Student interaction with the interplay tool

[EN] Among the priorities of the Polytechnic University of Valencia¿s Education Science Institute (ICE in Spanish) is the training of university teachers, in which one of the subjects covered is the development and application of technological resources to improve the teaching-learning process. The ICE¿s Educational and Multimedia Resources Bureau (GREM in Spanish) has developed the InterPLAY teaching tool to promote changes that make it necessary to re-invent the teaching process, in which the teachers take on an innovative role and create conditions for the students to acquire new knowledge, experience and elements that generate analytical, reflective and acquisition processes. Apart from being a teaching video, InterPLAY allows the teacher to introduce information (recordings, videos, questions, images, files, graphs, embedded web pages, etc) and construct it in a way to suit teaching criteria, facilitate the students¿ learning, and especially generate interaction with the contents. There are clear standards for the correct use of the teaching resource in the subject [2]. It must be relevant, up-to-date and realistic, as well as have high image and audio quality, and of course assist in learning the contents to be studied. Both its design and production, the resource¿s foundation, and experimentation and evaluation are creatively and dynamically inserted into the teaching-learning process and can be used as a tool to develop competencies and skills in the students, who are benefitted by playing a more active learning role, making education more accessible and dynamic [3], This paper describes the characteristics of the practical formative sessions, which use an experiential method for teachers to learn to design their own teaching resources using InterPLAY [4]. The participants were teachers who give different engineering degree subjects, including master¿s degree courses. We also give an analysis of the evaluations given in the participants¿ responses to the questionnaire specially composed for this purpose at the end of the last two courses. These considered the evaluations as regards the didactic use of the tool, with an analysis of its impact on the learning process, its degree of interest, and the difficulties encountered in the tool¿s different applications, both from the teachers¿ and students¿ point of view. Using InterPLAY is a constant incentive for teachers to give more thought to their teaching methods.Rios, JG.; Garcia, E.; Marton Lluch, I. (2020). Student interaction with the interplay tool. IATED Academy. 4513-4520. https://doi.org/10.21125/edulearn.2020.1190S4513452

Project Based Learning in the subject of Energy and sustainable development

[EN] The standards and guidelines for quality assurance in the European Higher Education Area (EHEA) lay down that one of the keys to combining learners¿ knowledge and skills is the implementation of new more student-centred methodologies, and learning based on competences. One of the most widely used and effective active learning methodologies is Project-Based Learning (PBL). This is a practical pedagogical methodology in which the student carries out a project focused on solving a real problem by applying the theoretical concepts from a practical point of view. In this work, projects implanted using the PBL methodology are aligned with the Agenda 2030. This Agenda for Sustainable Development, approved in 2015, establishes that the universities must play a major role in compliance with it, in due consideration of their responsibility in relation to training, research, relations with society and a model for higher education governance. This agenda contains 17 Sustainable Development Goals (SDGs). This proposal is focused on Goal 7, ¿Affordable and Clean Energy¿. In the framework of the PBL methodology and integrating the SDGs of the Agenda 2030, the main goal of this work is the development of project-based learning in the subject "Energy and Sustainable Development" in the bachelor¿s degree in Energy Engineering at the Universitat Politècnica de València. The paper described the developed methodology, the results achieved and the initial conclusions obtained.This work was carried out within the framework of the PIME's Educational Improvement and Innovation Project 2018-2019 Coordination of transversal competences in nuclear subjects of the Energy Engineering Degree, Referencia B16, del Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècnica de València.Marton Lluch, I.; Villanueva López, JF.; Gallardo Bermell, S.; Carlos Alberola, S.; Sánchez Galdón, AI. (2020). Project Based Learning in the subject of Energy and sustainable development. IATED Academy. 4811-4819. https://doi.org/10.21125/edulearn.2020.1266S4811481

Optimización de soluciones de gestión de la obsolescencia en base al riesgo

[ES] Este trabajo se centra en revisar el efecto de la obsolescencia técnica en los modelos actuales de RAMS, en un intento de explorar la viabilidad del uso de dichos modelos como parte de un conjunto de herramientas para analizar el impacto de la gestión de la obsolescencia en el contexto de toma de decisiones informada en el riesgo en las centrales nucleares. Se presenta un caso de aplicación para un componente de seguridad.El trabajo presentado forma parte de un Proyecto del Ministerio de Economía y Competitividad (ENE2016-80401-R) y de la tesis doctoral (BES-2014-067602). Además, este estudio ha recibido soporte de los Fondos FEDER.Marton Lluch, I.; Martorell Alsina, SS.; Sánchez Galdón, AI.; Carlos Alberola, S. (2019). Optimización de soluciones de gestión de la obsolescencia en base al riesgo. Sociedad Nuclear Española. 1-5. http://hdl.handle.net/10251/180966S1

Analysis of occupational accidents inSpain using shrinkage regression methods

[EN] This paper analyses the relationship between the evolution of occupational health indicators, i.e. frequency rate (FR), severity rate (SR) and days lost per accident (DLA), and the performance of relevant influencing factors related to the labour market, the productivity structure and the economy using regression shrinkage methods: the Lasso, Elastic Net and AdaLasso regression methods. The advantage of applying these methods is that they overcome two common problems faced in this type of analysis: the number of input factors greatly exceeds the number of observations (data set) and the multicollinearity of the input factors. A case study is included focused on occupational accidents in Spain in the time period 1995-2017. The analysis covers an unstable period in the Spanish labour market consisting of stages of economic growth and deep recession as well as changes in the structure of the production system. The shrinkage methods identified and selected the most important factors that significantly affected the occupational health indicators. The AdaLasso method provided the best results for FR y DLA, based on the bayesian information criterion (BIC) and performed slightly worse than Elastic Net for SR. It can be concluded that AdaLasso seems to be the most consistent and robust method and also explains the different relationships with the least number of factors (variables). Based on the results of the AdaLasso regression method, Factor Hours Worked showed a strong positive relationship with all three indicators, while the Total Females Employed and Agriculture Sector factors showed a strong negative relationship with FR and SR. However, several factors affecting either FR or DLA seemed to have no affect on SR, while others affected each other in the same way but with weaker or stronger relationships. The results found were not only consistent with the results of the health indicators analysed in previous work, but also provided additional insights into occupational indicators that have not been covered up to now.Gallego-Blasco, VS.; Sánchez Galdón, AI.; Marton Lluch, I.; Martorell Alsina, SS. (2021). Analysis of occupational accidents inSpain using shrinkage regression methods. Safety Science. 133:1-9. https://doi.org/10.1016/j.ssci.2020.1050001913

Project Based learning applied to bachelors degree in energy engineering

[EN] The standards and guidelines for quality assurance in the European Higher Education Area (EHEA) lay down that one of the keys to combining learners knowledge and skills is the implementation of new student-centred active competence-based teaching methodologies. One of the most widely used and effective of these methodologies is Project Based Learning (PBL). Although a significant number of these initiatives have been carried out in recent decades, in most cases they are limited to implementing individual subjects with few applications to the degree curriculum. In this context, the main goal of this work was to develop a project-based learning system in two subjects of the Bachelor s Degree in Energy Engineering at the Universitat Politècnica de València. The problem is analysed from a practical point of view, using theoretical concepts in the subject of Statistics and their subsequent implementation in the subject "Energy and Sustainable Development". The developed methodology is described, together with the coordination between these two subjects, the results achieved and the initial conclusions obtainedThis study was carried out within the framework of the Educational Innovation and Improvement Project (PIME in Spanish) Year 2018/19 Coordination of transversal competences in key subjects in the Energy Engineering Degree (Reference B16) of the Vice Chancellor for Studies, Quality and Accreditation of the Polytechnic University of Valencia.Marton Lluch, I.; Gallardo Bermell, S.; Villanueva López, JF.; Sánchez Galdón, AI.; Carlos Alberola, S. (2019). Project Based learning applied to bachelors degree in energy engineering. IATED. 5794-5798. https://doi.org/10.21125/edulearn.2019.1404S5794579

Evaluation of risk impact of Completion Time changes combining PSA and DSA model insight and human reliability analysis

[EN] Although in risk screening of equipment structures, systems and components, changes can be accomplished directly using RG 1.174, a plant change may also include changes to human actions. Human reliability analysis is an integral part of probabilistic safety assessment modeling. Using best estimate codes can identify unknown accident sequences as well as quantify more realistic probabilities of human error. This paper proposes a three-step approach to evaluate the risk impact of changes to completion time within nuclear power plant technical specifications, using a probabilistic safety assessment model refined by a best-estimate safety analysis and human reliability analysis. A case study is presented focusing on a completion time change of the residual heat removal system of a nuclear power plant using a level 1 low power and shutdown probabilistic safety assessment. Thus, the application case shows that the change could be accepted from a risk viewpoint, in particular, because of the risk increase imposed by extending the completion time is partially compensated by the risk decrease due to the human error probability reduction since the stress level is reduced.The authors are grateful to the Spanish Ministry of Science and Innovation for the financial support received (Research Projects ENE2013-45540-R and ENE2016-80401-R) and the doctoral scholarship awarded (BES-2014-067602). The study also received financial support from the Spanish Research Agency and the European Regional Development Fund.Martorell-Aygues, P.; Marton Lluch, I.; Sánchez Galdón, AI.; Martorell Alsina, SS.; Sanchez Saez, F.; Saiz-Córdoba, M. (2018). Evaluation of risk impact of Completion Time changes combining PSA and DSA model insight and human reliability analysis. Reliability Engineering & System Safety. 178:97-107. https://doi.org/10.1016/j.ress.2018.05.008S9710717

Spanish contribution to the development and application of probabilistic safety analysis: Experience and future challenges

[EN] The development of Probabilistic Safety Analysis, which began in Spain in 1986, is based on the document "Integrated Program on Development and Use of Probabilistic Safety Analysis in Spain" adopted by the Spanish regulatory body. A second edition of this document in 1998 considered the activities needed to apply its principles in different fields. Since then, the Spanish regulatory body, universities and the nuclear industry have contributed to their development and application, especially in nuclear power plants. This paper provides an overview of the Spanish experience in three areas: the regulatory framework, developments, and applications. We also provide information on opportunities for improvement and future challenges.Martorell Alsina, SS.; Marton Lluch, I.; Sánchez Galdón, AI.; Courtin, S.; Queral, C.; Meléndez, E.; Olivar, F.... (2024). Spanish contribution to the development and application of probabilistic safety analysis: Experience and future challenges. Nuclear Engineering and Design. 418. https://doi.org/10.1016/j.nucengdes.2023.11287941