Browsing by Author "Bravo, Eugenio"
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- Developing interactive e-contents for a mathematic Ersmus+ Project: challenges and experiencesPublication . Baptista Soares, Filomena; Paula Lopes, Ana; Cellmer, Anna; Uukkivi, Anne; Rebollar, Carolina; Varela, Concepcion; Feniser, Cristina; Bravo, Eugenio; Safiulina, Elena; Kelly, Gerald; Bilbao, Javier; Cymerman, Joanna; Brown, Ken; Latõnina, Marina; Garcia, Olatz; Labanova, Oksana; Bocanet, VladStimulating students for learning is a regularly recurring theme that never seems finished, remaining in the frontline of teachers’ day to day struggle, and this recurrent factor is exponentiated when the subjects are directly related with Mathematics. In November 2018 the European Project EngiMath started work the development of a common Mathematics course for engineering students from the 6 countries of the consortium – Estonia, Ireland, Poland, Portugal, Romania and Spain. This course will be an online course with all the usual features and e-contents, however the project partners have been particularly focused on the pedagogical features and real digital competences when developing all the materials and interactive e-contents. An exhaustive search has been developed for the best way to build interactive content that would stimulate students to improve their basic mathematical skills, dealing with all the time and financial constraints, common to European higher education. This paper will describe, in a detailed way, all the steps of the construction of the theoretical contents, in English, which are the basis of the course proposed by the project and that are now being translated to each of the five distinct mother languages to avoid the frequent interpretation misleading problems for students and other cultural hitches. These e-contents are based on the construction of SCORM packages (Shareable Content Object Reference Model) for the Moodle platform, created over animated presentations to promote students’ interaction and avoid drop out behaviours.
- Development of a Mathematics On-line Project in Engineering EducationPublication . Soares, Filomena Baptista; Lopes, Ana Paula; Cellmer, Anna; Uukkivi, Anne; Rebollar, Carolina; Varela, Concepcion; Feniser, Cristina; Safiulina, Elena; Bravo, Eugenio; Kelly, Gerald; Bilbao, Javier; Cymerman, Joanna; Brown, Ken; Latõnina, Marina; Labanova, Oksana; Garcia, Olatz; Bocanet, VladEmbracing tertiary education system represents the beginning of a transition and adjustment period for several students. Most of these have just finished high school where the environment is strictly defined, controlled, stable and attendance is mandatory. Higher Education changes the role of students’ responsibility and this can cause stress and difficulty in the transition to selfdirected learning and autonomy promotion. The purpose of this paper is to present an Erasmus+ project that brought together six Higher Education Institutions from different European countries and to describe its current stage. This project aims to develop a shared understanding of engineering mathematics at an early stage of tertiary education and to raise awareness of cultural, professional and educational issues. The initial focus of the work is on the partners’ mutual interest in active learning, particularly the application of Information and Communication Technology in the field of engineering education. When finalised, the project hopes to provide students with a new authentic engineering mathematics subject which meets their needs. This is also the core reason why the on-line course will be composed using innovative pedagogics and ICT tools, as appropriate pedagogics supports students’ procedural, conceptual and application understanding in mathematics and enhances digital competencies, literacy and skills.
- Poster: Technique of Active Online Training: Lessons Learnt from EngiMath ProjectPublication . Labanova, Oksana; Safiulina, Elena; Latõnina, Marina; Uukkivi, Anne; Bocanet, Vlad; Feniser, Cristina; Serdean, Florina; Paula Lopes, Ana; Baptista Soares, Filomena; Brown, Ken; Kelly, Gerald; Martin, Errol; Cellmer, Anna; Cymerman, Joanna; Sushch, Volodymyr; Kierkosz, Igor; Bilbao, Javier; Bravo, Eugenio; Garcia, Olatz; Varela, Concepción; Rebollar, CarolinaThe goal of this paper is to introduce a technique of creating self-tests that has allowed to actively incorporate university students into the learning process. The study was conducted within the framework of the Erasmus+ Project EngiMath. Partners’ peer reviews, the survey results and the students’ comments in forums and test results were used to conduct the research. The students’ overall satisfaction was in a high level. However, opportunities for some technical improvement has been emerged like the formulation of the tasks needs to be very clear and the time required to perform the tests must be limited. The following conclusions can be drawn from the study. The use of self-tests at all stages of training has intensified the assimilation of the material, i.e. increased understanding of theoretical material and developed computational skills. By completing a series of such assignments on each topic of the course, students had mastered the methodology of studying the topic and mastered specific teaching material on this topic. Feedback made, taking into account typical errors, has allowed the students to analyse their knowledge. A large number of variations for such tasks has allowed students to be involved in the process of active independent and individualized self-study.