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Ítem Adaptive architecture to support context-aware Collaborative Networked Virtual Surgical Simulators (CNVSS)(SPRINGER, 2014-01-01) Diaz, C.; Trefftz, H.; Quintero, L.; Acosta, D.; Srivastava, S.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosStand-alone and networked surgical virtual reality based simulators have been proposed as means to train surgical skills with or without a supervisor nearby the student or trainee. However, surgical skills teaching in medicine schools and hospitals is changing, requiring the development of new tools to focus on: (i) importance of mentors role, (ii) teamwork skills and (iii) remote training support. For these reasons a surgical simulator should not only allow the training involving a student and an instructor that are located remotely, but also the collaborative training session involving a group of several students adopting different medical roles during the training session. Collaborative Networked Virtual Surgical Simulators (CNVSS) allow collaborative training of surgical procedures where remotely located users with different surgical roles can take part in a training session. Several works have addressed the issues related to the development of CNVSS using various strategies. To the best of our knowledge no one has focused on handling heterogeneity in collaborative surgical virtual environments. Handling heterogeneity in this type of collaborative sessions is important because not all remotely located users have homogeneous Internet connections, nor the same interaction devices and displays, nor the same computational resources, among other factors. Additionally, if heterogeneity is not handled properly, it will have an adverse impact on the performance of each user during the collaborative session. In this paper we describe the development of an adaptive architecture with the purpose of implementing a context-aware model for collaborative virtual surgical simulation in order to handle the heterogeneity involved in the collaboration session. © 2014 Springer International Publishing.Ítem Adaptive architecture to support context-aware Collaborative Networked Virtual Surgical Simulators (CNVSS)(SPRINGER, 2014-01-01) Diaz, C.; Trefftz, H.; Quintero, L.; Acosta, D.; Srivastava, S.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesStand-alone and networked surgical virtual reality based simulators have been proposed as means to train surgical skills with or without a supervisor nearby the student or trainee. However, surgical skills teaching in medicine schools and hospitals is changing, requiring the development of new tools to focus on: (i) importance of mentors role, (ii) teamwork skills and (iii) remote training support. For these reasons a surgical simulator should not only allow the training involving a student and an instructor that are located remotely, but also the collaborative training session involving a group of several students adopting different medical roles during the training session. Collaborative Networked Virtual Surgical Simulators (CNVSS) allow collaborative training of surgical procedures where remotely located users with different surgical roles can take part in a training session. Several works have addressed the issues related to the development of CNVSS using various strategies. To the best of our knowledge no one has focused on handling heterogeneity in collaborative surgical virtual environments. Handling heterogeneity in this type of collaborative sessions is important because not all remotely located users have homogeneous Internet connections, nor the same interaction devices and displays, nor the same computational resources, among other factors. Additionally, if heterogeneity is not handled properly, it will have an adverse impact on the performance of each user during the collaborative session. In this paper we describe the development of an adaptive architecture with the purpose of implementing a context-aware model for collaborative virtual surgical simulation in order to handle the heterogeneity involved in the collaboration session. © 2014 Springer International Publishing.Ítem Adaptive architecture to support context-aware Collaborative Networked Virtual Surgical Simulators (CNVSS)(SPRINGER, 2014-01-01) Diaz, C.; Trefftz, H.; Quintero, L.; Acosta, D.; Srivastava, S.; Diaz, C.; Trefftz, H.; Quintero, L.; Acosta, D.; Srivastava, S.; Universidad EAFIT. Departamento de Ciencias; Modelado MatemáticoStand-alone and networked surgical virtual reality based simulators have been proposed as means to train surgical skills with or without a supervisor nearby the student or trainee. However, surgical skills teaching in medicine schools and hospitals is changing, requiring the development of new tools to focus on: (i) importance of mentors role, (ii) teamwork skills and (iii) remote training support. For these reasons a surgical simulator should not only allow the training involving a student and an instructor that are located remotely, but also the collaborative training session involving a group of several students adopting different medical roles during the training session. Collaborative Networked Virtual Surgical Simulators (CNVSS) allow collaborative training of surgical procedures where remotely located users with different surgical roles can take part in a training session. Several works have addressed the issues related to the development of CNVSS using various strategies. To the best of our knowledge no one has focused on handling heterogeneity in collaborative surgical virtual environments. Handling heterogeneity in this type of collaborative sessions is important because not all remotely located users have homogeneous Internet connections, nor the same interaction devices and displays, nor the same computational resources, among other factors. Additionally, if heterogeneity is not handled properly, it will have an adverse impact on the performance of each user during the collaborative session. In this paper we describe the development of an adaptive architecture with the purpose of implementing a context-aware model for collaborative virtual surgical simulation in order to handle the heterogeneity involved in the collaboration session. © 2014 Springer International Publishing.Ítem Assessment of students' interactions in multinational collaborative design projects(Tempus Publications, 2015-01-01) Esparragoza, I.E.; Farak, S.L.; Ocampo, J.R.; Segovia, J.N.; Viganò, R.; Duque-Rivera, J.; Rodriguez, C.A.; Esparragoza, I.E.; Farak, S.L.; Ocampo, J.R.; Segovia, J.N.; Viganò, R.; Duque-Rivera, J.; Rodriguez, C.A.; Universidad EAFIT. Departamento de Ingeniería de Producción; Grupo en Tecnologías para la ProducciónExposing students to international experiences is becoming a common practice to prepare students with global capabilities. One pedagogical activity used to promote global competencies is the participation of students in multinational design projects. This is a problem-based learning approach in an international setting, where students get immersed in the solution of anengineering design task while they work in teams and collaborate with international partners. The main goal of these projects is to foster international collaboration and to offer an opportunity to the students to develop professional skills through international teamwork effort in the solution of a design problem. However, a real challenge of this practice has been to create an effective interaction among the students participating in this type of projects and to maintain the flow of information, and student engagement in the project and in their learning. The main objective of this work is to investigate the sociotechnical interaction of engineering students working in a multinational collaborative project and the role of information technology tools and the nature of the interaction in this experience. For this purpose an assessment tool was developed and used to determine the interaction among the students (frequency, quantity and quality), the value of social interaction in the flow of the interaction, and the impact of the interaction in the development of the project. The main findings of this instrument are presented in this work. © 2015 TEMPUS Publications.Ítem Collaborative and distributed augmented reality in teaching multi-variate calculus(2006-01-01) Orozco, C.; Esteban, P.; Trefftz, H.; Orozco, C.; Esteban, P.; Trefftz, H.; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e HistoriaThis article presents the first results of using an Augmented Reality (AR) tool, designed to support tutoring sessions in multi-variate calculus. The tool is used either in a face-to-face setting in which the instructor and the students are collocated or in a distance setting, in which the instructor and students are physically in remote places. The tool was used with two groups of students of Differential Calculus. The students had not been exposed to the concept of equations involving 3 variables and the corresponding surfaces in space. The experience explored how students generalized 2D graphics and equations with their 3D surfaces counterparts with the help of the tool.Ítem Collaborative and distributed augmented reality in teaching multi-variate calculus(2006-01-01) Orozco, C.; Esteban, P.; Trefftz, H.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesThis article presents the first results of using an Augmented Reality (AR) tool, designed to support tutoring sessions in multi-variate calculus. The tool is used either in a face-to-face setting in which the instructor and the students are collocated or in a distance setting, in which the instructor and students are physically in remote places. The tool was used with two groups of students of Differential Calculus. The students had not been exposed to the concept of equations involving 3 variables and the corresponding surfaces in space. The experience explored how students generalized 2D graphics and equations with their 3D surfaces counterparts with the help of the tool.Ítem A collaborative tool for synchronous distance education(2004-01-01) Agudelo, A.; Escobar, L.; Restrepo, J.; Quiroz, A.; Trefftz, H.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesIn this paper we report results of the use of a telepresence application in a simulated distance education setting. The application combines video-conference with a networked virtual environment in which the instructor and the students can experiment with virtual object in a collaborative manner. The teaching for Understanding (TFU) framework is used as the pedagogical approach. Current preliminary results show that the combination of the telepresence application with TFU, can compensate for the lack of physical presence of the instructor in the classroom.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 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 Producción; Ingeniería, Energía, Exergía y Sostenibilidad (IEXS)The 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 pedagogic tools for teaching materials in product design engineering(The Design Society, 2015-01-01) Patiño Santa, L.F.The education in materials constitutes a vital part of the education of an engineer, since its comprehension determines the design and construction of products with appropriate materials that satisfy the current and future needs of the 21st century society [1]. In the Product Design Engineering degree, teaching and learning the attributes and applications of materials shouldn't be limited to lectures. This paper shows how through the design of pedagogic tools it is possible to go from a knowledge-transfer method to a student-centred method where motivation, teaching and learning strategies and problem-based learning, support meaningful learning [2] through the implementation of these tools in the classroom. © 2015, The Design Society. All rights reserved.Ítem Designing home decor products for umbra, within the international collaboration format as an academic experience for undergraduate students(Institution of Engineering Designers, The Design Society, 2014-01-01) Posada, A.M.V.; Santa, L.F.P.Product Design Engineering at Universidad EAFIT offers a special undergraduate course that allows students to have their curriculum in a flexible way. The main goal is to design home decor products for a world leading company: Umbra. This paper presents a case description of a university-industry collaboration (taking into account previews experiences with other local industries) in which outlines the course's methodology based on Umbra's design contest: to explore fresh and original designs, within the international format collaborations.umbra.com. It describes the company's briefing, the design process and the feedback from the company. One of the biggest motivations is that students have the opportunity to design for an international company and have the possibility that their products could be chosen to be produce by Umbra. Among the skills students develop are the ability to read the company's language to understand its brand identity, as well as to increase the application of design tools such as mood boards [1], emotional design [2], the use of semantic adjectives [3] and the use of the formal referent as an inspiring element. The new product must fulfil three requirements: original, practical and keep brand identity, in order to fit Umbra's brief. The most relevant aspect of the course is the professional training students receive in refining the product's form and aesthetics- to adjust the design to the consumer preferences- and how the methodology course enhances student skills, such as creativity and sensibility, in order to get prepare for their out coming mandatory industrial semester.Ítem Designing with light and meaning: A design project for luminaries inspired by “The Little Prince by Antoine de Saint Exuspery”(Institution of Engineering Designers, The Design Society, 2019-01-01) Patiño Santa L.F.Teaching to design is a challenge in this era. Motivating the students to learn a systematic design process, designing exercises for them to develop basic competences as Product Design Engineers (PDE) besides that, to include the teaching of values and integrity constitute big challenges in a first year study. This paper exemplifies the union of these two thoughts: how to teach design motivating the student to learn and how to reflect about the human values of the classroom. A pedagogic strategy is formulated and developed in a basic course. Design a standing luminaire inspired by the work of universal character like the Little Prince by Antoine de Saint Exuspery. This ongoing project shows how the students are guided to understand their discipline in a design process integrating thought, feeling and doing with an ethics reflection designing with light and meaning. © 2019 Institution of Engineering Designers, The Design Society. All rights reserved.Ítem Dice preconceptions exploration card: A tool to avoid preconceptions among students in multidisciplinary entrepreneurship courses(Academic Conferences and Publishing International Limited, 2019-01-01) Molina V.; Maya J.Many difficulties could be saved if a team starts a project using a tool to promote a clear understanding of the terms they are going to use and the abilities of each member. Design, creativity, innovation, and entrepreneurship, have been studied from many different disciplines, sometimes giving diverse definitions and setting false expectations on what everyone does. The problem becomes larger when we take into consideration that interdisciplinary collaboration and integration on these fields is always promoted. So, when working with multidisciplinary groups, some participants use the terms indistinctively when discussing their new projects, particularly in the entrepreneurship class, bringing those incompatible, sometimes mistaken, views to the teamwork, making it necessary to discuss about their preconceptions. The aim of this paper is to propose a preconceptions exploration card as a pedagogical tool for entrepreneurship education in multidisciplinary groups that allows students to have that first discussion in which they can understand each other's discipline and strengths. To propose the card, we did a content analysis of expert literature to extract the most common words used to define each field and that way incorporate it to the tool. The tool consists of one first card, the preconceptions explorations card, to randomly be filled by one student on the definition, objectives, core concepts, the actors, and the context of one of the disciplines; the second, reference card, allows to compare the answers of the first card against what is defined in the literature on those disciplines. The paper contributes to relevant debates in education around the placing of value in multidisciplinary teaching, finding solutions for ill-defined societal challenges requires the integration of different knowledge fields. This century's main problems, such as water, poverty, environmental crises, violence, terrorism and destruction of social fabric can't be adequately tackled from the sphere of specific individualist disciplines. This poses a problem, since education systems are mostly monodisciplinary, resulting in experts in rather narrow fields. Although it is frequently attempted, the situation cannot be solved by creating teams of specialists in different areas around a given problem. This team approach only leads to an accumulation of visions emerging from the participating disciplines. © Proceedings of the 14th European Conference on Innovation and Entrepreneurship, ECIE 2019. All rights reserved.Ítem Engineering education through an intercontinental PLM collaborative project: The Global Factory case study(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Mejia-Gutierrez, R.; Carvajal-Arango, R.; Zins, J.This article will present the experience in the development of an intercontinental collaborative project named 'Global Factory', being the first massive academic exploration of this new way of engineering work. The main goal of the project, was to collaboratively design a virtual factory to produce vehicle combustion engines, by using the Product Lifecycle Management (PLM) software CATIA V6. It was developed collaboratively by students from different universities around the world with distributed work and a centralized database. Therefore, interdisciplinary work was encouraged, leading students to collaborate with colleagues from different disciplines and countries. Students were subject to real conditions of international work and the implied working conditions (e.g. cultural aspects, time-frames, communication limitations, use of Information and Communication Technologies (ICT), etc.). Furthermore, they had to deal with the natural complexity of the technical work as well as the global interaction aspects, being a complicated task to be developed in a novel tool. Finally, the paper will describe the analysis of the project and the educational aspects that students had to face. This project sets the basis for preparing engineers of the future, who will work in a global environment. © 2014 IEEE.Ítem Experiencing China: An international project to promote design in industry and universities in Colombia(2013-01-01) Patiño Santa, L.F.; Velasquez Montoya, M.The Department of Product Design Engineering at Universidad EAFIT (Medellín, Colombia) created the "China 2012" international project in order to experience the evolution that is currently taking place in China -"Made in China but Designed in China too"- and contrast this phenomenon with the Colombian case to see how can strategies be developed to support universities and industry, in order to better lead a culture of New Product Development. Different Product Design Engineering profiles participated in the project: undergraduate (8) and alumni (3), master students (4) and university professors (5). The project was structured around several strategies that included activities before, during and after travelling to China: Academic lectures, visiting academic peers (Hong Kong Polytechnic University and Tsinghua University industrial design schools), visits to design companies and attending the Canton Fair and Product Design Centre. Finally, after each scheduled activity, reflection meetings were held in each strategy to evaluate learning.Ítem Exploring Undergraduate Students' Computational Modeling Abilities and Conceptual Understanding of Electric Circuits(Institute of Electrical and Electronics Engineers Inc., 2018-08-01) Ortega-Alvarez J.D.; Sanchez W.; Magana A.J.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosContribution: This paper adds to existing literature on teaching basic concepts of electricity using computer-based instruction; findings suggest that students can develop an accurate understanding of electric circuits when they generate multiple and complementary representations that build toward computational models. Background: Several studies have explored the efficacy of computer-based, multi-representational teaching of electric circuits for novice learners. Existing research has found that instructional use of computational models that move from abstract to concrete representations can foster students' comprehension of electric circuit concepts, but other features of effective instruction using computational models need further investigation. Research Questions: 1) Is there a correlation between students' representational fluency and their ability to reason qualitatively on electric circuits? and 2) Is the quality of student-generated computational representations correlated to their conceptual understanding of electric circuits? Methodology: The study comprised two cases in which 51 sophomore-engineering students completed a voluntary assignment designed to assess their representational fluency and conceptual understanding of electric circuits. Qualitative insights from the first case informed the design of a scoring rubric that served as both the assessment and the data collection instrument. Findings: The results suggest that a multi-representational approach aimed at the construction of computational models can foster conceptual understanding of electric circuits. The number and quality of students' representations showed a positive correlation with their conceptual understanding. In particular, the quality of the computational representations was found to be highly, and significantly, correlated with the correctness of students' answers to qualitative reasoning questions. © 1963-2012 IEEE.Ítem From graduate students to faculty: Portraits of balance in the professional development plans of engineering graduate students(AMER SOC ENGINEERING EDUCATION, 2017-01-01) Ortega-Alvarez J.D.; Streveler R.A.; Fentiman A.W.; Aggarwal H.W.; Biswas S.; Coventry B.S.; Hassan A.-R.; McNamara M.L.; Smriti N.P.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosThe job of a college engineering faculty member is multifaceted. Faculty are not only expected to teach and conduct research but also to write proposals, consult, network, engage in administrative duties, and the list continues. The relative importance and time allocated to these different functions vary according to the nature and focus of the institution and the interests of the faculty. However, engineering graduate students aspiring to careers in academe are not usually trained in the multiple facets of the profession. As a result, when they become faculty members they often struggle to find ways to balance the parallel and many times competing demands of these functions. This paper examines the professional development plans of six engineering graduate students with a marked interest in an academic career. These plans are one of the major deliverables of a three-credit graduate course at a large, research-intensive unive rsity. The overarc hing goal of this course, as stated on its syllabus, is to provide students with an opportunity to learn and practice the skills that complement and enhance classroom teaching and learning in a tenure-track faculty position, either at a research-inte nsive university or at an institution that focuses on undergraduate engineering education. The research questions that orientate the study are: What do the professional development plans of engineering graduate students portray about their striving for balance in their future faculty careers? How does writing a professional development plan with expert guidance in a formal class help these students prepare for a faculty position? The analysis of students' professional development plans as qualitative artifacts, under the lens of expectations and values, reveals a wide variety of approaches to the role of faculty. Subsequent individual reflection on these plans allowed researchers to gather insights into why students chose to focus on different perspectives of the faculty job. Finally, a follow-up group conversation with the students shows that beneath these different perceptions and expectations lies the idea of balance, evolved and transformed by the discussions and activities of the course. © American Society for Engineering Education, 2017.Ítem Geometry as a tool for visual organisation and proportion in designing aesthetic and attractive products(2013-01-01) Velásquez, A.The goal of this paper is to present the teaching experiences and methodologies used in a Product Design Engineering undergraduate course called Design Project 3 (EAFIT University, Medellín - Colombia). Throughout the design process, there are some steps in which students have to make decisions for creating functional and also beautiful products. Geometric rules are applied during the drawing stages of the design process to define the visual configuration that gives order and structure to the product appearance, as well as the internal components of the mechanism, so students do not make random decisions and the configuration of functional and formal aspects of the product are correctly defined in a rational way. The size, position and space between parts are previously thought and strategically placed in the overall product shape, to obtain unity with a coherent aesthetic. Because of this, harmony, proportion, beauty and attractiveness are achieved. In this way, students feel more comfortable during the design process because the team can choose from among several proportions given to the same product. Dimensions, distances and proportions can be changed as many times as they want according to the different tools used, leading them towards a more beautiful product.Ítem Giant, A social design project: Enhancing the buying experience in high frequency stores (HFS) in bogotá(Universidad de los Andes, 2014-01-01) Zapata, J.A.; Montoya, M.V.The Product Design Engineering Department (PDED) at Universidad EAFIT in Medellin Colombia, has been working around the concept of The Bottom of the Pyramid (BoP) in the region not only for communities with low income, but also for communities with problematical social situations. In order to use design as a discipline to solve social situations, the PDED has been developing different projects with the purpose of working with students and academics from different universities around the world, having as its main objective social innovation practices. These projects are structured to contribute to the "revolution in design" teaching as proposed by Polak (2008, p74) and transform the way design is taught with the aim of educating socially conscious students. This year (2014), twenty-five participants consisting of students and academics from Universidad EAFIT and Universidad de Los Andes (Colombia), TUDelft and The University of Amsterdam (The Netherlands), and professionals from the company Solutions Group S.A (Colombia), participated in the workshop GiANT 2014. The main goal of the project was "to enhance the buying experience in high frequency stores (HFS) in Bogotá - Colombia between the owner, the buyer, the distributor and brands, aiming for a sustainability boost of the HFS sector". This paper outlines the project methodology and the results obtained in the twoweek workshop.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.