Elaboración de materiales multimedia

En esta ponencia se expondrán los pasos a seguir para la creación de una guía en formato Web para la elaboración de material multimedia (CD, DVD, página Web). La propuesta surgió del Instituto de Ciencias de la Educación y del Servicio de Bibliotecas de la Universidad Politécnica de Cataluña debido al creciente aumento en la elaboración de material multimédia por parte del profesorado y delante de la necesidad de compaginar, unificar criterios y ayudar a los docentes que se inician en la elaboración de estos materiales. Esta guía se ha encargado a un grupo de profesores de diversos Departamentos dirigidos por Ramón Mujal del Departamento de Ingeniería Eléctrica, y en ella se ha intentado sintetizar y resumir en un formato multimedia las dudas, problemas o inquietudes con las cuales nos enfrontamos al iniciar trabajos de este tipo.Peer ReviewedPostprint (published version

An Escape Room For Learning Computer Programming

Game-based learning is a strategy where games are used as a challenge for students to learn and apply the contents of a subject matter. In this sense, game-based learning is an instance of problem-based learning. In this paper we discuss how game based strategies can be used to motivate students to perform the actions required for each of the learning phases. Namely: motivation, information, understanding, application and validation (feed-back). Then we present the application of those strategies to the design of an escape room where computer programs are required to solve the puzzles of the game. The designed escape room is then used as a game-based strategy in an introductory seminar on the Python programming language.Peer ReviewedPostprint (author's final draft

Game-based Learning in Computer Engineering: A Workshop

Gamification has gained popularity in the last years, it is used in primary and secondary schools, as well as in companies and universities (Call, 2021). Along with this growth in popularity the number of available computer tools that facilitate the implementation of quizzes, competitions, simulations, WebQuests etc. has also grown. Play engages students and enhances learning, however not all sorts of games are equally fruitful. As in (Dave Eng, 2019), we make a distinction between gamification and game-based learning (GBL). An example of gamification is a contest where students get points for solving the usual exercises of the subject matter. An example of game-based learning is an escape room where students get involved in studying and solving subject matter problems to get the required hints to continue the game. In this sense, game-based learning is an instance of problem-based learning (PBL) [Lima, 2017]. An interesting reflection on GBL can be found in [Valero, 2018]. The main objective of GBL is to provide an active learning environment, where students need to learn and apply the subject matter in order to participate and eventually solve the game. Compared with frontal lectures, active learning has been shown to provide higher motivation and deeper learning [Call, 2021] [Lopez-Fernandez, 2021]. From a general point of view, we can say that learning takes place in five stages [Bofill, 2007]. Namely: motivation, information retrieval, understanding, application (or practice) and reflection or feed-back. GBL, then, reinforces the autonomous realization of each of these stages. An escape room is a game where players must solve different puzzles and riddles in order to finish the game (in order to escape from the room). Escape rooms have been used extensively in education, since they allow for the organization of subject matter exercises in a pleasant way [Veldamp, 2020].Peer ReviewedPostprint (published version

L'aprenentatge cooperatiu com a eina de millora de la qualitat docent

El 2002 es va demanar a l’Agència de Gestió d'Ajuts Universitaris i de Recerca (AGAUR) el projecte “L’aprenentatge cooperatiu com a eina de millora de la qualitat docent” el qual perseguia, entre d’altres, tres objectius principals. El primer objectiu era fer un llibre en el qual es recollissin els elements fonamentals de l’aprenentatge cooperatiu (AC) en l’àmbit universitari i es descrivissin un seguit d’experiències dutes a terme per un grup de professors de la UPC. Al llarg dels 2 anys i mig que ha durat el projecte s’hi ha pogut incorporar experiències de professors d’altres universitats que han anat coneixent els avenços parcials de la publicació. El segon objectiu era fer un vídeo en el qual s’expliquessin de manera molt concisa els aspectes bàsics de l’AC. El tercer era fer una pàgina web que servís de plataforma de presentació de l’AC i de les activitats del GIAC (grup d’interès en AC que depèn de l’ICE de la UPC). En aquesta mateixa pàgina web (http://giac.upc.es) hi ha una part dels continguts del primer objectiu i tots els continguts del segon

An escape room for an alternative evaluation system

Our traditional education system spins around evaluation and its traditional grading system: summative assessment. In that system, professors spend time and effort trying to be “fair” when they mark the exercises, while students' main concern is snatching enough points to pass. We believe learning should be at the center. Students should put their energy on learning and professors on facilitating this learning process. However, we are still required to give a mark. We propose a game to achieve formative assessment. Play is a source of motivation to both engage students and enhance learning. The aim is that students should learn and enjoy their learning. We have designed an escape room with different sets of questions, each set corresponds to one topic. The student is presented with one activity to solve correctly. There is no grading but feedback: the answer can either be correct or incorrect. If the answer is correct, the student moves on to the next set of questions, otherwise the student is challenged with another activity of the same set. This goes on until the student solves one exercise correctly of each set. The student can only escape the room if one exercise of each topic is solved correctly. All activities proposed are of a basic level and if the student escapes the room he has a pass. Another bundle of sets can be done with more advanced exercises and if the student escapes the room he would achieve a higher mark. The method emphasizes two fundamental (but neglected) aspects of education: (i) the joy of learning; and (ii) diversity, as we give students as many opportunities as they need to learn at their own pace without penalty.This work has been supported by the Institut de Ciències de l’Educació (ICE) Convocatòria de projectes d’innovació docent 2021 (Acord CG/2021/02/34, de 9 d'abril de 2021) and by Escola Tècnica d’Enginyeria de Telecomunicació (upctelecos-BarcelonaTech).Peer ReviewedPostprint (published version

Game-based Learning vs Gamification: A Hands-On

An example of gamification is a contest where students get points for solving the usual exercises of the subject matter. An example of game-based learning is an escape room where students get involved in studying and solving subject matter problems to get the required hints to continue the game. In this sense, game-based learning is an instance of problem based learning. We propose a hand-on sesion where participants will get engaged into: first, a gamification activity; and later a game-based learning (GBL) activity. They will be encouraged to notice the differences and make a distinction between them. Afterwards, participants will be required to design a simple escape room situation involving problems for their own courses.Postprint (author's final draft

Game-based learning in computer engineering: a workshop

Gamification has gained popularity in the last years, it is used in primary and secondary schools, as well as in companies and universities (Call, 2021). Along with this growth in popularity the number of available computer tools that facilitate the implementation of quizzes, competitions, simulations, WebQuests etc. has also grown. Play engages students and enhances learning, however not all sorts of games are equally fruitful. As in (Dave Eng, 2019), we make a distinction between gamification and game-based learning (GBL). An example of gamification is a contest where students get points for solving the usual exercises of the subject matter. An example of game-based learning is an escape room where students get involved in studying and solving subject matter problems to get the required hints to continue the game. In this sense, game-based learning is an instance of problem-based learning (PBL) [Lima, 2017]. An interesting reflection on GBL can be found in [Valero, 2018]. The main objective of GBL is to provide an active learning environment, where students need to learn and apply the subject matter in order to participate and eventually solve the game. Compared with frontal lectures, active learning has been shown to provide higher motivation and deeper learning [Call, 2021] [Lopez-Fernandez, 2021]. From a general point of view, we can say that learning takes place in five stages [Bofill, 2007]. Namely: motivation, information retrieval, understanding, application (or practice) and reflection or feed-back. GBL, then, reinforces the autonomous realization of each of these stages. An escape room is a game where players must solve different puzzles and riddles in order to finish the game (in order to escape from the room). Escape rooms have been used extensively in education, since they allow for the organization of subject matter exercises in a pleasant way [Veldamp, 2020]

Spatio-chromatic vision with multifocal diffractive intraocular lens

Background This study aims to detect alterations in the spatio-chromatic pseudophakic vision produced by multifocal diffractive intraocular lenses (IOLs) and provides a physical interpretation. Methods In vitro characterization of the imaging performance of two diffractive IOLs: AT LISA Tri (Zeiss) and FineVision (PhysIOL) in on-bench model eye illuminated with red (R, 625 nm), green (G, 530 nm) and blue (B, 455 nm) lights. We used the metrics: energy efficiency (EE), area under the modulation transfer function, longitudinal chromatic aberration (LCA), and halo intensity. Through-focus (TF) analysis and calculation of the expected defocus curve under white (W) daylight were included. In vivo visual acuity (VA) of 50 pseudophakics (60 eyes) was assessed under W, R, G, B lights at far and near. Two clinical experiments evaluated LCA and R, G, B TF-EE effects on pseudophakic vision and their relative importance. Results Clinical mean VA values under W light agreed with the predicted values at far and near for both IOLs. LCA measurements and R, G, B TF-EE curves were consistent with their lens design based on the 0th and 1st diffraction orders operative for far and near vision, respectively. LCA effects were compensated at near but noticed at far (-¿0.75 D under B light). We detected strong asymmetry in visual resolution depending on the object distance and the illuminating wavelength—red predominance at far, blue predominance at near—in consistency with the TF-EE measurements. Conclusions Diffractive multifocal IOL designs produce asymmetries in the spatio-chromatic vision of pseudophakics beyond the alterations strictly due to LCA. VA asymmetry for far/near object distance under R and B illumination is clinically detectable in subjects implanted with IOLs with 0th and 1st diffraction orders for far and near vision, respectively. Such VA asymmetry cannot be explained solely from the influence of defocus, as would be derived from a chromatic difference of power, but mainly from the wavelength dependence of the EE.Agencia Estatal de Investigación from Spanish Government (Grant No. PID2020-114582RB-I00/AEI/10. 13039/501100011033).Peer ReviewedPostprint (published version

Mahara com a suport electrònic del portafoli de competències de l’FOOT

A l’EUOOT hem implantat un sistema de seguiment i avaluació de les competències que implica la realització d’un portafoli de competències per part dels estudiants. En primera instància el format del portafoli no està definit, però l’opció d’un portafoli electrònic sembla ser la millor opció de futur i la que els estudiants ens demanen. Hem “testejat” Mahara i l’hem valorat com una bona eina electrònica de suport al portafoli dels estudiants. També hem elaborat una petita plantilla per facilitar als estudiants el començar amb els seu portafoli. A partir d’ara, els estudiants començaran a elaborar els seus portafolis a la plataforma.Peer Reviewe

Evaluar la calidad del aprendizaje en educación superior: el modelo ECA08 como base para el análisis de evidencias sobre la calidad de la e-A en educación superior

Postprint (published version