Browsing by Author "Kierkosz, Igor"
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- Bringing Mathematics to Engineering: Online Learning-Teaching ModelPublication . Bilbao, J.; Bravo, E.; Garcia, O.; Rebollar, C.; Varela, C.; Uukkivi, A.; Labanova, O.; Latõnina, Marina; Safiulina, E.; Cellmer, Anna; Cymerman, Joanna; Kierkosz, Igor; Brown, K.; Kelly, G.; Paula Lopes, Ana; Baptista Soares, Filomena; Feniser, Cristina; Bocanet, V.; Rusu, F.Engineering and Mathematics are closely related, the latter being a fundamental tool and being also at the base of many, if not all, of the processes employed in the former one. Engineering in turn is a source of application for those mathematical concepts that are, sometimes, difficult to understand by undergraduate students in universities. Precisely, so that this relationship can be more fluid and comfortable for students in Higher Education, a group of European universities have teamed up around a project called EngiMath -Mathematics on-line learning model in Engineering education.
- Change in Gap Perception within Current Practices in Assessing Students Learning MathematicsPublication . Bocanet, Vlad I.; Brown, Ken; Uukkivi, Anne; Soares, Filomena Baptista; Paula Lopes, Ana; Cellmer, Anna; Serrat, Carles; Feniser, Cristina; Serdean, Florina M.; Safiulina, Elena; Kelly, Gerald; Cymerman, Joanna; Kierkosz, Igor; Sushch, Volodymyr; Latõnina, Marina; Labanova, Oksana; Bruguera, M. Montserrat; Pantazi, Chara; Estela, M. RosaThe COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak.
- Exploring and developing a shared understanding of the issues surrounding engineering mathematicsPublication . Bilbao, J.; Bravo, E.; García, O.; Rebollar, C.; Varela, C.; Uukkivi, A.; Labanova, O.; Latõnina, Marina; Safiulina, E.; Cellmer, Anna; Cymerman, Joanna; Kierkosz, Igor; Brown, K.; Kelly, G.; Paula Lopes, Ana; Baptista Soares, Filomena; Bocanet, V.; Rusu, F.Abstract: - Although Mathematics is a pillar which many of the subjects of any Engineering degree are based on, and in spite of being used as a tool in almost all of such subjects, it is sometimes difficult for students to assimilate the mathematical concepts. Since this relationship between Engineering and Mathematics is unavoidable, a consortium of universities from different countries is working on a project, EngiMath, to, on the one hand, make it easier for teachers to teach Mathematics in the first years of Engineering degrees; and, on the other hand, to promote study from a “student-centric” point of view. As a previous step to the development of educational material that fulfills these purposes, a study of the students' feelings about Mathematics and their experience in studying them has been carried out.
- Innovative teaching methodologies for an online engineering mathematics coursePublication . Baptista Soares, Filomena; Paula Lopes, Ana; Cellmer, Anna; Uukkivi, Anne; Feniser, Cristina; Safiulina, Elena; Kelly, Gerald; Cymerman, Joanna; Brown, Ken; Latõnina, Marina; Labanova, Oksana; Bocanet, Vlad; Serdean, Florina; Kierkosz, IgorThe fast evolution of distance learning tools such as Open Educational Resources (OER)) is an evidence of a shift in the way teaching and learning are understood. Several Higher Education Institutions are trying to increase their efficiency, competitiveness and expand their potential public by investing in the development of online courses, which can offer more interaction and support and be accessible to a larger number of students from a wider sort of backgrounds. The adaptation of a face-to face course into an online one is not simple, as it is not just about uploading lecture videos, sets of notes or lessons, it is necessary to consider the student’s needs, the instructional design and the best digital educational tools in order to support learning and teaching process. A partnership between Higher Education Institutions from six European countries, connecting more than twenty lecturers from distinct knowledge areas, is working on a European Erasmus+ Project, EngiMath, Mathematics online learning model in engineering education. These are developing a shared online platform for teachers to teach Mathematics in the first years of Engineering degrees and, on the other hand, to support student-centric learning and to encourage students to actively engage in the learning process to construct their own learning, addressing the recent requirements for an open, independent, competitive and innovative education. In this context, several new methodological and development issues of the online course will be presented, as well as students’ perceptions and feedback about the pilot course conducted by each institution partner of the project.
- Online engineering mathematics course: development and implementation of a successful projectPublication . Baptista Soares, Filomena; Paula Lopes, Ana; Cellmer, Anna; Uukkivi, Anne; Serrat, Carles; Pantazi, Chara; Feniser, Cristina; Safiulina, Elena; Martin, Errol; Serdean, Florina; Kierkosz, Igor; Kelly, Gerald; Cymerman, Joanna; Brown, Ken; Alier, Marc; Latõnina, Marina; Bruguera, M; Estela, M. Rosa; Labanova, Oksana; Bocanet, Vlad; Sushch, VolodymyrAccording to the New UNESCO global survey studying the effect of Covid-19 on higher education (2021) the pandemic has had an impact on higher education systems in terms of access and quality of teaching and learning. Covid-19 has caused the suspension and cancellation of teaching activities and its major impact on teaching and learning is the increase in online education. The Engimath - Mathematics on-line learning model in engineering education - was successfully carried out at the very right moment, as in recent two years there has been a significant increase in demand for a 100% online mathematics course with interactive learning materials and largescale practicing opportunities as well as for a mathematics online assessment model. This project has successfully developed a high-level online course as a basis for offering output-oriented education in engineering mathematics. Some of development stages, that led this project – EngiMath - to an outstanding successful end, will be presented in this paper. These go from the educational needs’ analysis to its implementation and use, even allowing an open and live test.
- 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.
- Students international competition: promoting engagement and social skillsPublication . Baptista Soares, Filomena; Paula Lopes, Ana; Bocanet, Vlad; Brown, Ken; Cellmer, Anna; Kierkosz, Igor; Labanova, Oksana; Serrat, Carles; Uukkivi, AnneSix Higher Education Institutions (HEI), from different European countries (Estonia, Ireland, Poland, Portugal, Romania, and Spain) joined forces in 2018 to launch a shared Erasmus+ Project under the Key Action - Cooperation for innovation and the exchange of good practices. The project's “heart and soul” was to provide an online course on fundamental mathematical themes that would serve as a base for the specialized domain of engineering mathematics. Upon its approval and funding, partner institutions have developed a common platform for students and professors interested in Fundamentals of Linear Algebra and engineering applications. A mathematics on-line learning model was developed from the scratch and is now available in seven different languages. As presented in the project proposal, the student competition activity was introduced as a Learning/Teaching/Training activity (LTT) and it was established inside the online course setting and framework to add an international dimension to the studies of the enrolled students. The students’ competition in EngiMath project, connected learners from different countries through common tasks. It has settled an open international space, where students could deal with assessment “stresses” in an indirect and ludic manner, promoting, in a gamification way, their self-confidence when dealing with on-line tasks, tight schedules or even “against the clock”, motivating them to complete the course and to avoid drop out behaviour. Despite all of the pandemic limitations that all partner members had to cope with, the students' competition can be considered one of the Project's main triumphs.