Project based learning for information systems students. An implementation proposal

[EN] This paper presents a proposal for the implementation of the project-based learning technique for students of Computer Engineering in the Information Systems specialization. The project involves three subjects of that specialization. The design of the proposal has required coordination between the participating subjects, among other things such as the coordination of the calendar that each subject addresses, the establishment of joint teams of students or the design of deliverables. As a result, the coordinated project gives prominence to the students and focuses on the work process with an interdisciplinary perspective between subjects. An important change Is a new evaluation method in agreement with the combination of competences from the different subjects and their integration.This work has been carried out within the framework of the Educational Innovation and Improvement Project ref. ETSINF-1 " Aprendizaje Basado en Proyectos en Ingeniería Informática " of the Universitat Politècnica de València.Boza, A.; Ruiz Font, L.; Mota Herranz, L. (2020). Project based learning for information systems students. An implementation proposal. INTED proceedings (Online). 6234-6238. https://doi.org/10.21125/inted.2020.1686S6234623

Redesigning a case study for the assessment of ethical responsibility

[EN] This work presents the redesign of an activity (case study) that has been carried out over the last three years in the course Deontology and Professionalism for 2nd year students of the Informatics Engineering Degree at the Universitat Politecnica de Valencia (UPV) -Spain-. The aim of the activity is to encourage students to face ethical dilemmas that they may encounter in the exercise of their profession. Specifically, the case is about autonomous cars where decisions that must be taken imply a challenge, and even more when the programmers of the car deal with situations where human lives are endangered. The UPV has defined some general scoring rubrics in order to assess transversal competences of students. One of these rubrics deals with Ethics. Indicators included in this rubric are: The student: Becomes aware of other ways of seeing and perceiving things Critically accepts new perspectives, although this requires questioning your own perspective Differentiates facts from opinions in the arguments of other people Reflects on the consequences and effects (practical implications) that decisions and proposals have on people Recognizes the ethical and deontological aspects of the profession The case is introduced in a progressive way facilitating the development of the ethical competence and includes the required elements to assess the indicators established in the rubric. Thus, all the indicators proposed in the rubric can be evaluated by means of this activity. As a conclusion, the high degree of participation of the students in the activity is remarkable, which is on the one hand due to the transcendence of the theme and on the other hand because it is a very current topic closely linked to the computer science. Furthermore, the redesign of the case guided by the rubric allows an adequate evaluation.This research has been carried out under the project of innovation and educational improvement (PIME/A15) 'DAICE - Design of activities for the Innovation, Creativity and Entrepreneurship Competence' funded by the Universitat Politecnica de Valencia, and the Escola Tecnica Superior d'Enginyeria Informatica.Boza, A.; Fernández-Diego, M.; Cuenca, L.; Ruiz Font, L. (2017). Redesigning a case study for the assessment of ethical responsibility. INTED proceedings (Online). 6677-6682. doi:10.21125/inted.2017.1545S6677668

Designing a map of classified learning activities for the customised development of transversal competencies

[EN] he creation of the European Higher Education Area has brought about many changes. The most important is related to learning activities, which are considered seriously and in depth. In other words, the student will learn some contents at a certain level through a number of actions or tasks. According to Penzo et al. [1], learning-based teaching can be defined as the teaching organisation based on learning activities. The proposal for innovation and educational improvement presented in this paper focuses on identifying and classifying learning activities at different levels that reinforce those aspects required for an appropriate scope of the competence. The experience acquired and the application in the classroom of the work developed in previous projects has shown us that each learning activity covers certain levels of the competence. Even the same activity carried out in different courses should be classified into different levels. The overall aim is to identify the set of learning activities that improve the appropriate scope of the competence. More specifically, the aims to be covered are: 1. Design of the scale to identify levels for the scope of the competence. 2. Identification and classification of activities according to the scale established to build the map of activities. The design of the map of classified learning activities enables: 1. To have a broad vision of the activities carried out for the development of the competence. 2. To identify overlaps of activities at the same level, which raises the question of whether or not to eliminate any of the activities. 3. To identify levels not addressed by any activity, which encourages the development of activities that cover levels not reached by other activities. 4. To offer the students the map of activities as a tool for their training. In this way, the map of activities becomes a tool for the students, where they can identify the activities by level and work to a greater extent on the most suitable ones according to their needs and potential.This research has been carried out within the framework of the project of innovation and educational improvement (PIME 2017-18 Ref. A10) funded by the Universitat Politècnica de València and the School of InformaticsBoza, A.; Fernández-Diego, M.; Gordo, ML.; Ruiz Font, L. (2018). Designing a map of classified learning activities for the customised development of transversal competencies. INTED proceedings (Online). 3081-3086. https://doi.org/10.21125/inted.2018.0590S3081308

The use of timelines as a strategy for teaching legislation issues to IT engineering degree students

[EN] A timeline is a graph showing a sequence of events on a particular topic. Among other things, it allows to visualize a space-time relationship of the most relevant periods of the topic to be addressed. These timelines have always been valuable teaching strategies. However, with the use of multimedia resources linked to the timeline such as images or videos, there is a greater possibility that students will relate the contents to specific objects that will help them in the understanding and memorization of dates or events. The course Deontology and Professionalism in the degree of IT engineering at the Universitat Politècnica de València incorporates contents that enable students to be exposed to issues of professional practice, ethical conduct and computer legislation. When working on the legislation aspects, we suggest the use of timelines as a teaching-learning strategy. Specifically, the Spanish and European chronologies of data protection and intellectual property legislation are presented as an example. But if we really want to take advantage of this tool, there is nothing better than involving students in the creation of such timelines. In this way they will be much more involved and motivated.Fernández-Diego, M.; González-Ladrón-De-Guevara, F.; Ruiz Font, L.; Boza, A. (2021). The use of timelines as a strategy for teaching legislation issues to IT engineering degree students. IATED. 8678-8683. https://doi.org/10.21125/inted.2021.1798S8678868

IDENTIFICATION OF THE INITIAL LEVEL OF STUDENTS IN THE COMPETENCE "INNOVATION, CREATIVITY AND ENTREPRENEURSHIP"

[EN] It is difficult to identify the initial level of our students in transversal competences. It is necessary to identify the level of departure of each student in the competence in order to offering each student the set of activities that best facilitate the advance in this competence. A set of test/activities has been proposals to evaluate the initial level in Creativity, Innovation and Entrepreneurship competence. The test/activities that have been proposals for the competence allows the teachers to identify the different level of our students in an easy, early, fast and individual wayBoza, A.; Cuenca, L.; Fernández-Diego, M.; Ruiz Font, L. (2018). IDENTIFICATION OF THE INITIAL LEVEL OF STUDENTS IN THE COMPETENCE "INNOVATION, CREATIVITY AND ENTREPRENEURSHIP". ICERI Proceedings. 400-403. https://doi.org/10.21125/iceri.2018.1084S40040

Innovation projects associated to the competence of innovation, creativity and entrepeneurship in the Universitat Politècnica de València

[EN] This paper describes the Innovation and educational improvement project developed in the Universitat Politècnica de Valencia, oriented to the competence of innovation, creativity and entrepreneurship. These projects have been developed by a team of lecturers from different fields of knowledge. The first project was related to the definition of rubrics for the evaluation of the competence of innovation, creativity and entrepreneurship, and the second one oriented to the definition of learning objects for this competence. Learning outcomes were identified in the first project and a rubric was designed to measure the level of mastery of these learning outcomes for bachelor degree and master. Once defined the results that must be achieved, in the second project, was conducted the review of the learning objects as the means through which the learning outcomes can be achieved. Identifying the definition, classification, metadatas, repositories and methodologies associated with them were proposed. In the current project, the objective is the design of activities to accompaniment the learning objects, which will be developed in the classroom with the purpose of promoting the acquisition of the learning outcomes associated with the competence under review. This aspect is widely demanded by the teachers, which do not have proposals to develop in their subjects. The project will be applied and validated on two subjects of the school of computer science engineering and two subject of the school of Industrial Engineering in the Universitat Politècnica de Valencia.This research has been carried out under the project of innovation and educational improvement (PIME/A15) 'DAICE – Design of activities for the Innovation, Creativity and Entrepreneurship Competence’ funded by the Universitat Politècnica de València, the School of Computer Science and the School of Industrial Engineering.Alemany Díaz, MDM.; Cuenca, L.; Boza, A.; Fernández-Diego, M.; Ruiz Font, L.; Alarcón Valero, F.; Gordo Monzó, ML. (2016). Innovation projects associated to the competence of innovation, creativity and entrepeneurship in the Universitat Politècnica de València. INTED proceedings (Online). 2903-2907. doi:10.21125/inted.2016.1657S2903290

Extension of the 6-3-5 technique for incorporating creativity, innovation and entrepreneurship competences in higher education

[EN] This article present the extended technique 6-3-5 for generating ideas. It has been called extended because it has been expanded to include issues related to innovation and entrepreneurship. In that way it can be applied to learning transversal competence of creativity, innovation and entrepreneurship. This competence correspond to one of the transversal competences identified by the Universitat Politecnica de Valencia.This research has been carried out under the project of innovation and educational improvement (PIME/A15) 'DAICE – Design of activities for the Innovation, Creativity and Entrepreneurship Competence’ funded by the Universitat Politècnica de València, the School of Computer Science and the School of Industrial Engineering.Cuenca, L.; Boza, A.; Gordo Monzó, ML.; Fernández-Diego, M.; Ruiz Font, L.; Alarcón Valero, F.; Alemany Díaz, MDM. (2016). Extension of the 6-3-5 technique for incorporating creativity, innovation and entrepreneurship competences in higher education. ICERI Proceedings. 79-83. doi:10.21125/iceri.2016.1015S798

SCAMPER-3-5 para generación de ideas y su análisis de valor

[EN] At the Universitat Politècnica de València, thirteen competency dimensions have been defined, among which is the competency of creativity, innovation and entrepreneurship. This competency has become in recent years one of the most demanded in the labor market. This paper presents the design and development of the SCAMPER-3-5 activity designed to foster the acquisition of the transversal competency. The proposed technique is based on the combination of the SCAMPER and 6-3-5 extended techniques, to eliminate the limitations encountered and to design an activity that reaches the whole process associated to creativity, innovation and entrepreneurship. This process includes the phases of search for opportunities, generation of ideas, action plan and value analysis. The proposed activity is easily applicable and transferable to any subject, and can be used in any context. It contributes to the development of transversal competence in students.[ES] En la Universitat Politècnica de València se han definido un total de trece dimensiones competenciales, entre las que se encuentra, la competencia de creatividad, innovación y emprendimiento. Esta competencia, se ha convertido en los últimos años en una de las más demandadas en el mercado laboral. En este trabajo se presenta el diseño y desarrollo de la actividad SCAMPER-3-5 diseñada para favorecer la adquisición de la competencia transversal. La técnica propuesta se basa en la combinación de las técnicas SCAMPER y 6-3-5 extendida, para eliminar las limitaciones encontradas y diseñar una actividad que alcance todo el proceso asociado a la competencia de creatividad, innovación y emprendimiento. Dicho proceso incluye las fases de búsqueda de oportunidades, generación de ideas, plan de acción y análisis de valor. La actividad propuesta es fácilmente aplicable y transferible a cualquier asignatura, pudiendo ser utilizada en cualquier contexto. Contribuye por tanto al desarrollo de la competencia transversal en los alumnos.Alemany Díaz, MDM.; Cuenca González, ML.; Ruiz Font, L.; Boza, A. (2017). SCAMPER-3-5 para generación de ideas y su análisis de valor. En In-Red 2017. III Congreso Nacional de innovación educativa y de docencia en red. Editorial Universitat Politècnica de València. 955-964. https://doi.org/10.4995/INRED2017.2017.6831OCS95596

LEARNING OBJECT. DEFINITION AND CLASSIFICATION

[EN] The current trend in higher education includes competencies in the curricula. This integration can be done through the competency-based learning. The competence is acquired through various learning objects to be achieved. In this paper different dimensions to define a learning object (LO) and different classifications associated to them have been proposed. An analysis and synthesis of the results obtained have been presented.Alarcón Valero, F.; Alemany Díaz, MDM.; Boza, A.; Cuenca, L.; Gordo Monzó, ML.; Fernández-Diego, M.; Ruiz Font, L. (2015). LEARNING OBJECT. DEFINITION AND CLASSIFICATION. EDULEARN Proceedings (Internet). 4479-4488. http://hdl.handle.net/10251/95287S4479448

Metadata, repository and methodology in learning objects

Many universities in different countries are redesigning their degree and master programmes on the basis of new academic and professional profiles incorporating a number of competences. One competence can be acquired through several learning objects. A wide variety of learning repositories that provide resources for education in the form of learning objects can be found. These resources are normally stored in learning object repositories where they are catalogued with metadata facilitating retrieval by end users. The aim of this paper is to describe the elements associated to learning objects: metadata, repositories and their related methodologies.This research has been carried out under the project of innovation and educational improvement (PIME/2014/A21) “OAICE: Learning Objects for the Innovation, Creativity and Entrepreneurship Competence” funded by the Universitat Politècnica de València and the School of Computer Science.Fernández Diego, M.; Gordo Monzó, ML.; Boza García, A.; Cuenca, L.; Ruiz Font, L.; Alemany Díaz, MDM.; Alarcón Valero, F. (2015). Metadata, repository and methodology in learning objects. En EDULEARN15: 7th International Conference on Education and New Learning Technologies. Barcelona, Spain. July 6-8, 2015. IATED. 4755-4761. http://hdl.handle.net/10251/56975S4755476