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Distance interaction in education processes using a Telepresence tool
(SPRINGER-VERLAG BERLIN, 2010-01-01) Giraldo, F.; Jiménez, A.; Trefftz, H.; Restrepo, J.; Esteban, P.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
Distance interaction among educational communities is becoming increasingly important. Courses and talks are shared among institutions and individuals who are located in different places. The Telepresence tool, developed by Eafit and Universidad del Quindío, permits course sharing among the institutions. Instructors from one institution can teach students of the other one, thereby sharing the positive features of each course. In this paper, we present the recent improvements of the Telepresence tool. We also report on the use of the tool in a Multi-Variable Calculus course, designed in accordance to the Teaching for Understanding (TFU) pedagogical framework. © 2010 Springer Science+Business Media B.V.
RISK MANAGEMENT BASED ON FUZZY LOGIC FOR A FRANCIS TURBINE
(EUROSIS, 2011-01-01) Mejia, Diego Tobon; Hennequin, Sophie; Botero, Francisco; Rezg, Nidhal; Castaneda, Leonel; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
To facilitate the maintenance of hydroelectric groups and ensure the production of electrical energy, we defined a decision making tool to help the construction of maintenance plans by integrating the concept of risk for a Francis turbine currently operating in Colombia. As the risks are generally expressed in terms of human knowledge, it seems very interesting to use fuzzy logic to solve this kind of problems. Moreover, it can also be applied in case of detectable failures (via sensors) or undetectable failures. This work has been done in collaboration with EAFIT University in Colombia.
Improving Student Results in a Statics Course using a Computer-based Training and Assessment System
(IEEE, 2013-01-01) Zapata Rivera, Luis Felipe; Restrepo Ochoa, Jorge Luis; Barbosa Perez, Jaime L.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
One of the main causes of desertion in engineering programs is the poor student academic performance in basic courses. One of these courses is Statics, which is taught at the undergraduate level. Between 2009 and 2011 about 30% of students did not get a satisfactory grade to pass the course and a high percentage of these students deserted from their engineering program at EAFIT University. The evolution of computer systems and the Internet progress have enabled educators to develop software to support teaching and learning processes. For instance, educational software like E-learning platforms now allow teachers and students to interact through collaborative and friendly environments that can result in improvement on student learning outcomes and therefore improvement in their final results. Various learning tools based on problem-based learning approaches have been developed for the Statics area. These systems usually pose problems for students to solve; however, the problems usually used to evaluate and certify student knowledge are different from those used by the students during their training process. This is aimed at focusing students' attention to the use of analytical skills instead of memorizing processes. This paper describes the results of using a computer system to support training and assessment processes to convey concepts related to a Statics course using an existing open source tool and implementing a dynamic assessment generation scheme (i.e., generation of multiple versions of the same problem using algorithms with variables). This system has been used in the Statics courses during two academic periods in 2012 involving the participation of 400 students. The results of this experiment are compared with performance results of students from previous years who used traditional practice and assessment methods such as solving tasks in conventional paper and pencil tests. Results have had a positive impact in student grades and retention.
Improving student results in a statics course using a computer-based training and assessment system
(Institute of Electrical and Electronics Engineers Inc., 2013-01-01) Rivera, L.F.Z.; D. C. Restrepo-Ochoa; Pérez, J.L.B.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
One of the main causes of desertion in engineering programs is the poor student academic performance in basic courses. One of these courses is Statics, which is taught at the undergraduate level. Between 2009 and 2011 about 30% of students did not get a satisfactory grade to pass the course and a high percentage of these students deserted from their engineering program at EAFIT University. The evolution of computer systems and the Internet progress have enabled educators to develop software to support teaching and learning processes. For instance, educational software like E-learning platforms now allow teachers and students to interact through collaborative and friendly environments that can result in improvement on student learning outcomes and therefore improvement in their final results. Various learning tools based on problem-based learning approaches have been developed for the Statics area. These systems usually pose problems for students to solve; however, the problems usually used to evaluate and certify student knowledge are different from those used by the students during their training process. This is aimed at focusing students' attention to the use of analytical skills instead of memorizing processes. This paper describes the results of using a computer system to support training and assessment processes to convey concepts related to a Statics course using an existing open source tool and implementing a dynamic assessment generation scheme (i.e., generation of multiple versions of the same problem using algorithms with variables). This system has been used in the Statics courses during two academic periods in 2012 involving the participation of 400 students. The results of this experiment are compared with performance results of students from previous years who used traditional practice and assessment methods such as solving tasks in conventional paper and pencil tests. Results have had a positive impact in student grades and retention. © 2013 IEEE.
Items' difficulty level determination based on a Statics test with parameters variation
(IEEE, 2014-01-01) Restrepo Cadavid, Andres; Restrepo Ochoa, Jorge Luis; Barbosa Perez, Jaime L.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
Looking for the improvement of the students' learning, the engineering school of EAFIT University is currently developing an evaluation and training system. In this system, each student has the option of doing ``dynamic'' exercises in a specific field of a subject. Whenever a student uses the system, an exercise is generated with different parameters and values. The mentioned system (Evaluation System) has been used in the last semesters, achieving the improvement in the students' comprehension and learning level of the Statics subject. The system under development, allows the students to train themselves in different topics of the subject and, at the same time, it allows the teachers to evaluate the learning process. Based on the fact that in the course assessments, an exam with different parameters and values is presented every time a student accesses the system, it is possible that some students present tests with different complexity levels. Therefore, the test could be considered inequitable for some people. This paper presents an analysis of the difficulty level of a test generated with the system. The test was applied to two different groups of students which are taking the course in the 2014-1 semester. The first group took a test where the items' values and parameters were not changed; and the second one, took a test where the items' values and parameters change for each student. Based on the obtained results, a statistical study is made which intends to determine the difficulty and discrimination level of each of the test items, both for the dynamics parameters test and the fixed parameters test in order to finally determine how much varies the items' difficulty due to the parameters variation. This will help to generate more equitable tests in the future for the assessment of a group of students that are taking the course.
Cómo pronosticar conexactitud la demanda futura de un producto, bien o servicio: Caso real international
(International Institute of Informatics and Systemics, IIIS, 2014-01-01) Alberto Mora, G.; Claves, P.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
[No abstract available]
Pronósticos del comportamiento de equipos en mantenimiento, en sistema de bombeo experimental investigation gemieaftt: Utllizar los pronósticos de los indicadores internacionales de Mantenimiento CMD-ßeta-MTTR-MTTB-FMECA-para gestar y operar el mantentmiento
(International Institute of Informatics and Systemics, IIIS, 2014-01-01) Alberto Mora, G.; Jaramillo, J.S.V.; Martínez, J.H.H.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
Pronósticos del comportamiento de equipos en mantenimiento, en sistema de bombeo experimental investigation gemieaftt: Utllizar los pronósticos de los indicadores internacionales de Mantenimiento CMD-ßeta-MTTR-MTTB-FMECA-para gestar y operar el mantentmiento
(International Institute of Informatics and Systemics, IIIS, 2014-01-01) Alberto Mora, G.; Jaramillo, J.S.V.; Martínez, J.H.H.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
[No abstract available]
Revision of TPM implementations cases in Colombia
(Institute of Industrial Engineers, 2014-01-01) Gustavo, A.V.L.; Juan, S.V.L.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
Previous studies about the implementation of Total Productivity Management (TPM) in Colombia have shown that this philosophy makes a competitive company stand out internationally, and even makes the difference between survival and death for many of them. Several years after these findings, it is necessary to verify if TPM is still having a leading role, or if it has been discarded or replaced by other strategies or techniques. This article shows the main findings and up-to-date case studies about the implementation of Total Productivity Management in Colombia, which were found in research projects at Universidad EAFIT from 2003 until today. The questions addressed in this paper are: Was TPM established in Colombian companies as a current administration and management trend? What are the main obstacles in the implementation of TPM? Which strategies are followed to overcome these obstacles?
Instrumented study of the wheel-Rail interaction
(JVE International, 2015-01-01) Zóltowski, B.; Castaneda, L.; Zóltowski, M.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
This article describes a measurement method whit strain gages, which allows measure the vertical force independently of the lateral force in the wheel - Track interface of a railway. It also shows the obtained results from the implementation of this method to measure the forces in a commercial railway of the railway system. © JVE International Ltd.
Fuzzy Inference System for Modelling Failure Modes in a Ropeway for Massive Transportation
(ATLANTIS PRESS, 2015-01-01) Villa, Luisa F.; Quintero Montoya, O. L.; Castaneda, L.; Meja, G.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
This work uses Fuzzy Inference Systems to model the failure modes of the Metrocable (ropeway massive transportation system in Medellin-Colombia) and to this aim, handle the concept of Condition Based Maintenance (CBM) for the automation of maintenance routine. Maintenance procedures in this massive transportation ropeway system have been designed from manufacturer and improved by expert knowledge trough years of operation, so they can be modeled by fuzzy models. The following work is part of the project ``Diagnostic system of the interface grip-cable of the Metrocable'', developed between the entities COLCIENCIAS, Metro de Medellin and Universidad EAFIT.
Items' difficulty level determination based on a Statics test with parameters variation
(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Cadavid, A.R.; Ochoa, J.L.R.; Pérez, J.L.B.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
Looking for the improvement of the students' learning, the engineering school of EAFIT University is currently developing an evaluation and training system. In this system, each student has the option of doing 'dynamic' exercises in a specific field of a subject. Whenever a student uses the system, an exercise is generated with different parameters and values. The mentioned system (Evaluation System) has been used in the last semesters, achieving the improvement in the students' comprehension and learning level of the Statics subject. The system under development, allows the students to train themselves in different topics of the subject and, at the same time, it allows the teachers to evaluate the learning process. Based on the fact that in the course assessments, an exam with different parameters and values is presented every time a student accesses the system, it is possible that some students present tests with different complexity levels. Therefore, the test could be considered inequitable for some people. This paper presents an analysis of the difficulty level of a test generated with the system. The test was applied to two different groups of students which are taking the course in the 2014-1 semester. The first group took a test where the items' values and parameters were not changed; and the second one, took a test where the items' values and parameters change for each student. Based on the obtained results, a statistical study is made which intends to determine the difficulty and discrimination level of each of the test items, both for the dynamics parameters test and the fixed parameters test in order to finally determine how much varies the items' difficulty due to the parameters variation. This will help to generate more equitable tests in the future for the assessment of a group of students that are taking the course. © 2014 IEEE.
DEVELOPMENT OF AN AUTOMATIC PLOTTER FOR GENERATING EXERCISES FOR STATICS COURSE IN ENGINEERING
(IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, 2016-01-01) Restrepo Ochoa, Jorge Luis; Barbosa Perez, Jaime Leonardo; Arenas Berrio, Julian; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
In the virtual platform for Statics course of Engineering School at EAFIT University it was implemented an automatic plotter for generating exercises to study truss type structures and beams in civil, mechanical and production engineering. Through graphics changes, range of variables and requested questions, the student is provided with different exercises each time that they log in to the platform, achieving the personalization in the learning and evaluation process. The plotters for the structures are developed in JAVA language, and the questions generated are converted into a compatible format with the management learning system MOODLE. Since 2012, the engineering students' population who have enrolled the Statics course is 1909 and all of them have solved exercises generated with automatic plotters. From the design of an automatic generator an unlimited questions bank is obtained to implement in the virtual platform, it allows to get security when applying evaluation tests due to the fact that each person solves a different question. The present study shows the design and programming methodology used to make plotters so it can be extended to others virtual environments in basic sciences. Future works consists in making automatic generators that allow to define difficulty levels to guide the students in a progressive study in the course topics.
Student acceptance and performance of a virtual platform for training and evaluation of Statics course
(Institute of Electrical and Electronics Engineers Inc., 2016-11-28) Ochoa, J.L.R.; Pérez, J.L.B.; Berrio, J.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
Due to the poor performance of students in the Statics course in engineering between 2006 and 2011, whose approval rating was 48.8%, the Engineering School of EAFIT University has developed a virtual platform for students to train and for teachers to evaluate the learning of the subject with a series of exercises implemented in a dynamic system that generates a different version of the exercises for each attempt, the teacher can apply exams with confidence that the answers will not be copied and memorized, and the students have a self-evaluating tool which allows to know their level of learning in relation to the course goals. With the operation of the platform it has been achieved a decrease in dropout rates, and an increase in the approvals rates of the course and it has also generated a positive attitude and motivation in students towards the course. The dropouts have decreased by 21% and the approval of the course has increased by 17.2% according to official records in enrollment and students grades of the course for the period between 2011-2 and 2015-2. Regarding to the acceptance of the platform a survey of 10 questions were conducted on different aspects of the platform to 513 students who completed the course during the semesters 2014-2, 2015-1 and 2015-2. In the literature, there are cases of implementation of virtual environments for teaching and evaluation of Statics course in engineering, but studies on the acceptance of virtual tools from students for their classes are not included, and that is the reason why this approach is included in this article. To analyze the data two types of questions are distinguished: discriminative and approving questions. The discriminative type filters the students under what career they are enrolled, the number of semesters they spend to approve the Statics course, the number of hours per week they dedicate to study this course, the preferences and places from where they access to the virtual platform. The approving questions inquire about their experience in the training process, their adaptation taking the quizzes in the platform and their opinion about the implementation of this kind of tool in other courses. This paper presents the analysis of the collected data and draws conclusions in order to improve this platform for teaching and learning process in Statics course in engineering. © 2016 IEEE.
Incorporación de un curso online masivo y abierto (MOOC) en la asignatura Estática para ingeniería
(Latin American and Caribbean Consortium of Engineering Institutions, 2017-01-01) Barbosa J.; Restrepo J.; Arenas J.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
[No abstract available]
CORRELATION BETWEEN PROCEDURAL AND CONCEPTUAL TEST IN A STATICS COURSE
(IEEE, 2018-01-01) Restrepo Garcia, Carlos Andres; Barbosa Perez, Jaime Leonardo; Restrepo Ochoa, Jorge Luis; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
Due to poor performance in Statics at Eafit University, since 2012 the Mechanical Engineering department implemented a virtual tool for the training and assessment of Statics course. Although the implementation led to better performance in the Statics course, students were still showing lack of comprehension of the basic concepts underlying the subject. The department applied a Concept Inventory test to 195 students from the second semester of 2017 in order to check if there was a correlation between the grades obtained in the class examinations and the performance in a conceptual test of Statics. The Concept Inventory was applied one week before the final examination and it was held inside the University facilities. The students were monitored all the time. For the course examinations were taken only three out of the four partial exams, they were computed and then compared to the results of the concept inventory. The results show that almost all the students with the highest grades in the class performed above the mean in the Concept Inventory. The overall mean for the conceptual test was 9.27 and the standard deviation was 5.28. The course grades were discriminated by career and an Analysis of Variance was conducted to determine if there were significant differences among the groups. A correlation analysis suggests that there is not a strong correlation between the course grades and the concept inventory results. One possible explanation for this can be due to the fact that the regular teaching method for these kind of basic courses in engineering in the University is merely procedural and problem-solving oriented, conceptual approaches are often neglected in both teaching and assessment.
Efecto de un sistema de evaluación de ambiente virtual sobre el rendimiento académico en un curso de Estática en ingeniería
(Latin American and Caribbean Consortium of Engineering Institutions, 2018-01-01) Pérez J.L.B.; Ochoa J.L.R.; Cadavid A.R.; Calderon J.P.R.; Garcia C.A.R.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
The engineering department of EAFIT University have developed and implemented an evaluation and training virtual system directed to the engineering students that take the Statics course. The system allows the students of several engineering programs to execute different exercises about specific topics included in the syllabus. The system also allows assessing the students' knowledge through weekly quizzes. With the implementation of the evaluation system, the engineering department aimed at improving the academic performance and the learning process of the students. This paper presents the results of a structural equation modeling analysis. The variables included in the analysis were; time of use of the system, results in quizzes and midterm exams grades assigned by the lecturers. The purpose of the analyses was to test the effect of time of use of the system and grades in the quizzes on academic performance represented by midterm grades (paper-based format). The analysis was performed with the data obtained from both, the virtual system and the course grades during year 2014. The findings suggest that both the time of use of the virtual system and good results in the quizzes have a positive influence on the midterm exams results. Therefore, it is concluded that the use of the virtual evaluation system has a positive effect on the students' academic performance. © 2018 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.
RELIABILITY OF A CONCEPT INVENTORY TO DETERMINE THE LEVEL OF STUDENTS IN STATICS
(IEEE, 2018-01-01) Restrepo Garcia, Carlos Andres; Barbosa Perez, Jaime Leonardo; Restrepo Ochoa, Jorge Luis; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
Basic core courses in engineering are often taught and assessed only through procedural approaches, neglecting the conceptual grounds of the subject. In an effort to change that, a Concept Inventory test was applied to 195 students at Eafit University enrolled in Statics. All of the students took the test inside in the campus facilities and were monitored during the whole session to make sure they did not share information. The students took a Computer-Based Test of the Concept Inventory. Three new items were added to the original test of 27 questions, in order to improve the reliability of two specific groups of concepts. For the test was found a mean of 9.7 and a standard deviation of 5.28. For the overall test, the Cronbach's alpha coefficient was 0.81. The psychometric analyses show that all of the items in the test, except one, present an appropriate fit for discrimination and difficulty parameters of the test. Item 26 was deleted when performing the analysis of sub-scales reliability because presented abnormal value for difficulty. For the cluster of Equilibrium, it was seen that deleting this item resulted in an increase of the alpha from 0.2 to 0.36. For the sub-scale of Free-Body Diagram was seen a decrease in the reliability when two new items were added to it. All of the other sub-scales presented good reliability, most of them, above 0.5. The item-person map shows that the overall latent trait of students is lower than the overall test difficulty, meaning that most of the students found the test difficult. One of the conclusion to be drawn from the results is that the students subjected mainly to procedural approaches in teaching, do not perform well in conceptual tests. The results support the claim that Statics can be seen as a collection of concepts that can be clustered in independent groups for teaching.
Electric public transport vehicle with composite material body diagnostic - User safety
(EDP Sciences, 2018-01-01) Escobar M.; Cadena D.; Francisco Castañeda L.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
The project contemplated the elaboration of modules of composite material, with which a bus body of less weight was built, compared with the traditional kind, and adapted for the chassis that are currently being used in the city. The structure was prepared for the evaluation of the security space of the future users. The panels were instrumented with different sensors and configured to the conditions of the test by means of a data acquisition system. The test was carried out following the procedure of regulation 66 of the UNECE. The results obtained demonstrated the feasibility of using this type of bodywork in public transport. © The Authors, published by EDP Sciences, 2018.
Creativity and job tension in experiential learning
(IEEE, 2018-01-01) Pablo Roman-Calderon, Juan; Esteban Acevedo-Jaramillo, Manuel; Esteban Escalante, Juan; Arias, Alejandro; Aguilar-Barrientos, Sara; Barbosa, Jaime; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)
This work-in-progress research paper presents a study on employability skills. Employability or soft skills refer to personality traits, attitudes and behavior that are complementary to professional knowledge. These skills are part of a series of competencies that are intertwined with the engineer's technical work [1]. A high percentage of job success depends on employability skills [2]. A gap exists between the attributes of engineering graduates and company requirements [3]. Experiential learning can develop a myriad of skills required by the workplace. Universidad EAFIT, located in Medellin (Colombia), has developed an experiential learning program called KRATOS. KRATOS was sent an invitation to participate in an international competition that implied designing and building a solar/ electric powered vehicle. Think creatively is a competency that is important for engineering practice across areas, disciplines and countries [1]. Although student competitions that include design activities may enhance a passion for engineering, they can also have negative emotional consequences [4] (i.e. job tension). Using the structural equation modeling technique, the authors of this study analyzed the responses of 334 undergraduate students. The results of the study indicate that job tension significantly decreased over time, whereas no significant change was detected in terms of creativity.

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