Educación en ingeniería
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Improving and Assessing Self-Awareness of Undergraduate Mechanical Engineering Students: A Case Study from Chile
International Journal of Engineering Education (2023)
R. Pascual (1) , .A. Pucheu (2) , N. Bravo (3) , C. Quiñones (3) and J. Ross (3)
(1) Mechanical Engineering Department, Universidad de Chile, Av. Beauchef 851, Chile. E-mail: rpascual@uchile.cl
(2) Psychology School, Universidad de los Andes, Chile. E-mail: apucheu@uandes.cl
(3) Teaching and Learning Center (A2IC), School of Engineering and Science, Universidad de Chile. E-mail: nicolas.bravo@uchile.cl
www.ijee.ie/contents/c390423.html
The Covid-19 pandemic, the rise of artificial intelligence and major societal changes have meant disruptive changes in how to achieve education everywhere and at all educational levels. Increasing uncertainty and complexity motivate a reevaluation of the role of engineers in the future society and what skills will matter more in the work market and society. Such a context has inspired and/or forced a series of changes in active learning strategies. This paper describes a course-level learning hybrid methodology that has been implemented in a mechanical-engineering curriculum. The methodology combines concepts from three bodies of knowledge: cultural materialism, social cognitive learning, and transactional distance theory. A blend of activities is proposed to enhance the active learning of students. Through in-class collaborative problem solving, the provision of spaces for reflection and exploration of self-awareness, and a project work that culminates with an open seminar, the aim is to develop technical and the so-called XXI century skills, in particular, self-awareness skills. Such an approach would better prepare students for the ongoing uncertainties and future professional and interpersonal situations. The case study shows promising results that have been documented through self-perception and self-efficacy surveys from students and alumni. The proposed method helped students to achieve the learning outcomes of the course, increased their engagement, and allowed them to exercise their self-awareness as a complement to their development of technical skills. Keywords: transactional distance; social cognitive theory; active learning; 21st century skills; self-awareness
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Flexible tactics to face covid-19 and the social outbreak in Chile
Rodrigo Pascual, Nicolas Bravo, Catalina Quiñones
17th International CDIO Conference
hosted online by Chulalongkorn University & Rajamangala University of Technology
Thanyaburi, Bangkok, Thailand, June 21-23, 2021.
ABSTRACT
The Covid-19 pandemic can be considered as one of the largest world crises in the last 100 years. Its effects are observed in many fields, and tertiary education is no exception. In Chile, its impact has been exacerbated by an ongoing social outbreak since October 2019. This context motivated huge changes in the way engineering courses are taught and how learning is achieved and assessed. The situation is causing difficulties to students and teachers, that, still, manage to overcome them and advance in the teaching-learning processes. This article describes a set of flexible tactics implemented to manage the general context existent during the first term of 2020 at the School of Engineering and Science of Universidad de Chile. We provide testimony of the situation we faced and guidance for similar courses in the near future. The case study corresponds to a compulsory course in the Mechanical-Engineering curriculum. Restricted evidence (self-perception surveys of 24 students) supports effective delivery through increased flexibility in the use of teaching-learning and assessment tools and frequent monitoring of student’s attitudes and perceptions. Evidence supports the achievement of the course learning goals. Lessons learned helped designing a new version, still in online mode.
KEYWORDS
Covid-19, Chilean social outbreak 2019, emergency remote teaching, online learning, active learning
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Application of Microlearning Activities to Improve Engineering Students’ Self-Awareness
International Journal of Engineering Education
Vol. 37, No. 3, pp. 576–584, 2021
R. Pascual, E. Blanco, P. Viveros, F. Kristjanpoller
Abstract
The development of skills for life and career (SLC) is a subject that has been extensively discussed in the literature. Yet, its implementation in the engineering curricula is only at a starting point. Accelerated technological advances and major changes in the future labor market are important drivers for the exploration of how to develop SLC. Such a context offers novel challenges for engineering education. This article describes an initiative in a Mechanical Engineering program. The methodology is centered in developing students’ self-awareness using time-effective microlearning activities in a course at the end of the program. Results show a significant increase in self-awareness indicators. The approach can be easily extended to explore other SLC beyond self-awareness.
Keywords: self-awareness, skills for life and career, micro-learning
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Habilidades para la vida y el trabajo
Rodrigo Pascual, Patricio Lillo, Alejandra Sánchez y Andrés Pucheu
Conferencia SOCHEDI, Santiago, octubre 2017.
Abstract
El desarrollo de habilidades para la vida en el siglo XXI es un tema importante que ha sido discutido extensamente en la literatura. Aun así, su implementación en los programas educativos en ingeniería está recién en sus inicios. La aceleración en el avance tecnológico y los cambios sociales que conlleva, obliga a explorar el desarrollo de habilidades Para la Vida y el Trabajo (PVYT). Ello aplica especialmente en la industria minera, que, por sus especiales condiciones socio-laborales (faenas lejanas a centros urbanos, muy alta tecnología, riesgos ocupacionales acrecentados), ofrece desafíos adicionales y cruciales en la formación de nuevos ingenieros especialistas. Este artículo describe una iniciativa dentro del programa de ingeniería de minería de la PUC. La metodología propuesta fomenta tres habilidades en particular: autoconocimiento (self-awareness), comunicación efectiva y pensamiento crítico. El estudio de caso se inscribe dentro de un curso mínimo del programa de ingeniería de minería. Los resultados indican un efectivo crecimiento en la percepción de autoconocimiento, aumento en la capacidad de comunicación efectiva y promoción del pensamiento crítico en relación a las competencias profesionales que son el foco del estudio de caso.
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A flow-based approach to authentic learning in social-oriented teaching
43rd Annual SEFI Conference June 29 -July 2, 2015 Orléans, France
R. Pascual, P. Hammar Andersson
Keywords: University-industry: Cooperation and inspiration, Curriculum development
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Fast-track On-site Project Delivery: A Flow Based Approach to Learning
Active Learning in Engineering Education Workshop, Caixas, Brasil, 20-22th January, 2014
Rodrigo Pascual Jiménez
Mining Engineering Department, Pontificia Universidad Católica de Chile, rpascual@ing.puc.cl
Pernille Hammar Andersson
LearningLab DTU, Technical University of Denmark, Denmark, pea@llab.dtu.dk
Abstract
This paper elaborates upon how flow theory pared with active learning methods and with a conscious attempt by the teacher to create a learning environment, which also takes into account the emotional aspects of learning and meta-cognitive processes to enhance student motivation and learning outcome. The hypothesis is that if flow can be created through the teaching activities in a university course, new possibilities emerge to support the students to discover their full potential as individuals and learners. We present a case study that exploits flow theory in a fifth-year course in a mining engineering program centered on the delivery of a project developed inside a company in a very short time. A survey has been conducted among the students in the course where they have rated their experienced emotional states with respect to the flow. Interesting results indicates a profound and enduring impact on students learning specially in the active learning parts of the course.
Keywords
Flow in learning processes, Project cooperation with industry, Active learning to prepare for generic competences, Intrinsic motivation, Self-actualization
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Facilitating Student Motivation in engineering Education through Active Learning Methods
Active Learning in Engineering Education Workshop, ALE2012 Copenhagen, Denmark, 20-22th June, 2012
Rodrigo Pascual Jiménez
Mining Engineering Department, Pontificia Universidad Católica de Chile, rpascual@ing.puc.cl
Pernille Hammar Andersson
LearningLab DTU, Technical University of Denmark, Denmark, pea@llab.dtu.dk
Today the issue of providing effective education systems and motivate young people for entering higher education is crucial to be able to handle a more complex and global interconnected world with new challenges to meet and new problems to solve. Engineers are considered to have a key role in meeting many of these challenges. Thus, motivation as a driving force for learning, personal and professional development is important work with in Engineering Education. What motivates students and why, are there as many answers to as there are individuals. Still, due to different theories there seems to be some common prerequisites and traits in motivation. One of the foundations for motivation is the driving force to develop our identity and to fulfill our potentials. Hence, learning and personal development seems to be one of the basic human driving forces. Education and learning consequently ought to be one of the easiest activities to facilitate and still there are many challenges in education related to motivation and academic success. This paper explores how active learning can be used to facilitate motivation as a driving force for academic performance among students in Engineering Education. Being a work in progress, we report initial results from case study in Chile. Those initial results show that students’ engagement in the course is high, even if it is perceived as a highly demanding course, building on active learning methods.
Keywords - Student motivation, communities of practice, learning communities, industry cooperation, interaction students, faculty and industry, bridging the gap industry and university,
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CLOSING THE GAP UNIVERSITY-INDUSTRY BY USING ACTIVE LEARNING AND PROBLEM BASED LEARNING PROGRAMS IN ENGINEERING EDUCATION
Active Learning in Engineering Education Workshop, ALE2011: Sustaining Active Learning
Santiago, Chile, January 10-12, 2011
Rodrigo Pascual1, Judith Scheele2
1 Centro de Minería, Pontificia Universidad Católica de Chile,
rpascual@ing.puc.cl
2 Centro de Políticas Comparadas de Educación
judith.scheele@cpce.cl
Abstract
This paper focuses on alternative learning methods such as active learning and project based learning as a way to enhance cooperation between academia and industry and promote graduates’ employability. It provides a framework for policymakers and academics who aim to reform traditional engineering education programs, improving their alignment with industry´s needs by describing the characteristics, objectives and advantages of these educational models as well as the challenges of implementing them. Based on an international literature review, the analysis draws on a case study of the mining engineering program at the Pontifical Catholic University of Chile.
Key words: Gap University-Industry, Active Learning, PBL programs, Engineering Education
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Enhancing project-oriented learning by joining communities of practice and opening spaces for relatedness
European Journal of Engineering Education, 35(1), 3-6, 2010
R. Pascual
Centro de Mineria P. Universidad Catolica de Chile
Vicuña Mackenna 4860, Santiago
Abstract
This article describes an extension to project-oriented Learning to increase social construction of knowledge and learning. The focus is on: (a) maximizing opportunities for students to share their knowledge with practitioners by joining communities of practice, and (b) increasing their intrinsic motivation by creating conditions for student’s relatedness. The case study considers a last year capstone course in Mechanical Engineering. The work addresses innovative practices of Active Learning and beyond project-oriented learning through: (a) the development of a Web-based Decision Support System, (b) meetings between the communities of students, maintenance engineers and academics, and (c) new off-campus group instances. The author hypothesizes that this multi-modal approach increases deep learning and social impact of the educational process. Surveys to the actors support a successful achievement of the educational goals. The methodology can easily be extended to further improve the learning process.
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Education in Engineering Asset Management – current trends and challenges
M.R.Hodkiewicz
School of Mechanical Engineering
University of Western Australia
R.Pascual
Mechanical Engineering Department
Universidad de Chile
International Physical Asset Management Conference, Iran, August 2006.
Abstract
Engineering Asset Management (EAM) is an emerging inter-disciplinary field that combines technical issues of asset reliability, safety and performance with financial and managerial requirements. Asset owners are increasingly focused on improving competitive advantage but are handicapped by lack of technical and managerial skills and processes specific to EAM at all levels of their organization. This paper provides an overview of the dynamic processes shaping EAM in the last two years and identifies current trends. Asset Owners are shaping the future of education programs in EAM by (1) determining the body of knowledge and associated competencies, (2) recognizing the need for continuous learning in this dynamic field for personnel at all levels and across different functional groups in organisations, and (3) requiring the use of systematic, data-driven, life-cycle and risk-based decision-making to improve competitive advantage.
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Experiential Learning Strategies in a Mechanical
Engineering Senior Course
Sixth International Workshop on Active Learning in Engineering Education
June 7-9, 2006, Monterrey, Mexico
R. Pascual
Mechanical Engineering Department, Universidad de Chile
Beauchef 850, Santiago, Chile
rpascual@ing.uchile.cl
R. Uribe
Engineering School, Universidad de Chile
Beauchef 850, Santiago, Chile
rouribe@ing.uchile.cl
Abstract
This article presents an approach to enhance active and collaborative learning spaces in engineering education. The proposed strategy is a result of reflective observation of the stated output competencies and past experience. As a consequence, the course program has been reoriented to achieve the intended outcomes, in a framework of methodological strategies. The proposed methodology is focused on a group-based design project whose goal is, in our case study, to design strategies to managecritical production equipments of actual production plants. This approach includes the blend of several support techniques like: problem-solving centred classroom sessions, cutting edge research homework directly related to the real needs of the visited plants, oral presentations before classmates and external experts, extensive use of information and communication technologies (ICT), and development of concept maps.
The methodology develops skills which are pertinent to new engineers in a professional environment such as: objective decision-making, team working, autonomous learning, conflict handling, and presentation and defence of initiatives. Working with several companies allows students to better understand industrial needs and constraints. The whole learning process effectively supports contextualization of concepts discussed in the classroom and provides an appropriate environment for meaningful learning. The initiatives were assessed through surveys completed by the key players in the process: students, maintenance engineers of the plants under analysis, and external experts. Results show that the application of the approach presented here is successful according to selected criteria.
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El Método Proyecto: una estrategia en la Enseñanza de Ingeniería Civil Mecánica
Conferencia SOCHEDI, Pucón, octubre 2005
R. Pascual
Departamento de Ingeniería Mecánica, Universidad de Chile
Beauchef 850, Santiago, rpascual@ing.uchile.cl
R. Uribe
Escuela de Ingeniería, Universidad de Chile
Beauchef 850, Santiago, rouribe@ing.uchile.cl
Resumen
Este trabajo presenta la aplicación y evaluación del método proyecto (MP), en un curso de especialidad de la carrera de Ingeniería Civil Mecánica. Esta metodología permitió desarrollar habilidades pertinentes y significativas para los ingenieros en formación tales como: toma de decisiones, trabajo en equipo, presentar y defender ideas, aprendizaje autónomo, manejo de conflictos, entre otros. La evaluación de la iniciativa fue medida a través de una encuesta de satisfacción a los alumnos y una evaluación de los ingenieros responsables del mantenimiento en las empresas analizadas en el proyecto. Los resultados muestran que la experiencia fue exitosa pues el aprendizaje logrado fue de carácter significativo.