research-article

Relationship between learning indicators in the development and result of the building engineering degree final project

Authors:

Nuria MartíAuthors Info & Claims

TEEM '16: Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality

Pages 335 - 340

https://doi.org/10.1145/3012430.3012537

Published: 02 November 2016 Publication History

Abstract

The present work can be included in a much broader investigation related to the content, methodology and success of the Final Degree Project (FDP) in the framework of Building and Construction Management. The aim of our proposal is to study the current FDP in Technical Architecture and Building Engineering degrees using an academic analytics approach. Here, we will focus on the first stage, in order to establish a relationship among the main academic indicators that determine the FDP outcome. The typology of the final projects in engineering degrees requires the use of abilities and technical competences described in several academic plans, in order to prepare the student for joining the job market. This work focuses on and compares the 2004--2007 and 2012--2015 periods (pre and post Bologna), in order to examine the effect of expanding the academic plan from three to four academic years. The results confirm an improvement in the final marks the students attained in the second period, which can be related to the changes in the academic plan.

References

[1]

Duval, E., and Verbert, K. 2012. Learning Analytics.eleed, 8.

[2]

Hernández-García, A., Conde, M.A., 2014. Dealing with complexity: educational data and tools for learning analytics. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM '14). ACM, New York, NY, USA, 263--268.

Digital Library

[3]

«BOE» núm. 260, de 30/10/2007. Real Decreto 1393/2007, 28/10/2007. Ordenación de las enseñanzas universitarias oficiales. Departamento: Ministerio de Educación y Ciencia.

[4]

«BOE» núm. 312, ORDEN ECI /3855/2007, 29/12/2007 Requisitos para la verificación de los títulos universitarios oficiales que habiliten para el ejercicio de la profesión de Arquitecto Técnico. Departamento: Ministerio de Educación y Ciencia.

[5]

Portabales Pichel, A. 1945, Los verdaderos artífices del Escorial y el estilo indebidamente llamado Herreriano, Gráfica Literaria, Madrid.

[6]

Arenas Cabello, F. J. 2005, "La titulación de aparejador. Evolución histórica de sus atribuciones profesionales: desde el Decreto Lujan de 1855 hasta la Ley 38/1999 de Ordenación de la Edificación", Boletín de la Facultad de Derecho. UNED, vol. 26, pp. 15--31.

[7]

«BOE» núm. 44, Real Decreto 265/1971, 20/02/1971, Facultades y competencias profesionales de los arquitectos técnicos. Vigentes solo los artículos 1 y 2b (salvo el apartado 2) y 3. Departamento: Ministerio de Vivienda

[8]

Oliver Faubel, I. TESIS DOCTORAL; Integración de la metodología BIM en la programación curricular de los estudios de Grado en Arquitectura Técnica/Ingeniería de Edificación. Diseño de una propuesta. 10/2015, Escuela Técnica Superior de Arquitectura-Universitat Politècnica de València.

[9]

Decreto de 16 de julio de 1935, Regulación de las atribuciones de la carrera de aparejador. Departamento: Ministerio de Instrucción Pública y Bellas Artes. Gaceta de Madrid

[10]

Libro Blanco Título de grado en Ingenieria de la Edificación. 11/2004. Agencia Nacional de Evaluación de la Calidad y Acreditación. ANECA.

[11]

Guia académica La Salle. Asignatura Proyecto final de grado en ETSALS, Curso académico 2015--16. Referencia: http://www.salleurl.edu/WCM_Front/Formaciones/Pestanyes/_FHq0KEgb-SQ8r7JBEag5ooPB6h93h7kGtLd18dSKeha5LKvLQ8KH2d_arpbWIEppS3tZVgV-HdbBcBbzuys7MgC6qbZpwz39Xu4-hWPj-QFKRJ-FwuPkkw

[12]

«BOE» núm. 266, 06/11/1999. Ley 38/1999. Código Técnico de la Edificación (CTE) Departamento: Jefatura de Estado.

[13]

Fonseca, D., Climent, A., Vicent, L., Canaleta, X. 2016. Learning4Work. Designing a New Evaluation System Based on Scenario Centered Curriculum. Methodology: The Pretest. Lecture Notes in Computer Science 9753, (July. 2016), 1--11.

[14]

Fonseca, D., Redondo, E., Villagrasa, S. 2015. Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies. Universal Access in the Information Society, 14 (3), 311--332.

Digital Library

[15]

Redondo, E., Giménez, L., Valls, F., Navarro, I., Fonseca, D., Villagrasa, S. 2015. High vs. low intensity courses: student technological behavior. In Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality. 77--82.

Digital Library

[16]

Long, P., and Siemens, G. 2011. Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review 46 (September-October 2011), 31--40.

[17]

Conde, M.A., & Hernández-García, A., 2013. A promised land for educational decision-making?: present and future of learning analytics. In Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality (TEEM '13), Francisco José García-Peñalvo (Ed.). ACM, New York, NY, USA, 239--243.

Digital Library

[18]

Johnson, L., Adams, S. and Cummins, M. 2012. The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium.

[19]

Ferguson, R. 2012. The State Of Learning Analytics in 2012: A Review and Future Challenges. Technical Report KMI-12-01, Knowledge Media Institute, The Open University, UK.

[20]

Goldstein, P. J., & Katz, R. N. 2005. Academic analytics: The uses of management information and technology in higher education. EDUCASE Vol.8.

[21]

Siemens, G., & Long, P. (2011). Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE review, 46(5), 30

Cited By

Fonseca DNecchi SAlaez MRomero S(2022)Improving the Motivation of First-Year Undergraduate Students Through Transversal Activities and TeamworkTrends on Active Learning Methods and Emerging Learning Technologies10.1007/978-981-19-7431-1_2(9-28)Online publication date: 2-Dec-2022
https://doi.org/10.1007/978-981-19-7431-1_2
Alaez MRomero SFonseca DAmo DPeña ENecchi S(2021)Auto-Assessment of Teamwork and Communication Competences Improvement Applying Active Methodologies. Comparing Results Between Students of First Academic Year in Architecture, Economics and Engineering DegreesLearning and Collaboration Technologies: New Challenges and Learning Experiences10.1007/978-3-030-77889-7_13(193-209)Online publication date: 24-Jul-2021
https://dl.acm.org/doi/10.1007/978-3-030-77889-7_13
Fonseca DGarcía-Peñalvo F(2019)Interactive and collaborative technological ecosystems for improving academic motivation and engagementUniversal Access in the Information Society10.1007/s10209-019-00669-818:3(423-430)Online publication date: 1-Aug-2019
https://dl.acm.org/doi/10.1007/s10209-019-00669-8
Show More Cited By

Index Terms

Relationship between learning indicators in the development and result of the building engineering degree final project

Recommendations

How well does I3 perform for impact measurement compared to other bibliometric indicators? The convergent validity of several (field-normalized) indicators

Recently, the integrated impact indicator (I3) was introduced where citations are weighted in accordance with the percentile rank class of each publication in a set of publications. I3 can also be used as a field-normalized indicator. Field-...
On the calculation of percentile-based bibliometric indicators

A percentile-based bibliometric indicator is an indicator that values publications based on their position within the citation distribution of their field. The most straightforward percentile-based indicator is the proportion of frequently cited ...
On the relationship between interdisciplinarity and scientific impact

This article analyzes the effect of interdisciplinarity on the scientific impact of individual articles. Using all the articles published in Web of Science in 2000, we define the degree of interdisciplinarity of a given article as the percentage of its ...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

cover image ACM Other conferences

TEEM '16: Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality

November 2016

1165 pages

ISBN:9781450347471

DOI:10.1145/3012430

Editor:
Francisco José García-Peñalvo
University of Salamanca

Copyright © 2016 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 02 November 2016

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article

Conference

TEEM'16

TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality

November 2 - 4, 2016

Salamanca, Spain

Acceptance Rates

TEEM '16 Paper Acceptance Rate 167 of 235 submissions, 71%;

Overall Acceptance Rate 496 of 705 submissions, 70%

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

5
Total Citations
View Citations
51
Total Downloads

Downloads (Last 12 months)2
Downloads (Last 6 weeks)0

Reflects downloads up to 25 Nov 2024

Other Metrics

View Author Metrics

Citations

Cited By

Fonseca DNecchi SAlaez MRomero S(2022)Improving the Motivation of First-Year Undergraduate Students Through Transversal Activities and TeamworkTrends on Active Learning Methods and Emerging Learning Technologies10.1007/978-981-19-7431-1_2(9-28)Online publication date: 2-Dec-2022
https://doi.org/10.1007/978-981-19-7431-1_2
Alaez MRomero SFonseca DAmo DPeña ENecchi S(2021)Auto-Assessment of Teamwork and Communication Competences Improvement Applying Active Methodologies. Comparing Results Between Students of First Academic Year in Architecture, Economics and Engineering DegreesLearning and Collaboration Technologies: New Challenges and Learning Experiences10.1007/978-3-030-77889-7_13(193-209)Online publication date: 24-Jul-2021
https://dl.acm.org/doi/10.1007/978-3-030-77889-7_13
Fonseca DGarcía-Peñalvo F(2019)Interactive and collaborative technological ecosystems for improving academic motivation and engagementUniversal Access in the Information Society10.1007/s10209-019-00669-818:3(423-430)Online publication date: 1-Aug-2019
https://dl.acm.org/doi/10.1007/s10209-019-00669-8
Amo DFonseca DAlier MGarcía-Peñalvo FCasañ MAlsina M(2019)Personal Data Broker: A Solution to Assure Data Privacy in EdTechLearning and Collaboration Technologies. Designing Learning Experiences10.1007/978-3-030-21814-0_1(3-14)Online publication date: 26-Jul-2019
https://dl.acm.org/doi/10.1007/978-3-030-21814-0_1
Campanyà CFonseca DMartí NPeña EFerrer ALlorca J(2018)Identification of Significant Variables for the Parameterization of Structures Learning in Architecture StudentsTrends and Advances in Information Systems and Technologies10.1007/978-3-319-77700-9_30(298-306)Online publication date: 24-Mar-2018
https://doi.org/10.1007/978-3-319-77700-9_30

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

Media

Figures

Other

Tables

View Table of Contents