Introducing Statistical Experimental Designs to Chemical and Industrial Engineering Using Collaborative and Problem Based Learning Approach

González Fernández, María Camino (2010). Introducing Statistical Experimental Designs to Chemical and Industrial Engineering Using Collaborative and Problem Based Learning Approach. En: "International Conference on Education and New Learning Technologies, EDULEARN10", 05/07/2010 - 07/07/2010, Barcelona, España. ISBN 978-84-613-9386-2.

Descripción

Título: Introducing Statistical Experimental Designs to Chemical and Industrial Engineering Using Collaborative and Problem Based Learning Approach
Autor/es:
  • González Fernández, María Camino
Tipo de Documento: Ponencia en Congreso o Jornada (Artículo)
Título del Evento: International Conference on Education and New Learning Technologies, EDULEARN10
Fechas del Evento: 05/07/2010 - 07/07/2010
Lugar del Evento: Barcelona, España
Título del Libro: Proceedings of the International Conference on Education and New Learning Technologies, EDULEARN10
Fecha: 2010
ISBN: 978-84-613-9386-2
Materias:
Palabras Clave Informales: statistical experimental designs, collaborative work, industrial engineering, chemical engineering
Escuela: E.T.S.I. Industriales (UPM)
Departamento: Ingeniería de Organización, Administración de Empresas y Estadística
Licencias Creative Commons: Reconocimiento - Sin obra derivada - No comercial

Texto completo

[img]
Vista Previa
PDF (Document Portable Format) - Se necesita un visor de ficheros PDF, como GSview, Xpdf o Adobe Acrobat Reader
Descargar (111kB) | Vista Previa

Resumen

This work describes the use of the Collaborative and Problem Based- Project Based Learning (PBL) methodology in a Statistical Experimental Design course for Chemical and Industrial Engineering students at the Universidad Politécnica de Madrid (UPM). The objetives, motivation, and the roles of the teacher and the students in the classroom to get a better understanding of the concepts and examples are explained in detail. Since 2000, there exists in our univesity (UPM) the aim to adapt the curricula to the European Education Framework agreed in Bolonia (1999). This implies modifications which influence among others the teaching methodology, with special emphasis in the self-learning, self-tutoring approach and teamwork. We decided to introduce a Collaborative and PBL approach to convince and motivate the students on the usefulness of the subject they are learning, based in the essential role of real examples, problems and case studies. Besides, to create the students perception that statistics “tools” are an integrated whole rather than a collection of independent parts (closed-boxes) and it is really necessary in other disciplines. We consider these are the key points to the success. The students work in groups of size three and the course is organized around seven tasks as follows: Five main real problems, the analysis and peer review of one scientific article related with some items of the matter, and a project (their own experiment) the students are required to develop mainly in the laboratory of chemistry. At this point it is very important to remark the absolutely necessary collaboration of the teachers of the Chemistry Experimentation subject which provide students with solid technical and scientific training in chemisty. Students prepare a written report and a multimedia presentation as result of their own experimental design, because sometimes one member (randomly selected) of each group, is required to give a presentation of the work providing an additional assessment criteria At the end, the problems, the article peer review and the project cover all the course objectives, and allow the students to integrated newly adquired knowlegde with prior knowlegde and experiences. Different places are used during the course: Each week, to present the materials and the results, the traditional classroom is used (one hour a week). The rest of the time, two hours a week, students work in one of the collaborative classrooms available at ETSII. It contains round tables with three computers with 9 positions each. Therefore, each round table is occupied by three teams. During the last four years, we have experienced an increase in the number of students from 30 to 60 nowadays. We think that this is the maximum number of students to apply the current methodology. An additional goal is evaluate the satisfaction of the students with the collaborative and PBL approach. The methodology for this evaluation is double: first, a qualitative study obtained from interviews with quality groups, integrated by the teacher and four students chosen by their classmates and volunteers and second, a quantitative study based on surveys among all the students to obtain a satisfaction indicator.

Más información

ID de Registro: 8198
Identificador DC: http://oa.upm.es/8198/
Identificador OAI: oai:oa.upm.es:8198
URL Oficial: http://www.iated.org/edulearn10/
Depositado por: Memoria Investigacion
Depositado el: 04 Ago 2011 11:54
Ultima Modificación: 21 Abr 2017 14:04
  • Open Access
  • Open Access
  • Sherpa-Romeo
    Compruebe si la revista anglosajona en la que ha publicado un artículo permite también su publicación en abierto.
  • Dulcinea
    Compruebe si la revista española en la que ha publicado un artículo permite también su publicación en abierto.
  • Recolecta
  • e-ciencia
  • Observatorio I+D+i UPM
  • OpenCourseWare UPM