5th CARPE Conference HORIZON EUROPE AND BEYOND

CARPE, the Consortium on Applied Research and Professional Education is the first strategic alliance of a number of European universities of applied sciences. The partners aim to encourage cooperation in European research programmes and jointly develop educational programmes.They will also mutually exchange students and staff. An important point of departure in this collaboration is the link between education, research, businesses and organisations, through which knowledge acquires both social and economic value. The CARPE partners are Hamburg University of Applied Sciences, Universitat Politècnica de València, Turku University of Applied Sciences, HU University of Applied Sciences Utrecht and the University of Debrecen.Orozco Messana, J. (2019). 5th CARPE Conference HORIZON EUROPE AND BEYOND. Editorial Universitat Politècnica de València. http://hdl.handle.net/10251/132663EDITORIA

The ISA Lab workshop: a Project based learning iniciative

[EN] In the context of higher education in the XXI century, the different stakeholders (markets, firms, households, States) assume prospective University graduates will be responsible for providing solutions to the most challenging societal problems, delivering sustainable projects and contributing to improve the quality of life of citizenship controlling for the local but also global impact. Academic staff adapt their role continuously to foster students into the acquisition of competences and skills to better fulfill the societal demands.This paper deals with the process of conceptualization, design and implementation of a PBL workshop in an international and multidisciplinary environment. The ISA lab workshop was envisioned by an academic who ideated, planned, designed and empowered others into action. The result was the first edition of the ISA lab workshop, an international multidisciplinary workshop on sustainability.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Orozco-Messana, J.; De La Poza, E. (2018). The ISA Lab workshop: a Project based learning iniciative. Editorial Universitat Politècnica de València. 1593-1600. https://doi.org/10.4995/HEAD18.2018.8395OCS1593160

Neighbourhood Modelling for Urban Sustainability Assessment

[EN] Climate change is becoming a dominant concern for advanced countries. The Paris Agreement sets out a global framework whose implementation relates to all human activities and is commonly guided by the United Nations Sustainable Development Goals (UN SDGs), which set the scene for sustainable development performance configuring all climate action related policies. Fast control of CO2 emissions necessarily involves cities since they are responsible for 70 percent of greenhouse gas emissions. SDG 11 (Sustainable cities and communities) is clearly involved in the deployment of SDG 13 (Climate Action). European Sustainability policies are financially guided by the European Green Deal for a climate neutral urban environment. In turn, a common framework for urban policy impact assessment must be based on architectural design tools, such as building certification, and common data repositories for standard digital building models. Many Neighbourhood Sustainability Assessment (NSA) tools have been developed but the growing availability of open data repositories for cities, together with big-data sources (provided through Internet of Things repositories), allow accurate neighbourhood simulations, or in other words, digital twins of neighbourhoods. These digital twins are excellent tools for policy impact assessment. After a careful analysis of current scientific literature, this paper provides a generic approach for a simple neighbourhood model developed from building physical parameters which meets relevant assessment requirements, while simultaneously being updated (and tested) against real open data repositories, and how this assessment is related to building certification tools. The proposal is validated by real data on energy consumption and on its application to the Benicalap neighbourhood in Valencia (Spain).This research was co-funded by the European Commission through the H2020 project "Green Cities for Climate and Water Resilience, Sustainable Economic Growth, Healthy Citizens and Environments (GROW GREEN)" Grant Agreement: 730283.Orozco-Messana, J.; Iborra Lucas, M.; Calabuig-Moreno, R. (2021). Neighbourhood Modelling for Urban Sustainability Assessment. Sustainability. 13(9):1-10. https://doi.org/10.3390/su13094654S11013

Combined Greening Strategies for Improved Results on Carbon-Neutral Urban Policies

[EN] Starting from historical environmental records of the Benicalap neighbourhood in Valencia, this paper presents an energy model contributing to the assessment of carbon-neutral city policies for several nature-based solution (NBS) pilots extended to the neighbourhood level and combined with building facade renovation proposals. Accurate monitoring of several NBS pilot strategies was studied to validate a computational-fluid-dynamic (CFD) microclimate flux (both storage heat flux and latent heat flux) model, allowing a joint understanding of humidity and heat dynamics for the pilots under study. When expanded at a neighbourhood level, the combined effect of NBSs and energy dynamics (from buildings and vegetation) on neighbourhood microclimates is used to assess the optimal combination of urban renovation policies for energy efficiency and consequently carbon footprint reduction.This research was co-funded by the European Commission through the H2020 project "Green Cities for Climate and Water Resilience, Sustainable Economic Growth, Healthy Citizens and Environments (GROW GREEN)" Grant Agreement: 730283Orozco-Messana, J.; Iborra Lucas, M.; Calabuig-Moreno, R. (2022). Combined Greening Strategies for Improved Results on Carbon-Neutral Urban Policies. Buildings. 12(7):1-13. https://doi.org/10.3390/buildings1207089411312

Designing a programme for Sustainability in Vietnam: Smart Sustainable Vietnamese Cities, SSVC

[EN] This work deals with the design and development of the SSVC module, which is organised and implemented by European Higher Education Institutions in partnership with Vietnamese Universities. The reform of the Higher Education in Vietnam requires new pedagogical practices and methods which are used in the SSVC module. In addition, the  process of design must include the adjustment of the European content and pedagogical methods into Vietnamese circumstances. Finally, the programme needs to be piloted and assessed.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Rietbergen, M.; De La Poza, E.; Orozco-Messana, J. (2018). Designing a programme for Sustainability in Vietnam: Smart Sustainable Vietnamese Cities, SSVC. Editorial Universitat Politècnica de València. 1601-1606. https://doi.org/10.4995/HEAD18.2018.8396OCS1601160

Experiences in Transdisciplinary Education for the Sustainable Development of the Built Environment, the ISAlab Workshop

[EN] There is a growing recognition and acceptance that society needs to develop new pathways to achieve a more sustainable;future. Our current model of development poses significant challenges when it comes to achieving a more just society based on respect for nature and human rights, and demands a sustainable economy supported by a new circular model supporting the UN sustainable development goals. Higher Education Institutions (HEIs) accordingly have developed Master programs that are responsible for providing fundamental services in the joint effort towards sustainability. Meanwhile, leading Universities around the world have developed other very relevant programs. The open and unstructured challenge of sustainability poses an obstacle to existing academic structures. Specifically, the built environment is one of the leading contributors to challenges addressed in the programs such as: Anthropogenic climate change, resource depletion, waste generation and pollution, poverty, and inequity. The Interdisciplinary Sustainable Architecture lab (ISAlab) explores these issues as part of a multidisciplinary approach involving the collaboration of leading Universities from different areas on the world through an innovative initiative. This paper explores the experiences of the ISAlab workshop, which has been taking place yearly in Valencia since 2017. The workshop draws together students from a range of disciplines from across engineering and science, law and the social sciences and from a range of countries and backgrounds, including North and South America, Europe, and Asia. Its purpose is to facilitate a rich co-creative learning environment led by (engineering) academic faculties from across Europe (Spain, the UK, France, Germany, Netherlands and Ireland) as well as North America (the US and Canada), as well as local experts who helped provide participants with appropriate context and guidance. The objective is educating future engineers that are capable of finding robust ways to implement sustainability at a practical level on the built environment, taking account of the multidisciplinary perspective and with the incentive of solving real-life problems.This research has been co-funded by the Erasmus+ KA2 program of the European Union under the "SAUNAC" project.Orozco-Messana, J.; De La Poza, E.; Calabuig-Moreno, R. (2020). Experiences in Transdisciplinary Education for the Sustainable Development of the Built Environment, the ISAlab Workshop. Sustainability. 12(3):1-13. https://doi.org/10.3390/su12031143S113123Maruna, M. (2019). Toward the Integration of SDGs in Higher Planning Education: Insights from Integrated Urbanism Study Program in Belgrade. Sustainability, 11(17), 4519. doi:10.3390/su11174519Fortuin, K. P. J. (Karen), & van Koppen, C. S. A. (Kris). (2015). Teaching and learning reflexive skills in inter- and transdisciplinary research: A framework and its application in environmental science education. Environmental Education Research, 22(5), 697-716. doi:10.1080/13504622.2015.1054264Balaras, C. A., Droutsa, K. G., Dascalaki, E. G., Kontoyiannidis, S., Moro, A., & Bazzan, E. (2019). Urban Sustainability Audits and Ratings of the Built Environment. Energies, 12(22), 4243. doi:10.3390/en12224243Olmos-Gómez, M. del C., Estrada-Vidal, L. I., Ruiz-Garzón, F., López-Cordero, R., & Mohamed-Mohand, L. (2019). Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices. Sustainability, 11(24), 7222. doi:10.3390/su11247222Tejedor, G., Segalàs, J., & Rosas-Casals, M. (2018). Transdisciplinarity in higher education for sustainability: How discourses are approached in engineering education. Journal of Cleaner Production, 175, 29-37. doi:10.1016/j.jclepro.2017.11.085Riley, D. R., Thatcher, C. E., & Workman, E. A. (2006). Developing and applying green building technology in an indigenous community. International Journal of Sustainability in Higher Education, 7(2), 142-157. doi:10.1108/14676370610655922Akamatsu, D., Nakaya, M., & Koizumi, R. (2019). Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy. Behavioral Sciences, 9(12), 128. doi:10.3390/bs9120128Aleksić, A., Načinović Braje, I., & Rašić Jelavić, S. (2019). Creating Sustainable Work Environments by Developing Cultures that Diminish Deviance. Sustainability, 11(24), 7031. doi:10.3390/su11247031There are no mistakes on the bandstand https://archive.org/details/StefonHarris_2011

Mind-mapping for interdisciplinary sustainable architecture

Teaching Sustainability is a complex and demanding task requiring a multidisciplinary approach as is clearly demonstrated by the world focus on the UN Sustainable Development Goals (and specially goal 11: Make cities inclusive, safe, resilient and sustainable). The flipped classroom methodology facilitates the necessary discussion for embedding different points of view on the learning process. In this way students can effectively receive out-of-class and in-class opportunities to promote personal learning. However, structuring the huge amount of information handled is a very difficult tasks for students. In order to develop students’ learner autonomy or develop high-level thinking skills to achieve the learning competencies embedded on an Interdisciplinary Sustainable Architecture (ISA) curriculum, the use of mind-mapping learning strategy is known an effective knowledge construction tool for helping students’ organizational thinking. Beyond this fact, many previous studies have considered peer assessment as an effective learning strategy to provide students with a teacher’s perspective view to think and evaluate knowledge acquisition. This research presents relevant results on the use of mind-maps with an online peer assessment approach. This tool is embedded as a key element for structuring Sustainability Assessment knowledge within a course based on the flipped teaching methodology. Moreover, an experiment has been conducted to evaluate the advantages and disadvantages of the proposed approach on students’ learning analytics such as time involvement and learning reflections. It is important that educators use an online peer assessment learning environment for learners and aim for the goals to help learners become more critical, independent, and autonomous in the development of any Sustainability curriculum

Sustainable Higher Education Development through Technology Enhanced Learning

[EN] Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL¿s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency¿s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.This research was co-funded by the European Commission through the Erasmus+ KA2 project "Promoting Excellence in Teaching and Learning in Azerbaijani Universities (PETRA)" project number 573630-EPP-1-2016-1-ES-EPPKA2-CBHE-JP.Orozco-Messana, J.; Martínez-Rubio, J.; Gonzálvez-Pons, AM. (2020). Sustainable Higher Education Development through Technology Enhanced Learning. Sustainability. 12(9):1-13. https://doi.org/10.3390/su12093600S113129Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238-256. doi:10.1016/j.chb.2015.11.036Becker, H. J., & Ravitz, J. (1999). The Influence of Computer and Internet Use on Teachers’ Pedagogical Practices and Perceptions. Journal of Research on Computing in Education, 31(4), 356-384. doi:10.1080/08886504.1999.10782260Mumford, S., & Dikilitaş, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144, 103706. doi:10.1016/j.compedu.2019.103706Lee, D., Watson, S. L., & Watson, W. R. (2020). The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 23-39. doi:10.19173/irrodl.v20i5.4389Passey, D. (2019). Technology‐enhanced learning: Rethinking the term, the concept and its theoretical background. British Journal of Educational Technology, 50(3), 972-986. doi:10.1111/bjet.12783Lai, Y.-C., & Peng, L.-H. (2019). Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education. Sustainability, 12(1), 28. doi:10.3390/su12010028Lee, S., Lee, H., & Kim, T. (2018). A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning. Sustainability, 10(3), 850. doi:10.3390/su10030850“Continuous Improvement in Teaching Strategies through Lean Principles”. Teaching & Learning Symposium, University of Southern Indiana http://hdl.handle.net/20.500.12419/455The DeLone and McLean Model of Information Systems Success: A Ten-Year Update. (2003). Journal of Management Information Systems, 19(4), 9-30. doi:10.1080/07421222.2003.11045748Goodman, J., Melkers, J., & Pallais, A. (2019). Can Online Delivery Increase Access to Education? Journal of Labor Economics, 37(1), 1-34. doi:10.1086/698895Alexander, J., Barcellona, M., McLachlan, S., & Sackley, C. (2019). Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom. Research in Learning Technology, 27(0). doi:10.25304/rlt.v27.2073How Can Adaptive Platforms Improve Student Learning Outcomes? A Case Study of Open Educational Resources and Adaptive Learning Platforms https://ssrn.com/abstract=3478134Sun, A., & Chen, X. (2016). Online Education and Its Effective Practice: A Research Review. Journal of Information Technology Education: Research, 15, 157-190. doi:10.28945/3502EU Commission https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_enEssence Project https://husite.nl/essence/Orozco-Messana, J., de la Poza-Plaza, E., & Calabuig-Moreno, R. (2020). Experiences in Transdisciplinary Education for the Sustainable Development of the Built Environment, the ISAlab Workshop. Sustainability, 12(3), 1143. doi:10.3390/su12031143Kurilovas, E., & Kubilinskiene, S. (2020). Lithuanian case study on evaluating suitability, acceptance and use of IT tools by students – An example of applying Technology Enhanced Learning Research methods in Higher Education. Computers in Human Behavior, 107, 106274. doi:10.1016/j.chb.2020.10627

Evaluación de competencias transversales por rúbricas. Aplicación a competencia de presentación mediante elementos multimedia

[EN] The need to evaluate transversal competencies in teaching has grown without applying a systematic research to the procedures used. On this paper we present a rubric based procedure for evaluating the presentation competency from a video based item. This paper validates a procedure allowing independent neutral evaluations and providing results statistically independent from other conflicting elements thanks to the multimedia support.[ES] La necesidad de evaluar competencias transversales ha crecido en los últimos años sin disponer de una investigación sistemática sobre los procedimientos a utilizar. Este trabajo valida un procedimiento que permite obtener resultados neutrales e independientes en base al tratamiento estadístico de los resultados sin variables cruzadas a través del apoyo multimedia.Orozco-Messana, J.; Navarro Gómez, A.; Siurana Paula, M. (2017). Evaluación de competencias transversales por rúbricas. Aplicación a competencia de presentación mediante elementos multimedia. En In-Red 2017. III Congreso Nacional de innovación educativa y de docencia en red. Editorial Universitat Politècnica de València. 1121-1127. https://doi.org/10.4995/INRED2017.2017.6745OCS1121112

Estancia inversa para un proyecto en sostenibilidad

[ES] La enseñanza invertida logra una nueva aplicación a través del desarrollo de proyectos en pasantías. Un estudiante del IUT Paris-Orsay se unió al proyecto de energía sostenible propuesto desde el DIMM para comprender el desempeño de un sistema híbrido compuesto por un panel fotovoltaico de aSi y una célula de combustible reversible tipo PEM para obtener, no solo las competencias técnicas relacionadas con las mediciones físicas y adquisición de datos requeridas, sino también una comprensión práctica de las bases fundamentales de la energía sostenible en la edificación. Los resultados han permitido el desarrollo de un modelo piloto de una residencia fotovoltaica autónoma. El modelo evalúa el tamaño, los costos de capital, las estrategias de control y las eficiencias de los sistemas de energía renovable acoplados. La pasantía se convirtió en un entorno autoexploratorio en el que el estudiante adquirió las habilidades técnicas esperadas en un entorno de aplicación natural con excelentes resultados.[EN] Flipped teaching has reached a wonderful new application through internship based project development. A student from IUT Paris-Orsay joined the proposed sustainable energy project for understanding the performance of a coupled a-Si PV panel / PEM reversible fuel cell for gathering the technical competencies related to physical measurements and data acquisition while at the same time developing a practical understanding of sustainable energy developments for application on the built environment. The results have allowed the development of a pilot model of a photovoltaic (PV) powered residence in stand-alone. The model assesses the sizing, capital costs, control strategies, and efficiencies of coupled renewable energy systems. The internship turned out into a self-exploratory environment where the student acquired the expected technical skills in a natural application environment with excellent resultsGastón Bosch, L.; Solano García, L.; Orozco-Messana, J. (2019). Estancia inversa para un proyecto en sostenibilidad. Universitat Politècnica de València. 63-69. http://hdl.handle.net/10251/179355S636