Autores/as:
Jiménez-Fernández, Carlos Jesús and Oliva, Carmen Baena and Fernández, Pilar Parra and Potestad-Ordóñez, F. Eugenio and Valencia-Barrero, Manuel
Resumen:
Digital design learning at Register Transfer (RT) level requires practical and complex examples as learning progresses. FPGAs and development boards offer a suitable platform for the implementation of these designs. However, classroom practice sessions usually last two hours, which does not allow the complexity of the designs be high enough. For this reason, interesting designs that can be made in several sessions are required. In this paper, the construction of a distance measuring system is presented. For this purpose, a distance measurement module based on ultrasound is available, the results are displayed in 7-segment displays on a Nexys4 board. This approach has been applied to three Electronic subjects at the University of Seville. The degree of satisfaction on the part of the students as well as the result of the evaluation of the experience by the teachers involved are shown.
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Autores/as:
Esnaola-Arribillaga, Iratxe and Bezanilla, María José
Resumen:
Educational platforms such as Moodle have become ubiquitous tools in universities around the world. They are often the technological basis for online and mixed teaching-learning processes, as well as a key tool in supporting face-to-face teaching-learning processes. This is the context for this paper. The aim is to find the levels of Moodle use in undergraduate face-to-face teaching at the University of Deusto, and to analyze its relationship with other factors such as the faculty, teaching experience, previous experience with Moodle, and specialist training received. A questionnaire was designed and sent to a sample of 100 lecturers from five different faculties. Five levels of lecturers' use of Moodle were obtained by using a quantitative methodology and applying cluster analysis. The results showed a relatively limited use, since more than two-third of lecturers reported they used Moodle to distribute teaching materials, send messages to the news forum, and manage tasks without feedback, all of which were at the individual student level and not involving student groups.
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Autores/as:
Maria João, Isabel and Miguel Silva, João
Resumen:
It is unquestionable the role of entrepreneurship as a driver of innovation and economic development. The world is dynamically changing and intensively interconnected carrying new challenges and opportunities to the new generation of engineers working in a world where innovation will continue to evolve very quickly. This paper addresses the need to train engineering students to be entrepreneurial engineers considering the global challenges and the role that higher education institutions should play in developing an entrepreneurial mindset among engineering students. The paper presents and discusses the results of a survey carried out in a Portuguese engineering school with the goal of investigate students' entrepreneurial mindsets. The main objective is to understand the extent by which entrepreneurship is addressed in students' engineering programs as well as students' perceptions of their entrepreneurial related skills and the reasons that would lead the students to start or not start a business as well as their perception of the ability to immediately start a business. The results of the study are critically analysed in light of the challenges and opportunities facing future engineers. The work, although limited to a specific context is a valuable starting point for additional research and for the implementation of faculty strategies to improve entrepreneurship education.
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Autores/as:
da Costa, Roberto Douglas and de Souza, Gustavo Fontoura and de Castro, Thales Barros and de Medeiros Valentim, Ricardo Alexsandro and de Pinho Dias, Aline
Resumen:
Greater availability and access to information and communication technologies have formed a more “connected” society. It provides more interactions between people. Also, it fosters technology-driven Distance Education (DE). In this way, new methodologies have been developed to improve teaching and learning in DE, such as artificial intelligence methods. This paper proposes an association between artificial intelligence techniques and the concepts of Learning Styles (LS). These concepts identify the learning preferences of each student. It aims at responding the following questions: Is it possible, in an automatically way, to identify the students' LS from their interactions with the Learning Management System (LMS)? What techniques could be developed to identify the LS of the course students conducted in the DE modality, so that it will improve a better academic way to student's learning? In order to answer these questions, we used some artificial intelligence algorithms to identify the relation of the students' LS with their behaviors in LMS. Results show a low relation of the LS of the students associated with their behaviors in LMS. However, this process identified a new category of LS - it is called indefinite. It corresponds to students without preference for any of the other classifications of LS identified.
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Autores/as:
Alonso-Fernández, Cristina and Pérez-Colado, Iván José and Calvo-Morata, Antonio and Freire, Manuel and Ortiz, Iván Martínez and Manjón, Baltasar Fernández
Resumen:
Serious games' evaluation and players' assessment is commonly done with experiments where the users play the game and fulfill one or more questionnaires. The tool Simva was designed to simplify these complex experiments, which commonly include the collection of game learning analytics data to provide further insight about players' progress and results. We present the latest updates on the tool Simva and three applications where it was used to validate serious games using pre-post experiments and collecting game learning analytics data of players' in-game interactions.
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Autores/as:
Aliagas, Carles and García-Famoso, Montse and Meseguer, Roc and Millán, Pere and Molina, Carlos
Resumen:
We propose a teaching resource that uses HardKernel boards to build an MPI server with 256 cores. Although this system has a relatively low performance, the aim is to provide access to hundreds of cores for carrying out scalability analyses, while obtaining a good trade-off between performance, price, and energy consumption. Here, we give details about the implementation of this system at both the hardware and software levels. We also explain how it was used to teach parallel programming in a university degree course, and discuss the teachers' and students' comments about using this new system.
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Autores/as:
Parejo, José A. and Troya, Javier and Segura, Sergio and del-Río-Ortega, Adela and Gámez-Díaz, Antonio and Márquez-Chamorro, Alfonso E.
Resumen:
This paper reports our experience in flipping a second- year undergraduate course on software architecture and integration, taught in the second course of a Software Engineering degree. We compare the application of the flipped-classroom methodology with a traditional methodology. Our study encompasses two academic courses, in the years 2017 and 2018, and involves a total number of 434 students and 6 lecturers, placing this among the largest studies on flipped-classroom to date. The paper also reports on the production of the videos used with the flipped-classroom methodology, recorded by the lecturers in informal settings, and provides several lessons learned in this regard. The results of the study, backed by a solid statistical analysis of the data, demonstrate the suitability of the flipped-classroom methodology for laboratory sessions in the subject course. Among other results, our analysis concluded that students had on average 24 more minutes per session to solve in-class exercises with the flipped-classroom methodology; more than 70% of the students considered that the quantity, duration and didactic content of the videos were (very) appropriate; and 9 out of every 10 students would prefer this methodology in the laboratory sessions of future courses rather than a traditional face-to-face approach.
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Autores/as:
Mir, Sergio Barrachina and Llueca, Germán Fabregat
Resumen:
At the beginning of each year, we ask our new undergraduate students in Computer Engineering if they have ever developed a computer program. Surprisingly, the most frequent answer is no. The few students who have attended a Computer Science training module usually have some basic programming notions; however, most of our students coming straight from high school have never programmed. This lack of basic programming skills represents a major drawback when taking programming-related courses. This is especially true for the course on Computer Organization, taught during the first semester of the first year, as one of its main objectives is to explain the processor architecture, and therefore a great part of it revolves around programming in assembly language. To tackle this lack of basic programming skills, a workshop on mobile application programming using MIT App Inventor is offered to freshmen. This workshop is highly welcomed and positively received by the students, and we believe that it has contributed to improving their performance on courses related to programming and, in particular, on the Computer Organization course.
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Autores/as:
González-González, Carina Soledad and García-Holgado, Alicia and Peixoto, Aruquia
Resumen:
The aim of this invited editorial is to introduce the first set of articles of the special issue on Diversity and Equity in STEM. The special issue integrates articles on the experiences and good practices focused on the promotion of reducing the gender gap and diversity, submitted and reviewed an open format and also the extended versions of the articles, presented at the special track on Bridging the Diversity Gap in STEM in the Technological Ecosystems for Enhancing Multiculturality Conference (TEEM 2019), held in Leon, Spain, in October 2019, at the Workshop of Engendering Technologies 2019, and at the International Conference on Human–Computer Interaction (INTERACCIÓN 2019), held in San Sebastian, Spain, in June 2019.
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Autores/as:
Vieira, Adrián Seara and Valente Couto, Maria João
Resumen:
Gender roles influence in choosing a Computer Science oriented career remains a problem since the emergence of the Information Age. In general, women are underrepresented in Science, Technology, Engineering and Mathematics fields. The objective of this work is to conduct a study based on current state of gender differences as factors influencing pursuit of careers related to Computer Science. The research work was developed with students enrolled in Secondary Compulsory Education and High School, using a questionnaire as data colleting instrument. The analysis of the results shows that, in general, the situation is still worrisome. Female students show much less interest in careers related to computer science due mainly to the work of their teachers and a distorted perception of their abilities.
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