Data Management Laboratory

El document forma part dels materials docents programats mitjançant l'ajut del Servei de Política Lingüística de la Universitat de València.Este documento contiene los enunciados de la prácticas de laboratorio correspondientes a la asignatura "Gestión de Datos" impartida en el Grado en Ciencias de Datos. Esta asignatura trata tanto nuevas arquitecturas de bases de datos paralelas y distribuidas, como nuevos modelos de bases de datos generalmente conocidos como NoSQL, así como herramientas y técnicas de almacenes de datos (Data Warehousing) y modelos multidimensionales de datos, junto a una visión general de los procesos de integración y migración de datos.This document contains the laboratory practices corresponding to the subject "Data Management" taught in the Degree in Data Sciences. This course deals with new architectures for parallel and distributed databases, new models of databases generally known as NoSQL, and tools and techniques for data warehousing and multidimensional data models. It also presents an overview of data integration and migration processe

Aces of Databases: un Escape Room para poner en práctica las competencias adquiridas

En asignaturas de bases de datos que engloban el aprendizaje de diferentes modelos y tecnologías, muchas veces los ejercicios prácticos propuestos por el profesorado pueden parecer desconectados entre sí. Además, parte del estudiantado no se siente motivado por las actividades académicas formales que se plantean. Por otra parte, trasmitir el atractivo de las bases de datos como fuentes de datos donde realizar una labor detectivesca es un objetivo interesante. Por ello, al final del periodo lectivo, para integrar las diferentes competencias que deben haberse adquirido y antes de la realización del examen, se plantea una actividad de gamificación, tipo Escape Room, donde los estudiantes se enfrentan a un desafío en el cual deberán aplicar las competencias específicas, trabajar en equipo y también pensar más allá de lo estrictamente académico. Este trabajo describe cómo se estructura la actividad y cómo se integra en un sistema de gestión del aprendizaje, cómo se consigue involucrar a los estudiantes, y qué elementos no académicos se emplean para aumentar el aspecto lúdico. Finalmente se describirá el impacto de la experiencia analizando la satisfacción del estudiantado con su aprendizaje y la correspondencia entre la evaluación de la actividad y los resultados de otros ítems de evaluación.In database subjects that include the learning of different models and technologies, many times the practical exercises proposed may seem disconnected from each other. In addition, part of the students does not feel motivated by the formal academic activities that are proposed. On the other hand, transmitting the attractiveness of databases as data sources where carrying out detective work is an interesting objective. Therefore, at the end of the semester, to integrate the different competencies that must have been acquired and before the exam, a gamification activity, an Escape Room, is proposed where students face a challenge in which they must apply the specific competencies, work as a team and also think beyond the strictly academic. This work describes how the activity is structured and how it is integrated into a Learning Management System, how to involve students and what non-academic elements are used to increase the playful aspect. Finally, the impact of the experience will be described, analyzing the satisfaction of the students with their learning and the correspondence between the evaluation of the activity and the results of other evaluation items.Este trabajo ha sido posible gracias a la ayuda de la Universitat de València (a través del Servei de Formació Permanent i Innovació Educativa) en el contexto del proyecto UV-SFPIE_PID-1642016

Clase invertida en asignaturas de programación usando la plataforma de e-learning Moodle

En la actualidad la neurociencia demuestra que el aprendizaje se realiza cuando hay emoción por parte de alumnado. La motivación, la gestión del tiempo, el trabajo en equipo, la responsabilidad, son algunas de las habilidades blandas consideradas importantes por las organizaciones. Estas habilidades se pueden desarrollar en el aula al mismo tiempo que se trabaja con el contenido de la materia si se hace uso de las metodologías activas. La metodología activa utilizada es la clase invertida. En este trabajo se presentan las técnicas de aula invertida utilizadas en las asignaturas de programación de dos titulaciones de grado haciendo uso de la plataforma de e-learning Moodle. Se reflexiona sobre las habilidades blandas que se consiguen con las técnicas propuestas, y las ventajas y desafíos de usar la clase invertida en este tipo de materias. Se comparan los resultados de estas técnicas con los resultados obtenidos con dinámicas tradicionales que nos permiten extraer conclusiones de mejora de las técnicas de aula invertida propuestas para las asignaturas de programación.Neuroscience says that learning takes place when there is emotion on the part of students. Motivation, time management, teamwork, responsibility, are some of the soft skills considered important by organizations. These skills can be developed in the classroom while working with the content of the subject if active methodologies are used. The active methodology used is the flipped classroom. This paper presents the techniques of inverted classroom used in the programming subjects of two degrees using the Moodle e-learning platform. A reflexion about the soft skills that are achieved with the proposed techniques, and the advantages and challenges of using the inverted class in these types of subjects is made. The results of these techniques are compared with the results obtained with traditional dynamics that allow us to draw conclusions of improvement of the techniques of inverted classroom proposed for the programming subjects.Este proyecto ha sido posible gracias a la ayuda otorgada por la UV en los proyectos SFPIEPID19-10097716; y, UV-SFPIE_PID19-1097874

On the Design and Validation of Assessing Tools for Measuring the Impact of Programs Promoting STEM Vocations

This paper presents the design and validation process of a set of instruments to evaluate the impact of an informal learning initiative to promote Science, Technology, Engineering, and Mathematics (STEM) vocations in students, their families (parents), and teachers. The proposed set of instruments, beyond assessing the satisfaction of the public involved, allow collecting data to evaluate the impact in terms of changes in the consideration of the role of women in STEM areas and STEM vocations. The procedure followed to develop the set of instruments consisted of two phases. In the first phase, a preliminary version (v1) of the questionnaires was designed based on the objectives of the Girls4STEM initiative, an inclusive project promoting STEM vocations between 6 and 18 years old boys and girls. Five specific questionnaires were designed, one for the families (post activity), two for the students (pre and post activity) and two for the teachers (pre and post avitivity). A refined version (v2) of each questionnaire was obtained with evidence of content validity after undergoing an expert judgment process. The second phase was the refinement of the (v2) instruments, to ascertain the evidence of reliability and validity so that a final version (v3) was derived. In the paper, a high-quality set of good practices focused on promoting diversity and gender equality in the STEM sector are presented from a Higher Education Institution perspective, the University of Valencia. The main contribution of this work is the achievement of a set of instruments, rigorously designed for the evaluation of the implementation and effectiveness of a STEM promoting program, with sufficient validity evidence. Moreover, the proposed instruments can be a reference for the evaluation of other projects aimed at diversifying the STEM sector

Girls4STEM: Gender Diversity in STEM for a Sustainable Future

Science, Technology, Engineering, and Mathematics (STEM) are key disciplines towards tackling the challenges related to the Sustainable Development Goals. However, evidence shows that women are enrolling in these disciplines in a smaller percentage than men, especially in Engineering related fields. As stated by the United Nations Women section, increasing the number of women studying and working in STEM fields is fundamental towards achieving better solutions to the global challenges, since the potential for innovation is larger. In this paper, we present the Girls4STEM project, which started in 2019 at the Escola Tècnica Superior d’Enginyeria de la Universitat de València, Spain. This project works towards breaking the stereotypes linked to STEM fields, addressing both boys and girls aged from 6 to 18, but especially trying to open the range of career options for young girls through interaction with female STEM experts. The goal is to spark girls’ interest in STEM disciplines from childhood, so that they become more self-confident in these areas. To achieve this goal, the project is built over three main actions: the Girls4STEM Family Talks, where students, families, and teachers participate; the Girls4STEM Professional Talks, where the target is a general audience; and the Initial Training Seminars for teachers. Short-term results are here presented, showing that aspects related to self-perception and perception from others (family, teachers) play a significant role. Moreover, these results also indicate that there may not be a general understanding of which disciplines are included in STEM

MIRACLE (FI) at ImageCLEFphoto 2009

The Miracle-FI participation at ImageCLEF 2009 photo retrieval task main goal was to improve the merge of content-based and text-based techniques in our experiments. The global system includes our own implemented tool IDRA (InDexing and Retrieving Automatically), and the Valencia University CBIR system. Analyzing both “topics_part1.txt” and “topics_part2.txt” task topics files, we have built different queries files, eliminating the negative sentences with the text from title and clusterTitle or clusterDescription, one query for each cluster (or not) of each topic from 1 to 25 and one for each of the three images of each topic from 26 to 50. In the CBIR system the number of low-level features has been increased from the 68 component used at ImageCLEF 2008 up to 114 components, and in this edition only the Mahalanobis distance has been used in our experiments. Three different merging algorithms were developed in order to fuse together different results lists from visual or textual modules, different textual indexations, or cluster level results into a unique topic level results list. For the five runs submitted we observe that MirFI1, MirFI2 and MifFI3 obtain quite higher precision values than the average ones. Experiment MirFI1, our best run for precision metrics (very similar to MirFI2 and MirFI3), appears in the 16th position in R-Precision classification and in the 19th in MAP one (from a total of 84 submitted experiments). MirFI4 and MirFI5 obtain our best diversity values, appearing in position 11th (over 84) in cluster recall classification, and being the 5th best group from all the 19 participating ones

Potenciando la motivación mediante la diversificación de juegos y grupos

El uso de dinámicas de juego en el ámbito académico resulta generalmente motivador, pero la experiencia previa demuestra que no consigue involucrar a todos los estudiantes por igual y que algunos estudiantes se desconectan durante la actividad. Este trabajo presenta un conjunto de experiencias, aplicadas en diferentes materias de informática, donde la diversificación de juegos y agrupamientos ha demostrado ser altamente motivadora. Se propone una competición en la que se desarrollan diferentes juegos, algunos de preguntas de opción múltiple con diferentes formatos y también un pequeño Escape Room. La composición de los grupos va cambiando para los diferentes juegos, de manera que los estudiantes van interactuando con compañeros diferentes, y donde el tamaño de los grupos decrece progresivamente, empezando por un juego que enfrenta a dos mitades del grupo y siguiendo por juegos con equipos cada vez más reducidos que van promoviendo la participación más activa de cada integrante. La experiencia se ha evaluado mediante una encuesta sobre aspectos como la mejora del aprendizaje, implicación y motivación. Los datos revelan un alto grado de aceptación, incluyendo un incremento en el porcentaje de estudiantes motivados en los casos en que se ha podido comparar con actividades de gamificación anteriores.The use of game dynamics in the academic environment is generally motivating, but previous experience shows that it fails to involve all students equally and that some students disconnect during the activity. This work presents a set of experiences, applied in different computer science subjects, where the diversification of games and groupings has proven to be highly motivating. A competition is proposed in which different games are developed, some with multiple choice questions in different formats and also a small Escape Room. The composition of the groups changes for the different games, then the students interact with different classmates, and the size of the groups progressively decreases, starting with a game that divides the class in two groups facing each other. and it continues with games with increasingly smaller groups that promote a more active participation of each member. The experience has been evaluated through a survey on aspects such as learning improvement, involvement and motivation. The data reveal a high degree of acceptance, including an increase in the percentage of motivated students in cases where it has been possible to compare with previous gamification activities.Este trabajo ha sido posible con la ayuda del Servei de Formació Permanent i Innovació Educativa de la Universitat de València al proyecto PID-2079749

Iniciativas contra la brecha de género en STEM. Una guía de buenas prácticas

Las estimaciones realizadas por instituciones como la Comisión Europea indican un crecimiento de profesiones relacionadas con ciencia e ingeniería del 13% en el intervalo 2015-2025, mientras que la totalidad de puestos de trabajo para todo ese periodo se calcula en solo un 3 %. Este contexto muestra la importancia de las áreas de conocimiento científico-técnicas en el futuro mercado de trabajo, surgiendo la necesidad de reivindicar la educación en las denominadas ramas STEM (Science, Engineering, Technology y Mathematics), STEAM o STREAM (que incluyen Arts y/o Robotics). Por otro lado, los retos que suponen la Industria 4.0 y la transformación del mercado laboral precisan del dominio de habilidades relacionadas con dichos campos de conocimiento, siendo necesaria una actualización de las competencias que los sistemas educativos ofrecen al alumnado en formación. Como consecuencia, en los últimos años han proliferado múltiples iniciativas públicas y privadas para la promoción de estudios englobados en áreas STEM que incorporan la diversidad cultural, social y de género en sus actividades. En este trabajo se presenta una recopilación de estas iniciativas y se resumen las semejanzas y diferencias entre ellas. Se presenta, además, una guía de buenas prácticas, basada en las aportaciones de estos programas.Estimates by institutions such as the European Commission indicate a 13% growth of professions related to science and engineering in the 2015-2025 period, while the total number of jobs for the whole period is estimated at only 3 %. This context shows the importance of the areas of scientific-technical knowledge in the future labor market, arising the need to claim education in the so-called STEM (Science, Engineering, Technology and Mathematics), STEAM or STREAM (which include Arts and/or Robotics) branches. On the other hand, the challenges of Industry 4.0 and the labor market transformation require mastery of skills related to these fields of knowledge, implying an update of the competencies that educational systems offer to students in training. As a consequence, in the last few years there has been a proliferation of multiple public and private initiatives for the promotion of studies included in STEM areas that incorporate cultural, social and gender diversity in their activities. This paper presents a compilation of these initiatives and summarizes the similarities and differences among them. It also presents a guide of good practices, based on the contributions of these programmes.Trabajo financiado por el proyecto de innovación UV-SFPIE_PID19-1098335

Girls4STEM: gender diversity in STEM for a sustainable future

Science, Technology, Engineering, and Mathematics (STEM) are key disciplines towards tackling the challenges related to the Sustainable Development Goals. However, evidence shows that women are enrolling in these disciplines in a smaller percentage than men, especially in Engineering related fields. As stated by the United Nations Women section, increasing the number of women studying and working in STEM fields is fundamental towards achieving better solutions to the global challenges, since the potential for innovation is larger. In this paper, we present the Girls4STEM project, which started in 2019 at the Escola Tècnica Superior d'Enginyeria de la Universitat de València, Spain. This project works towards breaking the stereotypes linked to STEM fields, addressing both boys and girls aged from 6 to 18, but especially trying to open the range of career options for young girls through interaction with female STEM experts. The goal is to spark girls' interest in STEM disciplines from childhood, so that they become more self-confident in these areas. To achieve this goal, the project is built over three main actions: the Girls4STEM Family Talks, where students, families, and teachers participate; the Girls4STEM Professional Talks, where the target is a general audience; and the Initial Training Seminars for teachers. Short-term results are here presented, showing that aspects related to self-perception and perception from others (family, teachers) play a significant role. Moreover, these results also indicate that there may not be a general understanding of which disciplines are included in STEM