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Enric Marti; Debora Gil; Marc Vivet; Carme Julia |
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Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Gráficos por Computador |
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2008 |
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VIII Jornada sobre Aprendizaje Cooperativo, I Jornada sobre innovacion Docente |
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IAM;ADAS; |
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IAM @ iam @ MRG2008b |
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1600 |
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Author |
Enric Marti; G.Estape; S.Fernandez |
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Bluestar: Diseño e implementación de una aplicación para la visualización interactiva en 3D de funciones reales como herramienta de aprendizaje |
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2008 |
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V Congreso Internacional Docencia Universitaria e Innovación |
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IAM @ iam @ MEF2008 |
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1590 |
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Author |
Enric Marti; Jaume Rocarias; Ricardo Toledo |
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Caronte: gestión flexible de grupos de alumnos en asignaturas de universidad y actividades sobre estos grupos |
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2008 |
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Nueva actividad de control, MoodleMoot 2008 |
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Barcelona |
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IAM;RV;ADAS |
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IAM @ iam @ MRT2008b |
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1618 |
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Enric Marti; Jaume Rocarias; Debora Gil; Marc Vivet; Carme Julia |
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Title |
Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Graficos por Computador |
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Miscellaneous |
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2008 |
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Octava Jornada sobre Aprendizaje Cooperativo |
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79–88 |
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En esta comunicación presentamos una experiencia en Aprendizaje Basado en Proyectos (Project
Based Learning – PBL) realizada los últimos cuatro años (cursos del 2004-05 al 2007-08) en Gráficos
por Computador 2, asignatura optativa de tercer curso de Ingeniería Informática, titulación impartida
en la Escuela Técnica Superior de Ingeniería (ETSE) de la Universidad Autónoma de Barcelona
(UAB).
Fruto de la constante voluntad de mejora de la organización ABP de nuestra asignatura nos decidimos
a utilizar una herramienta LMS (Learning Management System) basada en Moodle y adaptada por
nosotros llamada Caronte para poder gestionar la documentación generada en ABP, y añadir una
componente semipresencial a la asignatura.
En primer lugar se presenta la organización de nuestra asignatura, basada proponer al alumno dos
itinerarios para cursarla: el itinerario ABP y el itinerario basado en clases magistrales i examen que
llamaremos TPPE (Teoría, Problemas, Prácticas, Examen). La dinámica ABP nos genera una cantidad
importante de documentación entre los grupos y el profesor, aparte de el feedback que el profesor
genera a los alumnos.
En la segunda parte del artículo presentamos los espacios docentes electrónicos de ambos itinerarios,
con los que trabajan los alumnos.
Finalmente, mostramos los resultados obtenidos de alumnos matriculados y de encuestas de valoración
realizados por los alumnos para finalmente exponer las conclusiones de estos cuatro años de
experiencia en ABP y en el uso de recursos virtuales en ABP, así como plantear mejoras y temas de
discusión sobre ABP. |
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978-84-691-4605-7 |
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IAM;ADAS; |
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IAM @ iam @ MRG2008a |
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1101 |
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Author |
Enric Marti; Jaume Rocarias; Petia Radeva; Ricardo Toledo; Jordi Vitria |
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Title |
Caronte: diseño, implementación y mejora de actividades de evaluación y primeras experiencias en asignaturas |
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2008 |
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IAM;RV;OR;MILAB;ADAS;MV |
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IAM @ iam @ MRR2008 |
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1612 |
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Author |
Enric Marti; Jordi Rocarias; Ricardo Toledo |
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Caront: gestió flexible de grups d’alumnes en una asignatura i activitats sobre grups. Nova activitat de control |
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2008 |
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V Jornades d’Innovació Docent |
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IAM;RV;CIC;ADAS |
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IAM @ iam @ MRT2008a |
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1617 |
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Author |
Enric Marti; Xavier Binefa; G.EstapeRV |
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Caronte, plataforma para la gestión de la actividad docente de una asignatura. Análisis de su impacto en ingenierías, para su adaptación al EEES |
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2008 |
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, Ministerio de Ciencia e Innovacion, DGU |
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Direccion General de Universidades |
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IAM;OR;RV |
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IAM @ iam @ MBE2008 |
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1589 |
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Author |
Fernando Vilariño; Enric Marti |
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New didactic techniques in the EHES applying mobile technologies |
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2008 |
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Agencia de Gestio d´Ajuts Universitaris I de Recerca (AGAUR), Generalitat de Catalunya |
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Agencia de Gestió d’Ajuts Universitaris I de Recerca (AGAUR), Generalitat de Catalunya |
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Agencia de Gestio d´Ajuts Universitaris I de Recerca (AGAUR), Generalitat de Catalunya |
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MILAB;IAM;MV;SIAI |
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IAM @ iam @ VIM2008 |
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1664 |
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G.Estape; Enric Marti |
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L’ús d’aplicacions de visualització 3D com a eina d’aprenenetatge en activitats formatives dirigides i autònomes: el cas del programa Bluestar |
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2008 |
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V Jornades d’Innovació Docent UAB |
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IAM @ iam @ ESM2008 |
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1495 |
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Enric Marti; Carme Julia; Debora Gil |
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Title |
A PBL Experience in the Teaching of Computer Graphics |
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2007 |
Publication |
XVII Congreso Español de Informàtica Gráfica |
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25 |
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1 |
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95-103 |
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Project-Based Learning (PBL) is an educational strategy to improve student’s learning capability that, in recent years, has had a progressive acceptance in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of the European credit transfer system (ECTS). PBL is currently applied in undergraduate studies needing strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton that already includes lighting functions, perspective projection with mouse interaction to change the point of view and three predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods. We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student’s feedback increases in his interest for the subject. We present a comparative study of the teachers’ and students’ workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems. |
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Zaragoza; September 2007 |
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CEDI |
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IAM @ iam @ MJG2007a |
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1603 |
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