Examinando por Materia "Active Learning"
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Ítem Implementing an active learning platform to support student learning in a numerical analysis course(Institute of Electrical and Electronics Engineers Inc., 2017-01-01) Zabala F.J.C.; Parker H.E.; Vieira C.; Zabala F.J.C.; Parker H.E.; Vieira C.; Universidad EAFIT. Departamento de Ciencias; Lógica y ComputaciónClassroom instruction in the 21st century needs to incorporate innovative, research-based pedagogies. The engineering classroom is currently experiencing a shift towards more active learning activities due to both advances in educational research, and advances in technologies that enable practices such as the flipped classroom model. Given that course transformation is a gradual process that begins at the level of the instructor, educators need access to the essential tools and training in order to introduce these changes into the curricula. This paper introduces a course re-design based on Self-Determination Theory and Constructivism; and outlines effectively implemented active learning strategies using the flipped classroom model. The data were collected from a Numerical Analysis course, which is an important course across several engineering disciplines at Universidad EAFIT. This course enables engineering students to solve complex problems using mathematical and computational methods. This paper describes the implementation of an online active learning platform called "Numérico Interactivo" for two related engineering courses: Numerical Analysis (NA) and Numerical Processes (NP). The platform was available to all students, but only NA implemented it using a flipped classroom model. NP made the platform available as an optional course tool. Informed by SDT principles, "Numérico Interactivo" includes a variety of instructional materials such as explanations, examples, frequently asked questions (FAQ), self-assessment tools, and evaluation. This study compares the two courses in terms of: (1) students' perceptions about the instructional materials of the course; (2) students' use of the platform; and (3) students' perceived usefulness of the different elements within the platform. Results suggest that students in the NA course found the classroom sessions and the homework assignments more useful as compared to the students enrolled in the NP course. In addition, in the NA course students used the platform more often for class preparation and to study before each module. The way in which the platform was implemented in NA also increased student motivation in the course. Overall, the results suggest that "Numérico Interactivo" is useful to implement course re-designs into engineering and computing education courses, but such tools need to be guided by active learning practices so that students can fully benefit from them. © 2017 IEEE.Ítem Learning Factory: The Path to Industry 4.0(Elsevier B.V., 2017-01-01) Baena, F.; Guarin, A.; Mora, J.; Sauza, J.; Retat, S.; Baena, F.; Guarin, A.; Mora, J.; Sauza, J.; Retat, S.; Universidad EAFIT. Departamento de Ingeniería de Producción; Grupo en Tecnologías para la ProducciónNowadays, there are plenty of studies that seek to determine which are the skills that should be met by an engineer. Communication and teamwork are some of the most recurrent ones associated with a knowledge of the engineering sciences. However, their application is not straight forward, due to the lack of educational approaches that contributes to develop experience-based knowledge. Learning Factories (LF) have shown to be effective for developing theoretical and practical knowledge in a real production environment. This article describes the transformation process of a training-addressed manufacturing workshop, in order to structure a Learning Factory for the production engineering program at EAFIT University. The proposed transformations were based on the definition of three pillars (didactic, integrative and engineering) for the development of an LF. We argue that a proper transformation process may contribute to ease the path towards new manufacturing trends such as industry 4.0 into an academic context that strengths the engineering training process. © 2017 The AuthorsÍtem Proceso de ASC - CONCEPCION, DISEÑO Y DESARROLLO DE JUEGOS EDUCATIVOS PARA LA ENSEÑANZA DEL EMPRENDIMIENTO(Universidad EAFIT, 2019) Vidal, Alejandra; Sáenz, Esteban; Araque, Miguel; Cardona, María Juliana; Vélez, Santiago; Barreneche, Estefanía; Restrepo, Valentina; Caicedo, Filadelfo; Universidad EAFITThe purpose of the project is to develop an educational game that facilitates the teaching of concepts and the strengthening of entrepreneurial skills in university students, aiming to provide more experiential teaching-learning processes that engage students through active learning methodologies. This will enable the university to achieve its objectives of teaching, research, and outreach.Ítem Proceso de ASC - EVALUACION DE IMPACTO DEL USO DE JUEGOS EN LA ENSEÑANZA DEL EMPRENDIMIENTO(Universidad EAFIT, 2020) Vidal, Alejandra; Escobar, Andrés; Arenas, Ana Isabel; Salazar, Laura; Botero, Paulina; González, Mario José; Montoya, David; Barreneche, Estefanía; Universidad EAFITThis research aims to measure the impact of using games in teaching entrepreneurship to undergraduate students at Universidad EAFIT. For this purpose, a quantitative measurement instrument was designed based on existing tools, and virtual validation sessions were conducted with students from various programs at Universidad EAFIT.Ítem VTA/LRS : una aproximación a la implementación de un asistente virtual como herramienta de soporte al proceso de enseñanza(Universidad EAFIT, 2023) Vera Toro, Lucas; Montoya Mendoza, Juan CarlosIn the learning process, educators face challenges in assessing the level of attention of their students in classes, a crucial metric for effectively implementing active learning activities that improve learning outcomes. This challenge is even more pronounced in a virtual environment, as the issue is exacerbated by the lack of proximity found in a traditional classroom. This study addresses this difficulty, exploring the current barriers in measuring attention levels and proposing a digital tool capable of non-intrusively measuring and displaying this level of attention. The tool, built from a specifically designed architecture, has the ability to capture, store, and visually display the attention level of each student participating in a virtual class. A prototype was built from this architecture, which also integrates a Natural Language Processing service, specifically using the GPT-4 language model, to suggest active learning activities to the teacher. For future work, it is proposed to expand the prototype so that it can be useful for students, as well as to verify its usefulness in other contexts such as conferences or talks.