Examinando por Materia "computing"
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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 The Future of Information Technology(UNIV COOPERATIVE COLOMBIA, 2019-01-01) Lalinde-Pulido, JG; Lalinde-Pulido, JG; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesAccording to the Real Academia Espanola (RAE, 2014), information technology is defined as "a set of scientific and technical knowledge that makes possible the automatic processing of information through computers". These knowledge and techniques have made possible the development of the knowledge society, which has transformed not only the way we relate to each other, but also the way we understand the world. Why talk about the future of information technology and not the future of computing? Information technology and computing are two different ways of referring to the same concepts (RAE, 2014). In this chapter, we will reflect on the current state of information technology, the relationship between information technology and the information sciences, and explore possible future scenarios.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.; 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 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 Solving large systems of linear equations on GPUs(Springer Verlag, 2018-01-01) Llano-Ríos T.F.; Ocampo-García J.D.; Yepes-Ríos J.S.; Correa-Zabala F.J.; Trefftz C.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesGraphical Processing Units (GPUs) have become more accessible peripheral devices with great computing capacity. Moreover, GPUs can be used not only to accelerate the graphics produced by a computer but also for general purpose computing. Many researchers use this technique on their personal workstations to accelerate the execution of their programs and have often encountered that the amount of memory available on GPU cards is typically smaller than the amount of memory available on the host computer. We are interested in exploring approaches to solve problems with this restriction. Our main contribution is to devise ways in which portions of the problem can be moved to the memory of the GPU to be solved using its multiprocessing capabilities. We implemented on a GPU the Jacobi iterative method to solve systems of linear equations and report the details from the results obtained, analyzing its performance and accuracy. Our code solves a system of linear equations large enough to exceed the card’s memory, but not the host memory. Significant speedups were observed, as the execution time taken to solve each system is faster than those obtained with Intel® MKL and Eigen, libraries designed to work on CPUs. © Springer Nature Switzerland AG 2018.