Material investigación. Editorial UPV
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La comunicación de los resultados de investigación es una misión fundamental para las universidades y así se manifiesta en las distintas colecciones en las que la Editorial de la Universitat Politècnica de València: selecciona y difunde contenidos que han pasado por un flujo de edición normalizado, respondiendo a la responsabilidad de la comunicación científica.
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- PublicationActive learning and social commitment projects as a teaching-learning intervention in engineering degrees(Editorial Universitat Politècnica de València, 2019-07-05) Pernía-Espinoza, Alpha; Sanz-Garcia, Andres; Martinez-de-Pison-Ascacibar, F. Javier; Peciña-Marqueta, Sergio; Blanco-Fernandez, Julio; Academy of Finland[EN] The purpose of universities, apart from produce qualified professionals with problem-solving capabilities and soft-skills, should be to develop the social responsibility sense on their students. In this context, our proposal combines project based learning (PBL) and service based learning (SBL) along with gamming and the use of open-source machines, with the aim to increase student’s motivation and their social commitment with an affordable budget. The strategy, from now on named OS-PBL-SR (Open-Source-based PBL projects with Social Responsibility), mainly includes three important aspects: (i) assignment with projects orientated towards a social benefit; (ii) development of the projects using open-source Do It Yourself desktop machines (DIY-DkM); and (iii) include gamming in the evaluation method. The strategy was applied in the subject Manufacturing Technology but it might be easily exportable to other technical subjects. The results from the last academic year are presented. Also, a new OS-PBL-SR proposal aimed to the design and fabrication of autonomy-oriented products for people in a dependency situation is presented. The results showed the beneficial impact on undergraduate students by keeping high levels of motivation reflected on excellent success rates and scores. In addition, essential advantages in the use of DIY-DkM were found regarding the implementation of this kind of PBL strategy.
- PublicationAssessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees(Editorial Universitat Politècnica de València, 2017-06-26) Pernía-Espinoza, Alpha; Sodupe-Ortega, Enrique; Martinez-de-Pison-Ascacibar, Fco. Javier; Urraca-Valle, Ruben; Antoñanzas-Torres, Javier; Sanz-García, Andres; Universidad de La Rioja; Fundación Banco Santander; Academy of Finland[EN] An assessment program to evaluate microproject-based teaching/learning (MicroPBL) methodology on the technical subject ‘Manufacturing Technology’ was implemented for four consecutive academic years. Students from three different engineering degrees were involved providing feedback through different surveys that allowed us to perform a proper evaluation. More specifically, students’ surveys were anonymous after each academic year, except the last one, in which non-anonymous pre and post-surveys were conducted. The surveys were meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic competences (using questions concerning soft-skills). We also checked the students’ satisfaction with the methodology and with the signature in general. Using non-anonymous surveys allowed us to correlate results with the student’s final scores. Students’ self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average of the subject’s final score from student’s perception was slightly higher than the actual value. Student’s self-perception on soft-skills was also increased at the end of the course. The MicroPBL methodology demonstrated beneficial for the case of this technical subject as it maintained high motivation levels in students, which were directly related to students’ success rates and final scores.
- PublicationMakerspaces in Higher Education: the UR-Maker experience at the University of La Rioja(Editorial Universitat Politècnica de València, 2017-06-26) Pernía-Espinoza, Alpha; Sodupe-Ortega, Enrique; Peciña-Marqueta, Sergio; Martínez-Bañares, Sergio; Sanz-Garcia, Andres; Blanco-Fernandez, Julio; Academy of Finland[EN] According to the CDIO (Conceive-Design-Implement-Operate) Syllabus, apart from technical knowledge, labour markets are demanding engineers with personal, interpersonal and system building skills. The current educational system, however, is based on teaching theoretical concepts rather than on practical activities. Makerspaces could become a bridge between universities and industry, particularly in STEM (Science, Technology, Engineering and Math) carriers. Makerspaces, also known as hackerspaces, hack labs and fab labs, are open-access spaces where a community shares tools, machines and knowledge in order to implement an idea. This communication reviews the makerspaces at the world’s top 10 engineering universities and three of the most recognized in Spain. The qualitative data was collected through the universities’ websites. We observed that most of the reviewed universities have outstanding makerspaces for engineering students, generally open to the entire university community. In Spain, the ‘Maker UPV’ was found exceptionally successful in activities and projects performed in spite of their lack of material resources. Lastly, the authors describe their experience implementing a campus makerspace at the University of La Rioja, sharing interesting information about the organization, budget, funding and activities.
- PublicationValidation of GNSS-based reference point monitoring of the VGOS VLBI telescope at Metsähovi(Editorial Universitat Politècnica de València, 2023-01-27) Kallio, Ulla; Eskelinen, Joona; Jokela, Jorma; Koivula, Hannu; Marila, Simo; Näränen, Jyri; Poutanen, Markku; Raja-Halli, Arttu; Rouhiainen, Paavo; Suurmäki, Heli; European Commission; Academy of Finland[EN] VLBI telescope reference point, the closest point in the telescope primary axis from the secondary axis, is typically determined indirectly by observation of points co-rotating with the telescope. We have previously measured telescope reference point indirectly with two GPS-antennas attached on the edge of the dish of the Aalto University Metsähovi radio telescope in 2008-2015. Now we have applied the same technique to the new VGOS-telescope of the FGI Metsähovi geodetic research station. The reference point of the VGOS antenna was estimated using post-processed trajectory coordinates of two GNSS antennas. The antennas are attached on the edge of the radio telescope dish with gimbals where a counterweight with shock absorber act as compensators to ensure zenith pointing at all telescope elevation angles. In addition, spherical prisms are attached to the structure of the telescope for tachymetric reference point determination. One purpose of this study is to evaluate the limit values and uncertainties of the compensator assembly by simulations and precise tachymeter measurements. To ensure that the compensation error is nearly constant or can be modelled, we have measured the residual tilt of the GNSS antennas with different VLBI antenna elevations. The results indicate a need to apply the corrections or to improve the compensator design. We aim to improve the counterweight and dampening so that no extra model corrections to trajectory coordinates are needed. For final assurance of our GNSS-based reference point monitoring performance, we have compared the reference point coordinates determined by simultaneous tachymetric and GNSS data. Our results and simulations showed that, with a small compensation error, the influence on reference point coordinates is marginal but the axis offset will be compromised, provided that the compensating angle bias is nearly constant. Preliminary reference point estimates show a rather good agreement of simultaneous GNSS-based and tachymetric reference points. The final results will be achieved as part of the 18SIB01 EMPIR GeoMetre project, funded from the EMPIR programme and co-financed by the Participating States and from the European Union’s Horizon 2020 research and innovation programme.