Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875763
Norka Bedregal-Alpaca, Doris Tupacyupanqui-Jaén, Victor Cornejo-Aparicio
Linear Programming (LP) is the response to situations in which it is necessary to plan the use of limited resources; the results obtained are the quantitative support of the decisions made against models that summarize real-life problems. Given the importance of LP, it is necessary to consider the problems that students face: operative difficulties; and inappropriate use of propositions and formal language. Besides, nowadays the development of knowledge-competitions is fundamental; in doing, in being and in life. In this context, the TPACK methodology is proposed as a theoretical conceptual scheme to design proposals, based upon disciplinary, pedagogical and technological decisions, which integrate technology into the capacitation process. The proposal is structured in 3 stages: first stage evidences the research problem; second stage presents planning incorporating participative methods and techniques mediated by ICT; and third stage, using rubrics and statistical tools, embraces the students process.
{"title":"The TPACK model as the basis of a didactic proposal for the teaching-learning of Linear Programming","authors":"Norka Bedregal-Alpaca, Doris Tupacyupanqui-Jaén, Victor Cornejo-Aparicio","doi":"10.1109/EDUNINE.2019.8875763","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875763","url":null,"abstract":"Linear Programming (LP) is the response to situations in which it is necessary to plan the use of limited resources; the results obtained are the quantitative support of the decisions made against models that summarize real-life problems. Given the importance of LP, it is necessary to consider the problems that students face: operative difficulties; and inappropriate use of propositions and formal language. Besides, nowadays the development of knowledge-competitions is fundamental; in doing, in being and in life. In this context, the TPACK methodology is proposed as a theoretical conceptual scheme to design proposals, based upon disciplinary, pedagogical and technological decisions, which integrate technology into the capacitation process. The proposal is structured in 3 stages: first stage evidences the research problem; second stage presents planning incorporating participative methods and techniques mediated by ICT; and third stage, using rubrics and statistical tools, embraces the students process.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132247350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875825
C. Sotomayor-Beltran
The programming language Python, due to its syntax, is nowadays considered to be the best choice to introduce students to programming. Therefore, during the first semester of the year 2018, an introductory course to programming with Python was given at the University of Sciences and Humanities in Lima, Peru. The course was targeted to first year undergraduate students from the professional school of electronic engineering of the aforementioned institution. In the following paper, the design and methods followed and used, respectively, throughout the course are discussed. Furthermore, the outlook of the students as well as the lessons gained by the professor on how to further improve this course for the coming semesters are reported.
{"title":"First year undergraduate electronic engineering students from a Peruvian university learn to program with Python","authors":"C. Sotomayor-Beltran","doi":"10.1109/EDUNINE.2019.8875825","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875825","url":null,"abstract":"The programming language Python, due to its syntax, is nowadays considered to be the best choice to introduce students to programming. Therefore, during the first semester of the year 2018, an introductory course to programming with Python was given at the University of Sciences and Humanities in Lima, Peru. The course was targeted to first year undergraduate students from the professional school of electronic engineering of the aforementioned institution. In the following paper, the design and methods followed and used, respectively, throughout the course are discussed. Furthermore, the outlook of the students as well as the lessons gained by the professor on how to further improve this course for the coming semesters are reported.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115430652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875801
A. Maffei, M. Giudici, Kousay Samir
The design of effective teaching and learning activities should create an experience able to elicit the intended learning outcomes of the focal educational unit. For this purpose, it is fundamental to account for the different ways students can experience the specific content taught. One of the few methods to investigate this issue is phenomenology, a powerful yet not extensively applied tool. The main reason lies in the lack of a structured approach to document phenomenological studies. This work proposes an ontological framework able to capture the main operational concepts and semantic of this body of knowledge. This framework can be used as basis to make explicit the domain assumption enabling the sharing of common understanding of the structure of information among people or software agents. This, in turn, opens the possibility to analyze, reuse and maintain phenomenological knowledge.
{"title":"An ontological framework to support the creation and use of phenomenograpical knowledge","authors":"A. Maffei, M. Giudici, Kousay Samir","doi":"10.1109/EDUNINE.2019.8875801","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875801","url":null,"abstract":"The design of effective teaching and learning activities should create an experience able to elicit the intended learning outcomes of the focal educational unit. For this purpose, it is fundamental to account for the different ways students can experience the specific content taught. One of the few methods to investigate this issue is phenomenology, a powerful yet not extensively applied tool. The main reason lies in the lack of a structured approach to document phenomenological studies. This work proposes an ontological framework able to capture the main operational concepts and semantic of this body of knowledge. This framework can be used as basis to make explicit the domain assumption enabling the sharing of common understanding of the structure of information among people or software agents. This, in turn, opens the possibility to analyze, reuse and maintain phenomenological knowledge.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121990395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875811
David Llulluy, L. Andrade, J. Vasquez, Gabriel Tirado, Ulises Lapa, A. Roman-Gonzalez
Training is the evaluation. What, how and how much to evaluate are aspects to be taken into account. Within the framework of the educational proposal of integral education of an emerging university in Lima Norte, integral evaluation has been implemented, which is a strategy that consists of not only assessing cognitive aspects but also research aspects, aspects of the conative-volitional process. This evaluation is done to the students and teachers (who are the main actors of the professional training process) through rubrics communicated appropriately by the academic department to the teachers, which communicate to the students. The result of this experience is that students have made progress in their research skills, in their interpersonal relationships; also in the teachers has allowed us to detect weaknesses in the research aspect and therefore generate policies to advance in that aspect. We believe it is important to socialize this experience so that it can be taken into account by other educational institutions since the integral formation is now a necessity and therefore the integral evaluation as well.
{"title":"Impact of the Integral Evaluation on the Professional Training Process of the Students of the Technology Professional Programs","authors":"David Llulluy, L. Andrade, J. Vasquez, Gabriel Tirado, Ulises Lapa, A. Roman-Gonzalez","doi":"10.1109/EDUNINE.2019.8875811","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875811","url":null,"abstract":"Training is the evaluation. What, how and how much to evaluate are aspects to be taken into account. Within the framework of the educational proposal of integral education of an emerging university in Lima Norte, integral evaluation has been implemented, which is a strategy that consists of not only assessing cognitive aspects but also research aspects, aspects of the conative-volitional process. This evaluation is done to the students and teachers (who are the main actors of the professional training process) through rubrics communicated appropriately by the academic department to the teachers, which communicate to the students. The result of this experience is that students have made progress in their research skills, in their interpersonal relationships; also in the teachers has allowed us to detect weaknesses in the research aspect and therefore generate policies to advance in that aspect. We believe it is important to socialize this experience so that it can be taken into account by other educational institutions since the integral formation is now a necessity and therefore the integral evaluation as well.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132006066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875796
Mg. Robert Antonio, Romero B. Flores
The improvements in implementation of irrigation projects in Peruvian Andes needs to give a multidisciplinary approach that involves mainly the participation of anthropologists and engineers. The sustainability of such projects is measured mainly by the economic profit and the organizations strength. Due the complexity of these factors some unexpected effects have appeared for the sustainability of the projects already implemented in the Chumbivilcas province where the overproduction generated an unexpected phenomenon of economic recession. To overcome this problem, a new mathematical model was developed. In the conceptualization phase of the model, approximately 285 variables were identified and system dynamics were used to perform the simulations required for the model developed. The results of the simulation have been compared with historical data showing consistency among themselves in the dimensions of production and price determination among the most importants.
{"title":"Production Model for Irrigation Improvement Projects Implemented in Cusco - Peru Using System Dynamics","authors":"Mg. Robert Antonio, Romero B. Flores","doi":"10.1109/EDUNINE.2019.8875796","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875796","url":null,"abstract":"The improvements in implementation of irrigation projects in Peruvian Andes needs to give a multidisciplinary approach that involves mainly the participation of anthropologists and engineers. The sustainability of such projects is measured mainly by the economic profit and the organizations strength. Due the complexity of these factors some unexpected effects have appeared for the sustainability of the projects already implemented in the Chumbivilcas province where the overproduction generated an unexpected phenomenon of economic recession. To overcome this problem, a new mathematical model was developed. In the conceptualization phase of the model, approximately 285 variables were identified and system dynamics were used to perform the simulations required for the model developed. The results of the simulation have been compared with historical data showing consistency among themselves in the dimensions of production and price determination among the most importants.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131087376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875790
A. Rojas-Moreno
This paper presents the structure of two basic courses in control engineering: Automatic Control and Process Control with their respective session Labs which are carried out in the Control System and Automation Labs. Those courses establish the theoretical and experimental bases that allow the students of the sixth and seventh semesters of the Electronic Engineering Program at UTEC (Universidad de Ingenieria y Tecnologia) to perform research in the field of control engineering. In Lab sessions, students perform structured experiments with their rubrics after covering the corresponding theory in order to bridge the gap between theory and practice employing hands-on Labs containing reconfigurable and reprogrammable plants, which permit the renewal of experiments. One section is dedicated to explain the methodology applied at UTEC to develop skills in undergraduate students to perform research and write papers. Undergrad research in control engineering is evidenced by the published papers in international indexed conferences.
本文介绍了控制工程中自动控制和过程控制两门基础课程的结构，以及在控制系统和自动化实验室中分别进行的会话实验室。这些课程建立了理论和实验基础，使UTEC (universsidad de Ingenieria y technologia)电子工程专业第六和第七学期的学生能够在控制工程领域进行研究。在实验课程中，学生在涵盖了相应的理论之后，根据他们的规则进行结构化的实验，以便通过包含可重构和可重新编程植物的动手实验来弥合理论与实践之间的差距，从而允许实验的更新。其中一节专门解释了UTEC应用的方法，以培养本科生进行研究和写论文的技能。大学生在控制工程方面的研究成果可以从国际索引会议上发表的论文中得到证明。
{"title":"Undergrad Research in Control Engineering","authors":"A. Rojas-Moreno","doi":"10.1109/EDUNINE.2019.8875790","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875790","url":null,"abstract":"This paper presents the structure of two basic courses in control engineering: Automatic Control and Process Control with their respective session Labs which are carried out in the Control System and Automation Labs. Those courses establish the theoretical and experimental bases that allow the students of the sixth and seventh semesters of the Electronic Engineering Program at UTEC (Universidad de Ingenieria y Tecnologia) to perform research in the field of control engineering. In Lab sessions, students perform structured experiments with their rubrics after covering the corresponding theory in order to bridge the gap between theory and practice employing hands-on Labs containing reconfigurable and reprogrammable plants, which permit the renewal of experiments. One section is dedicated to explain the methodology applied at UTEC to develop skills in undergraduate students to perform research and write papers. Undergrad research in control engineering is evidenced by the published papers in international indexed conferences.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123730495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875820
F. Luís, V. Neglia
In 2014, the university law 30220 was promulgated to modernize the Peruvian university system. The Laboratories Area of the University of Sciences and Humanities executed a Development and Implementation Plan for Laboratories and Workshops. In Electronic Engineering, laboratories of Physics, Basic Electronics, Control Engineering, Networks and Telecommunications were implemented and strengthened. The purpose of the study is to present the process of adaptation to the University Law through statistics, charts and tables of this process, of the state prior to the enactment of the law, its current status. Also evaluate the level of effectiveness in the service and its influence on the development of the academic activities of the various undergraduate courses in Electronic Engineering at the University of Sciences and Humanities.
{"title":"Evolution and development of basic science and electronics laboratories in the Licensing Process of the University of Sciences and Humanities Lima Peru","authors":"F. Luís, V. Neglia","doi":"10.1109/EDUNINE.2019.8875820","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875820","url":null,"abstract":"In 2014, the university law 30220 was promulgated to modernize the Peruvian university system. The Laboratories Area of the University of Sciences and Humanities executed a Development and Implementation Plan for Laboratories and Workshops. In Electronic Engineering, laboratories of Physics, Basic Electronics, Control Engineering, Networks and Telecommunications were implemented and strengthened. The purpose of the study is to present the process of adaptation to the University Law through statistics, charts and tables of this process, of the state prior to the enactment of the law, its current status. Also evaluate the level of effectiveness in the service and its influence on the development of the academic activities of the various undergraduate courses in Electronic Engineering at the University of Sciences and Humanities.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128457486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875794
J. Machuca, Mario Chong
Motivation is a complex construct related to performance, persistence, effort and the development of strategies for academic achievement in undergraduate university students. The characteristics of the engineering student and the subjects that form the engineering curriculum make it necessary for educators to adapt and personalize their teaching strategies when they start teaching a new course. The AGTQ (Achievement Goal Tendencies Questionnaire) is an instrument that elucidates students' tendencies regarding their motivations for studying and learning: performance goals (social approval & achievement) and learning. The instrument was applied to 279 students from four engineering majors at private Peruvian universities $(mathrm{M}=86.76, mathrm{SD}=7.24)$ to establish goal profiles. Cluster analysis allowed for the identification of the presence of combinations of multiple goals in students; this illustrates the existence of four different academic goal profiles that will allow for different pedagogical strategies to be designed for the university classroom.
{"title":"Profiles of academic goals in engineering students at private universities in Peru","authors":"J. Machuca, Mario Chong","doi":"10.1109/EDUNINE.2019.8875794","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875794","url":null,"abstract":"Motivation is a complex construct related to performance, persistence, effort and the development of strategies for academic achievement in undergraduate university students. The characteristics of the engineering student and the subjects that form the engineering curriculum make it necessary for educators to adapt and personalize their teaching strategies when they start teaching a new course. The AGTQ (Achievement Goal Tendencies Questionnaire) is an instrument that elucidates students' tendencies regarding their motivations for studying and learning: performance goals (social approval & achievement) and learning. The instrument was applied to 279 students from four engineering majors at private Peruvian universities $(mathrm{M}=86.76, mathrm{SD}=7.24)$ to establish goal profiles. Cluster analysis allowed for the identification of the presence of combinations of multiple goals in students; this illustrates the existence of four different academic goal profiles that will allow for different pedagogical strategies to be designed for the university classroom.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129228604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875760
R. Vasconcelos, M. O. Pinheiro, Luís A. Amaral
The School of Engineering of the University of Minho (EEUM), aiming at improving the quality of Higher Education (HE), has been adapting to the new demands and realities. Bologna Process brought a number of challenges to higher education institutions, notably in teaching, learning and assessment [1], [2]. Based on needs identified by students, such as autonomy management and student responsibility in their education, continuous evaluation, associated to the promotion, empowerment and facilitation of professional development and the active role of the student in the evaluation process [3], the EEUM sought to respond with direct actions for students. In 2006/2007, a study was carried out on writing skills in university students, diagnosing difficulties in textual comprehension, which is reflected in the expression and transmission of the intended message [4]. Thus, since 2004, EEUM has developed training actions for students that address: (1) new requirements inherent to the transition to Higher Education; (2) self-regulation of learning; and (3) teamwork. In 2006, three training modules were added, namely (4) writing skills; (5) bibliographic research; (6) oral skills. During these ten years, Steering Committees of each course of the School were given the option to opt for the various training modules or only for some more specific ones. Thus, over 1000 hours of contact with the students were taught in the 12 years of the EEUM. These actions are taught grossly in the 1st year of the Study Plan. However, there are some more focused on the 3rd and the 5th years. At the end of each training course, students respond to an inquiry with a few closed questions and three open questions, namely “Aspects I considered most positive in training”, “Aspects I considered less positive in training” and “Suggestions and comments”. This article presents a content analysis of the open answers of students at the end of the training. This type of analysis allows us to understand student's opinions and a more introspective feedback of actions. Concerning positive points, students highlight the contents covered in general, followed by the relationship between trainer and trainees, work preparation, time management and content presentation in a clear way. Concerning less positive points, students focused on the duration of the session, much information for a short time, asked for more practical and specific examples and too much time between the sessions. For suggestions and comments, although many students do not make any mention, there are many positive reinforcements to the training in general, the initiative, the more dynamic approach in the integration of the new students and the contents, there are also references to the duration, evidencing that they should be shorter sessions. This analysis is essential take stock of ten years of training at the EEUM, the impact it had and has on students and what can be adjusted to promote the improvement of teaching and learnin
{"title":"Admission to Higher Education: Difficulties felt. How to fight them?","authors":"R. Vasconcelos, M. O. Pinheiro, Luís A. Amaral","doi":"10.1109/EDUNINE.2019.8875760","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875760","url":null,"abstract":"The School of Engineering of the University of Minho (EEUM), aiming at improving the quality of Higher Education (HE), has been adapting to the new demands and realities. Bologna Process brought a number of challenges to higher education institutions, notably in teaching, learning and assessment [1], [2]. Based on needs identified by students, such as autonomy management and student responsibility in their education, continuous evaluation, associated to the promotion, empowerment and facilitation of professional development and the active role of the student in the evaluation process [3], the EEUM sought to respond with direct actions for students. In 2006/2007, a study was carried out on writing skills in university students, diagnosing difficulties in textual comprehension, which is reflected in the expression and transmission of the intended message [4]. Thus, since 2004, EEUM has developed training actions for students that address: (1) new requirements inherent to the transition to Higher Education; (2) self-regulation of learning; and (3) teamwork. In 2006, three training modules were added, namely (4) writing skills; (5) bibliographic research; (6) oral skills. During these ten years, Steering Committees of each course of the School were given the option to opt for the various training modules or only for some more specific ones. Thus, over 1000 hours of contact with the students were taught in the 12 years of the EEUM. These actions are taught grossly in the 1st year of the Study Plan. However, there are some more focused on the 3rd and the 5th years. At the end of each training course, students respond to an inquiry with a few closed questions and three open questions, namely “Aspects I considered most positive in training”, “Aspects I considered less positive in training” and “Suggestions and comments”. This article presents a content analysis of the open answers of students at the end of the training. This type of analysis allows us to understand student's opinions and a more introspective feedback of actions. Concerning positive points, students highlight the contents covered in general, followed by the relationship between trainer and trainees, work preparation, time management and content presentation in a clear way. Concerning less positive points, students focused on the duration of the session, much information for a short time, asked for more practical and specific examples and too much time between the sessions. For suggestions and comments, although many students do not make any mention, there are many positive reinforcements to the training in general, the initiative, the more dynamic approach in the integration of the new students and the contents, there are also references to the duration, evidencing that they should be shorter sessions. This analysis is essential take stock of ten years of training at the EEUM, the impact it had and has on students and what can be adjusted to promote the improvement of teaching and learnin","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126052686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1109/EDUNINE.2019.8875843
G. Huamaní, Paúl Tocto, Christina Andersson
The purpose of the research is to establish behavior patterns to facilitate the mobility of the students. In this article, we present a component of a model to manage student mobility in the context of Industry 4.0. The component, called SADEAF, is a Decision Support System, based on Felder's Index of Learning Styles. With this system, the learning style of the students can be identified in a digital way. Knowing the learning style of students can facilitate the management of student mobility and, in turn, also strengthen the self-knowledge of the students. The lecturers can use this information for partitioning the students into appropriate groups in the lectures and exercise sessions in university education. In this study, the SADEAF system was applied in two universities, one in Peru and the other in Germany, between 2017 and 2018. Descriptive statistics is used to present the preliminary results concerning the learning styles among the engineering students at these two universities.
{"title":"Student Mobility Management Model in the Context of Industry 4.0","authors":"G. Huamaní, Paúl Tocto, Christina Andersson","doi":"10.1109/EDUNINE.2019.8875843","DOIUrl":"https://doi.org/10.1109/EDUNINE.2019.8875843","url":null,"abstract":"The purpose of the research is to establish behavior patterns to facilitate the mobility of the students. In this article, we present a component of a model to manage student mobility in the context of Industry 4.0. The component, called SADEAF, is a Decision Support System, based on Felder's Index of Learning Styles. With this system, the learning style of the students can be identified in a digital way. Knowing the learning style of students can facilitate the management of student mobility and, in turn, also strengthen the self-knowledge of the students. The lecturers can use this information for partitioning the students into appropriate groups in the lectures and exercise sessions in university education. In this study, the SADEAF system was applied in two universities, one in Peru and the other in Germany, between 2017 and 2018. Descriptive statistics is used to present the preliminary results concerning the learning styles among the engineering students at these two universities.","PeriodicalId":211092,"journal":{"name":"2019 IEEE World Conference on Engineering Education (EDUNINE)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114011001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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