Elaboration of rubrics for the evaluation by competences of Physics in the University

The competency-based educational model, that initiated at the beginning of the XXI century plays a very important role during the teaching-learning process in higher education institutions, it establishes that for the development of the human being education must be integral. Competency-based education is oriented towards an evaluation model linked to student training, in order to foster the development of skills and abilities to identify, project, solve problems and make decisions. In addition, it promotes the pursuit of meaningful learning and fosters collaborative work. In this context, the rubrics of competency evaluation appeared as a tool that allows obtaining evidence of the acquisition of competences and application of knowledge outside the classroom. This implies a change in the university’s scenario, both for teachers and for students, as there are new roles and tasks to achieve learning based on generic and specific competencies. In this work we present a proposal of rubrics for the evaluation by Physics Competences in the university field, specifically, to evaluate the development of laboratory practices. Also, we want to introduce new assessment methods and identify opportunities to develop skills and evaluate learning through indicators of progress. In this first phase we have designed a laboratory practice, and we have developed the evaluation rubric applied to students of Physical Foundations of Informatics in the Degree of Computer Engineering of the Higher Polytechnic School of the University of Castilla -La Mancha (UCLM), located on the university campus of Albacete

Improving the Power Electronics Laboratory teaching/learning process: an interactive web tool

European Higher Education Area; Power Electronics Laboratory; educational methods Resumen: The forthcoming European Higher Education Area implies an important change in the teaching/learning process: it is necessary to get students more involved as well as to promote their independence and active participation. To achieve this objective, the new teaching methodologies aimed at more effective and appropriate learning for professional practice involve the use of audiovisual, computer and multimedia tools on the part of lecturers. Therefore, a web tool, based on a content management system, has been developed for the teaching in Power Electronics Laboratory. Moreover, the use of these multimedia tools makes possible to promote the students independence. Finally, the use of this web tool results in a very significant increase in the motivation students.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Study of Video Annotations In External Practices Of University Learning

The digital video as code and learning technology has extensive scientific literature (Bartolome, 1997; Aguaded and Sánchez, 2008). However, the increase of digital video services on the Internet has facilitated and increased the use of video for education. With a recent important increase of videos as contained in the MOOC (Massive Open Online Course). This context has also created the expansion of educational practices based on models for collaborative learning and mediated by technology (Computer Supported Learning collaborative -CSCL-). The study of these practices is proving to be effective for teachers in service and initial training practices if it is analyzed collectively (Hosack, Br tools, 2010;. Picci, Calvani, & Bonaiuti, 2012; Etscheidt & Curran, 2012; Ingram , 2014). There is interest in literature reviews on the reflective capabilities with the use of video for initial teacher training (Orland-Barak & Rachamim, 2009; Rich and Hannafin 2009; Rich & Trip, 2011) to which we expand in (Wallet, Cebrian & Desenne, 2015). This work is part of a research project in progress [1] which aims to implement a federated portfolio model of multimedia evidences. This model uses a digital portfolio (from now on we will call ePortfolios) with three different federated tools (1. Digital rubric or eRubric, 2. Webquest and 3. Open Video Annotations -Ova-) created by our research and development group Gtea [2 ]. The OVA tool was created within the MOOC of edX in collaboration with Harvard University in 2013 [3]. So it, we need to create another standalone tool to design their own interface to use this tool in this project. This design was evaluated through user usability and satisfaction (Monedero, Cebrian & Desenne, 2015). This study focuses on the ease and functionality of the OVA tool so that students to collect evidence on their digital multimedia portfolios. Especially, analyzes the competences that students show when annotate video in order to explain their learning experiences and respond to the skills that are required in the eRubrics in different teaching contexts (external and laboratory practices).Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. R+D+i project: Study of the Impact of federated eRubrics on the evaluation of external practices competences Plan Nacional de I + D + i de Excelencia (2014-2017) Ministerio de Economía y competitividad, nº EDU2013-41974-P web: http://goo.gl/CN6ID

Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.

Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment

Adaptation of the Electric Machines Learning Process to the European Higher, Education Area

In this paper the basic lines of a complete teaching methodology that has been developed to adaptthe electric machines learning process to the European Higher Education Area (EHEA) arepresented. New teaching materials that are specific to Electric Machines have been created(textbooks, self-learning e-books, guidelines for achieving teamwork research, etc.). Working ingroups has been promoted, as well as problem solving and self-learning exercises, all of which areevaluated in a way that encourages students' participation. Finally, the students' learning process inthe lab has been improved by the development both of a new methodology to follow in the lab andnew workbenches with industrial machines that are easier to use and also enable the labexperiments to be automated. Finally, the first results obtained as a result of applying the proposedmethodology are presented

Teaching programming at a distance: the Internet software visualization laboratory

This paper describes recent developments in our approach to teaching computer programming in the context of a part-time Masters course taught at a distance. Within our course, students are sent a pack which contains integrated text, software and video course material, using a uniform graphical representation to tell a consistent story of how the programming language works. The students communicate with their tutors over the phone and through surface mail. Through our empirical studies and experience teaching the course we have identified four current problems: (i) students' difficulty mapping between the graphical representations used in the course and the programs to which they relate, (ii) the lack of a conversational context for tutor help provided over the telephone, (iii) helping students who due to their other commitments tend to study at 'unsociable' hours, and (iv) providing software for the constantly changing and expanding range of platforms and operating systems used by students. We hope to alleviate these problems through our Internet Software Visualization Laboratory (ISVL), which supports individual exploration, and both synchronous and asynchronous communication. As a single user, students are aided by the extra mappings provided between the graphical representations used in the course and their computer programs, overcoming the problems of the original notation. ISVL can also be used as a synchronous communication medium whereby one of the users (generally the tutor) can provide an annotated demonstration of a program and its execution, a far richer alternative to technical discussions over the telephone. Finally, ISVL can be used to support asynchronous communication, helping students who work at unsociable hours by allowing the tutor to prepare short educational movies for them to view when convenient. The ISVL environment runs on a conventional web browser and is therefore platform independent, has modest hardware and bandwidth requirements, and is easy to distribute and maintain. Our planned experiments with ISVL will allow us to investigate ways in which new technology can be most appropriately applied in the service of distance education