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Enric Marti, Debora Gil, Marc Vivet, & Carme Julia. (2008). Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Gráficos por Computador. Lleida.
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Enric Marti, Jaume Rocarias, Debora Gil, Marc Vivet, & Carme Julia. (2008). Uso de recursos virtuales en Aprendizaje Basado en Proyectos. Una experiencia en la asignatura de Graficos por Computador.
Abstract: 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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Enric Marti, Ferran Poveda, Antoni Gurgui, & Debora Gil. (2011). Aprendizaje Basado en Proyectos en Ingeniería Informática. Resultados y reflexiones de seis años de experiencia.
Abstract: In this workshop a 6 years experience in Project Based Learning (PBL) in Computer Graphics, Computer Engineering course at the Autonomous University of Barcelona (UAB) is presented. We use a Moodle environment suited to manage the documentation generated in PBL. The course is organized by means of two alternative routes: a classic itinerary of lectures and test-based evaluation and another with PBL. In the PBL itinerary we explain the organization in teamgroups, homework tutoring and monitoring and evaluation guidelines for students. We provide some of the work done by students, and the results of assessment surveys carried out to students during these years. We report the evolution of our PBL itinerary in terms of, both, organization and student surveys.
The workshop aims at discussing about on the advantages and disadvantages of using these active methodologies in technical degrees such as computer engineering, in order to debate about the most suitable way of organizing PBL and assessing students learning rate.
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Josefina Mauri, Eduard Fernandez-Nofrerias, B. Garcia del Blanco, E. Iraculis, J.A. Gomez-Hospital, J. Comin, et al. (2000). Moviment del vas en l anàlisi d imatges d ecografia intracoronària: un model matemàtic. In Congrés de la Societat Catalana de Cardiologia..
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Josefina Mauri, Eduard Fernandez-Nofrerias, J. Comin, B. Garcia del Blanco, E. Iraculis, J.A. Gomez-Hospital, et al. (2000). Avaluació del Conjunt Stent/Artèria mitjançant ecografia intracoronària: lentorn informàtic. In Congrés de la Societat Catalana de Cardiologia..
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Francesc Tanarro Marquez, Pau Gratacos Marti, F. Javier Sanchez, Joan Ramon Jimenez Minguell, Coen Antens, & Enric Sala i Esteva. (2012). A device for monitoring condition of a railway supply. European Patent Office.
Abstract: of a railway supply line when the supply line is in contact with a head of a pantograph of a vehicle in order to power said vehicle . The device includes a camera ( for monitoring parameters indicative of operating capability of said supply line.
The device is intended to monitor condition
tive of operating capability of said supply line. The device includes a reflective element. comprising a pattern , intended to be arranged onto the pantograph head . The camera is intended to be arranged on the vehicle (10) so as to register the pattern position regarding a vertical direction.
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Maurizio Mencuccini, Jordi Martinez-Vilalta, Josep Piñol, Lasse Loepfe, Mireia Burnat, Xavier Alvarez, et al. (2010). A quantitative and statistically robust method for the determination of xylem conduit spatial distribution. AJB - American Journal of Botany, 97(8), 1247–1259.
Abstract: Premise of the study: Because of their limited length, xylem conduits need to connect to each other to maintain water transport from roots to leaves. Conduit spatial distribution in a cross section plays an important role in aiding this connectivity. While indices of conduit spatial distribution already exist, they are not well defined statistically. * Methods: We used point pattern analysis to derive new spatial indices. One hundred and five cross-sectional images from different species were transformed into binary images. The resulting point patterns, based on the locations of the conduit centers-of-area, were analyzed to determine whether they departed from randomness. Conduit distribution was then modeled using a spatially explicit stochastic model. * Key results: The presence of conduit randomness, uniformity, or aggregation depended on the spatial scale of the analysis. The large majority of the images showed patterns significantly different from randomness at least at one spatial scale. A strong phylogenetic signal was detected in the spatial variables. * Conclusions: Conduit spatial arrangement has been largely conserved during evolution, especially at small spatial scales. Species in which conduits were aggregated in clusters had a lower conduit density compared to those with uniform distribution. Statistically sound spatial indices must be employed as an aid in the characterization of distributional patterns across species and in models of xylem water transport. Point pattern analysis is a very useful tool in identifying spatial patterns.
Keywords: Geyer; hydraulic conductivity; point pattern analysis; Ripley; Spatstat; vessel clusters; xylem anatomy; xylem network
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Enric Marti, Carme Julia, & Debora Gil. (2007). PBL en la docencia de gráficos por computador (Vol. 1). Valladolid.
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Enric Marti, Carme Julia, & Debora Gil. (2007). A PBL Experience in the Teaching of Computer Graphics. In XVII Congreso Español de Informàtica Gráfica (Vol. 25, pp. 95–103).
Abstract: 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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Enric Marti, Carme Julia, & Debora Gil. (2006). Una experiencia de PBL en la docencia de la asignatura de Graficos por Computador en Ingenieria Informatica.
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Enric Marti, Carme Julia, & Debora Gil. (2006). A PBL Experience in the Teaching of Computer Graphics. CGF - Computer Graphics Forum, 25(1), 95–103.
Abstract: 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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Enric Marti, Debora Gil, Marc Vivet, & Carme Julia. (2009). Aprendizaje Basado en Proyectos en la asignatura de Gráficos por Computador en Ingeniería Informática. Balance de cuatro años de experiencia. Barcelona, Spain.
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Enric Marti, Debora Gil, Marc Vivet, & Carme Julia. (2008). Balance de cuatro años de experiencia en la implantación de la metodología de Aprendizaje Basado en Proyectos en la asignatura de Gráficos por Computador en ingeniería Informática.
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Enric Marti, Debora Gil, Marc Vivet, & Carme Julia. (2008). Balance de cuatro años de experiencia en la implantación de la metodología de Aprendizaje Basado en Proyectos en la asignatura de Gráficos por Computador en ingeniería Informática.
Abstract: En este trabajo se presentan los resultados de la aplicación de la metodología del aprendizaje cooperativo a la docencia de dos asignaturas de programación en ingeniería informática. ‘Algoritmos y programación’ y ‘Lenguajes de programación’ son dos asignaturas complementarias que se organizan entorno a un proyecto común que engloba los contenidos de ambas asignaturas. En la docencia de una parte muy importante de estas asignaturas, la metodología del aprendizaje cooperativo se ha adaptado a sus características específicas. Como muestra de esta adaptación presentamos dos ejemplos de las actividades desarrolladas dentro de la docencia de estas asignaturas. Después de tres años de aplicación, el análisis a nivel cualitativo y cuantitativo de los resultados muestra que éstos son muy satisfactorios y que la aplicación del método cooperativo ha mejorado de forma considerable el rendimiento de los alumnos en ambas asignaturas.
Keywords: Aprendizaje cooperativo; aprendizaje basado en proyectos; experiencias docentes.
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Enric Marti, Debora Gil, & Carme Julia. (2008). Experiencia d aplicació de la metodología d aprenentatge per proyectes en assignatures d Enginyeria Informàtica per a una millor adaptació als crèdits ECTS i EEES (IDES-UAB, & E. A. M.Enric Martinez, Eds.) (Vol. 1). UAB.
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