Ana Belén González Rogado

RESUMEN La adaptación de la titulación de Ingeniero Técnico de Obras Públicas al EEES y la implantación del nuevo título de Graduado/a en Ingeniería Civil por la Universidad de Salamanca supone un proceso de cambio difícil para todos los agentes implicados por la fuerte exigencia innovadora que ello comporta. El presente artículo presenta el diseño de una actividad didáctica, enmarcada en la asignatura Cálculo de Estructuras, que pretende el aprendizaje autónomo y cooperativo de las estructuras articuladas. Las competencias, tanto específicas como transversales, que el título de grado asigna a la materia son la base del diseño y el objetivo último de la actividad. La metodología, basada en grupos de investigación y aprendizaje entre iguales, permite la autonomía del alumno y fomenta la motivación e interés por la materia, aspectos clave para el aprendizaje.

ABSTRACT This paper reports an experiment in the application of rubrics, as an assessment tool, in different degree courses in the fields of engineering and architecture. This paper involved five subjects, seven teachers, and a total of 170 students. We analyze the scores obtained by the students and the degree of satisfaction of both the students and teachers, based on questionnaires developed specifically for this purpose.

The present work reports an experiment in the application of rubrics, as an assessment tool, in different degree courses in the fields of engineering and architecture. The study involved 5 subjects, 7 teachers and a total of 170 students. We analyze the scores obtained by the students and the degree of satisfaction of both the students and the teachers, based on questionnaires developed specifically for this purpose.

La evaluación, así como la innovación, en el marco de la universidad española actual son aspectos trascendentales que requieren del trabajo de un equipo docente interdisciplinar donde se aglutinen campos diferenciados de conocimiento. En este caso, tenemos un equipo en el que colaboran especialistas en educación y en ingeniería informática. En concreto, este estudio se enmarca en el proyecto de investigación Re-Evalúa (Reingeniería de la e-evaluación, Tecnologías y Desarrollo de Competencias en Profesores y Estudiantes Universitarios) financiado por la Secretaría General de Universidades, Investigación y Tecnología de la Junta de Andalucía (ref. P08-SEJ-03502). Nuestra pretensión es sistematizar el proceso de evaluación en la asignatura Sistemas Informáticos del Grado en Ingeniería Informática en Sistemas de Información, incorporando escalas de valoración y, por ende, facilitando feedback inmediato y de calidad al alumnado, potenciando la gestión y control de su propio aprendizaje (lifelong learning). En la presente comunicación se muestran los instrumentos de evaluación creados a través de la herramienta EvalCOMIX, aplicados a los distintos trabajos que los estudiantes han realizado en la asignatura, tomando como referencia un esquema coherente de procedimientos de evaluación. No sólo se consideran los procedimientos utilizados de forma exclusiva por los docentes, sino también los manejados por los estudiantes, tanto en prácticas de autoevaluación como de evaluación entre iguales. En esta línea de estudio, por tanto, entrelazamos dos necesidades básicas que son, por una parte, la innovación que se requiere aplicar a la evaluación en una Universidad en constante desarrollo y adaptación a los avances tecnológicos y sociales, y, por otra, la necesidad de reconocer el papel que a su vez debería jugar la evaluación en los procesos de innovación docente.

ABSTRACT In this paper we present an assessment experience with students, based on the use on Information and Communication Technologies (Hereafter ICTs). This process has been developed in the framework of the Research project I+D+i EDU2009-08758, in which one of the main research areas is that of assessing learning in university context, and, more specifically, in the field of Engineering degrees in Spain. The main objective is that of systematize the assessment process carried out in the subject of Computing Systems, already adapted to the European Space for Higher Education guidelines. For this purpose, we have used EvalCOMIX tool, implementing with it several assessment scales that systematize evaluation processes, make students get involved in the process and provide with necessary feedback when required.

ABSTRACT This paper reports an experiment in the application of rubrics, as an assessment tool, in different degree courses in the fields of engineering and architecture. This paper involved five subjects, seven teachers, and a total of 170 students. We analyze the scores obtained by the students and the degree of satisfaction of both the students and teachers, based on questionnaires developed specifically for this purpose.

Int. J. Technology Enhanced Learning, Vol. 2, No. 4, 2010 ... Assessment of a blended-learning methodology in engineering ... Department of Automation and Computer Sciences, University of Salamanca, and High Polytechnic School (Zamora), Avda. Cardenal Cisneros, 34 – ...

The content of this presentation highlights the importance of an active learning methodology in engineering university degrees in Spain. We present of some of the outcomes from an experimental study carried out during the academic years 2007/08 and 2008/09 with engineering students (Technical Industrial Engineering: Mechanics, Civical Design Engineering: Civical building, Technical Architecture and Technical Engineering on Computer Management.) at the University of Salamanca. In this research we select a subject which is common for the four degrees: Computer Science. This study has the aim of contributing to the improvement of education and teaching methods for a better performance of students in Engineering.

The content of this presentation highlights the importance of an active learning methodology in engineering university degrees in Spain. We present of some of the outcomes from an experimental study carried out during the academic years 2007/08 and 2008/09 with engineering students (Technical Industrial Engineering: Mechanics, Civical Design Engineering: Civical building, Technical Architecture and Technical Engineering on Computer Management.) at the University of Salamanca. In this research we select a subject which is common for the four degrees: Computer Science. This study has the aim of contributing to the improvement of education and teaching methods for a better performance of students in Engineering.

The aim of this study is to present empirical evidence of the influence of the use of active didactic methodology on satisfaction with regard to teaching received by engineering students in Spain. Student satisfaction is one of the result indicators established, based on student opinion, to measure the quality of the Spanish university system. It is an important index and is directly related to facilitating the learning process, because a satisfied student is likely to be more receptive in the teaching/learning process and therefore, less likely to abandon university studies. This problem is particularly relevant in certain areas of knowledge, like, for example, Engineering and Architecture. We present here the results obtained in an experimental type study carried out in the Escuela Politécnica Superior de Zamora, University of Salamanca, Spain. Our aim is to discover the influence of satisfaction level in relation to the application of active methodologies. In order to do so, we carried out a comparative study and repeated experiment (with student samples from two academic years) of the results of satisfaction levels obtained for students following a course based on traditional methodology consisting of lectures and evaluation by means of a final examination (control group), and for students who followed a course based on a student-focussed teaching/learning methodology consisting of constructive learning, collaborative work, bLearning resources and learning process integrated evaluation (experimental group). 218 students from four engineering degree courses took part in the experiment. Based on the variables selected, a satisfaction survey was designed and carried out and, using a multiple regression multivariate statistical technique, the joint relationship of a series of predictor variables was analysed in relation to the criterion or dependent variable. The results obtained reveal the existence of different relationships between predictor variables and criterion, depending on the didactic methodology used. This paper focuses mainly on the stages of the statistical process used to obtain results.

Resumen En esta comunicación planteamos la investigación sistemática del proceso de enseñanza y aprendizaje dentro de las disciplinas universitarias, en paralelo con los procesos de innovación docente. Caracterizaremos este tipo de investigación en el rigor, la sistematicidad y encontrarse basado en evidencias de aprendizaje de los estudiantes. Recogeremos resultados de la experiencia acumulada de grupos de investigación dentro de un instituto de investigación, el IUCE de la Universidad de Salamanca. Abstract This communication proposes the systematic research of the teaching-learning process in university disciplines, in parallel with teaching innovation processes. This type of research is characterised by its rigour, its systematicity and its being based on student learning evidences. We will collect the results of the experience accumulated by research groups within a research institute, the IUCE of the University of Salamanca. Palabras clave Investigación en docencia. Educación Superior. Desarrollo profesional. Innovación docente

The content of this presentation highlights the importance of an active learning methodology in engineering university degrees in Spain. We present of some of the outcomes from an experimental study carried out during the academic years 2007/08 and 2008/09 with engineering students (Technical Industrial Engineering: Mechanics, Civical Design Engineering: Civical building, Technical Architecture and Technical Engineering on Computer Management.) at the University of Salamanca. In this research we select a subject which is common for the four degrees: Computer Science. This study has the aim of contributing to the improvement of education and teaching methods for a better performance of students in Engineering.

The content of this presentation highlights the importance of an active learning methodology in engineering university degrees in Spain. We present of some of the outcomes from an experimental study carried out during the academic years 2007/08 and 2008/09 with engineering students (Technical Industrial Engineering: Mechanics, Civical Design Engineering: Civical building, Technical Architecture and Technical Engineering on Computer Management.) at the University of Salamanca. In this research we select a subject which is common for the four degrees: Computer Science. This study has the aim of contributing to the improvement of education and teaching methods for a better performance of students in Engineering.