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Team-based software development projects (TBSDP) are a useful instrument to expose students to teamwork in an industry-like working context. However, TBSDP exposes students to a number of challenges. This paper has a twofold objective. First, understand the practices and challenges that students face in TBDSP in an Agile context. Second, investigate whether the use of a teaching domain-specific information system, a learning dashboard, could help them in improving these practices and facing these challenges. We conducted a multi-instrument exploratory study at the Polytechnical University of Catalunya. We gathered information about the progress of 39 students organised in 6 teams during one semester by mining two software repositories and conducting a number of questionnaires and interviews related both to working practices and to students’ perception of learning dashboard adoption. Results show that many students do not follow adequate practices for some TBSDP activities. On the other hand, metrics informing about the use of code repositories and task management were generally well understood and perceived as potentially useful by students when shown in a learning dashboard. We conclude that the adoption of learning dashboards is a viable approach to improve student practices in TBSDP, but it needs to be carefully considered which metrics provide the most value to face the identified challenges., This paper has been funded by MCIN/AEI/10.13039/ 501100011033 and NextGenerationEU/PRTR under project PDC2021-121195-I00., Peer Reviewed, Postprint (author's final draft)

This study aims to develop a network design to meet the connection and interaction needs of students during the online learning process. The research and development method used in this research is divided into four stages, namely needs analysis, design, formative evaluation and revision. The results of the formative evaluation showed the learning design developed has a validity value of 90 out of a maximum score of 115 with a very valid category. This showed the design has good integrity and is feasible to be applied in online learning in higher education. The design also received a practicality value of 83 from a maximum of 165 in the very practical category, and the students gave a positive perception because they thought that the design could be easily followed in their online learning. The effectiveness test also shows that the network design is very effective for student work in online learning. This is evidenced by the difference in the average score of student work in the group using the learning network design and those using content-based and collaborative design. Furthermore, there were significant differences between those that used the network design and those that used the content-based design. However, there was no significant difference in student work results between the group using the network design and those using collaborative, Peer Reviewed

The main purpose of this study was to design and validate a scale to assess the teamwork competency of undergraduate students (TCS, Teamwork Competency Scale). The research instrument designed and subjected to validation has nine specific dimensions: Collective effectiveness, learning orientation, group goal setting, planning and coordination, communication, conflict management, problem solving, performance monitoring and supportive behaviour. The instrument was validated using a sample of 802 first-year students at a university in Chile. The method of partial least squares (PLS) was used within a structural equation modelling (SEM) framework for statistical analysis. The results show that the TCS is a valid and reliable research instrument for the assessment of teamwork competency in undergraduate students, Peer Reviewed

El món educatiu ha experiment un avanç significatiu en quant a metodologies docents. Des de fa uns anys, la docència està activament implicada en educar els estudiantes des d'un punt de vista acadèmic i d'aprenentatge competencial. La necessitat d'adaptar el model educatiu a les demandes de la societat actual, obliga a continuar investigant noves maneres de fer les coses. En aquest treball s'estudia apropar la Formació Professional en el Cicles d'Edificació i Obra Civil al terreny professional, escollint l'aprenentatge cooperatiu a l'exterior de l'aula com a metodologia d'ensenyament. El disseny, la posada en pràctica i l'avaluació d'una activitat d'ensenyament-aprenentatge basada en aquestes premisses, aporta conclusions que ajuden a complir amb l'objectiu d'apropar la FP a un context més proper a la realitat., El mundo educativo ha experimentado un avance significativo en cuanto a metodologías docentes. Desde hace unos años, la docencia está activamente implicada en educar a los estudiantes desde un punto de vista académico y también de aprendizaje competencial. La necesidad de adaptar el modelo educativo a las demandas de la sociedad actual, obliga a continuar investigando nuevas formas de hacer las cosas. En este trabajo se estudia acercar la Formación Profesional en los Ciclos de Edificación y Obra Civil al terreno profesional, escogiendo el aprendizaje cooperativo en el exterior del aula como metodología de enseñanza. El diseño, la puesta en práctica y la evaluación de una actividad de enseñanza-aprendizaje basada en estas premisas, aporta conclusiones que ayudan a cumplir con el objetivo de acercar la FP a un contexto más próximo a la realidad., Education has experienced a significant advance regarding to teaching methodologies. For a few years, teaching has been actively involved in educating students from academic and competency learning point of view. The need to adapt the educational model to the demands of today's society, forces us to continue investigating new ways of doing things. In this work, it’s studied to approach Vocational Training in the Building and Civil Works Cycles to professional field, choosing cooperative outdoor learning as a teaching methodology. The design, implementation and evaluation of a teaching-learning activity based on these points, provides conclusions that help meet the objective of approach VET to reality.

Amb l'aparició de noves tecnologies, la forma d'ensenyar dels professors i la forma d'aprendre dels alumnes està canviant. De la pissarra amb guix a les pissarres digitals, del paper a l'ordinador, dels diccionaris a internet, tot sembla evolucionar cap a les eines digitals. Cada vegada tenim més mitjans per poder ensenyar, però també més dificultats per fer-ho degut a la falta d'atenció i motivació de part de l'alumnat. Sigui treballant en grup, a partir de projectes, amb activitats gamificades o utilitzant altres metodologies, en aquest treball de recerca s'indaga sobre recursos que facilitin el bon ambient i aprenentatge a l'aula. En la primera part del treball s'ha realitzat un recull de diverses metodologies considerades interessants a nivell de participació de l'alumnat: treball col·laboratiu, gamificació i aprenentatge significatiu. Valorant aquelles que permeten diversificar per donar resposta a la diversitat d'aula. En la segona part del treball s'han analitzat els resultats de la utilització d'aquestes noves metodologies, considerant factors com l'atenció en les explicacions o indicacions, les intervencions dels alumnes i la constància en el treball. Al llarg de dos trimestres es comparen algunes sessions on s'utilitzen diferents metodologies. Al primer trimestre es compta amb una metodologia més tradicional, basada en la realització d'activitats d'un llibre digital. Al segon trimestre es realitzen algunes sessions utilitzant metodologies de treball grupal i activ

This paper presents a collaborative learning activity for courses in engineering degrees or master’s programs that cover the subject and skills of sustainability, social compromise, and ethics for engineering. The activity consists of performing a multidisciplinary analysis of a case of study, which presents a technology or innovation, to detect and debate possible issues and solutions. This learning activity is based on the PESTLE methodology that is used to analyze the political, economic, social, technological, legal, and environmental aspects of a technology or innovation. The PESTLE analysis is implemented using the jigsaw collaborative learning technique. This learning activity can be completed in two sessions of two hours. To validate its usefulness, the learning activity was applied for two semesters in a study on two courses: one in Informatics Engineering Degree and the other one in the Master Degree of Sustainability at the Universitat Politècnica de Catalunya, with very good results., This research was funded by EU within the framework of the Erasmus+ Programme, Project Tech4Edu4, Grant Agreement no. 2020-1-HR01-KA203-07777., Peer Reviewed, Postprint (published version)

As the demand for healthcare workers fluent in foreign languages continues to grow, so does the necessity for successful educational programs that produce providers with the appropriate language skills and cultural humility to serve the target population. Given the interdisciplinary nature of teaching languages for specific purposes, we propose a model of collaboration between experts in the different fields involved to train well-rounded professionals. In the particular case of languages for healthcare, professionals in both the medical and language learning fields should combine their expertise to offer students a well-integrated training that builds on their medical education at the same time that it provides them with meaningful opportunities to practice and develop their language and culture skills. While this paper focuses on Spanish, the main points discussed in it can be applied to teaching any language in the healthcare setting.

An approach to technical and professional learning that recognizes and makes use of the social and material contexts of participants as well as the contexts of technical and professional content in the learning environment can be seen to cater to the ‘21st century skills’ that are ‘needed most’, according to the World Economic Forum (Soffel, 2016) at this time of great change (Schwab & Malleret, 2020). Such an approach will be presented here: drawing primarily on epistemic fluency (Markauskaite and Goodyear 2017), but also scientific autobiography (Goetz, 2019), ethics (Gardner, 2019), critical pedagogy (Freire, 2005), hermeneutics (Ricoeur, 1991), and a work of conceptual art (Micu, 2014). The approach is connected to technical and professional communication by its focus on the relational skills that facilitate and enrich work conducted in multiple contexts. It is distilled into three categories that present the epistemic tasks and tools that can be applied as backgrounding to learning environments. These categories are: creative relational skills, conscientious direction, and dialogic curiosity. Practical application is then illustrated through three examples of TAPP collaborations.

This mixed-methods study aims to explore the assessment strategies and tools teachers use to assess student learning in Virtual exchange (VE) in foreign/second language for specific purposes (FLSP) courses at tertiary level. The quantitative data were collected by means of a purpose-designed questionnaire that focused on assessment tools teachers used in order to give feedback to students involved in a VE project. The questionnaire data was supplemented with oral interviews with language teachers from diverse cultural backgrounds and aimed at eliciting more in-depth information about the planning of the assessment process, the form of assessment (e.g. summative or formative) and feedback provision. The results indicate that the teachers tend to perceive assessment as a formative process and apply assessment tools that focus on both content and language components, and encourage reflective practice and collaboration.

This paper investigates the ways in which argumentation is dealt with in English and Italian by comparing and contrasting a comparable/parallel corpus of texts on genetically modified organisms (GMOs). Pragmatic discourse strategies are explored in a comparable corpus of GMO texts written by US students and in translations Italian students made as part of a virtual exchange or tele-collaboration project. The project involved students in a US university writing argumentative texts on GMOs and students at an Italian university translating them. Corpus data suggest that – faced with unfamiliar, culturally different arguments about GMOs in US texts – trainee translators had to address issues concerning pragmatics and had to use a cultural filter (House 2006) to produce translations that read like target language originals and met target language expectations.

En aquest treball es pretén desenvolupar els continguts curriculars del tema de l'electricitat de 2n d'ESO. Per fer-ho s'ha tingut en compte que és la primera vegada que forma part del currículum i, per tant, els alumnes en tenen poc coneixement, i que moltes vegades és el contingut del curs en que els estudiants treuen pitjor nota, la qual cosa sembla demostrar que és un tema que els costa d'entendre. Possiblement un dels motius pels quals és difícil d'entendre és perquè l'electricitat no es pot veure, i l'únic que és visible són els seus efectes (llum, calor, moviment...), el camí que segueix fins arribar als receptors (xarxa elèctrica) i els elements de control i maniobra que actuen sobre l'electricitat. Per tant es planteja exposar-lo als alumnes, fent-los observadors de la realitat que els envolta i que ells mateixos vagin resolent moltes de les preguntes que es puguin fer sobre l'electricitat, el fil conductor seguirà el camí des de la generació fins al consum final.

© 2021 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes,creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works., To present technical content clearly and effectively for global users of English, engineering students need to learn how. About the case: Technical communication classes in Spain and the US engaged in an international telecollaborative project between cross-cultural virtual teams in which students in Spain developed oral presentations that were then peer-reviewed by counterparts in the US Situating the case: Research on international professional communication and, more specifically, virtual exchange is rapidly growing to explore how instructors can help students gain key competencies such as audience awareness, intercultural sensitivity, and an understanding of English as a lingua franca. Approach/methods: As part of the Trans-Atlantic & Pacific Project network, this project focused on spoken communication. Data were analyzed from feedback forms used by US students to evaluate oral presentations, and on prelearning and postlearning reports completed by students in Spain, as well as from class discussions accompanying the project. Results/discussion: Through reflections on pragmatic strategies that facilitate exchange and collaboration in English as a lingua franca, the engineering students became more fully aware of the importance of rhetorical and linguistic factors that affect meaning-making for engineers internationally. Conclusion: Results suggest that students who participate in transnational virtual exchange projects integrate their desire to acquire knowledge with an awareness of the importance of sharing knowledge through mindful and inclusive communication practices. Technical and engineering communication instructors from different countries can heighten their students’ audience awareness, and cultural and language sensitivities through such projects, Peer Reviewed, Postprint (author's final draft)

This article draws on Trans-Atlantic and Pacific Project (TAPP) collaborations (e.g., [Arnó, 14] [Vandepitte, 16]) to show how students in already-existing technical communication classes can join other classes in realistic transnational projects through ICT and thereby acquire and enhance various types of transversal competences necessary to students’ future performance in a globalized workplace., Postprint (published version)

Working in a multidisciplinary collaborative project through virtual exchange encompasses many advantages as well as some disadvantages. One of the many problems that might occur in virtual cooperation settings was identified as cultural mismatches, listed by Chase, Macfadyen, Reeder, and Roche (2002) into nine categories. Some of these mismatches were found during the Trans-Atlantic Pacific Project1 (TAPP), a collaborative and active learning bidirectional platform, where students from Portuguese and North American universities have been cooperating for several years to enhance their technical and linguistic competences whilst developing intercultural skills. By bringing together future Translators and Technical Writers into a multicultural simulated setting, students are given the opportunity to learn from each other and interact via technology-mediated communication. Yet, this endeavour revealed to be extremely demanding mostly due to cultural misunderstandings that occurred during virtual communication exchanges. Accordingly, a cultural mediation intervention plan was developed and implemented by the authors as a strategy to overcome these problems and strengthen virtual teamwork interaction. This plan was designed to raise cultural awareness of the self and the other and was divided into 4 separate phases: 1) the cultural awareness initial stage, followed by 2) peer-to-peer exchange of the pre-learning questionnaires, 3) the completion of the Cultural Self-Awareness Questionnaire, concluding with 4) the analysis of the results and discussion in class. This study addresses the Cultural Self-Awareness Questionnaire. The results and outcomes of this questionnaire are analysed and discussed and new avenues for research will be presented and proposed.

Translators and technical communicators increasingly perform their work as part of global virtual teams (GVTs). To prepare students for developing critical understanding for such work, instructors can assign readings, asking students to reflect on the importance of building trust (Crisp & Jarvenpaa, 2013), cultural intelligence (Li, Rau, Li, & Maedche, 2017), and strategies for managing multicultural teams (Behfar, Kern, & Brett, 2006). More important for developing critical understanding, however, is the experience of managing a “real” Global Virtual Team (GVT). Research questions for this work include the following: How does attention to and work with international translators influence critical understanding for managing GVTs? and How does situatedness influence critical understanding of the many requirements and factors in a translation project? This article provides a brief theoretical background to the project and then details our redesign of the standard collaborative formats of the Trans-Atlantic & Pacific Project (TAPP) and associated assignments to focus on student development of critical understanding for managing GVTs. We include identification of themes from a subset of literature relevant to student practice in managing a translation team; description of the TAPP redesign in which University of Minnesota (UMN) students serve as project managers of teams of University of Trieste (UT) students practicing translation; and a brief summary of results from deployments of this model during 2019 and 2020. We conclude with emphasis on the need to redesign the TAPP format to meet evolving learning needs of students.

This paper focuses on a series of telecollaborative translation-reviewing/editing projects, conducted within the framework of the Trans-Atlantic and Pacific Project (TAPP), an academic network linking university classes in workplace-like projects. The projects aim to finetune the language and professional skills and, also, to enhance the trans-cultural awareness of four classes of students in Italy, Greece and the USA. The tasks include translation of published materials by students in Italy and Greece, followed by review and editing of the translations by students in the USA. The materials comprise articles on science and technology from magazines and on international or Italian/Greek current affairs from the local press, with the aim of translating them accurately and appropriately for a readership of American English speakers. The collaborative projects lead students to various linguistic and intercultural gains and can be used as a tool to promote realistic international professional communication by effectively preparing students for workplace collaborations of this type.

This short paper begins with a brief overview of the expansion of the field of virtual exchange. It then focuses on a recent European policy experiment which sought to expand the scope of the well known Erasmus+ mobility programme through the Erasmus+ Virtual Exchange pilot project. Both the challenges and the opportunities that this project provided from a research perspective are highlighted as well as some of the relevant findings, in particular those related to the themes of the conference such as the preparation of future graduates for multicultural work and study environments.

Estudio de los nuevos materiales e introducción de estos dentro de la sociedad con un kit de aprendizaje para las escuelas, en el ciclo superior de primaria, para fabricar un bioplástico con agar-agar y llevar a cabo actividades con todo el producto relacionadas con el aprendizaje, la sostenibilidad y la metodología de trabajo cooperativo., Amb el següent treball es vol poder aconseguir introduir de manera accessible econòmicament, els nous materials dintre de la societat a partir d’un producte quotidià. A partir d’un estudi dels nous materials es va posar especial interès a uns quants per poder representar diferents propostes de disseny. Els materials en els quals s’ha centrat aquesta part del treball han sigut; el Miceli (conglomerat de Miceli, fongs), la Calgina (Calcium Alginate Spirulina, bioplàstic base natural), bioplàstic + wax (amb cera), bioplàstic + activated charcoal (carbó actiu), woodoo (fusta translúcida) i plaques Perovskite (cèl·lules solars). Dintre de les diferents propostes es va escollir el kit d’aprenentatge, ja que aquest no només dóna la importància de fabricar un kit d’experiments d’autoaprenentatge, sinó que també permet donar un altre punt de vista sobre els bioplàstics naturals a noves generacions i, sobretot, la visibilitat de la possibilitat d’un altre món molt més sostenible. En aquest punt, s’ha aplicat la metodologia d’ecodisseny, donant el valor més important a la reutilització o retorn del producte a la natura, com a compost o biodegradable. Llavors, es tracta d’un kit per al cicle superior de primària, per aprendre sobre els nous materials sostenibles amb una metodologia de treball cooperatiu. Amb el qual es fabrica un bioplàstic de base agar-agar, en un motlle de vidre i suro, i un embalatge de Miceli, que protegeix. On les instruccions d’ús són de paper amb llavors, plantable per tant, i l’adhesiu subjectaria és biodegradable. Compren moltes activitats per tal que els alumnes puguin treball de forma més dinàmica les competències bàsiques de primària. Com també es motiva al docent a crear noves activitats amb aquest. Des d’un primer punt es va donar expectatives de poder construir un objecte amb l’embalatge, que és de Miceli, junt amb la fabricació del plàstic. Però posant en marxa la metodologia cooperativa i la poca facilitat de producció del miceli, s’ha optat pe, With the following work, we want to be able to bring new materials into society in an affordable way, from an everyday product. From a study of the new materials, a few were given special interest to represent different design proposals. The materials on which this part of the work has focused have been; Mycelium (mycelium's conglomerate, fungi), Calgina (Calcium Alginate Spirulina, natural bioplastic base), bioplastic + wax (wax), bioplastic + activated charcoal (active carbon), woodoo (translucent wood), and Perovskite (solar cells). Within the different proposals, the learning kit was chosen, as it not only gives the importance of making a self-learning experiment kit, but also allows for a different view of natural bioplastics to new generations and, above all, the visibility of the possibility of another, much more sustainable world. At this point, the methodology of ecodesign has been applied, giving the most important value to the reuse or return of the product to nature, as a compound or biodegradable. It is then a kit for the upper primary cycle, to learn about new sustainable materials with a cooperative working methodology. It manufactures a agaragar-based bioplastic, in a glass and cork mold, and a mycelium packaging, which it protects. Where the use instructions are of paper with seeds, plantable therefore, and the subjective adhesive is biodegradable. They purchase many activities so that pupils can work more dynamically on basic primary skills. The teachers are also encouraged to create new activities with it. From the first point, expectations were given of being able to build an object with the packaging, which is made by mycelium, along with the manufacture of plastic. However, by putting into place the cooperative methodology and the poor production facility of the mycelium, it has chosen to make a much simpler structure and to enable pupils to make figures from their imagination. Finally, the implementation of new materials was found to be diffic

Which role does a translation project play in a student virtual exchange network? The answer to this question describes the various functions that translation exercises may perform in different types of virtual TAPP collaborative projects (e.g. Mousten, Maylath, Vandepitte & Humbley 2010; Mousten, Vandepitte, Arnó & Maylath 2018). Variables affecting the roles of these exercises will be highlighted, such as the degree of multidisciplinarity (Vandepitte et al. 2015), specialization (Tzoannopoulou & Maylath 2018), the knowledge domain to which the topic belongs (Isohella 2018), as well as the intercultural, communicative, and professional skill levels already obtained by the students involved (e.g. Verzella 2017). Other factors that affect the role of translation exercises are the translation mode involved (Vandepitte & Bergeson prep.), the use of technological tools (Hammer & Maylath 2014; Sorensen, Hammer & Maylath 2015) and the degree of internationalization that students experience in the remainder of their programme (Arnó-Macià et al. 2019).

Presentació de David hernández Falagán (ETSAB-UPC). Presentació del Bloc 1: Alba Arboix

Presentació a càrrec de Víctor M. González Vera, Escuela Autónoma de Dirección de Empresas (EADE), Universidad de Málaga

The objective of the session is to establish a collaborative dynamic that allow the participant to work in a CO-THINKING and CO-CREATION dynamics. We want to share and develop ideas, concepts, keywords, projects (finished, in progress and/or maybe in an initial state) in order to establish a CONCEPTUAL MAP that relates in an initial and dynamic Eco-System, the main approaches, techniques, systems or methodologies that can improve the processes in progress of the attendance. This paper resumes the conceptualization of the session as well as the main results and relations established, with potential interest in further educational projects and researches., Peer Reviewed, Postprint (author's final draft)

In the present article we analyse the impact of problem-based learning (PBL) on learning and perceptions in first-year students undertaking Engineering in Computer Sciences. The module designed took a number of advanced theories of PBL and its application within the Engineering profession. Mixed methods were used to enable data from qualitative and quantitative instruments to be obtained. A quasi-experimental design was specified, employing non-probabilistic sampling, with a control (N = 40) and experimental group (N = 39). In comparing PBL with traditional methods, the results reveal statistically significant differences in aspects such as academic performance. Teamwork, oral communication, written communication and students’ perceptions of the learning experience were also all favoured. Nonetheless, lack of adequate team dynamics in previous learning experiences and reluctance to change traditional teaching approaches, could compromise the viability of that proposed, Peer Reviewed

En el present treball de fi de màster és recull la justificació pedagògica d'un projecte ABP multidisciplinari orientat al curs de quart d'ESO. Inicialment, hi ha l'anàlisi de les teories més importants de l'aprenentatge (Conductisme, Cognitivisme i Constructivisme). Com a docent, veure els diferents punts de vista de com aprenem i com el cervell assimila els conceptes ens dona una base científica que ens ajuda a preparar les sessions i treballs futurs per els nostres alumnes. Seguint la filosofia del constructivisme, es fa recerca de diferents metodologies d'aprenentatge actiu i es proposa un projecte (ABP) multidisciplinari. Per fer l'elecció de l'objecte a construir s'ha fet una cerca dins dels continguts curriculars de cada assignatura de quart d'ESO. Treballar en un projecte multidisciplinari en un institut implica crear nous vincles entre docents i alumnes, per altra banda és reforça el pensament en que totes les assignatures son importants per assolir-lo. Per poder dur a terme aquest projecte multidisciplinari cada docent haurà de preparar la seva programació didàctica i l'avaluació del projecte per part de la seva assignatura. Per tant, en el TFM s'explicarà en trets generals les parts de les assignatures que es poden incloure i en el meu cas, com a docent de tecnologia incloure amb més profunditat la programació didàctica, les diferents parts del projecte ABP i l'avaluació.

Equip d'estudiants treballant en la seva proposta durant el Recircula Challenge. Competició promoguda pel Hub Recircula UPC-AMB que vol posar a prova equips d'estudiants per tal que proposin solucions a reptes reals i urgents de l'economia circular. El repte 2019, proposat per AMB, membre del "Hub Recircula UPC-AMB", gira al voltant dels films i bosses de plàstic.

Recircula Challenge Weekend. Competició promoguda pel Hub Recircula UPC-AMB que vol posar a prova equips d'estudiants per tal que proposin solucions a reptes reals i urgents de l'economia circular. El repte 2019, proposat per AMB, membre del "Hub Recircula UPC-AMB", gira al voltant dels films i bosses de plàstic.

Dídac Ferrer presenta el Recircula Challenge Weekend. Competició promoguda pel Hub Recircula UPC-AMB que vol posar a prova equips d'estudiants per tal que proposin solucions a reptes reals i urgents de l'economia circular. El repte 2019, proposat per AMB, membre del "Hub Recircula UPC-AMB", gira al voltant dels films i bosses de plàstic.

Equips participants en la competició Recircula Challenge Weekend. Competició promoguda pel Hub Recircula UPC-AMB que vol posar a prova equips d'estudiants per tal que proposin solucions a reptes reals i urgents de l'economia circular. El repte 2019, proposat per AMB, membre del "Hub Recircula UPC-AMB", gira al voltant dels films i bosses de plàstic.

Se presenta una comunicación sobre la Autoevaluación en proyectos de Ingeniería. Es un proyecto piloto iniciado el curso 2017-18 y que ha tenido su continuación en este curso 2018-19. El objetivo es que los alumnos de Expresión Gráfica se autoevalúen. La investigación se ha realizado con una encuesta completada por 355 alumnos (135 el primer curso y 220 el segundo) después de haber completado y presentado un proyecto de Expresión Gráfica que engloba todos los contenidos y competencias que se adquieren a lo largo de la asignatura. Deberán valorar sus aprendizajes de diferentes competencias de la Expresión Gráfica como son: la representación de piezas, la acotación, los cortes y secciones y el conocimiento de geometría 3D, así como valorar el trabajo de equipo y una valoración global de la asignatura. Como conclusión se confirma que si los proyectos están seguidos y tutorizados, la autoevaluación es una herramienta que refuerza su autoconocimiento y ayuda a la autocrítica. Todavía no ha sido una evaluación vinculante, pero ayuda a llegar a una valoración más consensuada entre docente y alumno., Postprint (published version)

The new models of teaching and learning have their focus on technology, especially on issues related to ubiquity. The impact of ICT in education generates new learning opportunities: the mobile or ubiquitous, which open new doors to technological environments that allow students to learn at any time and place, providing, in addition, tools that give the possibility to perform collaborative work and learning. The integration of a ubiquitous virtual teaching and learning environment with collaborative work forms the Ubiquitous Computer Supported Collaborative Learning model. What has been mentioned before allowed us to understand the importance of making a specification of this model that provides the possibility of using a tool for professional use in the Software Engineering during the teaching and learning processes, including the specific activities of evaluation and monitoring of works. These tools, called Computer-Aided Software Engineering, must be an active part of the uCSCL model. This integration, forms the model proposed in our work, called uCASE-CL. A prototype of the implementation of the model was developed, which we have called UAI Case. This solution is a proposal to cover the need to have tools that can be used in the teaching of the SE, and which allow the student to acquire and strengthen the academic learning., Peer Reviewed

L'Ensenyament universitari ha canviat els darrers anys amb l'adaptació a l'EEES. L'avaluació també ha d'evolucionar en metodologies i estratègies. Presentem un estudi d'autoavaluació dels alumnes d'Enginyeria Industrial de l'ESEIAAT-UPC, en el que han participat 222 alumnes. S'han autoavaluat en una prova pilot a partir d'una fitxa amb 18 preguntes sobre el projecte, el treball de grup i l'assignatura. Els resultats mostren el sentit crític dels alumnes i la voluntat de millorar la docència. University education has changed in recent years with adaptation to the EEES. Evaluation must also evolve when it comes to methodologies, strategies and contents. We present a self-evaluation study of the students of the Degree in Industrial Engineering of ESEIAAT-UPC, in which 222 students participated. They have been self-assessed in a pilot test based on a file with 18 questions about the project, the group work and the subject. The results show the responsibility and the critical sense, Postprint (published version)

Due to its high failure rate, Introductory Programming has become a main concern. One of the main issues is the incapability of slow-paced students to cope up with given programming materials. This paper proposes a learning technique which utilises pair programming to help slow-paced students on Introductory Programming; each slow-paced student is paired with a fast-paced student and the latter is encouraged to teach the former as a part of grading system. An evaluation regarding that technique has been conducted on three undergraduate classes from an Indonesian university for the second semester of 2018. According to the evaluation, the use of pair programming may help both slow-paced and fast-paced students. Nevertheless, it may not significantly affect individual academic performance, Peer Reviewed

In recent years, a number of teaching strategies have been applied in higher education to improve students’ academic results and motivation, with a focus on active methodologies. These techniques highlight the student learning process at the forefront of the classroom. Embedded Methodologies, defined as a mixture of learning strategies which are combined in a single educational environment, have a potential for boosting their impact. Few studies have addressed what impact may be involved by applying them in the learning process. An Embedded Methodology in Engineering higher education with Cooperative Learning, Just-In-Time Teaching and active informal methodologies is proposed. The authors present a ten-year longitudinal study in which academic results and student satisfaction reported by a standardized survey among 294 students attending a “Telecommunications and Internet” subject at EEBE Engineering School from UPC-BarcelonaTech (Spain). The results show that Embedded Methodologies significantly improved students’ motivation and their final marks; in particular, for those students at risk of failing the subject but not with the lowest grades. The applied learning methodology was found to be the best predictor of their grades in the subject, among other factors such as their performance in the University Entrance exam. Students’ perception of the quality of teaching and their academic results were significantly better when compared with those student groups that were exposed to only one active methodology or none at all, suggesting that a mixture of motivational learning techniques boost their impact on the students’ learning process and on their motivation., Postprint (published version)