Education, Engineering and Technology

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Home » Studies » Bachelor's degrees » Bachelor Degree in Informatics Engineering » Curriculum » Syllabus » Education, Engineering and Technology
Credits
6
Types
Elective
Requirements
This subject has not requirements, but it has got previous capacities
Department
DAC;ICE
Education is a professional opportunity that is becoming increasingly important among graduates of the Degree in Computer Engineering. The rapid evolution of computing makes it increasingly difficult to stay up to date, which is increasing the need for training. From the professionals themselves who must adapt to new methodologies and products, to professionals from any branch who, with the increase in digital transformation, must be renewing and increasing their knowledge in computing, including reducing the digital divide in general. This subject wants to offer the bases of efficient teaching but basically focused on computing and technology.

Teachers

Person in charge

  • David López Álvarez ( )

Others

  • Josep Fernàndez Ruzafa ( )
  • Raúl López Sánchez ( )

Competences

Technical Competences

Common technical competencies

  • CT2 - To use properly theories, procedures and tools in the professional development of the informatics engineering in all its fields (specification, design, implementation, deployment and products evaluation) demonstrating the comprehension of the adopted compromises in the design decisions.
    • CT2.5 - To design and evaluate person-computer interfaces which guarantee the accessibility and usability of computer systems, services and applications.
  • CT3 - To demonstrate knowledge and comprehension of the organizational, economic and legal context where her work is developed (proper knowledge about the company concept, the institutional and legal framework of the company and its organization and management)
    • CT3.7 - To demonstrate knowledge about the normative and regulation of informatics in a national, European and international scope.
  • CT8 - To plan, conceive, deploy and manage computer projects, services and systems in every field, to lead the start-up, the continuous improvement and to value the economical and social impact.
    • CT8.1 - To identify current and emerging technologies and evaluate if they are applicable, to satisfy the users needs.
    • CT8.2 - To assume the roles and functions of the project manager and apply, in the organizations field, the techniques for managing the timing, cost, financial aspects, human resources and risk.
    • CT8.3 - To demonstrate knowledge and be able to apply appropriate techniques for modelling and analysing different kinds of decisions.
    • CT8.5 - To manage and solve problems and conflicts using the capacity to generate alternatives or future scenarios analysed properly, integrating the uncertainty aspects and the multiple objectives to consider.
    • CT8.6 - To demonstrate the comprehension of the importance of the negotiation, effective working habits, leadership and communication skills in all the software development environments.

Transversal Competences

Effective oral and written communication

  • G4 [Avaluable] - To communicate with other people knowledge, procedures, results and ideas orally and in a written way. To participate in discussions about topics related to the activity of a technical informatics engineer.
    • G4.3 - To communicate clearly and efficiently in oral and written presentations about complex topics, becoming adapted to the situation, the type of audience and the communication goals, using the strategies and the adequate means. To analyse, value and respond adequately to the questions of the audience.

Objectives

  1. At the end of the subject, the student will be able to explain the basic principles of education.
    Related competences: G8.1, CT3.7,
  2. At the end of the subject, the student will be able to use the different types and educational models related to STEM, in particular with computing in different educational environments
    Related competences: G8.2, CT8.1, G8.1, G8.3,
  3. At the end of the subject, the student will be able to describe the possibilities, needs and requirements associated with each type of education in the IT environment.
    Related competences: G8.2, CT8.1, G2.2, G5.2, CT3.7,
  4. At the end of the subject, the student will be able to apply what he or she has learned in the organization, teaching, creation of material and the evaluation of educational activities in the context of technology and informatics.
    Related competences: G8.2, CT8.3, CT8.6, G4.3, G5.3, G4.2, G5.1, G5.2, CT8.5, CT2.5, G8.3, G4.1,
  5. At the end of the subject, the student will be able to adapt the principles, methodologies and educational materials related to IT in activities of any educational level.
    Related competences: CT8.2, CT8.3, G8.1, G8.3,
  6. Al final de la asignatura, el estudiante será capaz de analizar las capacidades mejorar y limitaciones propias en el ejercicio de formador en un entorno STEM, en particular de informática.
    Related competences: G8.2, G4.3, G4.2, CT8.5, G8.3,
  7. At the end of the subject, the student will be able to design activities adapted to the needs of each group of learners in a teaching-learning environment in technology and computing.
    Related competences: CT8.1, G4.3, G5.2, CT2.5, CT3.7,

Contents

  1. Types of education
    - Regulated, non-regular, non-formal, informal training.
    - Company and "custom" training
    - Product formations
    - Requirements to be training staff
    - Legislation.
  2. Dimensions and characteristics of the training
    - Face-to-face and non-face-to-face
    - Synchronous and asynchronous
    - Online and offline.
  3. Sociological and psychopedagogical principles
    - Management of the classroom / course
    - Diversity and inclusion
    - Type of students
    - Social learning environments
    - Ethics
  4. Neuroscience
    - Com aprèn el cervell
    - Identitat i maduresa emocional i personal
    - Funcions cognitives superiors
    - Emocions
    - Pedagogia i Andragogia
  5. Design of a training
    - Dels objectius al contingut
    - Disseny instruccional
    - Learning Management Systems
  6. Assessment
    - Principi d'alineament de Biggs
    - Tipus d'avaluacions
    - Avaluant projectes
    - Microcredencials
  7. Interpersonal communication
    - Bases psicològiques de la comunicació
    - Empatia i pensament crític
    - Treball en equip REAL
    - Assertivitat
  8. Communication tools
    - Presentacions orals presencials: pissarra i transparències
    - Preparant material escrit: apunts, manuals i exàmens
    - Altres materials: vídeos, podcasts, ...
  9. Planification
    - Principis que funcionen: flux, efecte continuarà,...
    - Metodologies: de la classe magistral a l¿aprenentatge autònom
    - La problemàtics dels cursos asíncrons
  10. Mapping education principles on engineering technology and informàtics education
    - Adequació per objectius
    - Model TPACK
  11. Business and product training
    - Tècniques de mercat
    - Hands-on
    - Certificacions

Activities

Activity Evaluation act


Instructional design of an educational activity

In this activity the students will design a training activity taking into account all the steps and components of the instructional design
Objectives: 1 7
Contents:
Theory
0h
Problems
16h
Laboratory
0h
Guided learning
0h
Autonomous learning
24h

Analysis and/or design of support material

In this activity the student will learn the basics of good support material (videos, transparencies, notes,...) will analyze the suitability of some, proposing improvements and/or will design a material.
Objectives: 3 7
Contents:
Theory
0h
Problems
8h
Laboratory
0h
Guided learning
0h
Autonomous learning
12h

Analysis and/or design of evaluation methods

In this activity the student will learn different assessment methods, analyzing the best to use in a given educational situation and preparing a proposal.
Objectives: 4
Contents:
Theory
0h
Problems
8h
Laboratory
0h
Guided learning
0h
Autonomous learning
12h

Adaptation of an activity to an audience

In this activity the student will learn the differences between types of teaching and how to adapt the instructional design and the material to different environaments
Objectives: 2 3 5
Contents:
Theory
0h
Problems
4h
Laboratory
0h
Guided learning
0h
Autonomous learning
6h

Writing an essay and presenting a theoretical topic

In this activity, the student will carry out an in-depth research on a subject related to the subject, writting an essay on it and presenting it to the rest of the group.
Objectives: 1 2 3
Contents:
Theory
0h
Problems
16h
Laboratory
0h
Guided learning
0h
Autonomous learning
24h

Analysis or design of an activity using active methodologies

In this activity, the student will design a short activity with active methodologies and carry it out in their own class.
Objectives: 4 6 7
Contents:
Theory
0h
Problems
8h
Laboratory
0h
Guided learning
0h
Autonomous learning
12h

Teaching methodology

During the course you will learn about various teaching methodologies (actives, master class, gamification, puzzles, ...) and in different formats (face-to-face, online, synchronous and asynchronous, ...) and many materials (slides, videos, notes, exams, ...) and the idea is to experience them all, as a teacher or as a student. In other words, beyond learning the rules of methodology, the people enrolled will experience it, some as teachers and all as students.

Evaluation methodology

Being a subject related to education, various methodologies, approaches, techniques and tools will be discussed. The teaching method and assessment are consistent with the ideas covered.

The subject does not have a final exam, and is based on developing activities in class, which may include discussions, presentations, preparation of educational material, analysis of educational material (notes, exams, recorded classes, videos, etc.) etc.

A basic, advanced or deep micro-credential will be given for each activity. For example, a topic such as drafting consultation notes, the basic micro-credential will be obtained by understanding the basic rules of drafting (reading an explanatory document or attending the class where it is explained); the advanced microcredential will be obtained by analyzing some notes and the deep credential by making some notes. The number of activities may vary from one course to another.

To pass the subject, each student must have a basic micro-credential for each activity in the subject, at least three advanced and one deep. Once the minimum requirements have been passed, the final grade will depend on the number of advanced and deep micro-credentials obtained following the following formula, where N is the number of activities, A the number of advanced micro-credentials and P the number of deep micro-credentials obtained NF= MIN (10, 5+N*(((A-3)*2+(P-1)*3)/((N-3)*2+(N-1)*3))))

The mark for the transversal competence (communication) does not have a specific weight in the final mark, since this competence is integrated into the course, so it will be very complicated to indicate for each activity which part of the mark is associated with the transversal competence.

Bibliography

Basic:

  • LA CIENCIA DE LA MEMORIA: El fascinante modo en que nuestro cerebro aprende y recuerda - Dierssen, Mara, SHACKLETON BOOKS, ISBN: 978-8413612270
  • La educación es otra historia: Usando la historia para comprender mejor la educación actual - Garcia Doval, Fatima M., Editorial Graó, ISBN: 978-8419788757
  • ¿Cómo aprendemos? : una aproximación científica al aprendizaje y la enseñanza - Ruiz Martín, Héctor, Editorial Graó, de IRIF, S.L. , enero 2020. ISBN: 978-8418058059
    https://discovery.upc.edu/discovery/fulldisplay?docid=alma991004193179706711&context=L&vid=34CSUC_UPC:VU1

Previous capacities

At a technical level, there are no prerequisites for the subject, but a certain maturity in the vision of the profession is recommended, so students should enroll having completed the first two courses.