Gender mainstreaming in engineering education

The invited keynote “Gender mainstreaming in Engineering Education” was held in SEFI Annual Conference on September 21, 2022, in Barcelona (Spain). The goal is present the need to improve the education for quality in the Engineering scope. The experiences are based on the work done in W-STEM ERASMUS + Capacity-building in Higher Education European Project (Ref. 598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP) and CreaSTEAM ERASMUS + project (Ref. 2020-1-ES01-KA201-082601).The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Here You Have To Be Mixing: Collaborative learning on an engineering program in Ireland as experienced by a group of young Middle Eastern women

This research project uses grounded theory to analyze interviews conducted with eight women from Oman and Kuwait. Members of the sample group were studying together at an institute of technology in Dublin, Ireland. The paper reports patterns in 15 interviews collected in the years 2014, 2015, 2016, and 2017 to provide a longitudinal overview of the experience of the learners. During the coding process, three major themes emerged having to do with the experience of learning with others and/or learning in groups. The first theme involved communication within the group and the group\u27s approaches to working together. The second identified specific emotions experienced during group work and motivations participants described having felt. The third centred on learning to navigate diversity, particularly with regard to ethnicity and gender. These three themes underpin recommendations from the authors, intended to assist educators in effectively communicating with diverse student groups

Towards the development of learner autonomy of Portuguese mechanical engineering students

At the turn of the XXI century, the Bologna Process reinforced the importance of learner autonomy, advocating the adoption of a student-centered paradigm, and placing on the student the responsibility of actively participating in the definition and construction of its educational process. Learner autonomy, as an ability to be responsible for one's own learning and, having this ability, make full use of it, learning in a self-directed manner, has been identified as one of the goals of higher education and as a condition for effective learning. This research aims to identify relationships between learning autonomy and the progression in the studies cycle of Portuguese mechanical engineering students, and by doing so, help to facilitate the adoption of a student-centered learning paradigm. The results show that the development of learner autonomy is not linear and decreases in the 2nd curricular year (studies cycle with three years), meaning that these students will need activities that adequately support their learning.info:eu-repo/semantics/publishedVersio

RoboSTEAM Project Systematic Mapping: Challenge Based Learning and Robotics

STEAM Education is nowadays a key element for our current digital society. Integrating STEAM and developing competences such as Computational Thinking is highly demanded by the industry and higher education institutions. In order to do so new methodological approaches are required. RoboSTEAM project is an Erasmus+ project defined to address these topics by using of physical devices and robotics employing Challenge Based Learning methodology. One of the first steps in the project development is the definition of current landscape in the research field. Which means to carry out a literature mapping that considers previous applications of Challenge Based Learning in STEAM education and use of robots and physical devices to do so. This paper shows the mapping review process and the main results obtained. The mapping analyze 242 candidate works from the most relevant bibliographic sources and selected 54. Form them it was possible to see that there are not many initiatives on STEM Education related to Challenge base learning and the most of them are specially focused on the application of specific tools and in the development of concrete competences

Strategies to introduce gender perspective in Engineering studies: a proposal based on selfdiagnosis.

Gender inequality in STEM careers is a global problem and avoid bias in education can be a solution. This paper presents a framework for inclusion of gender perspective in engineering courses. The methodology followed in its design was divided into two phases: the developed of different educational innovation projects and a co-creation workshop. Several instruments have been created and validated, such as questionnaires, canvas model and rubrics. The framework includes elements such as the self-diagnosis and redefinition of curriculum, contents and practices, specific learning outcomes and gender and sex balanced methods and learning environments for equity

Entrepreneurship education: the effects of challenge-based learning on the entrepreneurial mindset of university students

The aim of this paper is to investigate the implications of Challenge-Based Learning programs on entrepreneurial skills, and on the mindset and intentions of university students, through a quantitative approach. Resorting to an original database, we analyzed the pre-and post-levels of entrepreneurial skills, mindset and intention of 127 students who attended a Challenge-Based Learning program. Results show a positive and significant effect of Challenge-Based Learning programs on the entrepreneurial mindset and skills—that is, financial literacy, creativity, and planning—of the students

C4 model in a Software Engineering subject to ease the comprehension of UML and the software development process

Software engineering provides the competences and skills to design and develop robust, secure and efficient applications that solve real problems. Students have to develop their abstract thinking to find solutions taking into account not only technical development, but economic and social impact. In previous years, different changes have been introduced in the teaching methods with significant outcomes. However, students are still facing difficulties with one of the core contents of the subject, UML. For this reason, the present work aims to introduce C4 model as a complement of the existing UML diagrams. This proposal uses the two first levels of the C4 model to complement the requirements elicitation process, traditionally based only on use cases, to let students start the design of their systems without going into greater technical details

B-LEARNING AND MOODLE AS A STRATEGY IN UNIVERSITY EDUCATION: LATIN AMERICA CASE BY 2017-2022

A documentary review was carried out on the production and publication of research papers concerning studying B-learning, Higher Education, and Moodle as a strategy in university education. The purpose of the bibliometric analysis proposed in this paper was to know the main characteristics of the volume of publications registered in the Scopus database during the period 2017-2022 and to identify the current situation in Ecuadorian institutions regarding the study of the variables mentioned above, achieving the identification of 78 publications in total. The information provided by the said platform was organized employing graphs and figures categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that Spain, with 28 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions of that nation. The area of knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of B-learning, Higher Education, Moodle as a strategy in university education was Social Sciences with 41 published documents, and the type of publication that was most used during the period mentioned above was the journal article, representing 56% of the total scientific production

El uso de metodologías ágiles en el aula como medio para fomentar la diversidad en contextos de ingeniería. Caso de estudio en el Grado de Ingeniería Informática

Memoria ID-011. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2019-2020

Easiness, usefulness and intention to use a MOOC in nursing

Background: The growing ageing population and the increasing prevalence of non-communicable diseases call for innovation and healthcare mastered professional skills. Emerging digital learning contents envisioning to complement education, lifelong learning and in-service training. The use of digital platforms allows nurses to access contents in several formats, enabling the required pedagogical autonomy and personal time management. This allows nurses to enrol in education wherever accessible, reducing personal and professional costs and ensuring high-quality standards. Objectives: To assess students and nurses’ easiness, usefulness and intention to use a Massive Open Online Course (MOOC) as an educational resource to enhance self-management intervention skills in COPD patients. Methods: An exploratory, descriptive and transversal study was conducted. Participants were nursing students, registered nurses and rehabilitation nurses. A questionnaire supported by Davis Technology Acceptance Model and on the determinants of the ease-of-use perception of Venkatesh was applied. An EFA was performed and two dimensions were obtained (perceived easiness and global quality of the course and perceived usefulness and intention to use the MOOC) and groups were compared in these dimensions. Results: From the total participants (n = 93), 65.6% were nursing students, 15.1% were Portuguese nurses and 19.4% were Portuguese rehabilitation nurses. The perceived easiness and global quality score of the course were 4.70 (SD = 0.314) and the perceived usefulness and intention to use the MOOC was 4.73 (SD = 0.346). Rehabilitation nurses, who are older, scored higher than nurses and students (χ2(2, n = 93) = 8.43, p = .015, ε2 = 0.092). The dropout rate was 25%. Conclusions: The MOOC showed usefulness and nurses’ intention to use this educational resource in future education and yielded high average rates of perceived easiness and global quality. These massive courses unlock new opportunities for nursing education and to lifelong learning in nursing, enhancing safety and quality of the healthcare services in supporting patients to achieve a better quality of life.info:eu-repo/semantics/publishedVersio