Examinando por Autor "Ortega-Alvarez, J.D."
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Ítem The challenges of assessing transformative learning: Lessons learned from an instructional design workshop for Colombian engineering faculty(Tempus Publications, 2018-01-01) Ortega-Alvarez, J.D.; Vieira, C.; Sanchez-Pena, M.; Streveler, R.A.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosThe authors designed and delivered a workshop on Instructional Design for Colombian engineering faculty at three different universities. The workshop drew from the backwards design model and scholarly literature on engineering education. The participants were asked to assess the workshop using a pre-post survey with Likert-type items and open-ended questions. Results from the assessment of the first offering of the workshop suggested a change in participants’ perspectives that the instrument could not fully capture. A revised instrument used during the second offering allowed deeper insights into this change. Based on these results, the authors argue that a professional development program can transform faculty’s perspectives, particularly when it is aimed at helping faculty inform their teaching practice using evidence-based educational research. The assessment of such a program must, therefore, move from an incremental to a transformational notion of learning. The research question driving this work was: How can one assess the transformative learning of engineering faculty about instructional design? This experience with Colombian faculty suggests that a transformative learning framework can inform the assessment of participants’ learning in professional development programs for engineering faculty. Preliminary results of the application of this framework suggest that most workshop participants transitioned from a teacher-centered to a learner-centered conception of teaching. © 2018 TEMPUS Publications.Ítem Identifying sources of information that students use in deciding which engineering major to pursue(American Society for Engineering Education, 2015-01-01) Rodríguez-Simmonds, H.E.; Ortega-Alvarez, J.D.; Atiq, S.Z.; Hoffmann, S.R.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosThis study explores the sources of information that first year engineering students use to decide which engineering major to pursue for their undergraduate studies. The purposes of this study are twofold: (1) to understand how students make an informed decision of which engineering major to pursue and (2) to help the First Year Engineering (FYE) program administration improve the informational resources they provide the students. This study was framed within the FYE population of a large Midwestern university and was commissioned by the FYE program. FYE administration conducts regular student surveys for feedback and improvement purposes. We analyzed different survey data collected over a period of one year and found out that students identified "Self-Led Exploration of Engineering Disciplines" (SLE) as the single most important source of information in selecting a major. SLE is a broad, ill-defined term, which students may interpret differently. Hence, we developed a qualitative study to investigate how students perform SLE. We conducted individual interviews with 12 students enrolled in the FYE Program. These students were selected so that they were representative of the entire student population in terms of gender. The qualitative findings of this study reinforce that the students are basing their decision of a major using SLE. These findings also helped us unpack the meaning of SLE, and we further came up with 6 different types of SLE. Finally, our findings also indicated that direct interaction with people was highly valued by the students while selecting a major. © American Society for Engineering Education, 2015.Ítem Temperature regulation of a pilot-scale batch reaction system via explicit model predictive control(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Sanchez-Cossio, J.; Ortega-Alvarez, J.D.; Ocampo-Martinez, C.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosIn this paper, the temperature of a pilot-scale batch reaction system is modeled towards the design of a controller based on the explicit model predictive control (EMPC) strategy. Some mathematical models are developed from experimental data to describe the system behavior. The simplest, yet reliable, model obtained is a (1,1,1)-order ARX polynomial model for which the mentioned EMPC controller has been designed. The resultant controller has a reduced mathematical complexity and, according to the successful results obtained in simulations, will be used directly on the real control system in a next stage of the entire experimental framework.Ítem Virtual, Local and Remote Laboratories for Conceptual Understanding of Dynamic Systems(Tempus Publications, 2017-01-01) Magana, A.J.; Ortega-Alvarez, J.D.; Lovan, R.; Gomez, D.; Marulanda, J.; Dyke, S.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosCurrent cyberinfrastructure is changing the way scientists and engineers interact and work using digital technologies. In particular, online experimentation systems are revolutionizing how scientists and engineers collect data, simulate physical behaviors, and perform experiments. This study explores the role of virtual, local and remote laboratories in supporting students' abilities to conduct experiments with dynamic systems and observe their frequency response. We compare three different technologies that afford students access to conduct experiments and perform computer simulations through local and remote laboratories. Our sample consisted of 57 students from three groups of the same course, offered in subsequent semesters. The results suggest that students increased their understanding of frequency response of dynamic systems with each of the learning tools. Similarly, students reported positive perceptions about the use of these tools, but they identified computer simulations as being easier to use. Although students' perceptions of the acquisition of conceptual knowledge through the different experiences varied significantly acrossexperiments, results are inconclusive as to what specific toolor sequence of tools they favored.