Romero-Yesa Susana, Fonseca David, Aláez Marian, Amo-Filva Daniel
Universidad de Deusto, 48007, Bilbao, Spain.
Universitat Ramon Llull, La Salle, 08022, Barcelona, Spain.
Heliyon. 2023 Nov 23;9(12):e22739. doi: 10.1016/j.heliyon.2023.e22739. eCollection 2023 Dec.
Every student of industrial technology engineering must develop and acquire specific electronic competencies and skills, such as those pertaining to the design, analysis, and assembly of basic circuits in the context of both analogue and digital electronics, including the corresponding instrumentation. Additionally, as is the case for practically all university degrees but has not always been addressed adequately in the field of engineering, generic competencies such as oral communication and teamwork must be acquired. The experience discussed in the article focuses on the design, implementation, and assessment of a hybrid (face-to-face and virtual) educational activity that facilitates the acquisition of specific engineering skills through a teamwork-based approach and enhances communication among students in the context of experimentation. The students, who are divided into teams, must develop a series of embedded systems with the aim of providing a solution to a problem derived from Sustainable Development Goal 11: Sustainable Cities and Communities. This approach entails the challenge of working with a heterogeneous sample of students studying for a dual degree in design and mechanics, whose motivations are also highly varied. The innovative objective of the educational proposal focuses on adapting the practice to the roles and profiles of the students and tailoring project phases to the competency needs of each student. The results highlight the need to design real practices that foster the motivation of engineering students; they also emphasize the fact that in the context of teamwork, roles pertaining to the specific competencies required by dual-degree students should be defined. The evaluation of such an experiment using the Bipolar Laddering Assessment has exhibited utility and reliability regarding small samples of users and has been shown to be valid regarding identifying the strengths and weaknesses of educational experiments.
每一位工业技术工程专业的学生都必须培养并掌握特定的电子能力和技能，例如在模拟和数字电子领域中与基本电路的设计、分析和组装相关的能力和技能，包括相应的仪器仪表方面。此外，如同几乎所有大学学位课程的情况一样，但在工程领域却并非总是得到充分关注的是，学生还必须具备诸如口头沟通和团队合作等通用能力。本文所讨论的经验聚焦于一种混合式（面对面和虚拟）教育活动的设计、实施和评估，该活动通过基于团队合作的方法促进特定工程技能的掌握，并在实验背景下加强学生之间的交流。学生们被分成小组，必须开发一系列嵌入式系统，旨在为源自可持续发展目标11：可持续城市和社区的一个问题提供解决方案。这种方法带来了与攻读设计和机械双学位的不同类型学生群体合作的挑战，他们的动机也千差万别。该教育方案的创新目标在于使实践适应学生的角色和特点，并根据每个学生的能力需求调整项目阶段。结果凸显了设计能激发工科学生积极性的实际实践的必要性；结果还强调了在团队合作背景下，应明确与双学位学生所需特定能力相关的角色。使用双极阶梯评估对这样一个实验进行的评估，对于小样本用户而言已展现出实用性和可靠性，并且在识别教育实验的优势和劣势方面已被证明是有效的。
