The revolution that is taking place in the media and learning techniques in higher education is dizzying. The COVID-19 pandemic has caused the teaching methodologies considered by many teachers to be experimental methods, in a few months, have been integrated into the regular activities of teachers. The concept b-learning, (blended learning) has been introduced in a disruptive way at all educational levels and in particular in university education, and associated with it have appeared m-learning techniques. The different level of equipment for students and teachers, the quality of communications and the widespread access to mobile phones have created the most extensive and developed collaboration network that we have had to date. In many subjects the COVID-19 pandemic has caused a revolution in teaching. In this work we want to show the adaptations that we have introduced in the way of developing an educational innovation project entitled "Design and Participation in Engineering" (UPM IE1920: 5803) highlighting the activities carried out in the two areas indicated b-learning and m-learning. Perhaps the most significant of b-learning techniques has been the paradigm shift. The student has focused the training process and has replaced the training offer model, carried out by the teacher, through the master class and laboratories for the on-demand model, which the student performs when encountering problems in understanding the concepts or in carrying out activities. On the other hand, within the m-learning techniques, the massive use of social networks and educational applications has been implemented, which has made communications and training processes more open. These work techniques have fostered student participation and the perception that training is a very valuable asset for them. Perhaps for teachers it has meant a very high increase in workload and especially the feeling that the workday never ends.
The training offer that the Spanish educational system presents today, especially university training, does not meet, in many cases, the expectations demanded by today's society. The education system is sometimes too rigid, even outdated in some respects. These are the main causes that make study plans need constant updates. The procedure for modifying these plans is sometimes slow and laborious. For this reason, the adaptation of existing training elements is considered one of the best options to incorporate new skills without the need to modify the study plans. Highlighting within these, the Final Degree Projects (TFG). Therefore, the Final Degree Project is considered one of the most flexible tools that university education currently has to introduce new skills that a modern society demands of its graduates. Among which are: creativity, innovation, criticality, collaboration and communication. In this context, the Educational Innovation Project: "Design and Participation in Engineering", approved by the Universidad Politecnica de Madrid (IE1929.5803), is presented in this communication, where the need to effectively apply the tools that the University makes available to students to implement the TRL (Technology readiness levels) methodology and Desing Thinking procedures, applied to TFG's. The objectives of this project are: • Facilitate and enhance collaboration between students of the Civil Engineering and Industrial Design Schools of the Universidad Politécnica de Madrid, in the preparation of Final Degree Project. • Integrate the creativity of the authors of the projects with their diffusion and social propagation. The TFG's that are part of this Educational Innovation Project, and that will take place throughout this academic year, are oriented towards collaboration, where the students of the School of Civil Engineers provide updated knowledge and adapt new needs for the design of Civil Engineering and Territorial Planning infrastructures and the students of the School of Engineering and Industrial Design leading industrial technologies to improve efficient monitoring and control systems as well as the sustainability of infrastructures.
The COVID19 pandemic has caused a deep social and economic crisis but it has also stimulated the use of tools, which, being already operational at the social level, can be integrated into the training processes immediately.The main problem that we have found in the use of messaging tools, such as WhatsApp or Instagram to give two examples, is the structuring of the teaching objectives and the organization of the training processes.The training that we are currently teaching is aimed at blocks of activities lasting approximately one hour and with a curricular organization divided into blocks usually between 3 and 6 ECTS credits (European Credit Transfer System).ECTS credits are the acronym for the European Credit Transfer System and it is the model adopted by many universities in the European Higher Education Area (EHEA) to try to homogenize higher education.A bachelor's degree has 240 credits, divided between 40 and 50 subjects, with an activity per subject of between 75 and 180 hours. This model is very rigid and is poorly adapted to the content division promoted by training systems based on messaging applications.In some countries, such as Spain, there is strong administrative control in the teaching programs that are approved.In the society of the XXI century, the rigidity of the training system and the organization of the contents in blocks called subjects, with a teaching load of the order of 90 hours per subject, are a problem for learning in the areas called STEM (science, technologies, engineering and matemathics). This text presents an engineering training proposal divided into more operational units for teaching on mobile platforms and much more flexible in order to adapt to the labor market both in the present and in the philosophy of continuous training throughout the lifetime.
Regulated education requires that the level of learning acquired in the training process be assessed. In addition, it is convenient for all the agents that participate in the process to have cross-evaluations of the activities carried out.Systems based on computer platforms incorporate assessment mechanisms in a simple and efficient way. In the field of education, the best known mechanism is the rubric-based procedure. The work is reduced to adapting the rubrics to the WhatsApp or Instagram type messaging applications.The work we are doing is aimed at adapting these techniques to modularized teaching within training in the field of STEM (Science, Technology, Engineering and Mathematics).The reason for focusing on this area of work is determined by the training plans that we are proposing at the
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