Área de Sistemas de la Información y las Comunicaciones
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- PublicationUniversidad Politécnica Radiotelevisión creación y primera etapa (2000-2008)(Universidad de Córdoba, 2012) Despujol Zabala, Ignacio; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las ComunicacionesEn el artículo se trata la historia de los canales UPVRadio y Universidad Politécnica Televisión desde el año 2000 a 2008, incluyendo el proceso de estudio, diseño y puesta en marcha de ambos y una descripción de los objetivos, el modelo de gestión, la plantilla, los canales de emisión, la programación, la audiencia y las fuentes de financiación alternativa en el régimen permanente. Se comenta también la infraestructura de soporte de ambos canales, con apartados para las dependencias de la cadena, el equipamiento de la radio y el de la televisión.
- PublicationGrabación automatizada de clases magistrales: el proyecto Videoapuntes de la UPV(Servicio de Publicaciones de la Universidad e Murcia, 2014) Turró Ribalta, Carlos; Despujol Zabala, Ignacio; Busquets Mataix, Jaime Luis; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las Comunicaciones[EN] On the second half of the academic year 2011-2012, the Polytechnic University of Valencia (UPV) has developed a pilot test on automated lecture recording, called ¿Videoapuntes¿, in which high quality recordings of the lectures have been made for several courses. Then students are able to view those recordings, including video, audio and the teacher¿s computer screen through the virtual campus platform using a web interface. These recordings have been made following the guidelines of the Opencast consortium, of which UPV is member. Results of this pilot have been very positive both in teachers and students opinion, so we have developed a second phase in which we have recorded more than 800 hours on the first half of the 2012-2013 academic year and now we are currently recording around 1500 hours per period. In this paper we will present the system and the results obtained during the period of the Videoapuntes project.
- PublicationLa iniciativa UPV[X] de la Universitat Politècnica de València(2013) Despujol Zabala, Ignacio; Turró Ribalta, Carlos; Busquets Mataix, Jaime Luis; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las ComunicacionesSe describe UPV[X], la iniciativa de MOOC de la UPV, comentando las directrices para crear un curso, la plataforma upvx.es y los datos obtenidos.
- PublicationWhat Does the Data Say about Effective University Online Internships? The Universitat Politecnica de Valencia Experience Using MOOC during COVID-19 Lockdown(MDPI AG, 2022-01) Despujol Zabala, Ignacio; Castañeda, Linda; Turró Ribalta, Carlos; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las Comunicaciones; European Commission; Universitat Politècnica de València[EN] Universitat Politecnica de Valencia's students can take in-company internships during their bachelor's degrees, and, with the COVID-19 lockdown, 224 students had their internships cancelled. EdX launched a free certificate initiative for its partners, and UPV gave the possibility of using MOOCs to cover for the credit needed to graduate. We have tried to answer the question, "Is it possible to use MOOCs to replace an in-company internship in an emergency?" using Learning Analytics; 179 students chose this possibility. More than 90% of the students got their academic credit, and their satisfaction with the initiative was 4.6/5. They scored MOOCs' quality with 4/5 and the contribution of MOOCs to their careers with 3.6/5; 95% will take a MOOC, and 69.3% think it is worth paying for the certificate. The answers to the question evaluating if MOOCs had given them the same knowledge as a company internship are positive but much less conclusive, with an average of 2.87/5. We conclude that MOOCs achieved the pursued goal during the emergency. With more time for planning and extra resources for remote support, they can be a good solution in environments where online is the only choice, and they can even be used as a tool to reinforce some of the knowledge needed to be successful in a traditional internship.
- PublicationDeveloping a MOOC Initiative: lessons learnt from The Universitat Politecnica de Valencia experience(Anadolu University, 2018) Despujol Zabala, Ignacio; Castañeda Quintero, Linda; Turró Ribalta, Carlos; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las Comunicaciones[EN] Universitat Politecnica de Valencia (UPV) was the European institution with more MOOC course runs done by December 2016. This paper describes and analyses the decision-making process, and rationale of the development of this low budget real MOOC institutional initiative carried out by a traditional higher educational medium sized institution. This analysis is done using an Evaluative Research (ER) method based on an iterative approach of 6 cycles of formative evaluation. It has been a multiple stage process that includes many aspects. In this paper, we will analyze two of them: the creation, organization and management of a fast and cheap MOOC production process, including the several tools, plans, and procedures that have enabled UPV to create courses fast and with a low-cost; and the technical evolution of the initiative, with the different platforms that have been used. As a consequence of this process, UPV has its own platform (upvx.es) based on openedX and is a member of edx.org, with 50 courses, 177 editions, and more than 632.000 enrollments. The completion rate is 8.69%, and post-course surveys reveal a high level of satisfaction from students. The paper will finish addressing the challenges of making this an entirely self-sustainable initiative and reflecting about what is required for evaluating this experience globally.
- PublicationIntegración del “User Experience Questionnaire Short” en MOOCs UPV*(Editorial Universitat Politècnica de València, 2018-09-26) Sanchis Font, Rosario; Castro Bleda, María José; Turró Ribalta, Carlos; Despujol Zabala, Ignacio; Dpto. de Sistemas Informáticos y Computación; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las Comunicaciones; Escuela Técnica Superior de Ingeniería Informática; Instituto Universitario Valenciano de Investigación en Inteligencia Artificial; Universitat Politècnica de València[EN] The assessment of the learning experience of Massive Open Online Courses (MOOCs) at Universitat Polit`ecnica de Val`encia (UPV) is currently performed through a questionnaire which only evaluates the pedagogical methodology and the functionality of the platforms edX and UPVx, without registering the pleasure of the learning experience. This paper shows the integration of User eXperience (UX) perspective in this questionnaire. User perception on usability and pleasure of using the e-learning platform will be measured in order to achieve a deeper knowledge of users preferences with the ultimate goal to upgrade the UPV MOOCs. To this end, the short version of the validated UX questionnaire of Thomaschewski (2017) “User Experience Questionnaire Short” (UEQ-S) has been adapted to Spanish for UPV MOOC users in order to retrieve answers about joy of use, attractiveness, efficiency and usability of UPV MOOC platforms. In conclusion, the integration of the adapted UEQ-S within the current UPV MOOC questionnaire will provide us new data for further research on the interaction within the platform. The aim is to enhance and improve the future learning experience in UPV MOOCs in order to position them as the best global massive open online courses and UPV as the top world-wide reference in MOOCs.
- PublicationMOOCs as a massive learning resource for a Higher Education Community. The Universitat Politècnica de València experience using the EdX remote access program(Springer-Verlag, 2022-11) Despujol Zabala, Ignacio; Castañeda, Linda; Turró Ribalta, Carlos; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las Comunicaciones; European Commission; Universitat Politècnica de València[EN] During the 2020 COVID-19 lockdown, edX launched an initiative, called the Remote Access Program, to give access to free certificates for its Massive Open Online Courses (MOOCs) to the communities of its partners. This paper describes the experience of a Higher Education (HE) institution in Europe participating in this initiative as a strategic action to spread MOOCs, not just as a resource to open the university educational offer but also to improve the professional development possibilities of its community. This case study explores general data about the participation of over 7,700 people (23,4% of the Universitat Politècnica de Valencia¿s community) in these courses and data from participants (1,515) about their initiative perceptions. The data obtained evaluates how a university community integrates MOOCs into their day-to-day life under certain conditions and their perception of the quality and usefulness of the courses. Data shows most of the community did not have experience or knowledge about MOOCs (73%), they used it (they obtained 5,202 certificates, a 33% completion rate), they value the course quality (4.1/5) and are happy with the initiative (4.7/5), and they think MOOCs will be useful for their career (3.67/5) and will take more MOOCs in the future (98%, with 71% thinking it is worth paying for the certificate). These results remark the importance of thinking about MOOCs in HE Institutions not just as a punctual resource but as a strategic investment affecting the university teaching offer, the professional development of its community, and their social compromise.
- PublicationLarge scale analytics of global and regional MOOC providers: Differences in learners' demographics, preferences, and perceptions(Elsevier, 2022-01) Ruipérez-Valiente, José A.; Staubitz, Thomas; Jenner, Matt; Halawa, Sherif; Zhang, Jiayin; Despujol Zabala, Ignacio; Maldonado-Mahauad, Jorge; Montoro, German; Peffer, Melanie; Rohloff, Tobias; Lane, Jenny; Turró Ribalta, Carlos; Xitong, Li; Pérez-Sanagustín, Mar; Reich, Justin; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Área de Sistemas de la Información y las Comunicaciones; Agencia Estatal de Investigación; Agence Nationale de la Recherche, Francia; Norwegian Agency for Development Cooperation; Fundació Bancària Caixa d'Estalvis i Pensions de Barcelona[EN] Massive Open Online Courses (MOOCs) remarkably attracted global media attention, but the spotlight has been concentrated on a handful of English-language providers. While Coursera, edX, Udacity, and FutureLearn received most of the attention and scrutiny, an entirely new ecosystem of local MOOC providers was growing in parallel. This ecosystem is harder to study than the major players: they are spread around the world, have less staff devoted to maintaining research data, and operate in multiple languages with university and corporate regional partners. To better understand how online learning opportunities are expanding through this regional MOOC ecosystem, we created a research partnership among 15 different MOOC providers from nine countries. We gathered data from over eight million learners in six thousand MOOCs, and we conducted a large-scale survey with more than 10 thousand participants. From our analysis, we argue that these regional providers may be better positioned to meet the goals of expanding access to higher education in their regions than the better-known global providers. To make this claim we highlight three trends: first, regional providers attract a larger local population with more inclusive demographic profiles; second, students predominantly choose their courses based on topical interest, and regional providers do a better job at catering to those needs; and third, many students feel more at ease learning from institutions they already know and have references from. Our work raises the importance of local education in the global MOOC ecosystem, while calling for additional research and conversations across the diversity of MOOC providers.
- PublicationDel MOOC al SPOC. Una experiencia para el aprendizaje líquido de la Química básica(Editorial Universitat Politècnica de València, 2015-07-10) Pardo Vicente, María Teresa; Llorens Molina, Juan Antonio; Morera Bertomeu, Isabel María; Gómez Benito, Carmen; Despujol Zabala, Ignacio; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Dpto. de Química; Área de Sistemas de la Información y las Comunicaciones; Escuela Politécnica Superior de Gandia; Instituto de Investigación para la Gestión Integrada de Zonas Costeras[EN] The introduction of Information and Communication Technologies (ICT) means an undeniable and irreversible change of educational paradigm offering alternatives for attending teaching which are reflected in teachinglearning process. The teacher should compete with many technologies presenting different options for students’ formation. The open and participative courses favor the relationship and make feasible the communication. The Higher Education requires new models which allow training people able to adapt and survive in changing environments. From this point of view, it is said of liquid education or learning, appropriate to our times. It is based on the use of technologies and the adaptation of knowledge to people. It is about an education according to circumstances, which is adapted to context and virtual behavior of people. This communication shows a model of liquid learning for basic chemistry, an SPOC (Small Private On line Course) aimed at a more reduced public than the MOOCs. It is progressive and personalized, with instantaneous feedback. The reasons leading teachers to design this sort of initiative have been described, the same way that the content analysis and the authors’ workload.
- PublicationNavegación Basada en Prestaciones: Aprendizaje Basado en Proyectos para estudiantes de Aeronavegación(Editorial Universitat Politècnica de València, 2021-09-28) Cuenca Gotor, Vanesa Paula; Yuste Pérez, Pedro; Vila Carbó, Juan Antonio; Despujol Zabala, Ignacio; Monsoriu Serra, Juan Antonio; Dpto. de Física Aplicada; Dpto. de Informática de Sistemas y Computadores; Instituto Universitario de Tecnologías de la Información y Comunicaciones; Dpto. de Ingeniería de la Construcción y de Proyectos de Ingeniería Civil; Escuela Técnica Superior de Ingeniería del Diseño; Instituto de Diseño para la Fabricación y Producción Automatizada; Instituto Universitario de Automática e Informática Industrial; Área de Sistemas de la Información y las Comunicaciones; Centro de Tecnologías Físicas: Acústica, Materiales y Astrofísica; Universitat Politècnica de València[EN] In aerospace engineering, motivation is considered a critical factor in the teaching-learning process, especially due to the difficulty of the subjects taught. Active methodologies, focused on student learning, can increase students' motivation and enhance their learning, helping them to persevere through a challenging workload. Previous studies have shown how the implementation of the Project-Based Learning methodology as a working tool in various disciplines is motivating and facilitates the integration of subjects and their permanence in student learning. In this work, the planning and development of this methodology in various subjects of Air Navigation Specific Technology is exposed, integrating the tasks that must be carried out in the different subjects, in lines of action with a common purpose: the development of the project of an airport according to its infrastructures and associated procedures.