XIV Conference on Technology, Teaching and Learning of Electronics

Livro de atas da TAEE2020.A conferencia TAEE conhecerá na sua 14ª edição um momento histórico. Não só é a primeira vez que a será organizada fora do território Espanhol, como terá lugar a verdadeiramente pioneira experiência de realizar esta conferência num formato puramente virtual no Instituto Superior de Engenharia do Porto. Esta opção representa a solução possível para um evidente problema mundial, que surgiu de forma repentina durante a preparação desta edição. Optamos por aplicar a típica abordagem de engenharia, instintivamente encarando este novo problema como uma verdadeira oportunidade, e aproveitando as limitações impostas para experimentar novas soluções para novas questões. Tentamos criar uma TAEE diferente, não melhor nem pior, mas indo buscar proveitos às tecnologias de comunicação emergentes de forma a criar e dinamizar um evento onde não estaremos fisicamente juntos, mas poderemos comunicar e conviver de forma virtual. A grande motivação da TAEE será sempre os visíveis entrosamentos, dedicação e motivação da comunidade e serão estes fatores que permitirão o sucesso nesta nova forma de estarmos e trabalharmos juntos, mas à distância.info:eu-repo/semantics/publishedVersio

Creación de objetos digitales de aprendizaje y su inclusión en el repositorio institucional eSpacio-UNED

The use of marking and labeling standards in digital objects is a process widely implemented for managing knowledge. This article aims to explain the work undertaken in the Electronics and Computer Engineering Department at UNED as a way to take advantage and reuse the department resources, such as annotations, problems, solutions, schemes, articles, etc. The work has been done using classification, labeling and digital organization of information, having been extended in a subsequent stage of extraction and management of digital objects that have been extracted from the publications of papers presented in TAEE conferences. In order to store such an amount of digital objects, the university’s institutional repository, eSpacio-UNED, has been selected to store both learning objects and metadata associated files.El empleo de estándares de etiquetado de objetos digitales es una práctica empleada con profusión para la gestión del conocimiento. Se pretende dar a conocer los trabajos realizados en el seno del Departamento de Ingeniería Eléctrica, Electrónica y de Control de la Escuela Superior Técnica de Ingeniería Industrial de la Universidad Nacional de Educación a Distancia (UNED) en relación con el aprovechamiento y reutilización de los recursos del departamento tales como apuntes, problemas, resoluciones, esquemas, artículos, etc. Estos trabajos de clasificación, etiquetado y organización digital de la información, en una posterior fase de ampliación han sido aplicados para la extracción de recursos procedentes del material publicado en los congresos de Tecnologías Aplicadas a la Enseñanza de la Electrónica. Para almacenar tal cantidad de objetos, la UNED dispone de un repositorio institucional, eSpacio-UNED, sobre el cual se ha realizado un proceso de volcado masivo de objetos y archivos asociados de metadatos

eDSPlab+: Laboratorio remoto basado en Web Services

En la actualidad existen multitud de propuestas de laboratorios de instrumentación electrónica que dan solución a una amplia diversidad de disciplinas; la mayoría de éstas se basan en la utilización de herramientas comerciales que facilitan el diseño. Sin embargo, esto presenta algunas limitaciones desde el punto de vista de la ampliabilidad, la escalabilidad, la portabilidad, etc., a lo que se suma un elevado coste asociado a licencias y paquetes software adicionales. La propuesta de laboratorio remoto basado en la API JNI de JAVA en conjunción con la tecnología AJAX persigue dar solución a esta problemática, surgiendo así eDSPlab+

Análisis de una experiencia PBL en una asignatura troncal de Electrónica general

La iniciación en la enseñanza relacionada con las tecnologías electrónicas en las diferentes titulaciones de ingeniería se ha venido realizando de manera habitual mediante la impartición de clases teóricas que plantean los conceptos básicos asociados a la electrónica analógica y digital. Este planteamiento se ha demostrado poco motivante para los alumnos, fundamentalmente porque no acerca los sistemas electrónicos reales a la clase. Para conseguir este acercamiento se rediseñó una asignatura troncal de electrónica general y 2º curso en el grado de Ingeniería en Tecnologías Industriales impartido en la Escuela Técnica Superior de Ingenieros de la Universidad de Sevilla. La metodología docente planteada reduce el contenido de las clases teóricas del curso, aumentando la coordinación entre la parte teórica y práctica de la asignatura mediante la inclusión en el temario de una metodología docente de aprendizaje basada en problema (PBL). La asignatura se impartió por primera vez durante el curso 2011-2012. En este artículo se describen la experiencia y los resultados obtenidos durante los primeros cursos de impartición de la nueva metodología docente

Success on increasing number of students that pass the coastal engineering subject

During the last ten years, the ratio of students that do not take the final exam in the subject of Coastal Engineering at the University of Cadiz was 1/3 of the total number of enrolled students. Furthermore, the ratio of students who did not pass the test was 50%. Hence, only a third part of the total amount of students successfully passed the exam. In order to improve this percentage, a working procedure hypothesis was implemented and the results are shown herein. This procedure implies some “homework”, the duration of which is similar to the theoretical lessons, i.e. 2 hours a week. Assignments are not mandatory and they only represent 10% of the final mark. Weekly dedication is directly related to the main aspects of the theoretical lessons and includes practical exercises as well as the search of particular cases about the topics explained at the classes. This methodology allows the students to: a) improve their knowledge of the subject; b) check their learning progress; c) introduce them to the e-learning; d) learn complementary concepts of scientific research by using e-databases; e) refresh and update the theoretical concepts provided during the live lectures; f) add new teaching material to enhance the comprehension and study of the subject; g) feel motivated by the possibility of increasing their marks. Achievement monitoring is performed just before each lesson. This way, any possible doubts derived from the exercises resolution are clarified. Despite representing only a low percentage of the final mark, a complete dedication of the students was achieved. The application of this procedure during the previous academic year resulted in 97.4 % of the students successfully passing the final test

Learning achievemen ts using a pbl - based methodology in an introductory electronic course

Teaching electronics in an introductory course is classically implemented by means of theoretical classes to settle the basics of analog and digital electronics. This approach has shown not to be much attractive, especially on a global course targeted for many different students, not specifically interested in electronics. A new course has been developed, based on a top-down learning strategy and the implementation of a pbl-based experience. This course has been held since 2011, with very good results, in terms of academic achievement and interest shown by the students. Results are presented,showing the success obtained with this methodology

Enseñando Fundamentos de Computadores con máquinas algorítmicas de interpretación de programas

Ver a los computadores como máquinas capaces de llevar a cabo tareas descritas en un lenguaje simple permite comprender mejor cómo funcionan y cómo se construyen. A partir de esta hipótesis, se ha desarrollado un material para la docencia virtual de un curso sobre Fundamentos de Computadores común para los estudiantes de grado en Ingeniería Informática y en Tecnologías de Telecomunicación. En este artículo se presenta tanto la organización de los nuevos materiales como su impacto en el aprendizaje de los estudiantes. Los resultados obtenidos en su primer semestre de prueba indican que, a pesar de su amplitud y de echar en falta más ejemplos, los estudiantes (en especial, aquellos de mayor rendimiento académico) valoran de forma positiva tanto los materiales como lo que han aprendido con ellos.SUMMARY -- Looking at computers as machines able to carry on tasks that are described in a simple language enables learners to better understand how these machines work and how they are built. From this hypothesis, a new e-learning material on Computer Fundamentals has been built. This material has been used for corresponding courses within the Computer Engineering and Telecommunication Technologies degree programs. In this paper this material is presented as well as its impact on student learning. Despite of finding it somewhat long and, indeed, with not enough examples, the results from the first semester of its usage show that students (particularly, those with greater academic performance) value the new materials and what have learned with them positively.Peer Reviewe

Problem Based Learning: a tool to improve maritime safety learning in the Merchant Maritime University degrees

Since 2010, the University of Cádiz offers three new degree programs related to merchant marine officers studies. These three degrees cover the training and certification of deck officers, marine engineers and radio- electronic officers, clustered under the EINAMAR (Escuela de Ingeniería Marina,Naútica y Radioelectrónica) umbrella. These degrees are designed to provide the students not only with the proper academic certificate but also with a fully worldwide recognized professional certificate. This is the reason why the studies not only have to fully fulfill the academic quality requirements laid down by ANECA (Agencia Nacional de Evaluación de la Calidad y Acreditación) or DEVA (Dirección de Evaluación y Acreditación – Agencia Andaluza del Conocimiento-) but also with the standard qualifications set up by the International Convention on Standard of Training, Certification and Watchkeeping (STCW 95) for seafarers as amended in 2010 (Manila Amendments). According to this, as far as the students finish successfully their studies, and after an onboard training period, they will be able to obtain both, the academic and the professional certificates. “Maritime Safety” is a one of the core subjects for these three programs and it has been designed as a transversal subject in such a way that all the students have the same contents and schedule. This subject aims to provide the students with the theoretical and practical training to cope with any situation involving fire prevention and firefighting as well as incident and accident prevention and resolution on board. It also introduces student into the world of contingency planning and evacuation procedures on board, the knowledge of how to use survival crafts and equipment to increase probabilities of survival when abandoning the ship, and the most appropriate techniques and procedures when abandoning the ship and boarding the survival crafts. The main aim of the practical part of the subject is to improve the on board safety and risk awareness and to let the students get used to the most appropriate techniques and procedures as well as the use and maintenance of the protective equipment available on board. To achieve this goal, problem based learning techniques related to real situations on board have been applied. One of the specific practical workshop that have been implemented during the course, deals with the student training level in the use of SCBA (Self-contained reathing apparatus) and other protective equipment as well as orientation and search and rescue techniques within hostile environments with sensorial losses. As these situations can arise on board students must be familiar with them in order to properly face them. The aim of this specific workshop is not only to improve the students’ safety and risk awareness but also to encourage, strengthen and increase other professional and social skills

Learning manager for remote experimentation with optoelectronic devices

Both the Internet and communications and information technology (ICT), are making a valuable contribution to education. Remote experimentation is an example of the contribution that becomes as a solution to various problems involved with practices in situ, which are a fundamental aspect in the development of skills in engineering education. In this work, we have implemented a learning manager to experience with optoelectronic devices via internet, this tool is composed of a hardware platform comprising a set of electronic components such as light emitting diodes and optocouplers, each one with its respective signal conditioning and communication interfaces; additionally, a Web 2.0 user interface and learning management concepts and content are included. Those facilitate administration and promoting collaborative learning regarding social networks

Improving the learning process in the subject of basic maritime training using GPS and Google Earth as useful tools

Spanish universities are in a period of change to adapt the structure of university courses to the requirements of the new European Higher Education Area (EHEA). The main objective of the EHEA is to improve the international competitiveness of the universities of the European Union. The university community must jointly establish good practices and values that guarantee the quality of higher education. The adaptation of the university degrees to the new framework of the EHEA, demands that all Andalusian universities improve their quality by means of the substitution of excessively theoretical education by an active education, based on a more practical training and on the use of new technologies, with the participation of the students in the learning process also being of special interest. Engineering or technical degrees have always been characterised by a large number of failures. To carry this process forward, Spanish universities must try to apply communication and information technologies (ICTs) in university teaching, with the purpose of improving learning. The combined use of GPS navigation receivers whose data can be integrated into GE allows their use in navigation, thereby allowing GE and GPS to be used as a basic electronic chart and gyrocompass, to plan and program the course of a vessel with excellent precision in real time