<p>Realizar el Trabajo Final de Grado (TFG) es, con los nuevos planes de estudio, obligatorio para el colectivo estudiantil de grado (independientemente de la universidad y disciplina en la que se formen). El papel fundamental que tiene el TFG es facilitar un contexto de trabajo y evaluación el que queden integradas las competencias tanto específicas como transversales trabajadas y desarrolladas a lo largo la formación. Aunque cada universidad decide la carga de créditos de esta asignatura, es, por lo general, un proyecto de envergadura considerable. Este artículo presenta el estudio realizado en tres universidades españolas, concretamente en estudios de ingeniería y que contaba con un total de 21 TFGs. El número de prácticas experimentadas fue de 9 y estaban relacionadas con aspectos tanto del seguimiento del trabajo como de su evaluación, contemplando el qué, cómo, quién y cuándo y, por tanto, dando respuesta a las competencias, metodología, agentes y momentos. Los resultados apuntan a una serie de prácticas que han demostrado ser especialmente útiles como por ejemplo la combinación de una evaluación formativa y sumativa, la combinación de agentes evaluadores -tutor y tribunal-, el uso de rúbricas como instrumento de seguimiento y evaluación, el establecimiento de un seguimiento pautado del trabajo del estudiante, etc. Por último, y como elemento considerado en el estudio desarrollado y por tanto, en el presente trabajo, se analiza el potencial de transferencia de estas prácticas a otros estudios y contextos.<strong> </strong></p><p> </p><p> </p>
This paper explores how the use of smartphones vs. laptops influences students' engagement, behaviour and experience watching academic videos in a collaborative classroom. Experiments were run in authentic teaching sessions with a total of 483 first-year higher education students. The methodology applied is a quasi-experimental design with post-test-only, being the independent variable, the device used to visualize the academic videos. Results indicate that the use of laptops have provided better results in terms of student's engagement with the videos, their collaborative behaviour and satisfaction with the device.Hence, the findings of this research suggest that the type of mobile device used in activities that consider the use of videos in a collaborative class need to be carefully chosen to maximize the student's comfortability -and in consequence, their engagement with the video-based learning activity and their positive behaviour and experience within the collaborative context.
Abstract-The alignment between competences, teachinglearning methodologies and assessment is a key element of the European Higher Education Area. This paper presents the efforts carried out by six Telematics, Computer Science and Electronic Engineering Education teachers towards achieving this alignment in their subjects. In a joint work with pedagogues, a set of recommended actions were identified. A selection of these actions were applied and evaluated in the six subjects. The cross-analysis of the results indicate that the actions allow students to better understand the methodologies and assessment planned for the subjects, facilitate (self-)regulation and increase students' involvement in the subjects.
Due to the COVID-19 health crisis, the UPF closed its physical doors in mid-March, in line with all other universities. As a result, all teaching activities (initially conceived as on-site) had to be reorganised in order to fit a new, totally online learning environment. The Teaching Quality and Innovation Support Unit (USQUID) at the UPF Engineering School and ICT Department has provided the students and teachers of the School with support and guidance in many ways, including devising a feedback questionnaire addressed to undergraduate students of the following degrees: Computer Engineering, Audiovisual Systems Engineering, Telecommunications Network Engineering, Mathematical Engineering in Data Science, and Biomedical Engineering. The questionnaire aimed to canvass the views of the students on key aspects of this switch, such as teaching methods used in every course, the management of teamwork, continuous assessment, materials made available, etc. The total number of respondents was 242, distributed as follows: 52 from the degree in Biomedical Engineering (taught in collaboration with another UPF department) and 190 from the ICT degrees.The results show that students do in fact prefer some features of this new way of working. For instance, according to the collected data, the availability of teachers to students (one of the advantages of on-site learning) has been preserved, something students value highly. They also appreciate the way lectures, seminars and practical sessions have been reorganised. On the other hand, results also show that it has been hard for our students to get on with their tasks within the deadlines set, possibly because they are generally not as autonomous and disciplined as the average student at online universities. Another difficulty related to this has been the planning of group activities, which are typically designed to be done on-site and have been necessarily adapted to online learning. We have gathered information and data that reflect how hard it is for group members to attend videoconferences simultaneously or even to form working groups, which has led them to perform tasks individually. These results show the importance of facilitating time slots and learning spaces in order to plan and perform group activities. This paper presents both the context and the results obtained from the study carried out in the UPF Engineering School and the ICT Department. It includes information on what aspects of online teaching are valued most highly by students with traditional profiles (those enrolled at on-site universities), especially regarding the links between synchronous and asynchronous learning. User pointers arise that may come in useful for the entire university community, in particular designing hybrid formats that will certainly be the educational tools used next year at all universities.
Evaluación formativa; evaluación sumativa; Trabajo Fin de Grado; formación en ingeniería; herramienta; evaluación mediante rúbricas.
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