Browsing by Author "Serrat, Carles"
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- 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.
- 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.
- 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.