Ponencias

URI permanente para esta colecciónhttp://10.0.96.45:4000/handle/11056/14724

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Disciplinary and Generic Abilities in PBL: A Study of Life Stories from the Gender Perspective in Systems Engineering Education
(University of Brasilia, 2018) Sandoval-Carvajal, Maria-Marta; Lizano Madriz, Fulvio; Porras Piedra, Elena; Cortés Chavarría, Rita
While it is true that socio-economic environment plays a determining role in terms of gender and entry into technological careers such as systems engineering, tendency to generate generic and disciplinary competencies from the gender point of view, is also something relevant to analyze specific actions that allow curricular changes in curricula. Recent studies show a reduction in the entry of women into systems engineering careers since several years ago. Some of these studies suggest, among other things, aspects of socio-economic perception to explain this phenomenon. In this research we want to offer a new angle of debate focused on the results of the training process by using PBL case of study in Systems Engineering grade. We were interested in exploring the generation of competencies by gender. The Tuning Latin America project, which was originated in its European counterpart, represented an effort to locate generic and disciplinary competencies of computer science practitioners with the participation of 14 universities in the region. In this study we explore the state of internalization of disciplinary and generic skills in systems engineering students based on their life histories by considering the gender perspective. The main research method used was content analysis of approximately 150 life histories of systems engineering students. Previously, a set of disciplinary and generic skills was defined based on the classification of such skills included in the Tuning Latin America project. Interviews and focus groups sessions were also used in order to validate information. The results indicate several interesting aspects. The main competence identified by men is the disciplinary competence "Apply knowledge of computer science" and for women it was a generic competence called “the teamwork ability”. The results also show evidence that the PBL and management by competencies can help visibility of competencies something that regular Systems Engineering students would not consider, especially in the case of men, who in spite of consider first some disciplinary competences, they tend to put other generic competencies in second place. This aspect, which seems not related to gender stereotypes, could also be other attractive factor to motivate women to enter Systems Engineering education. Finally, this study not only points out the differences, but also the common elements in the teaching-learning process of engineering, such as the balance between both groups of competencies. Both male and female students using the PBL and a competencies approach, show the importance of a balance between technical and generic skills, a situation that guarantees job and social integration for future professionals.
PBL and society: University-industry collaborative learning
(Department of Production and Systems – PAEE association. School of Engineering of University of Minho, Campus de Azurém, 4800-058 Guimarães, Portugal, 2018-02) Sandoval-Carvajal, Maria-Marta; Lizano Madriz, Fulvio; Porras Piedra, Elena; Cortés Chavarría, Rita
The requirements related to training of former grade students have recently emphasized, since the beginning of their professional practice, not only in development of theoretical knowledge but also in practical matters related of the discipline. Although the continuous university-industry cooperation is not new, constant feedback is now necessary in order to handled the changes in the training process in a correct, timely and beneficial way for everybody. This study explores and analyzes the experience of more than 10 years in the development of software applications made by students of systems engineering courses, in a continuous process of a year and a half, in a real organizations (public and private institutions as well as small and medium, called SMEs). The research focused on the perception of the representatives of the companies participating in this process in relation to the competences of the students as well as the process of exchange of knowledge and technologies. The study used a survey, which was divided in four parts: - characterization of the company and of the person in charge of answer the survey, - the real situation of the Information Technology (IT) department – the perception of students’ skills and the general elements of the software project and, lastly, other aspects related to the software project and the students. The results show that a third of the projects have been carried out in organizations that repeat the experience. In addition, there is a great expectation by the companies on the software project that the students develop, not only because the software resulting of the students’ project is free, but also because the companies also hope to collect new knowledge about methods of software development, technology used and IT project management, among others topics. Project oriented problem based learning (POPBL) or problem based learning (PBL), in a context where the learning environment goes beyond theory and classroom experiences, and where a university-industry relationship exist, allow to obtain benefits for both the teaching process and the companies. This is something that facilitates the continuous training process of the teacher and the contribution of the university to society.
PBL en carreras de Ingeniería de Sistemas: una perspectiva Bottom - Up
(Aalborg University Press, 2015) Sandoval-Carvajal, Maria-Marta; Cortés Chavarría, Rita; Lizano Madriz, Fulvio
La academia enfrenta cada día más retos relacionados con el desarrollo de competencias de los estudiantes. La implementación de filosofías de aprendizaje como el PBL (Problem Based Learning) representa un esfuerzo iniciado con apoyo de los niveles superiores en las universidades (Top-down), o desde niveles operativos (bottom-up). Este artículo describe la implementación de la filosofía PBL desde una perspectiva bottom-up, en la Universidad Nacional (UNA), Costa Rica. La implementación específica inició en 2008 en los cursos de Ingeniería de Sistemas. En esta implementación, varias habilidades técnicas y blandas fueron integradas considerando una estrecha colaboración con la industria. En este contexto, los estudiantes lideran técnicamente un proyecto de desarrollo de software en una empresa real. Entre otras cosas, la implementación de PBL incluyó diferentes técnicas tales como sensibilización, autocapacitación, análisis comparativos de la teoría y la práctica, así como asesorías formales e informales. Para medir el impacto de esta implementación, hemos conducido un estudio de encuesta con la participación de estudiantes, egresados y representantes de la industria. Los resultados del estudio sugieren que una iniciativa de implementación del PBL desde el nivel jerárquico más bajo, es percibida como una experiencia beneficiosa para las empresas. Adicionalmente, los estudiantes y egresados sienten que han aprendido más y al mismo tiempo, contribuyen al desarrollo del país. El desarrollo de los proyectos universidad – industria y el proceso de aprendizaje, empoderan a los estudiantes, retroalimentan las mejoras a los planes de estudio, facilitan el proceso de aprendizaje a través del contacto con una organización y contribuyen al desarrollo de las organizaciones.
PBL in Systems Engineering Education: the Students’ Perspective
(PAEE association, 2015) Cortés Chavarría, Rita; Sandoval-Carvajal, Maria-Marta; Lizano Madriz, Fulvio
Assessment of educational innovation efforts must be integral. Among other, it is necessary to consider students' perspective on the impact of educational innovation in their formation. This becomes even more critical if educational innovation efforts include the use of a model like the Problem Based Learning. This paper presents the results of a survey study made in a context where problems take form of software development projects, made by systems engineering students in real contexts. The study aims to measure the impact of the implementation of the PBL model in the formative process of system engineering students. The study was conducted by considering regular students of the National University (UNA) in Costa Rica. Data collection was face to face with the students and measured various aspects of the students’ perspective on the educational model. Results suggest a high motivation and a positive effect on students. Their willingness to learn, apply knowledge and develop their skills in developing real software engineering projects, was identified as relevant results of the educative process. Student's satisfaction is evidenced by the achievement obtained to complete the project and implement the software. The assessment of the skills varied throughout the educative process. However, aspects as the project management, leadership, and team work maintain a high valuation and are fundamental pillars for the implementation of the development methodology used during courses.

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Examinando Ponencias por Autor "Cortés Chavarría, Rita"