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Ítem Adaptive LAMDA applied to identify and regulate a process with variable dead time(Institute of Electrical and Electronics Engineers Inc., 2020-01-01) Morales L.; Pozo D.; Aguilar J.; Rosales A.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesIn this paper, an adaptive intelligent controller based on the fuzzy algorithm called LAMDA (Learning Algorithm for Multivariable Data Analysis) is presented in order to identify and regulate a process with variable dead time. The original algorithm has been used for supervised and unsupervised learning, whose main field of application is the identification of functional states of the systems. In this work a modification of LAMDA has been implemented which is capable of online learning using hybrid techniques. The proposal consists of two stages: training stage to learn about the unknown plant in order to establish initial parameters to the controller, and a second phase, called application, in which the control strategy is updated using online learning. The proposed method is tested in the control objective of regulation of a process with variable dead time, to analyze the viability of its utilization in these types of systems in which their dynamics are variable and unknown. © 2020 IEEE.Ítem Children's University: a Question Pedagogy?(Universidad EAFIT, 2009-11-01) Saldarriaga, Pilar Posada; Equipo Universidad de los niñosÍtem CME – A web application framework learning technique based on concerns, micro-learning and examples(SPRINGER, 2018-01-01) Correa, D.; Isaza, F.A.; Mazo, R.; Giraldo, G.L.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesNowadays the use of Web Application Frameworks has been the default choice to develop software applications inside the web domain. These frameworks provide many benefits such as: faster development, enhanced security, and clearer structure of code. However, web application frameworks have a high learning curve and each time someone wants to learn a framework, a recurrent question arises: How to reduce that learning curve and be able to use a new web application framework in a short time? Several learning techniques have been used in the context of frameworks; for instance, example-based learning, tutorials, cookbooks, and tools. Nevertheless, those approaches have their own limitations and the question about what is the best way to learn soon those frameworks remains open. In this paper, we introduce a new web application framework learning technique called CME (Concerns, Micro-learning and Examples). This technique defines a customized learning path that a novice developer should follow to learn to use a web application framework. The learning path was built as a mix of concerns, micro-learning and example-based learning concepts. To validate this technique, we carry out a quasi-experiment about a web application framework learning and the development of small web applications with: (i) the use of CME and (ii) the use of a cookbook. The quasi-experiment results showed preliminary evidence that when using CME, novice developers become more operational to develop small web applications in a reduced period of time compared with the use of a cookbook. © Springer International Publishing AG, part of Springer Nature 2018.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 Descubre tu entorno con esta guía de observación de flores y polinizadores(Universidad EAFIT, 2023-03-27) Cepeda Zúñiga, Daniela; Galvis Bravo, Susana; Patiño Orozco,Agustín; Arango Hurtado, Carolina; Universidad EAFIT¿Conoces las flores que hay cerca de tu casa o en tu barrio?, ¿a qué huelen?, ¿qué animales has visto visitando las flores? Utiliza esta guía de observación de flores y polinizadores, elaborada en el proyecto “Ciencia entre montañas”, y explora tu entorno para descubrir todo lo que la naturaleza nos enseña.Ítem Design and implementation of a low-cost projected virtual reality system to support learning processes(Springer Verlag, 2011-01-01) Gómez, R.; Trefftz, H.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesVirtual Reality technologies have been successfully incorporated into the learning processes and potential new applications in education are explored continuously. We found that one of the difficulties to popularize its use in the educational context, in countries with emerging and developing economies, is the cost of hardware required to generate satisfactory immersive experience. In this work we considered virtual reality from the perspective of human-computer interaction to support learning processes. The characteristics of low-cost projected virtual reality system (PVR) proposed, combines study and integration of available technology solutions, the development of an image synchronization routine that enables the use of a single video projector and the design of a printable pattern that preserve the state of polarization on the projection screen. © 2011 Springer-Verlag.Ítem An Encounter in Three Movements(Universidad EAFIT, 2009-11-01) Uribe Dorado, José Ignacio; Equipo Universidad de los niñosÍtem An Entropy-Based Graph Construction Method for Representing and Clustering Biological Data(SPRINGER, 2019-10-01) Ariza-Jiménez L.; Pinel N.; Villa L.F.; Quintero O.L.; Universidad EAFIT. Departamento de Ciencias; Biodiversidad, Evolución y ConservaciónUnsupervised learning methods are commonly used to perform the non-trivial task of uncovering structure in biological data. However, conventional approaches rely on methods that make assumptions about data distribution and reduce the dimensionality of the input data. Here we propose the incorporation of entropy related measures into the process of constructing graph-based representations for biological datasets in order to uncover their inner structure. Experimental results demonstrated the potential of the proposed entropy-based graph data representation to cope with biological applications related to unsupervised learning problems, such as metagenomic binning and neuronal spike sorting, in which it is necessary to organize data into unknown and meaningful groups. © 2020, Springer Nature Switzerland AG.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 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 Play as a Way to Learn and Have Fun(Universidad EAFIT, 2014-11-01) Equipo Universidad de los niños; Equipo Universidad de los niñosÍtem A Question Fisher(Universidad EAFIT, 2008-11-01) Equipo Universidad de los niños; Equipo Universidad de los niñosÍtem Rebellion against Pavement: the Network of Gardeners in Medellin(Universidad EAFIT, 2018-11-01) Giraldo Cerón, Andrés Felipe; Equipo Universidad de los niñosÍtem Science Projects: a Space for Debate and Knowledge Construction(Universidad EAFIT, 2015-11-01) Suárez Giraldo, Wilder Fernando; ColaboradorÍtem 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 A Way to Approach Knowledge(Universidad EAFIT, 2014-11-01) Equipo Universidad de los niños; Equipo Universidad de los niños