools and resources. We, thus, advocate that a postdigital perspective should be taken in education where the digital makes up part of an integrated totality.

En este Trabajo Fin de Máster se presenta un análisis de la situación actual de los MOOC (Massive Online Open Courses), también conocidos como "Cursos en línea masivos y abiertos", y su posible aplicación como recurso para Formación Profesional. El trabajo se enfoca hacia un nuevo paradigma educativo, donde priman las metodologías activas como base para un conocimiento duradero, y las técnicas de gamificación y aprendizaje colaborativo, con el objetivo de conseguir mayor atención del alumnado. Se presenta una propuesta metodológica y evaluativa actual, fundamentada en la aplicación de los MOOC como fuente de información, atendiendo a los contenidos y resultados de aprendizaje del Módulo Profesional 8 "Elementos de sistemas de telecomunicaciones", perteneciente al Ciclo Formativo de Grado Superior de Sistemas de telecomunicaciones e informáticos.

Frente a lo que significa la estimulación infantil dentro de los procesos educativos y de cómo esta logra influir en la mejora de la educación, se remarca el aumento de la influencia que ha tenido la tecnología dentro de la educación, principalmente con la llegada de la pandemia por Covid 19. Es así como nace Kinder, una he- rramienta de apoyo a los procesos de estimu- lación infantil en la etapa preescolar. Se trata de una aplicación móvil, que cuenta con información sobre la estimulación dirigida a los padres de familia y también con diferentes actividades que permitan potenciar la estimu- lación infantil. Estas se encuentran conforma- das por juegos interactivos con la aplicación, así como con actividades para hacer en casa con materiales que sean de fácil alcance. Teniendo como referencia opiniones y el cono- cimiento de docentes de grados preescolar, se busca construir un proyecto que permita crear un espacio de interacción entre padres e hijos en torno a los procesos de educación, así como también involucrar de una manera más atrac- tiva a los padres dentro del desarrollo infantil.

L'aula invertida (AI) o flipped classroom és un model educatiu en què les activitats que tradicionalment es duen a terme a l'aula, com la presentació de continguts, es converteixen en activitats a fer a casa, mentre que les activitats que normalment es desenvolupen a casa passen a fer-se a la classe. En la classe invertida el professor passa del rol de transmissor de coneixement a un rol de guia i orientador, acompanyant a l'alumne en el seu procés d'aprenentatge. Aleshores, metre el contingut s'imparteix de manera asíncrona en format digital, les classes es dediquen a orientar l'alumne, proposar problemes i resoldre dubtes. Aquesta és una metodologia activa basada en l'alumne, que pretén incrementar l'interès i motivació de l'alumne així com també potenciar el seu aprenentatge. Alhora, permet que cada alumne construeixi coneixement de manera flexible seguint el seu ritme. Les noves tecnologies d'aprenentatge i coneixement (TAC) que es troben en contínua expansió i desenvolupament, proveeixen un ampli ventall de possibilitats per al disseny i aplicació de noves metodologies pedagògiques tals com el model d'aula invertida. Els objectius d'aquest treball són els de dissenyar i aplicar un model d'aula invertida utilitzant eines digitals per a un grup de formació professional del cicle formatiu de grau mitjà d'operacions de laboratori a mode de potenciar-ne l'autonomia, la motivació així com millorar els resultats acadèmics.

The online teaching support platform was changed by the Universitat Politècnica de Catalunya in 2004. Moodle, an open source software, was used in place of the prior proprietary software. The population's confinement at home owing to the COVID-19 pandemic in 2020 was a stress test for the whole university community, particularly those responsible for providing support for the online teaching support platform. Concerns about possible scalability challenges with the quiz functionality during the examination period arose as a result of the increased activity and the prospect of the generalization of online assessment. The solution included deploying a high-performance version of the Moodle Quiz Module As A Service (SaaS) to plug-and-play within the university's LMS without relying on internal resources using Moodle's IMS LTI interoperability features. This study aims at analyzing the solution, which included a systems strategy, private cloud operations, internal communication, and teacher training, that allowed the university course to be assessed in a confined space.

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

El present treball de fi de màster és un projecte personal que s'endinsa en el món de la formació professional de grau superior en l'àmbit de l'aeronàutica, per entendre el seu context actual i proposar recursos tecnològics i didàctics que ajudin a millorar el rendiment i la motivació de l'alumnat. Primerament, es realitza un recorregut per les titulacions existents i la normativa a la que estan sotmesos aquests estudis, amb un focus al territori català. Seguidament, es mostra una selecció d'eines TIC que poden ser interessants per a millorar el procés d'ensenyament i aprenentatge i es proposen exemples d'activitats amb algunes d'aquestes eines. Tot això, basat en la hipòtesi de que als cicles formatius de grau superior en l'àmbit de l'aeronàutica es poden incorporar les eines TIC, tenint en compte la peculiaritat d'aquests estudis. Finalment, es contrasta l'adequació de les activitats i les eines TIC proposades amb el coordinador dels cicles formatius de manteniment aeronàutic al centre referent a nivell de Catalunya.

Most educational software programs use and gather personal information and metadata from students. Additionally, most of the educational software programs are no longer operated by the learning institutions but are run by third-party agencies. This means that in the decade since 2020, information about students is stored and handled outside premises and control of learning institutions. The personal information about students and their activity while they interact with learning management systems and online learning tools is increasingly in custody of cloud computing platforms, software-as-a-service providers, and learning tool vendors. There is an increasing will to use all the data and metadata from the activity of the students for research, to develop education management strategies, pedagogy approaches, and develop behavior control tools or learning tools informed by behavior analysis from learning analytics. Many times, these studies lack the ethical and moral perspective. In addition, there is an increasing number of cases in which this information has leaked or has been used in a shady way. Additionally, this information will be around for a long time, tied to the future digital profiles of the students whose data has been leaked. This paper hypothesizes that there has been an ongoing process of technological evolution that leads to a loss of control over personal information, which makes it even more difficult to protect user confidentiality and ensuring privacy, that data surveillance has entered the world of education, and that the current legal frameworks are not enough to really protect the student’s personal information. The paper analyzes how this situation came to pass, and why this is wrong. We conclude with some proposals to address it from its different root dimensions: technical, cultural, legal, and organizational.

The higher education sector in Lebanon has undergone significant changes in the past twenty years, with a rapid increase in the number of higher education institutions that differ greatly in their missions, methodologies, and regulations. One of the remarkable differences between higher education institutions (HEI) in Lebanon is their vision and adaptation of technology into their institutions, with the lack of any government rules that guide HEIs to proper technology implementation strategies. While some institutions use international standards and models for quality assurance and management as a base for technology integration, others implement their own strategies of choosing and applying the technologies they deem appropriate. In this paper, we study the effect of technology adaptation strategies on HEIs in Lebanon, and propose a model for technology integration in higher education, based on the current needs and status of the Lebanese higher education system. We build our model on the goals of achieving and assuring high quality in the pedagogy, business, and technology sectors in the HEI.

It is evident that the society in which we live will demand more and more qualified and specialized positions in the different branches of engineering. Now we are in a highly digitized world in which information is continuously transmitted through data communication networks with the expectation of security and confidentiality. Students who are in their last year at high school face the problem of deciding their professional future. Therefore, there is a wide field of research for them in cryptographic techniques. In this work we have developed, together with a group of high school students, a cryptographic algorithm with substitution and transposition techniques as described by Feistel (1973) in order to create a more comprehensive knowledge about what they have been studying in their ICT subjects. In most cases the teaching methods are based on the teachers' own vision, as well as on the absence of knowledge of alternative methods and/or the impossibility of applying them physically in the classroom. With the active and cooperative methodology put forward in this work, objectives such as hard work, autonomous and collaborative learning and the exchange of knowledge have been absolutely fulfilled. Achieving them requires replacing traditional methods so that the student can adapt to new work challenges. A group of students, only three of whom finished, were voluntarily provided with the mentoring service in which the algorithm was designed. As a result, we were able to program in Python as a final project a symmetrical character-level encryption algorithm we've referred to as Azrael. Our findings indicate a demand for future endeavours to take into account the need for more projectbased work in ICT classrooms. The exchange of ideas between teacher and students has been the driven force behind the success of this activity

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

El present treball de final de màster pretén fer una proposta de projectes a realitzar als alumnes de cicles formatius de grau mitjà i superior en el nou mòdul professional de digitalització. La proposta vol oferir un vessant més pràctic als continguts que apareixen en el nou currículum, que té com a objectiu l'aplicació de la digitalització en els sectors productius com un element transformador. La raó de ser és precisament que els alumnes siguin capaços de comprendre i conèixer les bases de la digitalització. Un cop identificades les tecnologies que sostenen la indústria 4.0 s'elaborarà una anàlisi dels diferents plans que el Departament d'Educació porta a terme per potenciar les habilitats digitals entre els seus estudiants. Tot i axó podrem observar que fora dels estudis obligatoris no hi ha cap acció ni guia especifica per part del Departament cap aquells centres i professorat que realitza cicles formatius.

Degut a les restriccions que els governs van haver d'aplicar per aturar l'expansió de la COVID-19 i minimitzar la situació d'emergència, la majoria de centres educatius van haver de tancar les seves portes i canviar les seves metodologies d'ensenyament-aprenentatge cara a cara a mètodes online. Cada centre educatiu va treballar en l'aplicació dels millors mètodes possibles, tenint en compte les seves necessitats i recursos, intentat de minimitzar l'impacte sobre els estudiants i els processos d'ensenyament-aprenentatge. Per assolir aquests objectius, les tecnologies de la informació i la comunicació van esdevenir essencials per poder continuar amb aquestes tasques educatives. El present treball pretén fer un estudi sobre les diferents metodologies, pràctiques i eines que molts docents han hagut d'utilitzar i adaptar a les circumstàncies provocades per la situació de pandèmia, i que un cop tornem a una situació de normalitat puguin resultar útils per al nostre dia a dia com a docents i per millorar el procés d'aprenentatge dels alumnes. Because of the restrictions, governments had to apply to stop the spread of COVID-19 and minimize the emergency situation, most of the education centers needed to close their doors and to change their face-to face teaching and learning processes to online methods. Every educational center worked on the application of the best method according to their needs and resources, trying to minimize the impact on students and the teaching-learning process and ICT became essential to continue with the educational task. The current work tries to study different methodologies, practices and tools that many teachers needed to use and to adapt to the circumstances caused because of the pandemic, and how these tools would be useful for teachers and school’s day-to-day to improve teaching-learning processes.

La pandèmia de la COVID-19 ha ocasionat el tancament d’universitats i la transició sobtada a l’aprenentatge a distància. Aquest context genera la necessitat d’entendre com ha estat l’experiència de l’estudiantat durant les classes en línia en la situació d’emergència sanitària. Aquest estudi té com a objectiu avaluar l’experiència de l’educació a distància durant la pandèmia de la COVID-19 mitjançant una enquesta anònima a 122 estudiants de segon, tercer i quart curs del Grau en Disseny Industrial i Desenvolupament del Producte de l’Escola Superior d’Enginyeries Industrial, Aeroespacial i Audiovisual de Terrassa (ESEIAAT). Els resultats mostren que el 58,2% de l’estudiantat ha disposat d’un espai d’estudi adequat malgrat que molts han experimentat problemes informàtics o de connexió a internet. Per altra banda, la percepció general és que les classes s’han adaptat correctament a la docència en línia, tot i que el 69,7% pensen que ha augmentat el temps dedicat a les assignatures. La resposta que ha tingut la universitat i el professorat envers la crisi sanitària es valora positivament per part dels i les estudiants. Finalment, l’estudi identifica bones pràctiques que seran de valor per la docència a distància, més enllà de la pandèmia

The introduction of the computer into the educational process is a fact. The educational use of new technologies creates a new, more appealing and enjoyable learning environment. The introduction of new technologies into school differentiates the role of the professor by giving him/her a guiding character in a process of experiential approach to knowledge. In the present paper a proposal for the teaching of the chemistry module “Simple Colloids” is presented, with the contribution of video recorded educational experiments. Complete experiments on the subject of “Simple Colloids” and their properties are presented, aiming at familiarizing students with this theory.