Presentació d'ajuts de la Càtedra VMO de valors

Presentació de l'activitat que desenvolupa la Càtedra VMO de Valors Humans a l´Enginyeria.Peer Reviewe

Guions de "Preparació humana per a l´àmbit laboral"

Guions dels cinc temes (responsabilitat, comunicació, clima, lideratge, inserció) de l'assignatura "Preparació humana per a l´àmbit laboral" dels anys 2019-20-212021/20221r quadrimestr

Matemàtiques 1 . Curs 2021-2022

Material didàctic de 210 pàgines, 30 pàgines per a cadascun dels set temes del curs, que corresponen a dos blocs: funcions vectorials de variable vectorial i optimització de funcions.2021/20221r quadrimestr

Valores y actitudes del ingeniero en las escuelas de ingeniería

The schools and faculties of engineering have to open the mind to the values in the engineering in the managerial spheres, in the departments, in the educational meetings, in the academic commissions, and in the work of the teaching staff. University has to believe in the importance and in the category of the values and attitudes (constancy, creativity, strenght, perseverance, ...). Teaching staff has to be sustained in values, has to protect, has to defend and has to transmit values, has to educate with values and in values to the new generations of professionals (sometimes, leaders). The unit UPC-Fecsa/Endesa-Endesa/Escuela de Energía “Victoriano Muñoz Oms” animates this spirit

Widening the perception of engineering within society

In general, our society has no real views on or has an inappropriate idea about what engineering means. Everything related to pollution, bad usage of natural resources and human endeavours is connected to engineering. Modern society accepts the positive achievements that engineering has given us, but some people continue to hold a “negative opinion” related to technology. It is important to show and to explain to the general public that engineering generates many benefits to society. Communication is essential in our society. The Spanish programme “Ciencia en Acción” offers the possibility to link up with a general audience which has a positive approach to science, technology and engineering. This project began ten years ago from a group of scientist and engineers working in CERN, ESA and ESO who promoted a first meeting in Geneva, at CERN headquarters in order to give a message to European society by means of teachers and students. The main objectives of “Ciencia en Acción” are: • Finding new ideas to make science and technology attractive to the population • Pointing out the international character of science and technology • Promoting the interest in science for educators and students • Involving research in scientific and technologic communication activities • Showing the importance of science for progress and welfare in general. Our society continually needs more engineers and more from the engineers. If we want to change mind sets, we need to explain the applications and help the use of engineering to increase the quality of life of everybody in a sustainable manner. If we want to communicate successfully the advantages of engineering we must get close up to our audience. What are the facts that people remember best? Without doubt, the answer is “the facts involving positive emotions”. If we feel a passion related to some aspects of technology, we will remember it and we will add a positive connotation to engineering. This relationship will stay with the person for some time and it will be a cord that will not be broken easily. It is good that the experiences, and in special the first experiences with engineering, are exciting. If a child had a good feeling in the school when “making a device” with other children, he/she will continue with this positive feeling in the future. We must get the students to feel emotive in building simple devices or in solving some problems in the technological framework! School classes should offer some examples of this kind of experiences. We should use all the above mentioned strategies such as causing surprise, enthusiasm, encouraging the participation of everybody and to feel technology much more approach. These strategies can be presented in the “Ciencia en Acción” programme in order to show them to all the educational, scientific and technological communities. “Ciencia en Acción” programme is open to all the Spanish and Portuguese speaking countries and all the participants can present their contributions in any of the official languages in Spain and Portugal. The CSIC (Spanish National Research Council), INTA (National Institute for Aerospace Technology), the RSEF (Spanish Royal Physical Society), the SGE (Spanish Geologist Society) and the UNED (Spanish Open University) have annually organised “Ciencia en Acción” in order to increase the quality of science and technology communication and to promote innovation within science teaching. In the last edition of “Ciencia en Acción”, the Portuguese program “CienciaViva” (Portuguese Science Programme) has been integrated in the organisers group. This program moves Science and Engineering to the street by involving general audiences in both these areas. “Ciencia en Acción” increases in importance every year. The final event of the last edition grouped together about 15,000 people in two days. “Ciencia en Acción” is integrated in the international program “Science on Stage” organised by the EIROforum (the CERN (European Organisation for Nuclear Research), the EFDA (European Fusion Development Agreement), the EMBL (European Molecular Biology Laboratory), the ESA (European Space Agency), the ESO (European Organisation for Astronomical Research in the Southern Hemisphere), the ESRF (European Synchrotron Radiation Facility) and the ILL (Institute Laue-Langevin) with the financial support of the European Union. In the most recent editions of “Ciencia en Acción”, a specific category has been promoted in order to bring the general public closer to “Science, Engineering and Values”. Several proposals were presented within this new category: from university departments, from engineering teams, and from NGOs coming from Spanish and Portuguese speaking countries. This modality is sponsored by a chair linked to the Technical University of Catalonia and the leading electric company ENDESA showing that people involved in the management of public and private entities can reach agreement about the importance of the previously mentioned topics.Peer Reviewe

Competencias genéricas en la universidad: recursos en línea para entenderlas y aplicarlas

Postprint (published version

Defying some difficulties of the assessment of several generic competences

A reference to concepts, procedures and attitudes and also to acquisition of capacities was frequent when people were interchanging opinions about the aspects that could be evaluated in a university-level student. Now, we speak in terms of competences: there are specific competences, generic competences,. Just trying to speak about them is a hard job; to obtain competences will represent an enormous challenge. It’s important to mention the extensive difficulty to find a common definition of the word "competence". One of the many meanings is: the knowledge needed to do something, the knowledge needed to do something with people, the knowledge needed to do something with criteria, the knowledge of when and why is necessary to do something. Common elements to the numerous definitions are the references to: a set of conceptual knowledge, the procedures and the attitudes, feasibility in its learning with recurrent training, an explanation on its attainment in the action, its use in an efficient work and a necessary context. Some of the reasons used for the work by the competences in the educative sphere are the overcoming of the design based on content, the integration of diverse intelligences, the advance towards a unification of the areas of the knowledge, the true connection with a final applicability of the education in the work. A formation in competences demands several experiences that integrate knowledge and the practical design to apply these experiences – including several (and/or many) of them -, selecting and preparing the diverse scenes that promote them. One of the objectives of the hands-on session is to explain and to discuss about this kind of experiences, practical designs and stages. Even with all their limitations, the conventional tools have been useful for an evaluation of the degree of assimilation of the concepts and the capacities; nevertheless, the task is much more arduous - and with less explicit experience transmissible and transmitted - when a person moves in the reach of the evaluation in values and attitudes, and of the evaluation of the competitions located within a profile. In order to evaluate competences, the educational team defines evidences. This task must be done in team for many reasons. For example, the fact that many competences transfer the borders of the concrete territory in which an individual professor moves. The mentioned evidences will have to be pertinent, excellent, adapted and realistic. Often, to elaborate a scheme of the knowledge associated to each competence will identify diverse possibilities to demonstrate the possession of this competence through its development in a practical frame. Nevertheless, some competences (or some groups of competences) can be resisted to the previous practice. Perhaps it would be possible to lodge here the ethical behaviour, the capacity to learn, the responsibility, the team work, the creative and enterprising capacity, the multiple attention to sustainability and the subjects around the communicative capacity. Also the evidences for this sort of competences are targeted issues in the debates. Within the previous frame, the authors of this contribution have made tasks destined to the specification of several elements, in the work of the "CAU-AIDA" group of the professors of several universities , within the project #SEJ2007-65786 “Evaluation of competences of the university students in the face of the challenge of the EEES: description of the current scenario, analysis of good practices and proposals of transfer to different environments” and can offer some results of their task that shows there are options to approach some assessments about many generic competences. The planned procedure is to expose briefly some experiences and the referred evidences, devoted to the assessment that can be transferred, concerning each of the above mentioned generic competences.Peer Reviewe

Evaluación de la transferencia de la formación permanente: análisis de una experiencia de talleres sobre astronomía

In the framework of a European project to bring astronomy near to children, several permanent teachers training activities were developed. These actions included workshops with teachers from various stages of the educational system.Postprint (published version