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Correspondencia jer√°rquica entre las competencias y los resultados de aprendizaje

El mes pasado se desarrolló en la Universitat Politècnica de València el IV Congreso Nacional de Innovación Educativa y Docencia en Red. A parte de pertenecer al Comité Científico de dicho congreso. En este congreso, la mayor parte de las comunicaciones se presentan en formato póster y solo una pocas se presentan en comunicación oral. Ese ha sido el caso de la presentación oral que hice de una comunicación que presenté una propuesta jerárquica sobre las competencias y los resultados de aprendizaje. Esa comunicación es la que os dejo a continuación.

 

Para los que queráis tener acceso directo a todas las comunicaciones del congreso, podéis acceder a través del siguiente enlace: http://ocs.editorial.upv.es/index.php/INRED/INRED2018/schedConf/presentations

Resumen

El objetivo del art√≠culo es establecer una estructuraci√≥n de correspondencias jer√°rquicas entre las competencias y los resultados de aprendizaje de una asignatura. Para ello, tras comprobar las distintas interpretaciones que existen entre ambos conceptos, se opta por considerar que los resultados del aprendizaje son concreciones de las competencias para un determinado nivel y que son el resultado del proceso de ense√Īanza-aprendizaje. Adem√°s, el necesario alineamiento entre los programas de una asignatura, la adquisici√≥n de competencias y resultados de aprendizaje y la evaluaci√≥n del estudiante, aconseja jerarquizar los resultados de aprendizaje en dos niveles. Como resultado de lo anterior, se muestra la aplicabilidad de esta correspondencia jer√°rquica a dos asignaturas del Grado de Ingenier√≠a Civil de la Universitat Polit√®cnica de Val√®ncia: ‚ÄúProcedimientos de Construcci√≥n I y II‚ÄĚ.

Palabras clave

Competencias, resultados de aprendizaje, correspondencia jerárquica, procedimientos de construcción, ingeniería civil.

Referencia

YEPES, V. (2018). Correspondencia jer√°rquica entre las competencias y los resultados de aprendizaje. El caso de ‚ÄúProcedimientos de Construcci√≥n‚ÄĚ.¬†Congreso Nacional de Innovaci√≥n Educativa y Docencia en Red IN-RED 2018, Valencia, pp. 1-15. ISSN 2603-5863

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Licencia de Creative Commons
Esta obra est√° bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.

Premio Docencia en Red 2017/2018 para Víctor Yepes

El viernes pasado recog√≠ en el Paraninfo de la Universitat Polit√®cnica de Val√®ncia, uno de los premios de Docencia en Red correspondientes a la convocatoria 2017/2018. Pero, ¬Ņqu√© es la Docencia en Red? Para trabajar en la mejora del rendimiento acad√©mico de los estudiantes, la UPV ha definido una l√≠nea de acci√≥n de intensificaci√≥n del uso de las nuevas tecnolog√≠as de la informaci√≥n y las comunicaciones en la docencia. En este contexto, el Plan DOCENCIA EN RED, tiene como objetivo es incentivar en el profesorado la elaboraci√≥n de materiales educativos reutilizables en formato digital.

Los materiales educativos se elaboran en formato digital, de forma que puedan ser almacenados en bases de datos, distribuidos a través de la red y accesibles desde cualquier navegador estándar. Los objetos de aprendizaje elaborados se incluyen en el repositorio institucional de la UPV (RiuNet).

En particular, este a√Īo hice una serie de v√≠deos educativos relacionados con las cimbras autolanzables. Este material ha formado parte del curso MOOC sobre cimbras y encofrados, que ha tenido m√°s de 1000 alumnos inscritos y que en septiembre volver√° a repetirse su edici√≥n.

24 julio, 2018
 
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Teaching infrastructure maintenance management through interdepartmental collaborations

Abstract:

Infrastructure comprises any facility that provides services of transportation, energy, water supply and housing. The ability to construct and properly maintain infrastructure systems is essential to ensure the economic development, competitiveness and productivity of nations. Thus, trillions of US dollars have been invested over the past decades to maintain the global infrastructure assets. Because of that, teaching infrastructure maintenance is increasingly a key issue in any university degree focused on civil engineering. In order to satisfy the demand from the construction industry, the School of Civil Engineering at the Universitat Polit√®cnica de Val√®ncia has created a course entitled ‚ÄúInfrastructure Maintenance Management‚ÄĚ in the fourth academic year of the B.Sc. in Civil Engineering. This transversal course has been created through an interdepartmental collaboration to train students about integrated maintenance management in each of the different type of infrastructure. The course is divided into general and specific modules. The general module has been defined to offer students the needed knowledge to face the technical specifications provided in the different specific modules associated with each type of infrastructure. Different training techniques have been used in this course focused on individual and collective learning techniques through case study scenarios, small group workshops and presentations, all of them supervised by experts. This course allows the students to be aware of the importance of infrastructure maintenance in order to make decisions regarding the identified needs and the resources available.

Keywords:

Interdepartmental collaborations, infrastructure maintenance, collective learning techniques, workshops.

 

Reference:

GARC√ćA-SEGURA, T.; MONTALB√ĀN-DOMINGO, A.; LOZANO, A.; PELLICER, E. (2018). Teaching infrastructure maintenance management through interdepartmental collaborations. Proceedings of INTED2018 Conference, 5th-7th March, Valencia, Spain, pp. 5802-5808. ISBN: 978-84-697-9480-7

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Methodology to raise awareness of sustainable practices in public procurement of construction

Abstract:

Public procurement has the potential to influence the market in terms of sustainability. For this reason, public procurement in the construction industry is increasingly taking into account social and environmental criteria for awarding infrastructure projects. Universities should raise awareness among students promoting activities that foster sustainability. Therefore, this article proposes a methodology to study sustainable practices in public works procurement. Students assume a public role in order to select the key criteria to be included in the tender procedure. The aim of this research is to boost the awareness of students about the importance of the tender stage to achieve high levels of sustainability through the selection of the construction companies. Students choose the most important environmental and social criteria for a highway project. Besides, they propose an indicator and a metric for each criterion. This activity has been applied to graduate students of the Master of Planning and Management in Civil Engineer at the Universitat Politècnica de València. Students belong to more than 10 different countries of Europe and Central and South America. This active-learning method encourages future professionals to carry out sustainable practices in construction. In addition, this multicultural approach invites to share different points of view and sustainable practices from different countries.

Keywords:

Learning methodology, sustainable practices, multicultural approach, public procurement.

 

Reference:

MONTALB√ĀN-DOMINGO, L.; GARC√ćA-SEGURA, T.; LOZANO, A.; SANZ, A. (2018). Methodology to raise awareness of sustainable practices in public procurement of construction. Proceedings of INTED2018 Conference, 5th-7th March, Valencia, Spain, pp. 5910-5918. ISBN: 978-84-697-9480-7

 

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15 marzo, 2018
 
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Perception of civil engineering students about key criteria to assess sustainability

Abstract:

The construction industry has a severe impact on the environment and social well-being. Recent studies highlight construction industry as a key sector to address the sustainability and numerous engineering programs have been introducing sustainability into their academic curricula and syllabi. This article aims to assess the opinion of civil engineering students about the criteria which influence in the sustainable performance of construction projects. A questionnaire survey was defined to ask students enrolled in undergraduate and graduate degrees about the importance of a range of criteria to assess the sustainability. A total of 355 questionnaires were answered by students at the Universitat Politècnica de València. Statistical analysis was carried out to identify significant differences between students according to their gender, age, nationality and intended area in civil engineering. The results of this research inform about the perception of civil engineering students about the sustainability and the key factors to achieve it.

Keywords: perception of sustainability, statistical analysis, key criteria, civil engineering.

Reference:

MONTALB√ĀN-DOMINGO, L.; GARC√ćA-SEGURA, T.; SANZ, A.; LOZANO, A. (2018). Perception of civil engineering students about key criteria to assess sustainability. Proceedings of INTED2018 Conference, 5th-7th March, Valencia, Spain, pp. 5880-5887. ISBN: 978-84-697-9480-7

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12 marzo, 2018
 
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Assessment of knowledge acquisition of ‚Äúgood practices‚ÄĚ in project management and its influence in the achievement of project success

Abstract:

In addition to the technical knowledge acquired during the academic training, it is equally important to develop skills and attitudes demonstrated in a job, which can be a distinctive factor respect to other human resources of the company. Project management stands out among these distinctive competences, and it is a professional competence of great importance in any activity sector. This competence can be acquired in different University Schools, such as the Civil Engineering School (Universitat Polit√®cnica de Val√®ncia). In this particular School, Project Management is taught as a part of the Business Management subject in the fourth year of Civil Engineering Degree, as well as Project Management subject in the Master of Science in Planning and Management in Civil Engineering. One of the objectives of these subjects is that students acquire the knowledge of “good practices” in project management, which are included in the guide of the Project Management Book of Knowledge (PMBOK). In order to detect the knowledge of the students in these good practices and its influence in the achievement of project success, questionnaires have been elaborated and distributed to the students at the beginning and at the end of the course of these two subjects. In this way, it is possible to compare the prior knowledge of the students and their progress once the management courses have been taken. Likewise, this communication highlights the differences between postgraduate and graduate students, as well as differences related to age, gender, nationality or previous qualifications.
Finally, the students’ preference for management in construction respect to other branches of civil engineering is also analyzed.

Keywords: knowledge acquisition, project management, distinctive competences, project success.

Reference:

LOZANO, A.; GARC√ćA-SEGURA, T.; MONTALB√ĀN-DOMINGO, L.; PELLICER, E. (2018). Assessment of knowledge acquisition of ‚Äúgood practices‚ÄĚ in Project management and its influence in the achievement of Project success. Proceedings of INTED2018 Conference, 5th-7th March, Valencia, Spain, pp. 5762-5768. ISBN: 978-84-697-9480-7

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10 marzo, 2018
 
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Valoraci√≥n de las herramientas y metodolog√≠as activas en el Grado en Ingenier√≠a de Obras P√ļblicas

Resumen:¬†El cambio en la orientaci√≥n del sistema de educaci√≥n superior ha dado lugar a un modelo de ense√Īanza centrada en el aprendizaje del estudiante y la adquisici√≥n de habilidades. La comunicaci√≥n presenta la valoraci√≥n por parte de los alumnos de los recursos utilizados en la docencia de la ‚Äúclase inversa‚ÄĚ. Se ha dise√Īado un cuestionario para evaluar la metodolog√≠a activa y herramientas utilizadas. De los resultados se destaca que la herramienta mejor valorada es Lessons, seguida de Recursos de Poliformat y diapositivas en pdf. Los v√≠deos de polimedia y los v√≠deos de procedimientos constructivos presentan poca desviaci√≥n, indicando que todos los alumnos est√°n de acuerdo con la utilidad de dichas tecnolog√≠as. Tambi√©n es importante destacar que no hay ning√ļn alumno en desacuerdo con la metodolog√≠a activa. En concreto, la correcci√≥n de entregables es la actividad m√°s valorada en el proceso del aprendizaje.

Palabras clave: recursos tecnológicos, herramientas, metodología activa, clase inversa, cuestionario

Referencia:

GARC√ćA-SEGURA, T.; MART√ć, J.V.; YEPES, V. (2017).¬†Valoraci√≥n de las herramientas y metodolog√≠as activas en el Grado en Ingenier√≠a de Obras P√ļblicas. Congreso Nacional de Innovaci√≥n Educativa y de Docencia en Red IN-RED 2017, Valencia, 13 y 14 de julio de 2017, 9 pp.

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19 julio, 2017
 
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Informe favorable del trabajo realizado por EXCELCON

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12 febrero, 2016
 
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Universidad Politécnica de Valencia