Preparing for generation Z:how can technology enhanced learning be firmly embedded in our students' learning experience? A case study from Abertay University

Abertay is a relatively small, modern university (undergraduate population of around 4000) with a wide portfolio and a diverse student population. Around 35% of our students are direct entry from local partner colleges to years 2 and 3 of our programmes and a significant number are first generation higher education within their families. As such, partnership working with colleges and support to aid student transitions are key aspects of Abertay’s provision. Since 2013/14, the university has developed and implemented a new Teaching and Learning Enhancement strategy that has catalysed wholescale transformation across the institution. This paper provides an overview of technology enhanced learning at the university with the drivers for change being to the quality of our students' learning experience, improve student retention and progression and enhance learners’ engagement

Konsumsi Minyak Goreng dan Vitamin A pada Beberapa Kelompok Umur di Dua Kabupaten

Indonesia plans to implement mandatory vitamin A fortification of cooking oil. A pilot study of voluntary vitamin A fortification in unbranded cooking oil showed that vitamin A status improved significantly a year afterfortification for five age groups except for children 12-23 months of age. The objective of the study was to measure cooking oil consumption and dietary consumption of vitamin A in children, women of reproductive age(WRA), and lactating mothers. The study was a cross-sectional study in Tasikmalaya and Ciamis, Indonesia, covering 1.594 samples randomly selected of poor households. Cooking oil was collected at household byrecall of usual cooking oil purchase and individual sample by 2x24h recall of food consumption. The results showed that households prefer bought unbranded cooking oil sold in plastic pouch at foodstall (warung) nearbyhome (96.2%), purchased oil every 1-3 days (60.6%), each purchace contained < 250 mL oil (73.9%). The average (mean+SE) cooking oil consumption at household was 27.5+1.0 mL/capita/day. Cooking oilconsumption at individual level on the average was 22.3+0.5 mL/capita/day lower compared to household consumption of oil, varied significantly of 2.4+0.4, 13.3+0.8, 23.0+1.0, 30.5+1.3, 33.5+1.2, 33.1+1.3 mL/day in 6-11, 12-23, 24-59 month old, 6-9 year old, WRA, and lactating mothers respectively. Cooking oil consumptionwas lower in children 6-11 and 12-23 months old which contributed to non-significant improvement of serum vitamin A level particularly in children 12-23 months old but not other groups since they consumed higher intake of cooking oil or still brestfed for children 6-11 month old

Proyecto MINENERGYDESIGN: modelo de aplicación de la metodología Design Thinking en el aprendizaje en la gestión de proyectos de ingeniería

La gestión de proyectos en ingeniería se está transformando hacia un proceso dinámico y ágil, donde la interacción e iteración continua con el cliente/usuario es una realidad. Para el éxito del proyecto, y la resolución del problema de ingeniería, se deben considerar nuevas herramientas de aprendizaje, donde el alumno debe trabajar entre otras competencias, la creatividad (aplicada a la resolución de problemas), el trabajo en equipo, la comunicación y el liderazgo. El objetivo de este trabajo es mostrar cómo la metodología Design Thinking incrementa el aprendizaje en el área de gestión de proyectos proponiendo una sencilla iteración en tres etapas hasta alcanzar un prototipo funcional. De esta forma, el alumnado adquiere de una forma práctica las competencias demandadas por el entorno profesional, permitiendo tener una primera aproximación y experiencia en aula sobre la gestión de proyectos

Vídeo-tutoriales y su influencia en el aprendizaje

En la última década se han desarrollado multitud de metodologías de enseñanza alternativas englobadas en el marco de la innovación educativa, con el objeto de fomentar la motivación de los alumnos, adaptarse a las nuevas tecnologías y mejorar el aprendizaje. En concreto, este estudio se centra en el uso de vídeo-tutoriales en los que se explica parte de la materia de la asignatura, de modo que los estudiantes pueden hacer uso de los vídeos como material de apoyo en un marco metodológico de “aula invertida”. Para evaluar el impacto de los vídeo-tutoriales, los alumnos se sometieron a dos pruebas de cuyos resultados se desprende la utilidad del método en la mejora de la adquisición de los resultados de aprendizaje. Además, se ha realizado una comparativa entre los resultados obtenidos en años anteriores con metodologías tradicionales y en este año con la nueva técnica para obtener una visión global de los resultados de su implementación y cuantificar la mejora en los resultados obtenidos por los alumnos

RAWMATCARDS : Critical Raw Materials Cards Game

Critical Raw Materials (CRMs) are those raw materials which are economically and strategically important for the European economy but have a high-risk associated with their supply. This document describes a card game and provides all the material to play. The goal of the activity is to learn the importance of critical raw materials, their properties and their applications. Teachers can use a detailed description of each of the elements (with information about their mineral source, production, economic importance, properties and main uses) and Kahoot! questions to test the knowledge of their students. Students work in groups, matching cards (property and use) to guess which elements made a jet engine, a solar panel, a phone screen and many more items necessary in our everyday life

Long-term forecast of energy and fuels demand towards a sustainable road transport sector in ecuador (2016-2035): a leap model application

The total energy demand in the transport sector represented 48.80% of the total consumption in Ecuador throughout 2016, where 89.87% corresponded to the road transport sector. Therefore, it is crucial to analyze the future behavior of this sector and assess the economic and environmental measures towards sustainable development. Consequently, this study analyzed: (1) the total energy demand for each vehicle class and fuel type; (2) the GHG (greenhouse gas) emissions and air pollutants NOx and PM10; and (3) the cost attributed to the fuel demand, between 2016 and 2035. For this, four alternative demand scenarios were designed: BAU: Bussiness As Usual; EOM: Energy Optimization and Mitigation; AF: Alternative Fuels; and SM: Sustainable Mobility using Long-range Energy Alternatives Planning system. After analysis, the EOM, AF, and SM scenarios have advantages relative to BAU, where SM particularly stands out. The results show that SM compared to BAU, contributes with a 12.14% (141,226 kBOE) decrease of the total energy demand, and the economic savings for this fuel demand is of 14.22% (26,720 MUSD). Moreover, global NOx and PM10 emissions decreased by 14.91% and 13.78%, respectively. Additionally, accumulated GHG emissions decreased by 13.49% due to the improvement of the fuel quality for the vehicles that mainly consume liquefied petroleum gas, natural gas, and electricity

RAWMATCARDS : Critical Raw Materials Cards Game

Critical Raw Materials (CRMs) are those raw materials which are economically and strategically important for the European economy but have a high-risk associated with their supply. This document describes a card game and provides all the material to play. The goal of the activity is to learn the importance of critical raw materials, their properties and their applications. Teachers can use a detailed description of each of the elements (with information about their mineral source, production, economic importance, properties and main uses) and Kahoot! questions to test the knowledge of their students. Students work in groups, matching cards (property and use) to guess which elements made a jet engine, a solar panel, a phone screen and many more items necessary in our everyday life

The use of heterogeneity to improve the learning process of large groups of students

Students start university with a high heterogeneity, both in knowledge and abilities to cope with the different subjects. Traditional teaching methods are based on unidirectional transmission of knowledge, from teachers to students, causing problems when the aforementioned heterogeneity is high. Some new methods try to homogenize the students before the start of the course. As an innovative approach, this study tries to use the heterogeneity to improve the final learning. Continuous assessment, collective intelligence and the use of web 2.0 have been applied to encourage collaboration and horizontal share of knowledge. Results show how the mixture of students with different knowledge or abilities can be effective, probably because of motivational forces that initiate in the doubts of low level students and in the incentive of high level students to teach and share their knowledge

Flip teaching vs collaborative learning to deal with heterogeneity in large groups of students

High school students start their first year at the university with very different levels of knowledge and skills. Chemistry and Technical Drawing are two appropriate examples to study this complex situation. Due to the flexible high school academic curricula and the lack of strict requirements to enter university degrees in the case of, for example, engineering degrees, it is possible for a student to access withoutstudying Chemistry or Technical Drawing in the last years of high school. The challenge of teachingheterogeneous and large groups has been addressed using different methodologies. In particular, this work has compared two methodologies that can be named as the “classical” and “innovative” approaches. The first one tries to level the students before the standard lessons, applying a flip teachingtechnique. The second one face heterogeneity, not as problem, but as an opportunity: collaborative learning using working teams tries to level the students through interactions between them. The results of both methodologies have been measured using different external controls: tests, chronological development of activities, continuous assessment questionnaires or final tests. An important conclusion is that both methodologies have a clear impact in the motivation of the students, however this motivation does not well translate into final improvements of the students’ marks in the subjects. Flip teaching videos must be done according to the learning objectives and students need to get used to watchingvideos to prepare the lessons because, in general, it is something new for them. Collaborative learning produces synergy that contributes to the learning process, but interactions between students and teachers must be encouraged. Finally, the authors suggest a critical reflection of the optionality of some subjects in the last years of high school and the possibility to access some degrees without having essential knowledge of some subjects

Proyecto MINENERGYDESIGN: modelo de aplicación de la metodología Design Thinking en el aprendizaje en la gestión de proyectos de ingeniería = MINENERGYDESIGN project: Application model of the Design Thinking methodology in learning in the management of engineering projects

La gestión de proyectos en ingeniería se está transformando hacia un proceso dinámico y ágil, donde la interacción e iteración continua con el cliente/usuario es una realidad. Para el éxito del proyecto, y la resolución del problema de ingeniería, se deben considerar nuevas herramientas de aprendizaje, donde el alumno debe trabajar entre otras competencias, la creatividad (aplicada a la resolución de problemas), el trabajo en equipo, la comunicación y el liderazgo. El objetivo de este trabajo es mostrar cómo la metodología Design Thinking incrementa el aprendizaje en el área de gestión de proyectos proponiendo una sencilla iteración en tres etapas hasta alcanzar un prototipo funcional. De esta forma, el al umnado adquiere de una forma práctica las competencias demandadas por el entorno profesional, permitiendo tener una primera aproximación y experiencia en aula sobre la gestión de proyectos. ----------ABSTRACT---------- Project Management in engineering fields is being transformed towards an agile management, where the interaction with the client / user and iteration is a constant. For the success of the project, and the resolution of the engineering problem, new learning tools must be considered, where the student must work, among others, creativity competences (applied to problem solving), teamwork, communication and leadership. This paper shows how the Design Thinking methodology increases learning in the area of project management, in this case, proposing a simple iteration in three stages, until reaching a functional prototype. The students in this way acquire in a practical way the competences demanded by the professional environment, allowing to have a first approximation and classroom experience on the management of projects