Building circuits from scratch.

Este trabajo presenta una experiencia docente desarrollada en el grado en Ingeniería de Imagen y Sonido. Los estudiantes afrontan su primer contacto con el Laboratorio de Electrónica en el segundo semestre del grado. Si bien suelen cumplir con los aspectos teóricos de esta materia, suelen encontrar dificultades para llevar sus conocimientos al mundo real, es decir, para cumplir con sus tareas de laboratorio. El principal problema es que el alumnado todavía se centra en replicar resultados conocidos a priori, en lugar de comprender la configuración experimental. Romper esta dinámica es una iniciativa docente necesaria para dotar a los estudiantes de habilidades básicas de laboratorio. Para lograr este objetivo proponemos el siguiente proceso de aprendizaje: la primera tarea de laboratorio que presentamos consiste en construir sus primeros circuitos RC básicos a partir de componentes electrónicos de fabricación propia. Se guía a los estudiantes para que construyan resistencias superficiales y condensadores pintando rectángulos de grafito de diferentes tamaños con un lápiz blando. Luego, se les pide que realicen algunas tareas básicas, como caracterizar componentes y probar leyes electrónicas básicas. Así pueden tener una idea de la variabilidad experimental y pensar en diferentes factores que podrían afectar sus resultados. Como ayuda adicional, se ha grabado una colección de breves videoclips demostrativos, uno por tarea. Cada vídeo se proyecta en modo bucle en la pantalla del aula mientras los estudiantes trabajan. Durante cada sesión, los estudiantes pueden ver la demostración y relacionarla con su propia implementación. Como resultado, los estudiantes reportaron sentirse altamente motivados. Además, hemos observado un cambio positivo en la actitud de los estudiantes, hacia un desarrollo reflexivo y atento de las tareas de laboratorio. Esperamos comparar la evaluación final del semestre de este grupo con la de años anteriores.Servicio de Formación e Innovación, Universidad de Málaga bajo el proyecto PIE 22-210. Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Is a flipped learning approach suitable for part-time engineering students at tertiary level education?

In a flipped learning model, teachers shift traditional educational arrangement outside the classroom and make teacher-driven instruction to student-centered learning. Meanwhile, students are the agents of their own learning and typical lecture and homework elements of a course are reversed. Very often, flipped classrooms are designed for secondary schools and for full-time courses and programs. As there has been growing interest in incorporating flipped learning into higher education, this calls for more high quality researches to inform practitioners on the use of flipped learning in different study modes. Rarely have they been examined in tandem with part-time study mode, this paper provides information on previous research studies and outlines benefits and major challenges of flipped learning particularly for this study mode. An investigation of a part-time higher diploma engineering course at Hong Kong Institute of Vocational Education (Tuen Mun) has been conducted. It reveals the learning needs in which flipped learning approach would have benefited their studies somewhat. The results of this investigation have been used as the basis for developing the course to allow a more effective flipped style. Pedagogical implications are drawn from the analysis and the way forward

Embedding Online Based Learning Strategies Into the Engineering Technology Curriculum

Various blended learning strategies have been implemented at engineering technology programs to facilitate different learning styles and different time constraints given to faculty. Some of these efforts are related to the effective use of online tools such as online course management systems, ePortfolios, narrated presentations, web-based polling systems, tutorials and educational materials posted before the class and asynchronous learning methods. As technology changes, some of the online learning methods are getting more advanced which is enabling more innovative approaches and data compression. Various distance learning programs started with having access to videos of recorded lectures (on VHS tapes, or CDs) and further they went to use of new media which followed the use of online based strategies such as online management systems, use of social media, podcasts, and other means of communication to deliver the instruction. It became easier to share videos to a wider audiences and enable easier access to state of the art in development in new engineering areas. Accessing pre-recorded educational modules is now easier with new wireless gadgets, with widespread networking capabilities on campuses and outside the campus. In this way, students have opportunities to spend more time in interacting with faculty in class, not only in their assigned office hours. These teaching and learning methods are emphasizing a not so new educational principle, the Socratic method. This concept is especially important for universities with diverse student population which include working adult student population, students who are with the military, students who have families and all other which are non-traditional students who do not live on campus. In this paper, embedding online based learning strategies into the classroom efforts in Engineering Technology department at one midsize institution is discussed

La caza de fantasmas con Karnaugh

En el presente artículo se describe una experiencia realizada en una asignatura básica relativa al diseño con circuitos digitales. La experiencia pretende acercar al alumnado de forma entretenida mediante gamificación la resolución de un problema de diseño digital basado en sensores y actuadores, pero con una perspectiva descriptiva y de contexto divertida. Los resultados obtenidos han sido satisfactorios según la opinión del alumnado objetivo de la experiencia.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Mixing in-class and online learning: Content meta-analysis of outcomes for hybrid, blended, and flipped courses

Over the past 15 years, courses that mix face-to-face and online instructional methods, such as blended, hybrid, and flipped courses, have gained both supporters and skeptics in higher education. Studies that compare mixed courses to face-to-face or online courses have conflicting results: some find improved learning outcomes and some find no significant differences. We contend that these conflicting results are due to inconsistent or vague definitions of hybrid, blended, and flipped. To address this problem, we use the definitions from a recently proposed taxonomy to reclassify studies in the literature. After reclassification, analysis of this literature reveals two main themes that illuminate how mixed instructional methods affect learning outcomes. Courses that use mixed methods can either reduce time in class and maintain learning outcomes or maintain time in class and improve learning outcomes

Methodology based on micro-projects in DIY desktop machines for educational purposes in engineering degrees

[EN] The 21st century university has the big educational challenge of how to encourage “a will to learn” in students living in a world saturated with a huge amount of information and distractions. A needed step to keep students motivated is to update their learning environments. Herein we present a proposal with a methodology based on microprojects in DIY desktop machines (MicroP-DIY-DkM). The main idea is to consolidate students’ theoretical background using motivating microprojects in which foreign entities act as petitioners. The students will also receive a broad view of current state of manufacturing technologies. At the same time, English language and Information and Communication Technologies skills can be promoted by our methodology. We provide information about the implementation of several examples of these microprojects, which were applied in the technical subject ‘Manufacturing Technology’. The use of open source DIY-DkM offers students the possibility to understand essential principles of industrial technologies and processes. According to our surveys, students’ scores and success rate results, the methodology proposed demonstrated its convenience to be applied in technical subjects. Students showed greater motivation level and success rate than previous years using conventional methods. Limitation of the proposal and possible means of improvement are also included.Pernia-Espinoza, A.; Sanz-García, A.; Sodupe-Ortega, E.; Antoñanzas-Torres, J.; Antoñanzas-Torres, F.; Urraca-Valle, R. (2016). Methodology based on micro-projects in DIY desktop machines for educational purposes in engineering degrees. En 2nd. International conference on higher education advances (HEAD'16). Editorial Universitat Politècnica de València. 317-325. https://doi.org/10.4995/HEAD16.2015.2731OCS31732

THE EFFECT OF FLIPPED CLASSROOM MODEL APPLICATIONS ON HIGH SCHOOL STUDENTS’ CLASSROOM ENGAGEMENT AND CLASSROOM LIFE PERCEPTIONS IN TEACHING ENGLISH

This study investigated the effect of technology-enhanced flipped classroom model applications on high school students’ classroom engagement and classroom life perceptions in teaching English. In the study, pretest and posttest experiment-control group quasi-experimental design was used. The experimental group was taught using the flipped method and the control group was taught using the current conventional method. The study was conducted with 45 students attending 9th grade for 8 weeks. The data from classroom engagement inventory and classroom life perception scales were collected quantitatively. According to the findings, there was a significant difference in terms of classroom engagement levels. When the classroom engagement inventory sub-dimensions were examined, significant differences were found in the experimental group in terms of cognitive engagement and affective engagement sub-dimensions. However, there was not a significant difference between the two groups in terms of behavioral engagement–compliance, behavioral engagement-effortful classroom participation and disengagement sub-dimensions. On the other hand, there was a significant difference in terms of classroom life perception levels. When the classroom life perception scale sub-dimensions were examined, significant differences were found in the experimental group in terms of student feelings related to the classroom environment and student feelings related to the teacher sub-dimensions. However, there was not a significant difference between the two groups in terms of student feelings related to other students sub-dimension.&nbsp

Flipped Classroom as Blended Learning in a Fluid Mechanics Course in Engineering Technology

Flipped classroom has gained attention in recent years as a teaching method in which the time allocated for introducing new concepts and the time used for practicing them are inverted, in order to provide more time for problem based learning and class interaction under direct supervision of the instructor. The implementation of this teaching method is comprised of two main components, the pre-class activities, which consist of individual student work and are largely based on pre-recorded videos, and in-class activities, which are group activities supervised by the instructor. This paper discusses the implementation of the flipped classroom method in a Fluid Mechanics course in an Engineering Technology program at a midsize university. The study presented was conducted over four consecutive semesters, the data representing four different groups of students. In the study presented, an important percentage of the students took the course in an online setting, either synchronous or asynchronous mode, which created an atypical situation compared to other implementations of flipped classroom method presented in the literature. It was found that the length or the format of the pre-recorded videos were not critical factors in determining the students to review them before the class. The unconventional setting of the class, including both in class and online students, required originality in handling the in-class activities. The best approach was to delegate students to lead the group discussions associated with solving the problems, while the instructor acted as an observer when the discussions were constructive and as a guide when the solution was getting out of rail or when the students were struggling. A survey was distributed to the students at the end of the course as a post-class activity, concluding the implementation considered in the study. The results of the survey showed that the students were satisfied with the teaching method and found it important in their learning process

A Comparison Of Delivery Formats To Encourage Student-Centered Learning In A Power Engineering Technology Course

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped courses: one using video lectures and one using a media-enhanced electronic textbook. The authors compared courses in the areas of 1) student performance on multiple choice and numerical analysis problems, 2) students’ perceptions of course delivery format and satisfaction with the course and instructor, and 3) technical content coverage. Results show little difference in student achievement between the course formats, strong negative reactions by students to unfamiliar instructional methods, and little difference in content coverage. The authors believe that the outcomes of this study can be attributed to the benefits of small class sizes (n<12), which naturally enable active learning to be utilized without the need for rigid and formal course structure

Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class

This paper describes the application of formative assessment methods in a flipped freshman engineering circuits course. This student-centered approach provided value for the instructor seeking to improve the learning environment and content in real-time, and for the students who actively participated in the process of course improvement. Three types of assessment were used in this course: online formative course feedback every three weeks; weekly ‘muddiest point’ content feedback; and midterm exam scores. Data were assessed using a mixed-methods approach. The formative feedback from this course provided information on how students perceived the flipped classroom and how those perceptions changed across the semester. This approach provided a low-effort strategy for incorporating the student voice for teaching and learning improvement. Although the intended assessment outcome was real-time improvement of the course, an unintended outcome of incorporating student voices and reflection during the course process was realized. Student acceptance of the flipped class increased as the semester progressed, and they placed high value on in-class active learning, the ability to re-visit the online lectures, and having a professor who valued their feedback and suggestions for course improvement. The majority of students also faced time management challenges that extended beyond this specific class