Motores térmicos de vapor, gas y de combustión interna a través de PBL (Project Based Learning)

Nivel educativo: Grado. Duración (en horas): De 31 a 40 horasLa intervención ABPy se plantea en el aula con una estrategia de enseñanza-aprendizaje con enfoque constructivista centrado en el alumno para que él mismo construya su aprendizaje activa y cooperativamente, y no escuchando clases magistrales, ni memorizando. Para ello, se plantea eliminar las clases magistrales y las clases de resolución de ejercicios, en sustitución de un único problema poco acotado y con una solución abierta, con el que enfrentarse y así producir el aprendizaje de la forma que se indica a continuación: • emitiendo hipótesis, • tomando conciencia de lo que sabe y necesita saber, • tomando decisiones, • analizando y evaluando los resultados, • sintiéndose contextualizado en su profesión, • encontrando la actividad desafiante • aprendiendo de forma colaborativa y reduciendo el papel del profesor como única fuente de conocimiento. En este caso, se deseaba hacer valer el dicho de que el profesor debe despertar la curiosidad, no satisfacerla. La parte de la asignatura que se aprende en base al ABPy se sustenta sobre 2 problemas de diseño (proyectos). Estos dos problemas permiten abordar 5 temas del temario que conforman prácticamente el 50% de la asignatura. Por tanto la intervención de esta estrategia de enseñanza-aprendizaje, es de 35 horas presenciales y una estimación de aproximadamente 52 horas no presenciales. El proyecto 1 está relacionado con los motores con turbinas de vapor (5. Ciclo de Vapor –Rankine) y de gas (6. Ciclo de Gas –Brayton), así como con el tema de refrigeración con agua (9. Psicometría), mientras que el proyecto 2 está relacionado con el tema 7. Motores de combustión interna – Otto y Diesel. Se han comparado los resultados del periodo 2006-08 (metodología tradicional) y 2009-12 (método PBL). Los resultados académicos mejoran notablemente debido a una menor tasa de abandono y a la exigencia de trabajo y aprendizaje constante. Según las encuestas de opinión el alumno percibe que se mejora interacción entre ellos y con el profesor, se favorece el trabajo en equipo, se estimula la participación y comunicación y aumenta la motivación. El alumno tiene más conciencia de que el profesor debe adaptarse a las circunstancias y problemas que a cada grupo se le plantean

Team formation on the basis of Belbin’s roles to enhance students’ performance in project based learning

[EN] This paper presents a method that instructors have designed and implemented to form balanced teams based on Belbin's roles, with the aim of boosting positive interdependence and individual accountability within the teams and improving their performance in a project-based learning environment. Students' performance has been measured through the scores obtained during the project, individual exam and Individual Accountability Factor (IAF) and compared with cohorts of previous years, in which team composition was self-selected by students. Belbin teams (18/19-19/20) have performed significantly better than self-selected teams (16/17-17/18). Additionally, students' feedback experience and opinion has been collected. Students belonging to Belbin teams acknowledge that they attend classes more regularly, they need less time for study outside the classes and they show a higher interest for the subject at the end of the course. They also agree that working on Belbin teams has helped them to mainly improve interpersonal relationships and social skills, followed by positive interdependence and individual accountability. This team forming method gives students the opportunity to identify their own strengths and weaknesses and understand the roles (behaviours) of their teammates as well as their strengths and weaknesses. Besides, it encourages learners to focus explicitly on group work skills.Authors wish to acknowledge the financial support provided by the Vice Rector for Innovation, Social Outreach and Cultural Activities and by the Educational Advisory Service (SAE/HELAZ) of the University of the Basque Country (UPV/EHU) through the Project of Educational Innovation PIE2017/18No17 and PIE2019/20No88. Authors would also like to thank the training and support provided by the team of Belbin Spain & LATAM (M. Albaina, L. Jimenez-Orruno, L. Juez) . Authors show their gratitude to Prof. Dr. Aitor Aritzeta, for his advice based on his research experience on Belbin's role. Finally, the authors also thank the students who participated in this research

Assessment of faculty training program for the use of e-learning platforms: analysis of current use

5th International Conference on Education and New Learning Technologies (Barcelona, Spain. 1-3 July, 2013)This paper shows the results of a survey carried out among faculty member that use Moodle to support their classroom teaching, in the University of the Basque Country UPV/EHU. The aim of this work is to determine: a) How Moodle is being used b) Whether the training program helped them improve their teaching by the use of Moodle. c) What are the further training needs. The results showed that the use of the learning platform was mainly oriented to present materials or resources, followed by the attempt to improve the communication with the students and to monitor and grade assignments. We also found that training faculty members only on courses for a didactic use of Moodle, was most effective in the use of collaborative learning strategies. The more trained teachers demand further training in the didactic use of Moodle

Bimodal effect of water on V2O5/TiO2 catalysts with different vanadium species in the simultaneous NO reduction and 1,2-dichlorobenzene oxidation

VOX/TiO2 catalysts with different vanadium loading were prepared in order to study the influence of vanadium species on the effect of water in the simultaneous NO reduction through NH3-SCR and o-DCB oxidation reactions. The presence of isolated, polymeric and crystalline species and their redox and acid properties were evaluated by N2-Adsorption, XRD, Raman, H2-TPR, XPS and NH3-TPD. Water has a bimodal and reversible effect in both NO reduction and o-DCB oxidation depending on vanadium species and temperature. In SCR, water has a detrimental effect at low temperature due to competitive adsorption with NO and NH3, while at high temperature it promotes an increase of NO conversion associated to the suppression of side-reactions, which increase the selectivity towards N2. In o-DCB oxidation, the effect of water is the sum of two contributions: one positive, related to the removal of surface adsorbed detrimental species; and one negative, associated to the competitive adsorption with o-DCB. Thus, at high temperature water acts as inhibitor, while at low temperature water has a promotional effect in the highly dispersed vanadium catalysts due to their tendency to suffer deactivation, mainly by carbonaceous materials. The presence of water also favors total oxidation and decreases the formation of chlorinated by products.MINECO/FEDER (CTQ2015-64616-P), MINECO/FEDER (BES-2016-077849), IT657-13, IT1297- 19, INF12/37, UFI 11/39, PID2019-107503RB-I00, MCIN/AEI/10.13039/50110001103