Transmedia storytelling edutainment experience in engineering studies

[EN] Transmedia Storytelling Edutainment is a new learning paradigm that develops from the coordinated and strategic use of multiple media/platforms for the communication of a story (content), involving students in the story as prosumers (producers+consumers). Experiential learning combined with storybased curriculums can be a very effective means of educating students. Specifically, Transmedia Storytelling Edutainment is effective in improving engagement, motivation and knowledge retention with students. Experiences have been made with young people in basic education, but they are scarce in university studies and more specifically in technical bachelor¿s degrees. Transmedia storytelling is a complex task that requires design considerations of narrative, engagement, and interaction. This paper analyses the structure and characteristics of transmedia experiences in university. Based on the results of the analysis, we propose a transmedia experience in a technical subject of the Degree in Computer Science. This strategy takes into account the following aspects: the story should be convincing and based on realism; the promotion of cooperation and a sense of community be promoted; and that there be multimodality in the learning environments, as well as challenging students to go deeper into the course material.This work is supported by the Universidad de Zaragoza project PIIDUZ_19_348 Aplicación De Narrativas Transmedia En El Contexto De Asignaturas De Informática E Ingeniería De Sistemas.Del Val Noguera, E.; González Sorribes, A. (2020). Transmedia storytelling edutainment experience in engineering studies. Iated. 5566-5572. https://doi.org/10.21125/inted.2020.1510S5566557

Active-learning methods for control engineering teaching using web applications

[EN] The development of active-learning methods is strongly proliferating nowadays in Higher Education studies. Roughly speaking, active learning can be understood as a way of learning in which students are more directly involved in the learning process. It is commonly accepted that, in contrast to traditional methods, substantial improvement of the own learning process is achieved through active methodologies. In particular, teachers must address an extra effort to engage the interest of students when faced with subjects provided with strong theoretical background (such as automatic control related topics). Indeed, one of the main drawbacks reported by the own students is their difficulty to connect real engineering application and theoretical lessons. In this paper, we present an active learning method conceived for automatic control subjects with the aid of virtual laboratories compatible with a wide range of web browsers for this end. In a first stage, some real engineering problems for students in the classroom are raised. Through a suitable follow-up of intermediate results and the appropriate discussions, teachers will be able to obtain an immediate feedback while evaluating the quality of learning at each stage. It is worthwhile mentioning that virtual labs are developed using the standard web interactive programming language HTML and Javascript, which only requires a web browser to be executed. Hence, in comparison to previous academic years, it is expected to better promote the usefulness of the control engineering for the students¿ careers with high degree of autonomy for self-scheduling homework and low cost resources, while improving the self-motivation and long-term quality of learning.This work is supported by the Universidad de Zaragoza project PIIDUZ_19_342 Desarrollo e implantación de un modelo basado en aula invertida y metodologías activas para asignaturas de informática e ingeniería de sistemas.González Sorribes, A.; Del Val Noguera, E. (2020). Active-learning methods for control engineering teaching using web applications. Iated. 5583-5589. https://doi.org/10.21125/inted.2020.1516S5583558

Efficient and Selective N‐Methylation of Nitroarenes under Mild Reaction Conditions

Herein, we report a straightforward protocol for the preparation of N,N‐dimethylated amines from readily available nitro starting materials using formic acid as a renewable C1 source and silanes as reducing agents. This tandem process is efficiently accomplished in the presence of a cubane‐type Mo3PtS4 catalyst. For the preparation of the novel [Mo3Pt(PPh3)S4Cl3(dmen)3]+ (3+) (dmen: N,N′‐dimethylethylenediamine) compound we have followed a [3+1] building block strategy starting from the trinuclear [Mo3S4Cl3(dmen)3]+ (1+) and Pt(PPh3)4 (2) complexes. The heterobimetallic 3+ cation preserves the main structural features of its 1+ cluster precursor. Interestingly, this catalytic protocol operates at room temperature with high chemoselectivity when the 3+ catalyst co‐exists with its trinuclear 1+ precursor. N‐heterocyclic arenes, double bonds, ketones, cyanides and ester functional groups are well retained after N‐methylation of the corresponding functionalized nitroarenes. In addition, benzylic‐type as well as aliphatic nitro compounds can also be methylated following this protocol

Un ABP basado en la robótica para las ingenierías informáticas

Estos últimos años estamos asistiendo a una disminución en la entrada de alumnos en las titulaciones tecnológicas debida a la falta de motivación de los estudiantes por unos estudios técnicos que implican un gran esfuerzo para su superación. Por otra parte, los alumnos que entran en los primeros cursos se encuentran a menudo con un conjunto de materias distintas a las esperadas y las perciben desconectadas entre sí. Ambas circunstancias contribuyen de forma importante a la disminución de la promoción de estudiantes en las titulaciones técnicas. Este artículo presenta un ABP (Aprendizaje Basado en Problemas) que utiliza la robótica. Actualmente, la experiencia se está desarrollando en l’Escola Tècnica Superior d’Enginyeria y l’Escola Tècnica en Informàtica de Sabadell. El objetivo principal es el de aumentar la motivación de los alumnos que llegan a primer curso de la titulación sin que por ello se disminuyan los contenidos técnicos estipulados en los planes de estudio vigentes. La novedad principal con respecto a experiencias anteriores radica en que los alumnos trabajaran aspectos de software y hardware de modo coordinado, utilizando un robot como arquitectura común. El artículo se organiza de la siguiente forma: en la introducción se explica la situación actual y los objetivos del trabajo, luego se exponen ciertos trabajos que son precedentes en los que esta basada nuestra experiencia, en el punto 3 se desarrolla la planificación del ABP, discute sobre las competencias que el ABP puede añadir en estas primeras materias del plan de estudios y después presenta la implantación del ABP.Peer Reviewe

Internet Addiction, Phubbing, Psychological Variables and Self-Perception of Mathematical Competence in College Students

Internet Addiction (IA) and phubbing are prevalent, disruptive behaviours among university students. The aim of this study was to explore the relationship between IA and Phubbing with psychological variables (impulsiveness, self-esteem, and psychological distress), academic performance and self-perception of mathematical competence (SMC), as well as possible gender differences. Results showed (n = 715; Mean Age = 21.7) gender differences in lack of planning, emotional investment and somatisation and IA correlated positively with app addiction, mobile addiction, and psychopathology. A total of 26.3% of IA can be explained by a lack of self-control, time and performance management, mobile phone addiction, anxiety and psychological distress. Finally, 71% of students believe that the use of new technologies has worsened their SMC and this is correlated with impaired communication, obsession with mobile phones, IA (Total Phubbing Scale) and impulsiveness. Our results indicate the importance of taking into account psychological variables that affect the development of IA, phubbing, and SMC in the university population

Un ABP basado en la robótica para las ingenierías informáticas

Estos últimos años estamos asistiendo a una disminución en la entrada de alumnos en las titulaciones tecnológicas debida a la falta de motivación de los estudiantes por unos estudios técnicos que implican un gran esfuerzo para su superación. Por otra parte, los alumnos que entran en los primeros cursos se encuentran a menudo con un conjunto de materias distintas a las esperadas y las perciben desconectadas entre sí. Ambas circunstancias contribuyen de forma importante a la disminución de la promoción de estudiantes en las titulaciones técnicas. Este artículo presenta un ABP (Aprendizaje Basado en Problemas) que utiliza la robótica. Actualmente, la experiencia se está desarrollando en l’Escola Tècnica Superior d’Enginyeria y l’Escola Tècnica en Informàtica de Sabadell. El objetivo principal es el de aumentar la motivación de los alumnos que llegan a primer curso de la titulación sin que por ello se disminuyan los contenidos técnicos estipulados en los planes de estudio vigentes. La novedad principal con respecto a experiencias anteriores radica en que los alumnos trabajaran aspectos de software y hardware de modo coordinado, utilizando un robot como arquitectura común. El artículo se organiza de la siguiente forma: en la introducción se explica la situación actual y los objetivos del trabajo, luego se exponen ciertos trabajos que son precedentes en los que esta basada nuestra experiencia, en el punto 3 se desarrolla la planificación del ABP, discute sobre las competencias que el ABP puede añadir en estas primeras materias del plan de estudios y después presenta la implantación del ABP.Los autores agradecen a l’Escola Tècnica Superior d’Enginyeria y l’Escola Tècnica en Informàtica de Sabadell el apoyo, la colaboración y la cofinanciación del proyecto. Asimismo también agradecen la ayuda obtenida de la Universitat Autònoma de Barcelona a cargo del presupuesto de Projectes d’Innovació Docent para llevar a cabo este proyecto de innovación

LAEA. Listado de Adjetivos para la Evaluación del Autoconcepto

Documento de trabajo centrado en la evaluación del autoconcepto con el LAEA

Base-Free Catalytic Hydrogen Production from Formic Acid Mediated by a Cubane-Type Mo3S4 Cluster Hydride

Formic acid (FA) dehydrogenation is an attractive process in the implementation of a hydrogen economy. To make this process greener and less costly, the interest nowadays is moving toward non-noble metal catalysts and additive-free protocols. Efficient protocols using earth abundant first row transition metals, mostly iron, have been developed, but other metals, such as molybdenum, remain practically unexplored. Herein, we present the transformation of FA to form H2 and CO2 through a cluster catalysis mechanism mediated by a cuboidal [Mo3S4H3(dmpe)3]+ hydride cluster in the absence of base or any other additive. Our catalyst has proved to be more active and selective than the other molybdenum compounds reported to date for this purpose. Kinetic studies, reaction monitoring, and isolation of the [Mo3S4(OCHO)3(dmpe)3]+ formate reaction intermediate, in combination with DFT calculations, have allowed us to formulate an unambiguous mechanism of FA dehydrogenation. Kinetic studies indicate that the reaction at temperatures up to 60 °C ends at the triformate complex and occurs in a single kinetic step, which can be interpreted in terms of statistical kinetics at the three metal centers. The process starts with the formation of a dihydrogen-bonded species with Mo–H···HOOCH bonds, detected by NMR techniques, followed by hydrogen release and formate coordination. Whereas this process is favored at temperatures up to 60 °C, the subsequent β-hydride elimination that allows for the CO2 release and closes the catalytic cycle is only completed at higher temperatures. The cycle also operates starting from the [Mo3S4(OCHO)3(dmpe)3]+ formate intermediate, again with preservation of the cluster integrity, which adds our proposal to the list of the infrequent cluster catalysis reaction mechanisms.Funding for open access charge: CRUE-Universitat Jaume

Integral chain management of wildlife diseases

The chytrid fungus Batrachochytrium dendrobatidis has caused the most prominent loss of vertebrate diversity ever recorded, which peaked in the 1980s. Recent incursion by its sister species B. salamandrivorans in Europe raised the alarm for a new wave of declines and extinctions in western Palearctic urodeles. The European Commission has responded by restricting amphibian trade. However, private amphibian collections, the main end consumers, were exempted from the European legislation. Here, we report how invasion by a released, exotic newt coincided with B. salamandrivorans invasion at over 1000 km from the nearest natural outbreak site, causing mass mortality in indigenous marbled newts (Triturus marmoratus), and posing an acute threat to the survival of nearby populations of the most critically endangered European newt species (Montseny brook newt, Calotriton arnoldi). Disease management was initiated shortly after detection in a close collaboration between policy and science and included drastic on site measures and intensive disease surveillance. Despite these efforts, the disease is considered temporarily contained but not eradicated and continued efforts will be necessary to minimize the probability of further pathogen dispersal. This precedent demonstrates the importance of tackling wildlife diseases at an early stage using an integrated approach, involving all stakeholders and closing loopholes in existing regulations

The Relationship between Therapeutic Alliance and Quality of Care in Patients with Advanced Cancer in Spain

The therapeutic alliance is an important factor in successful cancer treatment, particularly for those with advanced cancer. This study aims to determine how the therapeutic alliance relates to prognostic preferences and satisfaction with the physician and medical care among patients with advanced cancer. We conducted a cross-sectional study to explore the therapeutic relationship, trust, satisfaction with healthcare, and prognostic preferences among 946 patients with advanced cancer at 15 tertiary hospitals in Spain. Participants completed questionnaires with self reported measures. Most were male, aged > 65 years, with bronchopulmonary (29%) or colorectal (16%) tumors and metastatic disease at diagnosis. Results revealed that 84% of patients had a good therapeutic alliance. Collaborative and affective bond was positively associated with a preference to know the prognosis and satisfaction with care and decision. There was no difference in a therapeutic alliance based on clinical or sociodemographic factors. The therapeutic alliance between patient and physician is essential for successful treatment outcomes and better overall satisfaction. Therefore, it is vital for healthcare providers to focus on establishing and maintaining a strong relationship with their patients. To achieve this, transparency and care should be prioritized, as well as respect for the preferences of patients regarding the prognosis of their illness