Digitalisation as Support in Competences Acquisition: Experiences at the Faculty of Business Administration and Management

[EN] This work presents the design of tasks in two courses at the Faculty of Business Administration and Management between 2020–2021. Because on-campus learning was limited, the tasks were designed to enable students to use digital tools. The learning outcomes were defined to ensure that students acquired both STEAM and soft competences. The STEAM competences in these subjects focused on developing curiosity (S: science), using technology (T), solving problems (E: engineering) and communicating in a visual manner (A: arts). In the first course, the task, which was implemented across two lessons, required the students to review a service. The students used digital tools to trace the customer journey, including pain points (negative opinions about the experience) users indicated, solutions to address those pain points and the main challenges involved in the solutions’ implementation. The use of digital tools added the technology competence to the competences students had already acquired in previous years (science, engineering, arts). In the second course, students worked on their bachelor’s degree theses, which they will be required to present both orally and in writing to three professors of the faculty. The task designed in this subject involved a screencast video produced by each student. Each student’s video was required to follow the format of the actual presentation of his or her thesis. This task added the technology and arts competences to the competences they had acquired in previous courses (science and engineering). This paper presents the results obtained from the two courses. These include the evaluation of learning outcomes in relation to previous years, the advantages and disadvantages of the tools selected in each subject and improvements to be incorporated in future years.This paper was written as part of two innovation and educational improvement projects (PIME) with the support of the Universitat Politècnica de València (Institute of Educational Sciences, ICE). The first project, entitled ‘Applying STEAM strategies in the areas of social sciences and arts through service-learning activities’, is coordinated by Professor María deMiguel-Molina. The second project, entitled ‘Infographics: Using ICT in the visual and creative representation of teaching content’, is coordinated by Professor María-Angeles Carabal-Montagud.Miguel Molina, MBD.; Miguel Molina, MRD.; Catalá Pérez, D.; García Ortega, B. (2022). Digitalisation as Support in Competences Acquisition: Experiences at the Faculty of Business Administration and Management. En Proceedings INNODOCT/21. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 57-64. https://doi.org/10.4995/INN2021.2021.13357576

Exploring SMEs crowdfunding solutions that can generate trust

[EN] In accordance with the sustainable development goals, it is necessary to increase the access of SMEs to financial services. Crowdfunding has been imposed as an alternative to other traditional financial sources, being an "umbrella" covering the financing of projects and initiatives by various individuals (the crowd) through the Internet. Within the concept, four types are included: Donation, Reward-based, Lending and Equity. The concept of “trust” is a key element in online transactions, reducing the information asymmetries and uncertainty. The generation of trust in crowdfunding can be derived from different components that we will analyze: a) The platform used (and the company that supports it); b) The promoter; c) The quality of the information; d) The investor's disposition and familiarity with the instrument; and e) The network around the promoter and / or the project. In addition, female entrepreneurs generate more trust and would have the opportunity to attract professional local investors (lead investors), through better information on their initiative. That is why, through a content analysis, we will propose the best type and components combination, within the framework of a project based on the SMEs of Bogotá (Colombia).This work is carried out within the framework of the Adsideo Project, “Needs analysis for the design and implementation of a crowdfunding solution that supports informal companies and micro-SMEs in the downtown area of Bogotá (AD2009)”, coordinated by Professor Blanca de Miguel.Miguel Molina, MRD.; Miguel Molina, MBD.; Peiró Signes, Á.; Segarra Oña, MDV. (2022). Exploring SMEs crowdfunding solutions that can generate trust. En Proceedings 3rd International Conference. Business Meets Technology. Editorial Universitat Politècnica de València. 119-124. https://doi.org/10.4995/BMT2021.2021.1328811912

Goya. Pionero de la teoría de la Restauración Científica en España.

La visión de Goya sobre la restauración de Bienes Culturales es precursora en su época en España y sienta las bases para comprender la disciplina tal y como se desempeñará en el siglo XIX y posteriores. En la historia de la restauración, se han realizado en España toda una serie de intervenciones que han actuado sobre el original modificándolo, en base a operaciones como limpiezas, reintegraciones, cambios de soporte, amputaciones, etc. Todas ellas han ido destinadas a la conservación o mejora de la obra pero, en ciertas ocasiones, los efectos de las mismas no han sido del todo positivos. La puesta en valor del concepto de pátina durante los siglos XVII y XVIII en Europa, principalmente en Inglaterra, como aspecto significativo de envejecimiento de la materia pictórica, tiene en Goya a unos de sus defensores en la Real Academia de San Fernando de Madrid, teniendo en cuenta su tan citada máxima, que ha llegado a la actualidad: "el tiempo también pinta". El artista polifacético era consciente de que las obras, tal y como las conocemos en la actualidad, son un compendio de vicisitudes históricas desde el momento de su creación y que cualquier tipo de intervención restaurativa puede modificarlas o incluso anularlas. Con ello, cualquier acto de restauración, principalmente la limpieza, podría llegar a trasformar la historia del arte, en una época en la que el principal modo de trascender de la obra era mediante su propia supervivencia. Goya denuncia las intervenciones llevadas a cabo por los restauradores de la Real Academia de finales del siglo XVIII, en dos cartas enviadas a Don Pedro Cevallos Guerra, adelantándose en España a conceptos que ya se daban por sentado por corrientes europeas y que serán los cimientos teórico-prácticos de la restauración actual.Carabal Montagud, MA.; Miguel Molina, MRD.; Miguel Molina, MBD. (2022). Goya. Pionero de la teoría de la Restauración Científica en España. http://hdl.handle.net/10251/184162DE

Analysing the results of a FADE subject through a dashboard

[EN] This paper uses Learning Analytics and Dashboard to analyse the results of a course attended in the same sessions by students from two different Bachelor’s Degrees. The aim is to identify differences in the results of the two degrees and possible reasons for these differences. The data used come from databases of the Universitat Politècnica de València, which are available for each subject. Power BI software is used for data analysis and visualization. The Dashboard enables us to visually answer three questions formulated in relation to learning outcomes. The results show differences between the two degrees, but differences depend on specific tasks and class attendance. The results serve as a basis for future questions and to look for additional reasons that may explain the differences from additional points of view.[ES] Este trabajo utiliza Analítica de aprendizaje y Tablero de control para analizar los resultados de una asignatura compartida entre dos Grados. El objetivo es identificar diferencias en los resultados de las dos titulaciones y posibles razones de esas diferencias. Los datos utilizados proceden de bases de datos existentes en la Universitat Politècnica de València para cada asignatura. A partir de los datos existentes se utiliza el software Power BI para realizar análisis y visualizarlos. El Tablero de control permite responder visualmente a tres preguntas formuladas en relación a los resultados obtenidos por el alumnado. Los resultados muestran diferencias entre las dos titulaciones, pero se observa que las diferencias dependen de tareas concretas y de la asistencia a clase. Los resultados sirven de base para plantear preguntas futuras y buscar razones adicionales que puedan explicar las diferencias desde otros puntos de vista.Miguel Molina, MBD.; Miguel Molina, MRD.; Catalá Pérez, D.; García Ortega, B. (2022). Analizando los resultados de una asignatura de FADE a través de un Tablero de control. Editorial Universitat Politècnica de València. 392-400. https://doi.org/10.4995/INRED2022.2022.1590739240

Comparando los efectos de dos metodologias docentes sobre la involucracion del alumnado en una asignatura de Posgrado

[ES] En este artículo se comparan los efectos sobre la involucración del alumnado de dos metodologías docentes sobre un grupo de estudiantes en una  asignatura de Posgrado de Ética Empresarial. La asignatura se divide en dos bloques. En el primero se aplica una metodología tradicional, de carácter fundamentalmente expositivo. En un segundo bloque más interactivo, los alumnos trabajan la teoría desde la perspectiva práctica de una serie de memorias de Responsabilidad Social Corporativa en base a unos objetivos y preparan una presentación para compartir sus resultados con el resto de la clase, tras la que se establece una discusión entre todo el grupo. Para finalizar, el profesor proporciona su feedback, ligando estos resultados con la teoría y los conceptos clave a considerar. Con el cierre de cada uno de los bloques, los alumnos (N=34) rellenan una encuesta diseñada ad hoc al objeto de recoger sus percepciones, analizar los resultados y comprobar si existen diferencias significativas en los indicadores de involucración entre las dos experiencias de aprendizaje y así extraer nuestras conclusiones.García Ortega, B.; Catalá Pérez, D.; Miguel Molina, MRD.; Miguel Molina, MBD. (2022). Comparando los efectos de dos metodologias docentes sobre la involucracion del alumnado en una asignatura de Posgrado. En Proceedings INNODOCT/21. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 363-371. https://doi.org/10.4995/INN2021.2021.1335636337

The use of Mentimeter for the design of gamified interactive activities in discovery learning

[EN] The aim of this innovation activity is to contribute to the digital transition of university teaching by using a learning platform based on the Mentimeter game, through discovery learning. The innovation has been applied to a compulsory subject in the final year of the Degree in Conservation and Restoration of Cultural Heritage. The entire theory part of the subject has been built from 44 interactive activities gamified in Mentimeter, which have guided students in the construction and discovery of the contents. The results obtained show that game-based discovery learning contributes to the student's proactive attitude, facilitating the assimilation of complex concepts.[ES] El objetivo de esta actividad de innovación es contribuir a la transición digital de la docencia universitaria mediante el uso de una plataforma de aprendizaje basada en el juego Mentimeter, a través del aprendizaje por descubrimiento. La innovación se ha aplicado a una asignatura obligatoria del ultimo curso del Grado en Conservación y Restauración de Bienes Culturales. La totalidad de la teoría de la asignatura se ha edificado a partir de 44 actividades interactivas gamificadas en Mentimeter, que han guiado a los alumnos en la construcción y descubrimiento de los contenidos. Los resultados obtenidos demuestran que el aprendizaje por descubrimiento basado en el juego contribuye a la actitud proactiva del alumno, facilitando la asimilación de conceptos complejos.Santamarina Campos, V.; Miguel Molina, MRD.; Miguel Molina, MBD.; Catalá Pérez, D. (2022). El uso de Mentimeter para el diseño de actividades interactivas gamificadas en el aprendizaje por descubrimiento. Editorial Universitat Politècnica de València. 936-946. https://doi.org/10.4995/INRED2022.2022.1585293694

Proposing an analysis of cultural policies and their impact on the economic development of countries: the case of Germany and Spain

[EN] This article aims to describe the analitycal framework in which it will be analyzed whether the cultural policies of Germany and Spain are moving towards knowledge and innovation, and how these policies affect the economic development of their countries. The methodology that we will apply will be the Qualitative Comparative Analysis; the data that we will use will be taken from the Compendium of Public Policies and Trends. We have decided to analyze Germany and Spain cases because they have the following requirements: Being a member of the OECD, member of the Compendium of Cultural Policies and Trends. In addition, Germany has been chosen for being a benchmark in terms of economic development. This research is important because cultural and creative industries, as well as public policies on them, have evolved in recent years, and new trends in research on cultural policies are moving towards the concepts of knowledge and innovation. The European Innovation Scoreboard 2021 affirms the relationship between the most innovative countries and the economic development of these countries. Therefore, the objective of this research is to analyze whether the cultural policies of Germany and Spain are moving towards knowledge and innovation, and how these policies affect the economic development of their countries.Gomez Reyes, FM.; Catalá Pérez, D.; Miguel Molina, MRD.; Manrique-Hernández, E. (2022). Proposing an analysis of cultural policies and their impact on the economic development of countries: the case of Germany and Spain. En Proceedings 3rd International Conference. Business Meets Technology. Editorial Universitat Politècnica de València. 145-151. https://doi.org/10.4995/BMT2021.2021.1377714515

Presenting a literature review in a creative way with infographics

[EN] Creativity stimulates critical thinking because it makes us think about problems differently and look for new solutions, being a fundamental skill. The objective of this innovation activity is that our master students improve their creativity through an individual infographic, using some digital tools. We asked the students in a Master subject, Research Methodologies, to perform a literature review and, afterwards, to represent it using different digital tools. After the activity, we review the results of applying this tool through a questionnaire, as part of the innovation project “Infographics. Use of Information and Communication Technologies (ICT) in the visual and creative representation of content for teaching”. The results show that students value to improve their creativity with this tool and they would use it as well in other analysis that they would perform. Moreover, group infographics have been experienced in other subjects and we observe that they can also improve creativity but also cooperation.[ES] La creatividad estimula el pensamiento crítico porque nos hace plantearnos los problemas de otro modo y buscar nuevas soluciones, siendo una competencia fundamental. El objetivo de esta actividad de innovación es que nuestros alumnos de máster mejoren su creatividad a través de una infografía individual, utilizando algunas herramientas digitales. Pedimos a los alumnos de una asignatura del Máster, Metodologías de Investigación, que realizaran una revisión bibliográfica y, posteriormente, la representaran utilizando diferentes herramientas digitales. Tras la actividad, revisamos los resultados de la aplicación de esta herramienta a través de un cuestionario, como parte del proyecto de innovación “Infografías. Uso de las Tecnologías de la Información y la Comunicación en la representación visual y creativa de contenidos para la docencia”. Los resultados muestran que los estudiantes valoran mejorar su creatividad con esta herramienta y la utilizarían también en otros análisis que realizarían. Además, las infografías grupales se han experimentado en otras materias y observamos que también pueden mejorar la creatividad pero también la cooperación.Este trabajo se ha realizado dentro proyecto de innovación y mejora educativa de la Universitat Politècnica de València (UPV) “Infografías. Uso de las Tecnologías de la Información y la Comunicación (TIC) en la representación visual y creativa de contenidos para la docencia”, coordinado por la profesora Carabal, y con la participación de los autores de este trabajo.Miguel Molina, MRD.; Miguel Molina, MBD.; Carabal Montagud, MA.; Santamarina Campos, V.; Catalá Pérez, D. (2022). Presentando una revisión de literatura de manera creativa con infografías. Editorial Universitat Politècnica de València. 1228-1239. https://doi.org/10.4995/INRED2022.2022.159271228123

Genetic landscape of 6089 inherited retinal dystrophies affected cases in Spain and their therapeutic and extended epidemiological implications

Inherited retinal diseases (IRDs), defined by dysfunction or progressive loss of photoreceptors, are disorders characterized by elevated heterogeneity, both at the clinical and genetic levels. Our main goal was to address the genetic landscape of IRD in the largest cohort of Spanish patients reported to date. A retrospective hospital-based cross-sectional study was carried out on 6089 IRD affected individuals (from 4403 unrelated families), referred for genetic testing from all the Spanish autonomous communities. Clinical, demographic and familiar data were collected from each patient, including family pedigree, age of appearance of visual symptoms, presence of any systemic findings and geographical origin. Genetic studies were performed to the 3951 families with available DNA using different molecular techniques. Overall, 53.2% (2100/3951) of the studied families were genetically characterized, and 1549 different likely causative variants in 142 genes were identified. The most common phenotype encountered is retinitis pigmentosa (RP) (55.6% of families, 2447/4403). The most recurrently mutated genes were PRPH2, ABCA4 and RS1 in autosomal dominant (AD), autosomal recessive (AR) and X-linked (XL) NON-RP cases, respectively; RHO, USH2A and RPGR in AD, AR and XL for non-syndromic RP; and USH2A and MYO7A in syndromic IRD. Pathogenic variants c.3386G > T (p.Arg1129Leu) in ABCA4 and c.2276G > T (p.Cys759Phe) in USH2A were the most frequent variants identified. Our study provides the general landscape for IRD in Spain, reporting the largest cohort ever presented. Our results have important implications for genetic diagnosis, counselling and new therapeutic strategies to both the Spanish population and other related populations.This work was supported by the Instituto de Salud Carlos III (ISCIII) of the Spanish Ministry of Health (FIS; PI16/00425 and PI19/00321), Centro de Investigación Biomédica en Red Enfermedades Raras (CIBERER, 06/07/0036), IIS-FJD BioBank (PT13/0010/0012), Comunidad de Madrid (CAM, RAREGenomics Project, B2017/BMD-3721), European Regional Development Fund (FEDER), the Organización Nacional de Ciegos Españoles (ONCE), Fundación Ramón Areces, Fundación Conchita Rábago and the University Chair UAM-IIS-FJD of Genomic Medicine. Irene Perea-Romero is supported by a PhD fellowship from the predoctoral Program from ISCIII (FI17/00192). Ionut F. Iancu is supported by a grant from the Comunidad de Madrid (CAM, PEJ-2017-AI/BMD7256). Marta del Pozo-Valero is supported by a PhD grant from the Fundación Conchita Rábago. Berta Almoguera is supported by a Juan Rodes program from ISCIII (JR17/00020). Pablo Minguez is supported by a Miguel Servet program from ISCIII (CP16/00116). Marta Corton is supported by a Miguel Servet program from ISCIII (CPII17/00006). The funders played no role in study design, data collection, data analysis, manuscript preparation and/or publication decisions

Association of Candidate Gene Polymorphisms With Chronic Kidney Disease: Results of a Case-Control Analysis in the Nefrona Cohort

Chronic kidney disease (CKD) is a major risk factor for end-stage renal disease, cardiovascular disease and premature death. Despite classical clinical risk factors for CKD and some genetic risk factors have been identified, the residual risk observed in prediction models is still high. Therefore, new risk factors need to be identified in order to better predict the risk of CKD in the population. Here, we analyzed the genetic association of 79 SNPs of proteins associated with mineral metabolism disturbances with CKD in a cohort that includes 2, 445 CKD cases and 559 controls. Genotyping was performed with matrix assisted laser desorption ionizationtime of flight mass spectrometry. We used logistic regression models considering different genetic inheritance models to assess the association of the SNPs with the prevalence of CKD, adjusting for known risk factors. Eight SNPs (rs1126616, rs35068180, rs2238135, rs1800247, rs385564, rs4236, rs2248359, and rs1564858) were associated with CKD even after adjusting by sex, age and race. A model containing five of these SNPs (rs1126616, rs35068180, rs1800247, rs4236, and rs2248359), diabetes and hypertension showed better performance than models considering only clinical risk factors, significantly increasing the area under the curve of the model without polymorphisms. Furthermore, one of the SNPs (the rs2248359) showed an interaction with hypertension, being the risk genotype affecting only hypertensive patients. We conclude that 5 SNPs related to proteins implicated in mineral metabolism disturbances (Osteopontin, osteocalcin, matrix gla protein, matrix metalloprotease 3 and 24 hydroxylase) are associated to an increased risk of suffering CKD