Examinando por Materia "Engineering"
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Ítem Análisis de lecciones aprendidas durante la ingeniería de proyectos industriales en la sede Medellín de Hatch(Universidad EAFIT, 2023) Velásquez Rojas, Juan Camilo; Gómez Salazar, Elkin ArcesioÍtem Collaborative virtual environments for teaching physics(SPRINGER, 2007-01-01) Giraldo, F.; Rojas, Á.M.J.; Esteban, P.; Trefftz, H.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesEafit University created a Telepresence application for distance education. It supports bidirectional audio and video and a shared virtual environment that allows the instructor and students to manipulate virtual objects in a collaborative manner, thereby reinforcing the learning process. In this paper we report the experience of creating new contents and deploying the tool in a Physics course at Universidad del Quindío. The tool was improved an extended in order to include new functionality and make it easier for development teams to create new content. Teaching for Understanding was used as pedagogical framework for course creation and also as a guide to develop the interviews that were used to capture user's perceptions and to asses the improvements in the learning process. The results showed that the use of the tool had a positive impact on the students' understanding of the topics at hand. © 2007 Springer.Ítem Design of a competences based teaching model supported in the integration of repositories and LMS platforms for the automatic control of processes course(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Gomez, G.I.C.; Diaz, T.A.G.; Zea, R.C.M.; Zapata, R.L.F.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesThe Automatic Process Control course is part of the Mechanical Engineering, Process Engineering and Production Engineering programs, offered by EAFIT University (Medellin, Colombia). This course has had a number of reforms in recent years, from two academic spaces to one that contains all the content and features them from theoretical and practical components. With this transformation, was generated the need to reduce the time commitment to each of the thematic, causing learning issues in students. For this reason, we have proposed a new reform in the course through the implementation of a content management model based on competences and supported by the integration of repositories and LMS platforms. This model seeks to train students in the skills defined by the courses and because of this, it is important that the learning process provide mechanisms to validate the skill level of each student, taking into account the outcome of the validation should correspond directly to the skills acquired in the training process. To support this model, there are technological tools as platforms for learning management and learning object repositories that support the online teaching and learning processes, and support the use of standards, generating interoperability, reusability, adaptability and scalability content. © 2014 IEEE.Ítem Design of a photovoltaic charging station (PVCS) by implementing the VDI 2206(Institution of Engineering and Technology, 2018-01-01) Sanín R.; Velásquez-López A.This article presents, through the design of a Photovoltaic Charging Station (PVCS), considerations regarding the use of the guideline VDI 2206 in the design of Mechatronic systems. A discussion is also established on the different gaps that the guide has in terms of methodological recommendations so that the different technology domains can contribute to the conceptualization of the product and the definition of the product architecture. © 2018 Institution of Engineering and Technology. All rights reserved.Ítem Determinantes de elección de carreras STEM de los estudiantes de educación pública del municipio de Dosquebradas(Universidad EAFIT, 2016) Hernández Zapata, Luz Bibiana; Álvarez Barrera, Claudia PatriciaEn el contexto Colombiano, donde la tendencia generalizada de los jóvenes es optar por carreras en educación superior de corte tradicional, se estableció como prueba piloto el municipio de Dosquebradas en el departamento de Risaralda, para realizar un análisis de los determinantes de elección de carreras en ciencia, tecnología, ingeniería y matemáticas (Science, Technology, Engineering y Mathematics) STEM, de los estudiantes de grado once, donde a través de la recolección de información directa en las instituciones educativas y aplicando el modelo matemático de regresión logística se analizó la incidencia de las variables familia, docentes, concepción de carreras STEM y media técnica estudiada durante los últimos años de secundaria en la elección de carreras de corte científico e investigativo de los estudiantes de este municipio -- Una vez identificados los motivadores de elección de carrera, se busca que este trabajo sirva como instrumento al sector educativo para la generación de cambios conducentes al conocimiento y promoción de las carreras científicas, que impliquen una transformación en la decisión de carrera profesional de los jóvenes de la región, aumento en el número de investigaciones y mayor capital humano al servicio de la ciencia, la tecnología y la innovaciónÍtem Development of a tongue machine interface for quadriplegic patients(DESIGN SOC, 2017-01-01) Velásquez-López A.; Velásquez-Rendón D.; Amaya-Quiroz J.S.; Jimenez-Franco L.D.; Trefftz H.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesThis article presents the development and validation of a wheelchair mobility solution. The solution is based on a Tongue Machine Interface (TMI) involving the use of Force Sensing Resistors (FSRs). The semantics and functionality of the development are compared with two other interfaces: a Joystick and a Brain Computer Interface (BCI) implemented on the same wheelchair. Each development is described from the electric, mechanic and informatic domains. Surveys and user's tests were performed in order to explore which technology had a more positive impact on the mobility of quadriplegic persons in terms of effectiveness, better ergonomics, lower costs and better functionality. The quantitative and qualitative results are described and analyzed.Ítem Hacia un perfil docente para el desarrollo del pensamiento computacional basado en educación Stem para la Media Técnica en desarrollo de software(Universidad EAFIT, 2014) Vásquez Giraldo, Alberto León; Zea Restrepo, Claudia MaríaLa educación en Colombia, regida por la Ley 115 de 1994, establece la educación formal desde tres niveles (educación primaria, básica y media) esta última, dio paso a la incorporación de la media técnica, que debía estar en consonancia con las necesidades del sector económico de más alto impacto del país, orientada por medio de ciclos propedéuticos flexibles y a través de la formación por competencias, para que los logros obtenidos por los estudiantes fueran reconocidos en el siguiente nivel de profesionalización; seguida de una articulación con una Institución de Educación Superior o donde los logros obtenidos fueran los adecuados para iniciar su vida laboral -- En Medellín la tendencia laboral, se inclina hacia el área de la prestación de servicios, dirigida hacia el clúster TIC, y a su vez, alineada en la propuesta del gobierno nacional con el propósito de fortalecer la educación técnica y tecnológica, por medio de alianzas estratégicas del sector público, privado y de educación; con el fin de preparar profesionales cualificados, ya que en la actualidad, existe gran demanda de recurso humano que pueda ejecutar esas tareas, y a su vez, crea la necesidad de personal docente que pueda formarlo -- Para superar esta problemática, las alianzas estratégicas han determinado la necesidad de contar con estudios previos de los perfiles necesarios para el clúster TIC y un estado del arte en cuanto a las nuevas tendencias de enseñanza-aprendizaje como el desarrollo del pensamiento computacional, la educación STEM (Science, Technology, Engineering y Mathematics), de los currículos para el adecuado funcionamiento de los programas de formación docente -- Este trabajo de investigación se planteó el objetivo de realizar un estado del arte en cuanto la enseñanza de las nuevas tendencias en pensamientos computacional y educación STEM, que permitiera diseñar un perfil docente idóneo para la educación en media técnica en el área del desarrollo de software -- Estado del arte que inicia con los conceptos básicos que deben estar definidos para el buen desarrollo de esta investigación -- Los conceptos que se determinaron son: formación por competencias, las disciplinas de la informática, la educación STEM y el pensamiento computacional -- A continuación se hace un recorrido bibliográfico alrededor del mundo hasta llegar al nivel nacional y local de lo que se está haciendo en políticas en pro del pensamiento computacional, educación STEM y currículos de las ciencias de la computación, para finalizar con los programas de formación docente -- La revisión de esta información, dio bases para la construcción de dos matrices de los componentes comunes de pensamiento computacional, trabajados entre los países que poseen currículos de las ciencias de la computación y los elementos comunes entre los países que cuentan con programas de formación docente en la misma áreaÍtem 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.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesClassroom 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 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.Ítem An innovation model in curriculum design for teaching engineering at universidad EAFIT(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Zea, C.M.; Rodriguez, A.; Bueno, N.A.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesConstant changes in technology pose continuous challenges for higher education institutions that are training the engineers of the future. These changes are making it necessary to adapt the curriculum in order to develop the skills needed by the XXI century engineer. Moreover, instead of thinking in a large curriculum reform at a specific moment, it is necessary to define curriculum management processes that include change as a natural component of the process. In addition to these global trends, each institution has a particular context and thus, the analysis in each institution has unique characteristics, a common methodological approach, and a reference model that can be built as long as it is flexible enough to include that context. This paper describes a model developed for curriculum management inside the School of Engineering at Universidad EAFIT - Colombia. This model includes the institutional context and is based on a process approach defined by the Business Process Management (BPM) methodology. The model uses the Burlton Hexagon as a theoretical framework to identify organizational structure, strategies, policies, infrastructure, technology tools and human capital. It is also a mechanism for specifying curricular macro processes including the global and institutional context. The proposed model is based on three pillars: (a) scientific research in education, which promotes the use of the scientific method as a strategy to ensure an approach to problems based on evidence which allows the construction of educational innovation projects, (b) education engineering focused on engineering education, which transforms the learning by developing basic, professional, and transversal skills as well as those specific for an engineer of the XXI century, and (c) interactive educational communities, both face to face and virtual, as spaces for knowledge management that support collaborative working and experience-sharing, managed by its members working together promoting initiatives to develop educational innovation projects focused on specific topics, that answer questions related to teaching and learning needs. The formulation and development of educational innovation projects are the responses to different needs identified on specific courses that are transformed into research questions. These projects aim to renew the curriculum so that it dynamically evolves based on classroom experiences. Thus, the curriculum renewal is based on critical thinking about the problems found in engineering education. The use of the scientific method and the collaborative approach enables drawing solid conclusions based on the experimental results. The model proposes the formulation and development of innovative educational projects in which scientific research applied in education aims to transform teaching, academic and administrative practices. As consequence, curricular innovations that integrate learning objects and educational, methodological and assessment strategies, are developed by an interactive learning community composed by teachers. Finally, the results obtained by applying the model in some courses in the School of Engineering of Universidad EAFIT are presented. These results include reducing the drop-out rate of students, redefining admission and graduation profiles, and micro-curricular redesign based on competences using projects, among others. © 2014 IEEE.Ítem An Innovation Model in Curriculum Design for Teaching Engineering at Universidad EAFIT(IEEE, 2014-01-01) Zea, Claudia M.; Rodriguez, Alberto; Bueno, Natalia A.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesConstant changes in technology pose continuous challenges for higher education institutions that are training the engineers of the future. These changes are making it necessary to adapt the curriculum in order to develop the skills needed by the XXI century engineer. Moreover, instead of thinking in a large curriculum reform at a specific moment, it is necessary to define curriculum management processes that include change as a natural component of the process. In addition to these global trends, each institution has a particular context and thus, the analysis in each institution has unique characteristics, a common methodological approach, and a reference model that can be built as long as it is flexible enough to include that context. This paper describes a model developed for curriculum management inside the School of Engineering at Universidad EAFIT - Colombia. This model includes the institutional context and is based on a process approach defined by the Business Process Management (BPM) methodology. The model uses the Burlton Hexagon as a theoretical framework to identify organizational structure, strategies, policies, infrastructure, technology tools and human capital. It is also a mechanism for specifying curricular macro processes including the global and institutional context. The proposed model is based on three pillars: (a) scientific research in education, which promotes the use of the scientific method as a strategy to ensure an approach to problems based on evidence which allows the construction of educational innovation projects, (b) education engineering focused on engineering education, which transforms the learning by developing basic, professional, and transversal skills as well as those specific for an engineer of the XXI century, and (c) interactive educational communities, both face to face and virtual, as spaces for knowledge management that support collaborative working and experience-sharing, managed by its members working together promoting initiatives to develop educational innovation projects focused on specific topics, that answer questions related to teaching and learning needs. The formulation and development of educational innovation projects are the responses to different needs identified on specific courses that are transformed into research questions. These projects aim to renew the curriculum so that it dynamically evolves based on classroom experiences. Thus, the curriculum renewal is based on critical thinking about the problems found in engineering education. The use of the scientific method and the collaborative approach enables drawing solid conclusions based on the experimental results. The model proposes the formulation and development of innovative educational projects in which scientific research applied in education aims to transform teaching, academic and administrative practices. As consequence, curricular innovations that integrate learning objects and educational, methodological and assessment strategies, are developed by an interactive learning community composed by teachers. Finally, the results obtained by applying the model in some courses in the School of Engineering of Universidad EAFIT are presented. These results include reducing the drop-out rate of students, redefining admission and graduation profiles, and micro-curricular redesign based on competences using projects, among others.Ítem Inspirational categories for product design: A study within the Conjoint Trends analysis method(2013-01-01) Cadavid, A.; Maya, J.The product user experience (UX) is essential in the design of innovative products. There are numerous methods to define the form of a product that best conveys an UX. One of these methods is the Conjoint Trend Board method (CTA) that is easy to use and inexpensive. Nevertheless, in some of CTA's instructions the user can introduce biases. Therefore, this publication is part of a study that seeks to increase the robustness of the method, increasing the accuracy of their results. This research seeks to define the criteria for choosing an image as inspiring, when one applies the CTA. One experiment with 6 designers (novel and experienced) is proposed in order to identify what the inspiring and non-inspiring elements are. Finally, some criteria, for use when selecting images as inspiring within the CTA method, are proposed.Ítem Modelo de gestión de proyectos de ingeniería en HMV(Universidad EAFIT, 2023) Ángel Osorio, Alexis; Gómez Salazar, Elkin ArcesioÍtem Prototypical product shapes as a tool for aesthetic product design(DESIGN SOC, 2017-01-01) Maya J.; Betancur-Rodríguez D.The use of prototypical product shapes allows to structure and support the intuitive aesthetic design process. Prototypicality, a cognitive variable, is the extent to which an object represents a category: it shapes our aesthetic feelings with products, affects usability, makes up the products' look, and affects products' aesthetic evaluations and preferences. A mental prototype is a category's central element. We all have artifacts' prototypical information, however, designers are not aware and do not use it explicitly. These concepts have seldom been applied in design. Consequently, we explored how to use prototypical shapes for the aesthetic design process. 1. We proposed vectorising and interpolating 32 hand drawn Pepper Mills, PMs, to get the prototypical shape. In 2, we found the most innovative, original and typical PMs (n=74, 20 PMs). 3. We then used rules to explore aesthetic design possibilities and to transfer attributes to the prototypical PM shape. PMs' aesthetics, usability, and design pedagogy issues are discussed. We suggest a structured simple way to design the product's aesthetic for non-expert designers and applicable to other aesthetic cognitive variables.Ítem TAG model: Referents to assess the level of ubiquity for a higher education institution(IEEE, 2012-01-01) Zea Restrepo, C.M.; Lalinde Pulido, J.G.; Agudelo, O.; Mejía, C.V.; Núñez, R.A.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesTAG, in Spanish: Tecnología, Aprendizaje y Gestión (Technology, Learning and Management) is an ubiquitous learning model that aims becoming a point of reference for higher education institutions within their transformation processes in educational innovation. The model is built on three dimensions: Technology, Learning and Management, which are assessed through the identification of categories and properties, and their associated metrics and indicators to determine the levels of ubiquity in a higher education institution, enabling the organizacional diagnosis and the design of strategies to increment the ubiquity level. This paper introduces the conceptual guidelines that enables the definition of the main properties for each one of the TAG dimensions. © 2012 IEEE.Ítem Technological tools to learn calculus(Institute of Electrical and Electronics Engineers Inc., 2015-12-02) Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesOnline learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to self-diagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University. © 2015 IEEE.Ítem Understanding math concepts through computer-modeled virtual objects(SPRINGER, 2008-01-01) Trujillo, J.; Esteban, P.; Montoya, E.; Giraldo, R.; Montoya, A.; Mejía, J.; Trefftz, H.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesInformation and Communication Technologies (ICT) can be used in order to motivate students to establish links between the classroom material and real life situations by modeling those situations through the course equations. This article describes the results of an experience involving a group of Multivariable Calculus at Eafit University. 3DUniversal is the program developed for the experience, which runs on Pocket PC. It allows students to interact and communicate inside the classroom. At each stage of the experience, students were asked to establish links between the classroom-covered material and real objects in their environment. © Springer Science+Business Media B.V. 2008.Ítem Use of a serious game for teaching operations programming: Students' perceptions(Institute of Electrical and Electronics Engineers Inc., 2018-01-01) Carmona Gonzalez G.L.; Pelaez Valencia L.E.; Trefftz H.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesThis paper describes the experiences in the design, construction and validation of a serious game to be used as a support to teach Operations Management (or Operations Programming) in a Production Engineering program. The aim of this publication is to describe the perceptions of the students during the various development stages of the process. A semi-experimental study was conducted in order to determine the pedagogical effectiveness of the use of the game, but in this paper the authors focus on the perceptions of the students, which may become an important input for other faculty interested on using serious games as support for teaching other engineering courses. © 2018 IEEE.