Project Management Learning in a Collaborative Distant Learning Context - An Actual On-going Experience

The goal of this paper is to show the results of an on-going experience on teaching project management to grade students by following a development scheme of management related competencies on an individual basis. In order to achieve that goal, the students are organized in teams that must solve a problem and manage the development of a feasible solution to satisfy the needs of a client. The innovative component advocated in this paper is the formal introduction of negotiating and virtual team management aspects, as different teams from different universities at different locations and comprising students with different backgrounds must collaborate and compete amongst them. The different learning aspects are identified and the improvement levels are reflected in a rubric that has been designed ad hoc for this experience. Finally, the effort frameworks for the student and instructor have been established according to the requirements of the Bologna paradigms. This experience is developed through a software-based support system allowing blended learning for the theoretical and individual?s work aspects, blogs, wikis, etc., as well as project management tools based on WWW that allow the monitoring of not only the expected deliverables and the achievement of the goals but also the progress made on learning as established in the defined rubri

Key Competences in Europe: Opening Doors For Lifelong Learners Across the School Curriculum and Teacher Education

The aim of the study is to provide a comparative overview of policy and practice concerning the development and implementation of key competences in the education systems of the 27 Member States of the European Union. In particular, the study assesses the implementation of the 8 key competences contained in the European Reference Framework of Key Competences in primary and secondary schools across the EU as well as the extent to which initial and in-service education and training of teachers equips them with the skills and competences necessary to deliver key competences effectively.key competences, lifelong learning, cross-curricular, competence

An Active Learning Didactic Proposal with Human-Computer Interaction in Engineering Education: A Direct Current Motor Case Study

Engineering education requires learning strategies to engage students and improve the development of disciplinary and transversal competencies. Additionally, as economic resources are generally limited, it is sought to avoid investing large sums of money in software and hardware, as well as in fitting out laboratories. This work presents a didactic proposal within the framework of active and collaborative learning that includes the flipped classroom technique to be applied in the curriculum of undergraduate engineering programs and inside a massive flexible digital master class. The activity is the mathematical modeling, simulation, and control system of a direct current motor where simulation work is carried out in open license computational packages. Students understand the physical phenomena involved in the motor’s modeling and the input–output variables’ relations. Moreover, an analogy between an electromechanical and a pure electrical model is carried out, where the relevant variables respond in an agile and reliable manner. To validate the modeling, the differential equations are solved by applying numerical methods, and tested for control purposes. The activity has been validated with a rule-based system applied to a Likert scale survey data. This type of human–computer interaction, in the context of active learning, could engage students and motivate them to develop competencies that are highly appreciated by industry practitioners. View Full-Tex

Generic competences, the great forgotten: Teamwork in the undergraduate degree in Translation and Interpretation

Graduates are equipped with a wide range of generic competencies which complement solid curricular competencies and facilitate their access to the labour market in diverse fields and careers. However, some generic competencies such as instrumental, personal and systemic competencies related to teamwork and interpersonal communication skills, decision-making and organization skills are seldom taught explicitly and even less often assessed. In this context, translator training has embraced a broad range of competencies specified in the undergraduate program currently taught at universities and opens up the learning experience to cover areas often ignored due to the difficulties inherent in both teaching and assessment. In practice, translator training combines two well-established approaches to teaching/learning: project-based learning and genuinely cooperative – or merely collaborative – learning. Our professional approach to translator training is a model focused on and adapted to the teleworking context of professional translation and presented through the medium of blended e-learning. Teamwork-related competencies are extremely relevant, and they require explicit and implicit teaching so that graduates can be confident about their capacity to make their way in professional contexts. In order to highlight the importance of teamwork and intra-team relationships beyond the classroom, we aim to raise awareness of teamwork processes so as to empower translation students in managing their interaction and ensure that they gain valuable pre-professional experience. With these objectives, at the University of Granada (Spain) we have developed a range of classroom activities and assessment tools. The results of their application are summarized in this study

Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study

This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.Spanish Ministry of Science, Innovation and Universities / European Social Fund: Ramón y Cajal contract (RYC-2017-22222

Training Competences in Industrial Risk Prevention with Lego (R) Serious Play (R): A Case Study

This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams

Factors affecting the engagement of academics of engineering studies towards sustainable development

Higher education institutions (HEIs) play a critical role in societies’ transition towards sustainable development (SD), as they educate future professionals and decision makers. Engineering is widely recognised as a critical discipline for addressing global challenges and contributing towards a sustainable future. In the last few decades, numerous technical universities have devoted major efforts to integrating SD into engineering curricula. However, there is still an increasing need to further transform learning and training environments, and to build capacity of educators and trainers, on SD issues. Advances being made in curriculum and educators’ practices, at all levels of education, are slow and incremental, and more effort is needed to properly institutionalise education for SD in technical universities. Implementation of SD in the different university functions appears to face various challenges. On the one side, learning processes enabling changes depend to a large extent on the academic professionals and their capability and willingness to support transformative processes. On the other side, scientific literature highlights a number of barriers to change that persist and prevent lasting faculty engagement, including: i) limited institutional commitment, and lack of appropriate policies and incentives to promote sustainability at different university levels; ii) conservative disciplinary structures and resistance to change; iii) lack of awareness or proper professional development of professors; and iv) high work pressure, lack of time, and overcrowded curricula. This thesis analyses the factors affecting the engagement of academics of engineering studies in SD, addressing the shortcomings cited above. Chapter 1 assesses the role of online training courses in promoting SD in engineering degrees, within continuing professional development (CPD) strategies. In it, two sets of quantitative and qualitative indicators are combined to assess the perceived relevance of training proposals developed in the framework of the present thesis, and the learning acquisition of participants. Chapter 2 analyses the research profile of engineering academics promoting education in SD, by employing a bibliometric research approach to compare and characterise academics with different degrees of expertise and involvement in SD. Chapter 3 complements the previous chapter by providing a characterization of a group of professors participating in a training program, integrating a qualitative approach. Finally, Chapter 4 focusses on the effects of integrating SD into real-world teaching modules in a subject of basic engineering science, employing a research approach that is eminently qualitative. Overall, the results provide evidence that online learning can be an effective approach for continuing professional development of academics. The findings also suggest that the engagement of specifics academic profiles can facilitate a cultural change in engineering education, as well as more holistic transformations of universities towards SD. We suggest that two specific research fields be explored in the near future: i) engagement of accreditation agencies and professional engineering institutions; and ii) solid commitment of HEIs towards the integration of Sustainable Development Goals from the United Nations in their academic functions.Les institucions d'educació superior tenen un paper fonamental en la transició de les societats cap al desenvolupament sostenible (DS), a través de l'educació dels futurs professionals i responsables polítics. L'enginyeria és àmpliament reconeguda com una disciplina fonamental per abordar els desafiaments globals i contribuir a un futur sostenible. En les últimes dècades, diverses universitats tècniques han dedicat grans esforços a integrar la DS en el currículum d'enginyeria. No obstant això, encara hi ha una necessitat creixent de transformar encara més els entorns d'aprenentatge i formació, i desenvolupar la capacitat dels educadors i formadors en qüestions de DS. De fet, els canvis reals en el currículum i en les pràctiques dels educadors, en els diferents nivells educatius, s'han descrit com lents i essencialment caracteritzats per avenços incrementals, de manera que es necessiten més esforços per institucionalitzar adequadament l'educació per al DS a les universitats tècniques. Més específicament, la implementació del DS en les diferents funcions universitàries és un desafiament per diferents raons. D'una banda, els processos d'aprenentatge que permeten canvis depenen en gran mesura dels acadèmics i de la seva capacitat i disposició per donar suport als processos transformadors. D'altra banda, la literatura científica ressalta una sèrie de barreres al canvi que persisteixen i prevenen la participació duradora dels acadèmics en aquests processos, entre les quals cal destacar: i) compromís institucional limitat i falta de polítiques i incentius apropiats per promoure la sostenibilitat en les diferents funcions universitàries; ii) estructura disciplinària conservadora i resistència al canvi; iii) manca de coneixements específics i d'un desenvolupament professional adequat per als professors; iv) important pressió sobre el rendiment laboral, manca de temps i pla d'estudi saturat. A partir d'aquests antecedents, aquesta tesi analitza i argumenta els factors que afecten el compromís del professorat dels estudis d'enginyeria amb el DS, en un esforç per abordar la deficiència esmentada anteriorment. El Capítol 1 avalua el paper dels cursos de formació en línia, dins de les estratègies de desenvolupament professional continu, en la promoció del DS en els títols d'enginyeria. Es combinen dos conjunts d'indicadors quantitatius i qualitatius per avaluar la rellevància percebuda d'unes propostes formatives desenvolupades en el marc de la present tesi, així com el grau d'adquisició d'aprenentatge dels participants. El Capítol 2 analitza el perfil de recerca dels acadèmics d'enginyeria que promouen l'educació en SD en les seves funcions; emprant un enfocament d'investigació bibliomètrica per comparar i caracteritzar acadèmics amb diferents graus de coneixement del DS. El Capítol 3 complementa el capítol anterior, proporcionant una caracterització d'un grup de professors que participen en un programa de formació, integrant un enfocament qualitatiu. El Capítol 4 es centra en els efectes de la integració del DS en mòduls didàctics d'una assignatura d'enginyeria bàsica, emprant un enfocament d'investigació eminentment qualitatiu. En general, els resultats proporcionen evidència que l'aprenentatge en línia pot ser un enfocament eficaç per al desenvolupament professional continu dels acadèmics. Els resultats també suggereixen que la participació de perfils acadèmics específics pot facilitar un canvi cultural en l'educació d'enginyeria, així com transformacions més holístiques de les universitats cap al desenvolupament sostenible. Dos camps de recerca específics es suggereixen com a camí d'investigació a seguir, específicament: i) la participació de les agències d'acreditació i les institucions professionals d'enginyeria en les polítiques de promoció del DS; i ii) el compromís de les institucions d'educació superior amb la integració dels Objectius de Desenvolupament Sostenible de les Nacions Unides en les seves funcions acadèmiques.Las instituciones de educación superior desempeñan un papel fundamental en la transición de las sociedades hacia el desarrollo sostenible (DS), educando a los futuros profesionales y responsables políticos. La ingeniería es ampliamente reconocida como una disciplina fundamental para abordar los desafíos globales y contribuir a un futuro sostenible. En las últimas décadas, diversas universidades técnicas han dedicado grandes esfuerzos para integrar el SD en el currículum de ingeniería. Sin embargo, todavía existe una necesidad creciente de transformar aún más los entornos de aprendizaje y formación, y desarrollar la capacidad de los educadores y formadores en materia de DS. De hecho, los cambios reales en el currículum y en las prácticas de los educadores, en los distintos niveles educativos, se han descrito como lentos y esencialmente caracterizados por avances incrementales, de manera que se necesitan más esfuerzos para institucionalizar adecuadamente la educación para el DS en las universidades técnicas. Más específicamente, la implementación del DS en las distintas funciones universitarias es un desafío por distintas razones. Por un lado, los procesos de aprendizaje que permiten cambios dependen en gran medida de los académicos y de su capacidad y disposición para apoyar los procesos transformadores. Por otro lado, la literatura científica resalta una serie de barreras al cambio que persisten y previenen la participación duradera de los académicos en estos procesos, entre las cuales cabe destacar: i) compromiso institucional limitado y falta de políticas e incentivos apropiados para promover la sostenibilidad en las distintas funciones universitarias; ii) estructura disciplinaria conservadora y resistencia al cambio; iii) falta de conocimientos específicos y de un desarrollo profesional adecuado para los profesores; iv) importante presión sobre el rendimiento laboral, falta de tiempo y plan de estudios saturado.A partir de estos antecedentes, esta tesis analiza y argumenta los factores que afectan el compromiso del profesorado de los estudios de ingeniería con el DS, en un esfuerzo por abordar la deficiencia citada anteriormente. El Capítulo 1 evalúa el papel de los cursos de formación en línea, dentro de las estrategias de desarrollo profesional continuo, en la promoción del DS en los títulos de ingeniería. Se analizan la relevancia percibida de unas propuestas formativas desarrolladas en el marco de la presente tesis y el grado de adquisición de aprendizaje de los participantes. El Capítulo 2 analiza el perfil de investigación de los académicos de ingeniería que promueven la educación en DS en sus funciones; empleando un enfoque de investigación bibliométrica para comparar y caracterizar académicos con diferentes grados de conocimiento del DS. El Capítulo 3 complementa el capítulo anterior, proporcionando una caracterización de un grupo de profesores que participan en un programa de formación, integrando un enfoque cualitativo. El Capítulo 4 se centra en los efectos de la integración del DS en módulos didácticos de una asignatura de ingeniería básica, empleando un enfoque de investigación eminentemente cualitativo. En general, los resultados proporcionan evidencia de que el aprendizaje en línea puede ser un enfoque eficaz para el desarrollo profesional continuo de los académicos. Los hallazgos también sugieren que la participación de perfiles académicos específicos puede facilitar un cambio cultural en la educación de ingeniería, así como transformaciones más holísticas de las universidades hacia el desarrollo sostenible. Dos campos de investigación específicos se sugieren como camino de investigación a seguir, específicamente: i) la participación de las agencias de acreditación y las instituciones profesionales de ingeniería en las políticas de promoción del DS; y ii) un sólido compromiso de las instituciones de educación superior con la integración de los Objetivos de Desarrollo Sostenible en sus funciones académicas

Teaching online is different: critical perspectives from the literature

Teaching online is different. In this report we attempt to explain why. This report arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. In this project we plan to uncover and promote the keys to effective online teaching practice, while recognising that effective teaching is an art, craft and science. We aim to harness this knowledge to support the professional learning of online educators. Ultimately we want to support online students to learn online by helping and inspiring their educators. This report was developed to help lay a foundation for the project through a critical analysis of relevant literature