Validation of Student Peer Assessment of Effective Oral Communication in Engineering Degrees

© 2018 IEEE. Personal use of this material is permitted. Permissíon from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertisíng or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.[EN] Peer assessment is a form of collaborative learning in which students evaluate learning products prepared by other students. We present the results of an analysis of the assessment of oral presentations by students. A group of students solves a problem, writes a document with the solution, and makes an oral presentation in class to other students. Another group assesses the written document and oral presentation. To help students perform the assessments, two rubrics are provided along with other guidance documents that help in writing scientific documents and performing oral presentations. The rubric evaluates five factors of oral communication. The results of the student evaluations are compared with the simultaneous evaluations produced by two lecturers. When making a comparison of the global assessment between lecturers and students, we find significant differences. However, when the factor "use of auxiliary resources" is removed, these differences disappear as the factor introduces a difficult to justify dispersion. In addition, the assessment performed by students with and without the help of a rubric is compared and no significant differences are found.Meseguer Dueñas, JM.; Vidaurre, A.; Molina Mateo, J.; Riera Guasp, J.; Martínez Sala, RM. (2018). Validation of Student Peer Assessment of Effective Oral Communication in Engineering Degrees. IEEE-RITA: Latin-American Learning Technologies Journal. 13(1):11-16. https://doi.org/10.1109/RITA.2018.2801897S111613

Students perception of auto-scored online exams in blended assessment: feedback for improvement

[ES] El desarrollo de las tecnologías de la información y la comunicación ha producido un incremento del uso de la Computer Based Assessment (CBA, evaluación basada en ordenadores). en la educación superior. En la última década, ha habido un debate sobre los exámenes online vs los escritos tradicionales. El objetivo del presente estudio ha sido verificar si los estudiantes tienen prejuicios sobre los exámenes online con corrección automática, y si ese es el caso, determinar los motivos. El estudio se realizó en el contexto de una evaluación mixta que implicó a 1200 estudiantes matriculados en una asignatura de física de primer curso universitario. De entre ellos, 463 respondieron a una encuesta anónima. Del análisis cuantitativo de la encuesta surgieron tres factores (etiquetados «F1-Learning», «F2-Use of Tool» y «F3-Assessment»), y se estableció una escala aditiva. Hemos encontrado diferencias significativas en el factor «F3-Assessment» en comparación con los otros dos factores, lo que indica una menor aceptación de la herramienta para la evaluación del estudiante. Parece ser que, a pesar de que los estudiantes están acostumbrados a los ordenadores, tienen una falta de confianza en los exámenes online. Para reforzar y matizar los resultados cuantitativos de la encuesta, incluimos una pregunta abierta y realizamos una entrevista a un pequeño grupo de 11 estudiantes. Aunque sus comentarios fueron en general positivos, especialmente sobre la facilidad de uso y sobre su utilidad para conocer el nivel alcanzado durante el proceso de aprendizaje, hubo algunas críticas sobre la claridad de las preguntas y el rigor del sistema de puntuación. Estos dos factores, entre otros, podrían ser la causa de la peor percepción del factor «F3-Assessment» y el origen de las reticencias de los estudiantes a los exámenes online y a la corrección automática.[EN] Development of the information and communication technologies has led to an increase in the use of Computer Based Assessment (CBA) in higher education. In the last decade, there has been a discussion on online versus the traditional pen-and-paper exams. The aim of this study was to verify whether students have reserves about auto-scored online exams, and if that is the case, to determine the reasons. The study was performed in the context of a blended assessment in which 1200 students were enrolled on a first-year physics university course. Among them, 463 answered an anonymous survey, supplemented by information obtained from an open-ended question and from interviews with students. Three factors (labelled `F1-Learning,¿ `F2-Use of Tool,¿ and `F3-Assessment¿) emerged from the quantitative analysis of the survey, and an additive scale was established. We found significant differences in the `F3-Assessment¿ factor compared to the other two factors, indicating a lower acceptance of the tool for student assessment. It seems that even though students are used to computers, they have a lack of confidence in online exams. We carried out an in-depth survey on this topic in the form of an open-ended question and by interviewing a small group of 11 students to confer strength and nuance to the quantitative results of the survey. Although their comments were in general positive, especially on ease-of-use and on its usefulness in indicating the level achieved during the learning process, there was also some criticism of the clarity of questions and the strictness system of marking. These two factors, among others, could have been the cause of the worse perception of F3-Assessment and the origin of the students¿ reluctances of online exams and automatic scoring.This work was supported by the Universitat Politècnica de València through the A15/16 Project (Convocatoria de Proyectos de Innovación y Convergencia de la UPV). We would like to thank the ICE in the Universitat Politècnica de València for their help, through the Innovation and Educational Quality Program and for supporting the team Innovación en Metodologías Activas para el Aprendizaje de la Física (e-MACAFI).Riera Guasp, J.; Ardid Ramírez, M.; Gómez-Tejedor, J.; Vidaurre, A.; Meseguer Dueñas, JM. (2018). Students perception of auto-scored online exams in blended assessment: feedback for improvement. Educacion XX1. 21(2):79-103. https://doi.org/10.5944/ educXX1.19559S7910321

Non-Markovian Methods in Glass Transition

[EN] A model for the heterogeneity of local dynamics in polymer and other glass-forming materials is provided here. The fundamental characteristics of the glass transition phenomenology emerge when simulating a condensed matter open cluster that has a strong interaction with its heterogeneous environment. General glass transition features, such as non-exponential structural relaxations, the slowing down of relaxation times with temperature and specific off-equilibrium glassy dynamics can be reproduced by non-Markovian dynamics simulations with the minimum computer resources. Non-Markovian models are shown to be useful tools for obtaining insights into the complex dynamics involved in the glass transition phenomenon, including whether or not there is a need for a growing correlation length or the relationship between the non-exponentiality of structural relaxations and dynamic heterogeneity.The APC was funded by the Spanish Ministry of Science, Innovations, and Universities through the RTI2018-097862-B-C21 Project (including the FEDER financial support). CIBER-BBN is an initiative funded by the VI National R&D&I Plan 2008¿2011, Iniciativa Ingenio 2010, Consolider Program. CIBER Actions are financed by the Instituto de Salud Carlos III with assistance from the European Regional Development Fund.Torregrosa Cabanilles, C.; Molina Mateo, J.; Sabater I Serra, R.; Meseguer Dueñas, JM.; Gómez Ribelles, JL. (2020). Non-Markovian Methods in Glass Transition. Polymers. 12(9):1-14. https://doi.org/10.3390/polym12091997S11412

Fluctuations of conformational mobility of macromolecules around the glass transition

[EN] The heterogeneity of local dynamics in disordered systems is behind some key features of glass transition. In order to improve our understanding of the molecular dynamics in disordered systems in the vicinity of the glass transition, different parameters have been proposed to quantitatively describe dynamical heterogeneity. In the case of polymers, free volume models relate the macromolecular mobility to the free or accessible volume. The relationship between dynamic heterogeneity and fluctuations of accessible volume seems straightforward. In the present work, the heterogeneity of local dynamics in polymeric systems is analyzed by computer simulation with the bond fluctuation model. The value of the accessible volume around each polymer chain is evaluated from a snapshot or static structure at each system state, resulting in a distribution of accessible volume that reflects system heterogeneity. The relationship between the average value and the standard deviation of free volume distributions at different temperatures fits amaster curve for different systems, regardless of the specific inter- and intramolecular interaction potentials that define each material. The dynamic slowdown around the glass transition is accompanied by a clear evolution of the mean value and shape of the accessible free volume distribution. The relative fluctuation of the dynamically accessible volume has been used as a parameter to quantitatively describe heterogeneity. The fluctuation varies with temperature with remarkable differences between the liquid and glassy states of the systems studied, presenting a peak at the glass transition temperature, which can be interpreted as a reflection of the distribution of local glass transition temperatures.The support from the Ministry of Economy and Competitiveness (Spain) through Project No. MAT2016-76039-C4-1-R (including the FEDER financial support) is gratefully acknowledged. R.S.S. acknowledges the support of the Ministry of Education, Culture and Sports (Spain) through the program "Estancias de movilidad de profesores e investigadores seniores en centros extranjeros de ensenanza superior e investigacion 2016 under Grant No. PRX16/00208". CIBER-BBN is an initiative funded by the VI National R&D&I Plan 2008-2011, Iniciativa Ingenio 2010, Consolider Program. CIBER Actions are financed by the Instituto de Salud Carlos III with assistance from the European Regional Development Fund.Torregrosa Cabanilles, C.; Molina Mateo, J.; Sabater I Serra, R.; Meseguer Dueñas, JM.; Gómez Ribelles, JL. (2018). Fluctuations of conformational mobility of macromolecules around the glass transition. Physical Review E. 97(6):062605-1-062605-7. https://doi.org/10.1103/PhysRevE.97.062605S062605-1062605-797

Computer simulation of the heterogeneity of segmental dynamics inamorphous polymers

The heterogeneity of local segmental dynamics in a polymer system is analyzed by computer simulation with the Bond Fluctuation Model. A different approach is proposed based on the concept of Dynamically Accessible Volume (DAV) due to the difficulties encountered in the characterization of this heterogeneity by means of the distribution of relaxation times. A DAV value is assigned to each polymer chain as the fraction of cells in its surroundings that could be occupied in one Monte Carlo Step. In this way it is possible to relate the mobility of a chain with the accessible volume around it, due to the relationship between DAV and diffusion coefficient. As temperature decreases in equilibrium the DAV distribution shifts towards lower values, its width decreases and the number of frozen molecules increases. The methodology proposed also provides a way of characterizing the evolution of segmental dynamics distribution in out of equilibrium states below glass transition temperatures.The authors would like to acknowledge the support provided by the Conselleria d'Educacio of the Generalitat Valenciana through the GV/2009/033 project. The translation of this paper was funded by the Universidad Politecnica de Valencia, Spain.Molina Mateo, J.; Torregrosa Cabanilles, C.; Sabater I Serra, R.; Meseguer Dueñas, JM.; Gómez Ribelles, JL. (2013). Computer simulation of the heterogeneity of segmental dynamics inamorphous polymers. Journal of Non-Crystalline Solids. 362:175-179. https://doi.org/10.1016/j.jnoncrysol.2012.11.034S17517936

Validation of student peer assessment in effective oral communication in engineering degrees

[EN] Peer assessment is a form of collaborative learning in which the students evaluate learning products of other students. In this paper we present the results of the analysis of the assessment between students of oral presentations. A group of students solves a problem, writes a document with the resolution and makes an oral presentation in class for the rest of the students. Another group assesses both, the written document and the oral presentation. To help students to do the assessments two rubrics are provided along with other guidance documents which help in writing scientific documents and performing oral presentations. Regarding the oral communication, the rubric evaluates 5 factors. The result of the students¿ evaluation is compared with the simultaneous evaluation of two professors. When making a comparison of the global assessment between professors and students we find significant differences. However, when the factor ¿use of auxiliary resources¿ is removed these differences disappear, since that factor introduces dispersion difficult to be justified. In addition, the assessment performed by students with and without the help of a rubric is compared. In this case we do not find significant differences.Los autores desean agradecer al Instituto de Ciencias de la Educación de la Universitat Politècnica de València (España) el apoyo al Grupo de Innovación Docente e-MACAFI y el apoyo financiero a través del proyecto PIME/2014/A025Meseguer Dueñas, JM.; Vidaurre, A.; Molina Mateo, J.; Riera Guasp, J.; Martínez Sala, RM. (2017). Validación de la Evaluación entre Compañeros en la Comunicación Oral Efectiva en los Estudios de Ingeniería. VAEP-RITA. 5(2):70-75. http://hdl.handle.net/10251/153372S70755

Bio-Nanocomposite Hydrogel Based on Zinc Alginate/Graphene Oxide: Morphology, Structural Conformation, Thermal Behavior/Degradation, and Dielectric Properties

[EN] Bio-nanocomposite hydrogels based on sodium alginate (SA) as polymer matrix and graphene oxide (GO) nanosheets with zinc as crosslinking agent were synthesized with the aim of incorporating the intrinsic properties of their constituents (bioactivity and antimicrobial activity). Thus, stable and highly interconnected networks were obtained from GO nanosheets dispersed in SA matrices through interactions with low amounts of zinc. The GO nanosheets were successfully incorporated into the alginate matrix in the form of a complex nano-network involving different interactions: Bonds between alginate chains induced by Zn ions (egg box structure), interactions between GO nanosheets through Zn ions and hydrogen bonds between alginate chains, and GO nanosheets. The molecular interactions and morphology were confirmed by Fourier-transform infrared spectroscopy and transmission electron microscopy. The composite's structural organization showed enhanced thermal stability. The glass transition temperature shifted to a higher temperature due to the reduced mobility induced by additional crosslinking bonds after incorporating the GO nanosheets and Zn into the polymer matrix. Finally, the dielectric behavior revealed that charge carrier mobility was hampered by the compact structure of the nanonetwork, which reduced conductivity. The combined properties of these nanocomposite hydrogels make them attractive biomaterials in the field of regenerative medicine and wound care since both surface bioactivity and antibacterial behavior are two critical factors involved in the success of a biomaterial.This research was funded by the Spanish Ministry of Science, Innovations and Universities through the RTI2018-097862-B-C21 Project (including the FEDER financial support). A.S.-A. also acknowledges the Fundacion Universidad Catolica de Valencia San Vicente Martir though Grant No 2019-231-003UCV. CIBER-BBN (Centro de Investigacion Biomedica en Red, Bioingenieria, Biomateriales y Nanomedicina) is an initiative funded by the VI National R&D&I Plan 2008-2011, Iniciativa Ingenio 2010, Consolider Program. CIBER Actions are financed by the Instituto de Salud Carlos III with assistance from the European Regional Development Fund.Sabater I Serra, R.; Molina Mateo, J.; Torregrosa Cabanilles, C.; Andrio-Balado, A.; Meseguer Dueñas, JM.; Serrano-Aroca, Á. (2020). Bio-Nanocomposite Hydrogel Based on Zinc Alginate/Graphene Oxide: Morphology, Structural Conformation, Thermal Behavior/Degradation, and Dielectric Properties. Polymers. 12(3):1-16. https://doi.org/10.3390/polym12030702S11612

Data set on the effectiveness of Flip Teaching on engineering students' performance in the physics lab compared to Traditional Methodology

[EN] This paper shows the data of the Flip Teaching and Traditional Methodology on the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were shown in four consecutive years. The characteristics of all four years were quite similar, except that the Traditional teaching Methodology (TM) was used in two, while Flip Teaching methodology (FT) was applied in the other two. For further discussion, please refer to the scientific article entitled "Effectiveness of flip teaching on engineering students' performance in the physics lab" [1]. Additional segmentation data in three levels are presented in this data in brief paper.This work was supported by the Universitat Politecnica de Valencia [Project PIME/2018/B25 Convocatoria de Proyectos de Innovacion y Convergencia de la UPV].Gómez-Tejedor, J.; Vidaurre, A.; Tort-Ausina, I.; Molina Mateo, J.; Serrano, M.; Meseguer Dueñas, JM.; Martínez Sala, RM.... (2020). Data set on the effectiveness of Flip Teaching on engineering students' performance in the physics lab compared to Traditional Methodology. Data in Brief. 28:1-7. https://doi.org/10.1016/j.dib.2019.104915S1728Gómez-Tejedor, J. A., Vidaurre, A., Tort-Ausina, I., Molina-Mateo, J., Serrano, M.-A., Meseguer-Dueñas, J. M., … Riera, J. (2020). Effectiveness of flip teaching on engineering students’ performance in the physics lab. Computers & Education, 144, 103708. doi:10.1016/j.compedu.2019.10370

Percepción de los estudiantes sobre la utilización de screencast en la enseñanza de la física

[EN] In recent years, screencast has been widely used as a teaching tool in different areas. A screencast is a short video obtained from the capture of the computer screen with narrator explanation provided by the teacher. This paper analyse the opinion of Freshmen University in relation to the benefits that the use of screencast contributes to improve learning of physics, how the students use the screencast, and also why they choose to use it or do not. Several screencasts have been prepared and uploaded to the Sakai/PoliformaT platform in which key and difficult points of physics are addressed. Sakai/PoliformaT is a learning platform developed at the Universitat Politècnica de València (UPV, www.upv.es/index-en.htm), through the Sakai project (https://sakaiproject.org). On average, each screencast was watched more than 100 times from a group of physics with 117 students enrolled. Previous works suggested that screencast is perceived by students as beneficial and concluded that learning improvements are obtained. To verify this perception, an anonymous survey, consisting of 10 multiple choice questions and an open question was done. The relationship between the use of the screencast and the perception students have about the improvement of understanding of the subject is analyzed. The relationship between the use of screencast and results in certain exam questions are also discussed. The results indicate that most students believe that the screencast are useful for learning by helping them to understand relevant concepts and thus improving their results.[ES] En los últimos años, screencast se ha utilizado ampliamente como herramienta de enseñanza en diferentes áreas. Un screencast es un video corto obtenido a partir de la captura de la pantalla del ordenador acompañada de la narración de un profesor. Este trabajo explora la opinión de los estudiantes de primer curso de Universidad en relación con los beneficios que el uso de screencast aporta a la mejora del aprendizaje de la física, con el uso que los estudiantes hacen del screencast, y también por qué deciden usarlo o no. Se han preparado y subido a la plataforma, varios screencasts en los que se tratan aspectos clave de la física en los que es sabido que los estudiantes encuentran dificultades. Sakai/PoliformaT es una plataforma de aprendizaje desarrollada en la Universitat Politècnica de València (UPV, www.upv.es/index-en.htm), a través del proyecto Sakai (https://sakaiproject.org). En promedio, cada screencast fue visionado más de 100 veces, por estudiantes de un grupo de física de 117 alumnos. Trabajos previos sugieren que screencast es percibido por los alumnos como beneficioso y concluyen que se obtienen mejoras en el aprendizaje. Para verificar esta percepción, se realizó una encuesta anónima que constaba de 10 preguntas de respuesta múltiple y una pregunta abierta. Se analizó la relación entre el uso de los screencast y la percepción de los estudiantes de haber obtenido beneficios en cuanto a una mejor comprensión de la materia tratada. También se analizó la relación entre el uso de screencast y la nota en preguntas relacionadas de un examen. Los resultados indican que la mayoría de los estudiantes opinan que los screencast son útiles para su aprendizaje ayudándoles a comprender conceptos relevantes y mejorando así sus resultados.Los autores desean agradecer al Instituto de Ciencias de la Educación de la Universitat Politècnica de València (España) el apoyo al Grupo de Innovación Docente e-MACAFI y el apoyo financiero a través del proyecto PIME/2014/A025.Gómez Tejedor, JA.; Vidaurre Garayo, AJ.; Riera Guasp, J.; Meseguer Dueñas, JM.; Molina Mateo, J. (2016). Percepción de los estudiantes sobre la utilización de screencast en la enseñanza de la física. En In-Red 2016. II Congreso nacional de innovación educativa y docencia en red. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2016.2016.4318OC

Utilización de Lessons como herramienta de apoyo a la docencia inversa en la asignatura de Biofísica

[EN] The use of the PoliformaT tool has been analysed, both in terms of the number of visits and their temporary distribution. As an example, the temporary pattern of visits to some videos has also been analysed. Both patterns have been analysed according to the date of the examination on the topic. In addition, an opinion survey has been carried out in which the students have been asked about the methodology and the tools and means available. The results indicate that the students work regularly with a good organization of time. They visit the page continuously with a slight increase the days before the exam, while they visit the videos earlier, more linked to the presentation of the corresponding topic.[ES] Se ha analizado el uso de la herramienta de PoliformaT, tanto el número de visitas como su distribución temporal. También se ha analizado, a modo de ejemplo, el patrón temporal de visitas a algunos vídeos. Ambos patrones se han analizado en función de la fecha del examen sobre esa materia. Además se ha realizado una encuesta de opinión en la que los estudiantes han valorado la metodología y las herramientas y medios disponibles. Los resultados indican que los alumnos trabajan de forma regular con una buena organización del tiempo. Visitan la página de forma continua con un ligero incremento los días antes del examen, mientras que visitan los vídeos con mayor antelación, más ligado a la presentación del tema correspondiente.Los autores agradecen al Instituto de Ciencias de la Educación de la Universitat Politècnica de València su apoyo al grupo de Innovación e-MACAFI y al Proyecto PIME/2018/B25.Gómez Tejedor, JA.; Molina Mateo, J.; Serrano Jareño, MA.; Meseguer Dueñas, JM.; Vidaurre Garayo, AJ.; Riera Guasp, J. (2019). Utilización de Lessons como herramienta de apoyo a la docencia inversa en la asignatura de Biofísica. En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 935-948. https://doi.org/10.4995/INRED2019.2019.10462OCS93594