Aprendiendo jugando fundamentos de sistemas digitales

El problema del abandono en asignaturas de primer curso de las ingenierías, hace que en los últimos años se haya puesto un cierto énfasis en estudiar nuevas metodologías para incentivar a los alumnos a seguir las asignaturas. En este artículo describimos una experiencia docente en una asignatura de fundamentos de sistemas digitales donde metodologías relacionadas con la gamificación se han puesto en marcha para aumentar el seguimiento de la evaluación continua. El artículo muestra su diseño y los resultados obtenidos después de su aplicación.The high drop-out on initial courses in engineering degrees is a critical problem. Therefore, in recent years, multiple approaches to increase the engage-ment of students have appeared. In this paper, a teaching experience is described related to a fundamental course of digital systems. A game-based methodology has been designed to increase the engagement in the continuous assessment. The paper presents its design and experimental results after the instructional period

Herramienta de soporte a la evaluación de la calidad docente de los estudios universitarios

Resumen: El proceso de monitorización y evaluación de un grado o máster oficial se fundamenta en un informe anual ajustado a los requerimientos dictaminados por las agencias externas de calidad docente, ya sean tanto europeas como nacionales, las cuales serán las responsables de evaluar dicha calidad. Teniendo en cuenta que estos informes se realizan a partir de un conjunto de indicadores que se deben recoger a partir de la docencia realizada, se propone la utilización de una herramienta de soporte al colectivo docente para mejorar de forma global la eficiencia del proceso y facilitar la evaluación de la calidad docente. En este artículo, se describe el proceso de evaluación que se utiliza en nuestro departamento y cómo la herramienta de soporte ayuda a optimizar este proceso de evaluación.Abstract: The monitoring process and evaluation of a degree or master is performed by an annual report based on a set of requirements defined by the quality agencies which are responsible to evaluate such quality. Taking into account that these reports are made up by a set of evidences that are gathered during the whole instructional process, we propose the use of a supportive tool. This tool will allow the improvement of the efficiency of the process and will facilitate the quality evaluation. This paper describes the evaluation process employed in our faculty and how the supportive tool helps to optimize the evaluation process

An embedded approach to plagiarism detection using the TeSLA e-authentication system

Plagiarism continues to remain an ever-present issue throughout academia. It is an anathema to scholarly enterprise, where the proper attribution of the work of others is of fundamental importance. Teaching students the importance of citing and referencing the work of others, and how to correctly do so, is therefore an important role for academic institutions. It is insufficient to teach these things without assessing students’ learning. Effective and accessible tools that can assist in teaching and assessment are sought and are increasingly being developed. This paper describes a new tool designed to assess levels of plagiarism in students’ submitted work and considers its affordances alongside other established tools. TeSLA is an EU funded project that brings eighteen partners together for the development of an embedded suite of tools to deliver the seamless e-authentication of students as they complete online assessments. Within the suite is a plagiarism detection tool that analyses documents and text on submission and provides immediate output. We show that the TeSLA plagiarism detection tool highlights potential collusion, a form of plagiarism. Also, we discuss whether the embedded nature of the TeSLA system could be used to improve constructive alignment between teaching and assessment within modules

Potenciando el compromiso social de la universidad mediante las TIC

Una educación de calidad y al alcance de todos es parte del compromiso social que tienen las universidades en el contexto cambiante en que vivimos. Las TIC constituyen un elemento estratégico para que las universidades puedan plantear respuestas a las necesidades de los sectores de la sociedad en riesgo de exclusión y aumentar las oportunidades de desarrollo y acceso al conocimiento de las personas y las comunidades. Desde el año 2013, nuestra universidad viene desarrollando diversas iniciativas con el propósito de acercar las TIC a la sociedad en general y a la educación en particular como una herramienta para el aprendizaje permanente. Uno de estos proyectos tiene como finalidad promover una mejor adaptación de los niños y adolescentes ingresados en diferentes instituciones hospitalarias para favorecer su estancia mediante la realización de un conjunto de actividades lúdicoeducativas basadas en el aprendizaje de la programación de aplicaciones informáticas. Dichas actividades pueden llevarse a cabo dentro del recinto hospitalario o en el mismo domicilio del enfermo. El objetivo del presente artículo es presentar la experiencia desarrolladaA quality educational system for all the audiences belongs to the main social commitment that universities have with the current and ever-changing society. The ICT are a strategic key element for the universities in order to promote solutions for sectors of the population which suffer social exclusion and to increase its access to the knowledge. Our university has developed several initiatives with the objective to approach the technology to the general audience. Moreover, these activities promote the lifelong learning using the technology as a tool. One of these projects focuses on encouraging a better adaptation of inpatient young people to facilitate the stay by doing several leisure-educational activities based on learning of a programming language. These activities could be done in the hospital grounds or in the inpatient residence. The aim of this paper is to show the experience of this initiativ

Experiencias en la evaluación de estudiantes residentes en el extranjero

Actualmente existe un problema creciente en nuestras universidades debido a la coyuntura económica del país: hay estudiantes que emigran a otros países. Algunos de estos estudiantes están interesados en continuar los estudios desde el extranjero siempre y cuando la universidad les ofrezca esta oportunidad. Nuestras universidades no siempre están preparadas para estos nuevos retos ya que algunos sistemas de evaluación actuales son demasiado restrictivos. En este artículo se presenta la experiencia de nuestra universidad frente a este problema y qué sistemas se han utilizado en la evaluación de estudiantes residentes en el extranjero.Nowadays, there is a growing problem in our universities because of the economic situation of the country: there are students that emigrate to other countries. Some of these students are interested in continuing their studies as long as the university offers them the opportunity. Our universities are not always prepared for these new challenges since some current evaluation systems are too restrictive. In this article, we present how our university has tackled this challenge and which evaluation systems have been used on students residing abroad

Conditional and Reversible Activation of Class A and B G Protein-Coupled Receptors Using Tethered Pharmacology

Understanding the activation and internalization of G protein-coupled receptors (GPCRs) using conditional approaches is paramount to developing new therapeutic strategies. Here, we describe the design, synthesis, and testing of ExONatide, a benzylguanine-linked peptide agonist of the glucagon-like peptide-1 receptor (GLP-1R), a class B GPCR required for maintenance of glucose levels in humans. ExONatide covalently binds to SNAP-tagged GLP-1R-expressing cells, leading to prolonged cAMP generation, Ca2+ rises, and intracellular retention of the receptor. These effects were readily switched OFF following cleavage of the introduced disulfide bridge using the cell-permeable reducing agent beta-mercaptoethanol (BME). A similar approach could be extended to a class A GPCR using GhrelON, a benzylguanine-linked peptide agonist of the growth hormone secretagogue receptor 1a (GHS-R1a), which is involved in food intake and growth. Thus, ExONatide and GhrelON allow SNAP-tag-directed activation of class A and B GPCRs involved in gut hormone signaling in a reversible manner. This tactic, termed reductively cleavable agONist (RECON), may be useful for understanding GLP-1R and GHS-R1a function both in vitro and in vivo, with applicability across GPCRs

Expression and purification of recombinant G protein-coupled receptors: A review

Given their extensive role in cell signalling, GPCRs are significant drug targets; despite this, many of these receptors have limited or no available prophylaxis. Novel drug design and discovery significantly rely on structure determination, of which GPCRs are typically elusive. Progress has been made thus far to produce sufficient quantity and quality of protein for downstream analysis. As such, this review highlights the systems available for recombinant GPCR expression, with consideration of their advantages and disadvantages, as well as examples of receptors successfully expressed in these systems. Additionally, an overview is given on the use of detergents and the styrene maleic acid (SMA) co-polymer for membrane solubilisation, as well as purification techniques

Aprendiendo jugando fundamentos de sistemas digitales

El problema del abandono en asignaturas de primer curso de las ingenierías, hace que en los últimos años se haya puesto un cierto énfasis en estudiar nuevas metodologías para incentivar a los alumnos a seguir las asignaturas. En este artículo describimos una experiencia docente en una asignatura de fundamentos de sistemas digitales donde metodologías relacionadas con la gamificación se han puesto en marcha para aumentar el seguimiento de la evaluación continua. El artículo muestra su diseño y los resultados obtenidos después de su aplicación.The high drop-out on initial courses in engineering degrees is a critical problem. Therefore, in recent years, multiple approaches to increase the engage-ment of students have appeared. In this paper, a teaching experience is described related to a fundamental course of digital systems. A game-based methodology has been designed to increase the engagement in the continuous assessment. The paper presents its design and experimental results after the instructional period