Art Thinking as a catalyst for STEAM strategies. Towards a divergent thinking

[EN] Practical training in the university environment, without attention to creativity and innovative thinking, is not very effective. For this reason, we have tried to find a new learning model, which focuses on the disciplines essential for the future, through an interdisciplinary approach. The use of tools such as Art Thinking and the search for new learning spaces, sometimes outside the classroom and in others transforming the classroom space itself into a ¿corner to dream¿, have allowed us to create a conducive climate to the development of creativity and to discover that the combination of technical training with skills associated with the artistic field, are positioned as the ideal way to train the professionals of the future. Thus, within the strategy of reaching professional competences, it is planned to work jointly and collaboratively between the creative, technological and management disciplines that coexist on the campus of the Universitat Politecnica de Valencia, in the implementation of new training spaces, which favor the acquisition of transversal competences and strengthen the teaching and learning process through visible and responsible learning by means of STEAM strategies.This work has been developed within the project Applying STEAM strategies in the Social Sciences and Arts areas by means of a Service-learning methodology, conducted by Professor María deMiguel-Molina, and with the support of the Universitat Politécnica de València (Science Education Institute, ICE). Moreover, this paper's authors belong to the team Reality baths: towards a visible, responsible and innovative learning, coordinated by Professor Virginia Santamarina-Campos.Santamarina-Campos, V.; De-Miguel-Molina, M.; De-Miguel-Molina, B.; Carabal-Montagud, M. (2020). Art Thinking as a catalyst for STEAM strategies. Towards a divergent thinking. Iated. 766-774. https://doi.org/10.21125/inted.2020.0288S76677

Use of infographics by students in business degrees

[EN] This paper presents the introduction of infographics in two courses during the academic year 2020-2021. These courses are from bachelor studies in a faculty of Business Administration and Management. This type of visualization was used by students as a support for summarising and communicating their ideas. To do it, different tasks were designed and some applications were proved by students. The experiences explained include the learning objectives that were settled, the activities designed, and the pros and cons of the applications used. An infographic is a visualization that offers a combination of image, text and chart. This enables grouping STEAM competences in a same task while improving communication skills of students. In the experiences described in this papers, image (arts), data (maths) and text are combined to reinforce the data included. Moreover, technology is incorporated through infographic applications as a digital support for students in online sessions. Another advantage of an infographic is that it allows to transmit important information in a visual and easy way, which facilitates the reader to understand the message even when it is supported by scientific rigor. If its power to illustrate more complete stories is considered, the reason why its use has been extended in the last decade to communicate many different topics, such as data about health, environment and sciences, is clear. When designing an infographic, the three main features to be considered in its structure are the content, the visual and the story. With respect to the content, it is important to consider the target of the infographic, the main where it will be displayed and the order that the story will be explained. The visual aspect will help to communicate the content. For example, using some icons to stablish an order in the story. Making use of different size in letters, might highlight the main sentences in the visual. The story will help to understand the information to be transmitted. In this paper tasks presented for the two courses are: a) the use of infographics by students to summarise main ideas in some sections of the bachelor¿s degree thesis and b) an infographic used by students after organising information from users¿ opinions in an affinity map. The task in the first course aims that students design an infographic for a section in their bachelor¿s degree thesis. The profile of students in the course will result in many potential themes in their thesis and, thus, in various types of infographics. The learning outcome from the task would be that they are able to convert a difficult section in an understandable message, although maintaining the academic rigor. The task in the second course aims that students organise user¿s opinions from a service in an affinity map. After analysing opinions in social networks and conducting interviews with users, they should communicate the main results in an infographic. Results obtained from the two experiences differ depending on whether the task was carried out individually or in team, the session was face-to-face or online, and students worked in a same theme or not.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 is entitled "Applying STEAM strategies in the areas of Social Sciences and Arts, through ServiceLearning activities", and is coordinated by Professor María de-Miguel-Molina. The second project is entitled ¿Infographics: Using ICT in the visual and creative representation of teaching content¿, and is coordinated by Professor María-Angeles Carabal-Montagud.De-Miguel-Molina, B.; De-Miguel-Molina, M.; Santamarina-Campos, V.; Carabal-Montagud, M. (2021). Use of infographics by students in business degrees. IATED Academy. 4470-4475. https://doi.org/10.21125/edulearn.2021.0936S4470447

Application of Design Thinking for Technology Transfer of Remotely Piloted Aircraft Systems for the Creative Industry

[EN] With this contribution, we want to show a successful example of the application of the Design Thinking methodology, in the European project 'Technology transfer of Remotely Piloted Aircraft Systems (RPAS) for the creative industry'. The use of this methodology has allowed us to design and build a drone, based on the real needs of prospective users. It has demonstrated that this is a powerful tool for generating innovative ideas in the field of robotics, by focusing its effectiveness on understanding and solving real user needs. In this way, with the support of an interdisciplinary team, comprised of creatives, engineers and economists, together with the collaboration of prospective users from three European countries, a non-linear work dynamic has been created. This teamwork has generated a sense of appreciation towards the creative industries, through continuously adaptive, inventive, and playful collaboration and communication, which has facilitated the development of prototypes. These have been designed to enable filming and photography in interior spaces, within 13 sectors of European creative industries: Advertising, Architecture, Fashion, Film, Antiques and Museums, Music, Photography, Televison, Performing Arts, Publishing, Arts and Crafts, Design and Software. Furthermore, it has married the real needs of the creative industries, with what is technologically and commercially viable. As a result, a product of great value has been obtained, which offers new business opportunities for small companies across this sector.The AiRT project has been funded by the European Union’s Horizon 2020 research and innovation programme under grant agreement nº 732433.Santamarina Campos, V.; De-Miguel-Molina, M.; De-Miguel-Molina, B.; Carabal-Montagud, M. (2018). Application of Design Thinking for Technology Transfer of Remotely Piloted Aircraft Systems for the Creative Industry. World Academy of Science, Engineering and Technology. 12(5):457-463. http://hdl.handle.net/10251/104549S45746312

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

Presenting a literature review with infographics: creativity competence for master students

[EN] In this work we present the results of encouraging creativity in a Master subject where its thematic, research methodologies, could be sometimes quite academic for the students. The first objective in this experience was to apply a STEAM (science, technology, engineering, arts and mathematics) competence, Science, by means of giving freedom to the students to select a topic of interest and create research questions about it. The second objective, one the literature review was developed, was to apply a second STEAM competence, Arts & Design, using a digital tool for representing their analysis in a creative way. For doing so, we decided to present them different infographic open applications that help them to represent their study. But again, we did not provide a compulsory template or graphic, letting them to explore the tool and to select the way of representing their results. As we observed, the level of creativity was different depending on the student but all of them made the effort to use the tool. Moreover, we suggested a second tool, the visualization of literature maps with software tools, in order to explore future research gaps of interest. At the end of the experience, we delivered a questionnaire to the students to review all the STEAM competences, including creativity within Science and Arts & Design. The work that we present is developed within two educational innovation and improvement projects of the Universitat Politècnica de València (UPV). They are composed by professors from two departments, Management and Conservation & Restoration of Cultural Heritage, to achieve synergies that allow us to cover all STEAM strategies. In the first project, ¿Applying STEAM strategies in the areas of Social Sciences and Art¿, we propose in our subjects the development of Science, Technology, Enginnering, Arts & Design and Maths competences. In this case, we have focused on: being able to establish research questions/hypotheses (Science competence) and to propose creative solutions (Arts & Design competence). In the second project, ¿Infographics. Use of Information and Communication Technologies (ICT) in the visual and creative representation of content for teaching¿, the aim is that the students would be able to synthesize contents and to represent them through infographics, with free and open software.This work has been developed within the projects ¿Applying STEAM strategies in the Social Sciences and Arts areas by means of a Service-learning methodology¿, conducted by Professor María de-MiguelMolina, and ¿Infographics. Use of Information and Communication Technologies (ICT) in the visual and creative representation of content for teaching¿, conducted by Professor María-Ángeles CarabalMontagud. Both projects are developed with the support of the Universitat Politécnica de València (Science Education Institute, ICE).De-Miguel-Molina, M.; Santamarina-Campos, V.; De-Miguel-Molina, B.; Carabal-Montagud, M.; Catalá-Pérez, D. (2021). Presenting a literature review with infographics: creativity competence for master students. IATED Academy. 319-325. https://doi.org/10.21125/edulearn.2021.0107S31932

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

The Demola model as a public policy tool boosting collaboration in innovation : a comparative study between Finland and Spain

The next generation of Science, Technology & Innovation (STI) policies will be defined by mission orientation and co-creation processes and implemented by dynamic public-private partnerships. However, the experience of European countries up to now in attempting to boost cooperation in innovation reveals a very different story. Beyond some contextual factors, the characteristics of the agents involved, the dynamics of their relationships and the design of the collaboration tools also have a critical influence at organisational level. This paper aims to identify these organisational factors in different contexts through the analysis of the Demola model, a university industry innovation platform created in Finland which has spread to other countries, including Spain. Demola applies a standardised model but it has differences in its functioning depending on the national levels of collaboration in the innovation systems. In our case study, we have compared Finland and Spain, bearing in mind the features of the agents involved and their relationships, through a content analysis of primary and secondary information. The results of the study show that the institutional structure of the collaboration and the organisational culture of each institution are key factors in its functioning. These results can be useful for innovation managers, university leaders, educational experts and policy makers.Peer reviewe

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

Conjunto de metales procedente del poblado de la Edad del Bronce de L’arbocer (Font de la Figuera, Valencia)

[email protected]; [email protected] un conjunto de piezas de metal, de cobre y bronce, halladas de manera casual en el poblado de la Edad del Bronce de L’Arbocer, en la Font de la Figuera, Valencia. Su descripción constituye, junto con los resultados del análisis por Fluorescencia de rayos X, el motivo central de este trabajo pero, además, la realización de una corta campaña de excavación en el yacimiento ha permitido contextualizar el hallazgo y ponerlo en relación con una posible área de actividad metalúrgica. La situación del poblado de L’Arbocer, en el límite de las actuales provincias de Valencia, Alicante y Albacete, es de gran interés a la hora de valorar la presencia de este posible taller metalúrgico y su cronología.In this paper, we present a study of a group of cooper and bronze objects that were found by chance in the Bronze Age village of L’Arbocer (Font de la Figuera, Valencia). The main aims are the description of the objects and the results of the X Ray Fluorescence analyses. Moreover; a short fieldwork season has been carried out, which has allowed us to determine the archaeological context of the metals and to establish their connection with a possible area of metallurgical activity. The village of L’Arbocer is located on the border of the provinces of Valencia, Alicante and Albacete. This is very interesting in helping us to evaluate the presence of a possible metallurgy workshop and its chronology

A proposal of multiline bidding based on the fourth railway package

El proceso de la liberalización del sector ferroviario europeo comenzó en 1991, pero la Directiva 91/440 sólo se aplicó a las operaciones transfronterizas y no incluyó el cabotaje (Ivaldi y Vibes, 2005). La liberalización se ha desarrollado a través del primer paquete en el año 2001, el segundo paquete en el año 2004, el tercer paquete en el año 2007, y la refundición en el año 2012 que consolida los paquetes anteriores con el fin de mejorar la transparencia en los contratos y operaciones ferroviarios. El cuarto paquete ferroviario está destinado a jugar un papel clave con el estancamiento o el declive al que muchos mercados ferroviarios europeos se enfrentan en estos momentos (Comisión Europea, 2013a).Roldsgaard, KV.; De Miguel Molina, M. (2013). Una propuesta de licitaciones de líneas múltiples en base al cuarto paquete ferroviario. Revista de Derecho de la Unión Europea. (25):191-204. http://hdl.handle.net/10251/60167S1912042