Examinando por Materia "education"
Mostrando 1 - 20 de 30
Resultados por página
Opciones de ordenación
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 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 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 Comprehension through Lived Experience(Universidad EAFIT, 2015-11-01) González Cortes, Ana María; Equipo Universidad de los niñosÍtem La Corporalidad, un asunto para pensar en la organización(Universidad EAFIT, 01/06/2005) Ricardo Castaño Gaviria; Universidad EAFITÍtem 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 Didactic material to raise awareness in the community about seismic risk. Application for the Aburrá Valley Metropolitan Area (AMVA)(Universidad EAFIT, 2022) Acevedo, Ana Beatriz; Yepes-Estrada, Catalina; Castañeda, Orly; Ramírez, Olga; Parra, Alejandra; Universidad EAFITThe document is the result of collaborative effort between the GEM Foundation, the Metropolitan Administration of the Valley of Aburrá (AMVA) and its Early Warning System project for Medellín and the Valley of Aburrá - SIATA, and EAFIT University. The aim of the report is to create educational material to raise awareness about seismic risk to support those responsible for communicating this issue to different societal groups. The target audience ranges from students at various educational levels to the general public, including personnel involved in disaster risk planning, reduction, and mitigation activities.Ítem 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 de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesDistance 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.Ítem El futuro de los humanismos en la administración(Universidad EAFIT, 15/06/2008) Rodrigo Muñoz Grisales; Universidad EAFITÍtem 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 Innovación educativa, en el centro de Imaginar Futuros(Universidad EAFIT, 2023-03-27) Peña, Pompilio; Universidad EAFITEl Laboratorio de Futuros de la Universidad EAFIT ha transformado los ambientes de aprendizaje de cientos de instituciones de educación básica y media en el país. En la actualidad, es un soporte del Ministerio de Educación de Colombia, con el que sigue desarrollando avances por un aprendizaje más acorde con el mundo contemporáneo.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 International Guests: Opening Pathways and Weaving Nets(Universidad EAFIT, 2010-11-01) Universidad de los niños; Modesto Tamez; Jorge Wagensberg; Equipo Universidad de los niñosÍtem Interview(Universidad EAFIT, 2009-11-01) Equipo Universidad de los niños; Equipo Universidad de los niñosÍtem La Lógica de las Sirenas. (O sobre el uso de los nuevos vocabularios institucionales y, en particular, educativos)(Universidad EAFIT, 01/12/2004) Mauricio Vélez Upegui; Universidad EAFITÍtem Pretextos, una 'acupuntura pedagógica'(Universidad EAFIT, 2024-08-23) Sommer, Doris; Mena-Rodríguez, Victoria Eugenia; Universidad EAFITÍtem Reflections on How to Address Questions(Universidad EAFIT, 2009-11-01) Velásquez Prieto, Daniel; ColaboradorÍtem The role of education in economic growth: theory, history and current returns(Taylor & Francis Group, 2013) Breton, Theodore R.; Departamento de Economía, Universidad EAFIT, Colombia; Escuela de Economía y Finanzas; Economía; Estudios en Economía y EmpresaThe paper examines the role of education in economic growth from a theoretical and historic perspective, addresses why education has been the limiting factor determining growth, discusses why certain countries have provided education to the masses and others have not, provides estimates of the quantitative importance of the direct and the indirect effects of education on the economy, calculates the marginal national return on investment for 60 countries, and examines the implications of these results for government policy.Ítem Schooling and National Income: How Large Are the Externalities?(Routledge, 2010) Breton, Theodore R.; Universidad EAFIT, Escuela de Economía y Finanzas, Departamento de Economía, Medellín, Colombia.; Escuela de Economía y Finanzas; Economía; Estudios en Economía y EmpresaThis paper uses a new data‐set for cumulative national investment in formal schooling and a new instrument for schooling to estimate the national return on investment in 61 countries. These estimates are combined with data on the private rate of return on investment in schooling to estimate the external rate of return. In 1990 the external rate of return ranged from 10% in high‐income countries to over 50% in the lowest‐income countries. The external benefits of schooling are about equal to the private benefits in high‐income countries and three times the private benefits in the lowest‐income countries.