Browsing by Subject "PBL"

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  • Pernia-Espinoza, Alpha; Sodupe-Ortega, Enrique; Martinez-de-Pison-Ascacibar, Fco. Javier; Urraca, Valle, Ruben; Antonanzas-Torres, Javier; Sanz Garcia, Andres (UNIVERSITAT POLITECNICA DE VALENCIA, 2017)
    An assessment program to evaluate microproject-based teaching/ learning (MicroPBL) methodology on the technical subject Manufacturing Technology was implemented for four consecutive academic years. Students from three engineering degrees were involved providing feedback through various surveys that allowed us to perform a proper evaluation. More specifically, students' surveys were anonymous after each academic year, except the last one, which included both non-anonymous pre and postsurveys. The polls were mainly meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic ones (using questions concerning soft-skills). Students' satisfaction with the methodology and with the signature, in general, were also checked. Nonanonymous surveys enabled us to study the correlation between polls results and students' final scores. Note that students' self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average final score of this subject from student's perception was slightly higher than the real value. Moreover, student's self-perception on soft-skills increased at the end of the course. In general, the proposed MicroPBL methodology demonstrated a beneficial impact on students of Manufacturing Technology keeping high-motivation levels in students as well as high success rates and scores.
  • Pernia-Espinoza, Alpha; Sodupe-Ortega, Enrique; Pecina-Marqueta, Sergio; Martinez-Banares, Sergio; Sanz Garcia, Andres; Blanco-Fernandez, Julio (UNIVERSITAT POLITECNICA DE VALENCIA, 2017)
    Nowadays, in addition to the expected technical knowledge, labor markets demand engineers with personal, interpersonal and system building skills, according to the CDIO (Conceive-Design-Implement-Operate) syllabus. But the current higher education systems are mostly teaching theoretical concepts rather than practical or applied cases. Makerspaces could become a bridge between universities and industry, particularly in STEM (Science, Technology, Engineering, and Math) careers. Makerspaces, also known as hackerspaces, hack labs, and fab labs, are open-access spaces where tools, machines and knowledge are shared with the purpose of implementing an idea. This communication evaluates the current status of the makerspaces at the world's top 10 universities in engineering and three of the most well-known Spanish ones, as well as the new campus makerspace created at the University of La Rioja. All the information was collected from universities' websites. Most of these reviewed universities have created outstanding makerspaces generally for the entire academic community. The Spanish 'Maker UPV' has been exceptionally successful promoting activities and projects in spite of the lack of resources reported. Lastly, the implementation of a new makerspace at the University of La Rioja (UR-Maker) is described with information about its organization, funding sources and activities already performed. This experience can represent an attractive guide for the academic community as other universities can explore the creation of new makerspaces on their own campus.
  • Paton, M.D.; Harri, A.-M.; Savijärvi, H. (2018)
    Abstract Martian boundary layer wind speed and direction measurements, from a variety of locations, seasons and times, are provided. For each lander sent to Mars over the last four decades a unique record of the winds blowing during their descent is preserved at each landing site. By comparing images acquired from orbiting spacecraft of the impact points of jettisoned hardware, such as heat shields and parachutes, to a trajectory model the winds can be measured. We start our investigations with the Viking lander 1 mission and end with Schiaparelli. In-between we extract wind measurements based on observations of the Beagle 2, Spirit, Opportunity, Phoenix and Curiosity landing sites. With one exception the wind at each site during the lander’s descent were found to be  < 8 m s − 1 . High speed winds were required to explain the displacement of jettisoned hardware at the Phoenix landing site. We found a tail wind ( > 20 m s − 1 ), blowing from the north-west was required at a high altitude ( > 2 km) together with a gust close to the surface ( < 500 m altitude) originating from the north. All in all our investigations yielded a total of ten unique wind measurements in the PBL. One each from the Viking landers and one each from Beagle 2, Spirit, Opportunity and Schiaparelli. Two wind measurements, one above about 1 km altitude and one below, were possible from observations of the Curiosity and Phoenix landing site. Our findings are consistent with a turbulent PBL in the afternoon and calm PBL in the morning. When comparing our results to a GCM we found a good match in wind direction but not for wind speed. The information provided here makes available wind measurements previously unavailable to Mars atmosphere modellers and investigators.
  • Hernández-Ramos, José; Pernaa, Johannes; Cáceres-Jensen, Lizethly; Rodríguez-Becerra, Jorge (2021)
    Tällä hetkellä yhä useammat oppilaitokset kaikilla koulutustasoilla sisältävät ongelmakohtaisen oppimisen opetussuunnitelmiinsa. PBL-skenaarioissa käytetään usein tekniikkaa ja yhteiskuntatieteellisiä kysymyksiä (SSI), mikä mahdollistaa sisällön ja luovan ajattelun sekä työtaitojen samanaikaisen oppimisen, joita tarvitaan uuden tiedon tuottamiseen tulevaisuutta varten. Tässä mielessä SSI: n ja teknisten työkalujen käyttöä PBL -oppimisympäristöissä voidaan pitää lähtökohtana uuden tiedon hankkimiselle ja integroimiselle. Tämän lähestymistavan mahdollisuuksista ei kuitenkaan ole kattavaa tietoa. Tämän systemaattisen katsauksen tavoitteena on tuottaa tämä tieto PRISMA -menetelmän avulla. Strategiaa käytetään tutkimaan kuvatun lähestymistavan vaikutuksia toissijaisella ja perustutkinnolla toteutettujen toteutusten avulla. Tiedot koostuivat 33 tutkimusartikkelista, jotka luokiteltiin laadullisen sisältöanalyysin avulla. Tulosten mukaan PBL -skenaarioissa hyödynnetään pääasiassa paikallisia SSI: itä, jotka yhdistävät tieteellisen tiedon opiskelijoiden kannalta mielekkääseen asiayhteyteen. Teknologiaa käytetään pääasiassa tarjoamalla teknistä tukea opetustehtäviin. Lopuksi näitä tuloksia tarkastellaan teknologisen pedagogisen tietämyksen (TPASK) viitekehyksestä, jossa ehdotetaan suuntaviivoja kestävän kehityksen tavoitteiden saavuttamiseksi.