Applying Recommendations to Align Competences, Methodology, and Assessment in Telematics, Computing, and Electronic Engineering Courses

Hernández‐Leo, Davinia; Oliver, Verónica Moreno; Dodero, Juan Manuel; Pardo, Abelardo; Romero-Ternero, M. C.; Dimitriadis, Yannis; Asensio-Pérez, Juan I.

doi:10.1109/rita.2013.2244696

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…Hernandez-Leo et al [5] recommend that before starting a course an analysis must be done of the expected outcomes, from an educational point of view. These outcomes are defined in Table I as the learning outcomes and the generic and specific competencies that students have to reach.…”

Section: Educational Competencies Linked To Development Of a Cwfmentioning

confidence: 99%

“…In this educational paradigm, lecturers are looking for learning Manuscript methods that reveal and evaluate student learning, to replace traditional methods based only on the final examination. These methodologies must facilitate the alignment of competencies and evaluation systems; before beginning to teach a course the lecturer must define and plan these, as well as the course's development and assessment activities [5].…”

Section: Introductionmentioning

confidence: 99%

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Addressing Electronic Communications System Learning Through a Radar-Based Active Learning Project

2015

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In the Master's of Telecommunication Engineering program at the University of Deusto, Spain, courses in communication circuit design, electronic instrumentation, advanced systems for signal processing and radiocommunication systems allow students to acquire concepts crucial to the fields of electronics and communication. During the educational project presented in this paper, students build a continuous-wave frequency-modulation (CWFM) Doppler radar system from components as simple as ordinary cocoa cans and common electronics components placed on a breadboard without any soldering. One of the goals of the project is to stimulate students' interest in building an entire, completely functional communication system that integrates the knowledge acquired in the various courses and whose functioning they can check in real scenarios. This paper describes this learning project and the ways in which it helps students understand and connect all the concepts that underlie a fully operative communications system, thus meeting the competencies and learning outcomes of the courses involved in the project.

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Section: Educational Competencies Linked To Development Of a Cwfmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Addressing Electronic Communications System Learning Through a Radar-Based Active Learning Project

2015

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“…The EHEA has begun to resolve this problem by identifying transversal competences that graduates in engineering should possess, but some methodological and evaluative changes are necessary in order to train students and assess these aspects properly. The key aspect in this process is to improve the alignment of competences, methodology and evaluation (Hernández-Leo et al, 2012) in order to successfully implement these processes. In our case, we focus on the evaluation process with the intention of obtaining a reliable tool to assess students' progress in developing these types of competences.…”

Section: Transversal Competences Of Engineering Studentsmentioning

confidence: 99%

Transversal Competences of University Students of Engineering/Transverzalne kompetencije studenata strojarstva

Hernández-Linares

Agudo

Rico

et al. 2015

Croatian Journal of Education

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One of the key changes of the European Higher Education Area is the implementation of a competence-based educational system. Students are now more than ever the axis around which the university system orbits. The competences that students should acquire during their studies include transversal competences, which are those competences related to leadership skills, problem solving, and teamwork, highly valued by labor market. This is particularly important in engineering, as these skills can influence the selection of one candidate over another. So, the evaluation and teaching of these kinds of competences are now some of the main challenges facing university professors as the corresponding learning objectives need to be set and assessed, both for study programs as well as for each individual subject, and this process is new for teachers. Focusing precisely on this aspect, our work, based on an empirical study conducted with a sample of 102 engineering students from the University Center of Merida, uses a tool to measure the progress of such students in different transversal competences. This tool not only allows us to evaluate the level of competence development, but also allows us to detect students' areas of weakness in cross-curricular training that can then be addressed.

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Open data framework for sustainable assessment of project-based learning experiences

Traverso-Ribón

Balderas

Dodero

et al. 2016

PROG

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Purpose In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. However, the project activity produces a large amount of data that can be hardly assessed by a single project supervisor. This poses a scalability issue if the number of users or projects size increases. In this vein, the purpose of this paper is to make the assessment of online learning experiences more sustainable. Design/methodology/approach This paper describes a learning-oriented collaborative assessment method, supported by an open data framework. Also, an architecture for the extraction of different indicators to facilitate the assessment process is presented. Findings The assessment method and the open data framework were applied to a project-based course on web engineering. This experience has provided positive evidences because the grade measurement was backed up with assessment evidences and calculated with less effort. Research limitations/implications At the moment, results indicate that apparently there are no significant evidences against the sustainable evaluation practices for students’ summative evaluation. Nevertheless, when more data become available, a more statistically significant analysis could be made to determine the influence of the assessment practices in the final result of the evaluated skills. Originality/value In contrast to various existing proposals for e-assessment, the strategy focuses on assessing learning experiences in software development projects. Also, the approach is based on the reuse of information from external process supporting tools by integrating a number of metrics in a non-intrusive way.

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Applying Recommendations to Align Competences, Methodology, and Assessment in Telematics, Computing, and Electronic Engineering Courses

Cited by 6 publications

References 7 publications

Addressing Electronic Communications System Learning Through a Radar-Based Active Learning Project

Addressing Electronic Communications System Learning Through a Radar-Based Active Learning Project

Transversal Competences of University Students of Engineering/Transverzalne kompetencije studenata strojarstva

Open data framework for sustainable assessment of project-based learning experiences

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