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Different bachelor degrees belonging to the industrial engineering field. The studies B.Sc are marked in green.
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Simulation activities are a useful tool to improve competence in industrial engineering bachelors. Specifically, fluid simulation allows students to acquire important skills to strengthen their theoretical knowledge and improve their future professional career. However, these tools usually require long training times and they are usually not availa...
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Context 1
... specific competences (Table 1) of the subject are based on the Spanish regulation [28] which derives from the regulations of the European Higher Education Area (EHEA). The three degrees belong to the industrial engineering field (Figure 1), so the first two courses are common for the three bachelor's degrees while the last two courses are considered as specialization courses and they are different for each one. Some colleges offer double degrees. ...
Citations
... Then the SolidWorks Flow Simulation was utilised to simulate. Experiments will be done on the flow outside the cylinder because SolidWorks has real-world flow simulation capabilities [2]. ...
Fluid mechanics is a frequently applied discipline, and technology advancements have substantially improved how engineers’ approach and solve issues, and one of them is CFD. The purpose of the study was to evaluate how closely CFD adheres to accepted engineering principles. Selected CFD conducts computations to compare the magnitude and direction of drag coefficient changes under conditions of rising Reynolds number by simulating conditions in a wind tunnel to gather data on the object's reaction to fluid velocity. Within this range, the drag coefficient decreases with increasing Reynolds number. The simulated Reynolds number and drag coefficient do have a consistent relationship with the facts.
... As publicações de WANG & GAO (2017) e GARCIA & ROJAS (2009) trabalham o ensino de CFD através de exemplos, tais como, o escoamento em bomba axial, tanque de mistura e escoamento em torno de um carro. Por fim, as publicações de RODRIGUEZ-MARTIN et al (2019) utilizaram o método de aprendizagem baseada em problemas, Problem-Based Learning (PBL), para trabalhar os conceitos de mecânica dos fluidos e CFD, onde o(a) docente atua como orientador(a) em um processo de ensino em que o(a) estudante trabalha de forma autônoma. Por fim, STERN et al (2006) desenvolveram uma interface educacional para o ensino de CFD aplicável à estudos de casos clássicos, tais como, escoamento em tubulações, escoamento em bocal e escoamento em torno de um aerofólio. ...
... There was a low degree of abandonment and results from assessments prove the efficacy of the method through the engagement and motivation of the students. Sanchez-Azqueta et al. (2016) describe experiences with micro and nanoelectromechanical systems learning, through the adaptation of fabrication phases to the teaching environment, from design per software, until experimental characterization, after fabrication, by stimulating the learning autonomy, collaborative work, in a realistic environment. Ortiz et al. (2017) describe a study on C programming language in the assembly of robots, by increasing the interest, satisfaction, confidence, and motivation of students. ...
The Fourth Industrial Revolution has already taken around the world. Decision taking at industries is more and more dependent on new technologies and processes, which demand updating and adjustment of the engineering education. Through a systematized literature revision, this article aims to search, select and prioritize bibliographic sources which reflect relevant initiatives that may work as a reference for engineering bachelor´s degree courses. 50 most relevant articles were selected and analyzed from 4,333 articles published in the Scopus database. The results show the 10 main authors, the 9 main journals and the 10 main institutions among the 50 most relevant articles, as references in the analyzed sample. Regarding aspects for the improvement of engineers education, one can highlight PBL (Project-Based Learning), Competency-Based Education and focus on holistic education. This research may encourage reflection, awareness and improvement by the ones interested in the study of engineers' education, by integrating market demand, learners' expectations and academic excellence, in order to contribute to the growth of scientific and practical knowledge and of society technological development.
... Simulation tools and virtual environment can be applied in the context of the mechanical engineering bachelor's degree [5]. Specifically, in the manufacturing processes learning, applied approaches based on remote laboratories [6] or even combine them with MOOSs [7] have been applied. ...
... For the design, it was considered the fact that the part must be manufactured using different manufacturing methodologies and manufacturing materials. The activity was developed following a similar structure that other educational researchers [4][5] but adapted to the requirements of the course and methodology. All activities were carried out following the e-learning modality. ...
... Once the activity had been developed, the students were invited to answer an online questionnaire to assess the perception about the addressed learning activity in terms of usefulness, simplicity, learning and usability. These indicators have been applied in previous works in the context engineering education [4,5,15]. Four single questions based-on Likert scale for the answers (1-5) were included in the questionnaire ( Table 3). ...
... One option is training using 3D technology (Terzidou et al., 2018). Foreign researchers M. Rodríguez-Martín, P. Rodríguez-Gonzálvez, A. Sánchez-Patrocinio, J.R. Sánchez (Rodríguez-Martín et al., 2019) point out that modeling activities are a useful tool for creating universal competencies for the professions of the future, including engineering thinking. ...
The problem of the research is due to the need to create a special engineering style of thinking within the digital educational space, which implies readiness for research, creativity, responsibility, and supported by modern high-tech tools in order to provide resources for solving the problems of Industry 4.0. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of using 3D technologies for the formation of engineering thinking as an important competence of a high-demand specialist in the digital society. The research methodology is a theoretical and methodological analysis and generalization of fundamental scientific works in the field of digitalization of education, training of engineering and technical personnel, three-dimensional modeling, application of software for the development of thinking. The pedagogical experiment uses the example of assessing the formation of personality qualities and skills that form the basis of engineering thinking. The sign criterion G is used as a method of statistical processing and verification of the reliability of the obtained results. Research results. The authors clarify the concept "engineering thinking" in the context of training specialists for Industry 4.0 and substantiate the potential of 3D technologies for the formation of engineering thinking. They formulate the principles and supporting directions of the mentor of students' research activities in 3D modeling. The authors present a system of work on an interdisciplinary project underlining skills significant for the formation of engineering thinking. The authors come to the conclusion that the use of 3D-technologies in training creates additional conditions for the development of qualities and skills that ensure the integrity of engineering thinking formation as a universal competence of a high-demand professional of the future.
... For this, a specific activity was designed to develop and evaluate the competences in terms of educational research in the students (future teachers). Three different criteria were followed to design the activity ( Table 2) [33,34]. Table 2. Criteria for the activity design. ...
In this research, a novel methodology based on the simulation of a call for research projects was applied for the training of STEM secondary school teachers, with results raised and analyzed to determine the response of the students to this new methodology. The activity was applied in the same course during two academic years with student groups from very different teaching specialties such as mathematics, physics and chemistry, biology and geology, technology and health processes who were studying the Master's Degree in Secondary Education, specifically, the 3 European Credit Transfer and Accumulation System (ECTS) course of Initiation to Educational Research (IER), this Master's course being mandatory for working as a secondary professor. The Master's students are asked to write their own research project proposals for a fictitious call on a topic freely chosen by them, which might have been related to the research line of the final Master's thesis. In it, they had to propose all the contents studied in the course (such as writing a brief state of the art, establishing a research team, setting objectives, a description of the methodology for educational research, instruments, a plan for the dissemination of the results, the needed resources, etc.). The students' perceptions of the usefulness and reality of what they had learned for their professional development and for writing their final theses were assessed. The results based on the perceptions of the students demonstrate that the activity had been useful for assimilating concepts related to educational research in the context of secondary education (research skills), which will be useful for improving the critical sense of the students (teacher candidates) and for their professional future in the context of applied research in day-today secondary teacher activities. Furthermore, the results show the activity was useful for the development of the final Master's thesis. The difficult aspects that the activity presented for them were analyzed. The results were statistically compared for the students of the different specialties, deducing, in all cases, a homogeneous good acceptance with slight differences between them.
... The sixth article in this group is entitled "Short CFD Simulation Activities in the Context of Fluid-Mechanical Learning in a Multidisciplinary Student Body" [15], by Manuel Rodríguez-Martín, Pablo Rodríguez-Gonzálvez, Alberto Sánchez-Patrocinio, and Javier Ramón Sánchez. The learning goal in this research was the instruction of students in fluid simulation tools in industrial engineering bachelors. ...
The development and promotion of teaching-enhanced learning tools in the academic field is leading to the collection of a large amount of data generated from the usual activity of students and teachers. The analysis of these data is an opportunity to improve many aspects of the learning process: recommendations of activities, dropout prediction, performance and knowledge analysis, resources optimization, etc. However, these improvements would not be possible without the application of computer science techniques that have demonstrated a high effectiveness for this purpose: data mining, big data, machine learning, deep learning, collaborative filtering, and recommender systems, among other fields related to intelligent systems. This Special Issue provides 17 papers that show advances in the analysis, prediction, and recommendation of applications propelled by artificial intelligence, big data, and machine learning in the teaching-enhanced learning context.
... Therefore, we have obtained an expression for u(x) and sc(x). If w is substituted according to (36), then (39) can be solved as Replacing (38) with (37) and approximating for small values of ϕ results in ...
... Therefore, we have obtained an expression for u(x) and s c (x). If w is substituted according to (36), then (39) can be solved as ...
... On the other hand, from secondary education onwards, students must be able to create computer simulations to check the validity of models used in manual calculation. Students are motivated to accept computer simulations [39]. ...
Students in the electrical branch of the short-cycle tertiary education program acquire developmental and design skills for low voltage transmission power lines. Aerial power line design requires mathematical tools not covered well enough in the curricula. Designing suspension cables requires the use of a Taylor series and integral calculation to obtain the parabola’s arc length. Moreover, it requires iterative procedures, such as the Newton–Raphson method, to solve the third-order equation of the steady-static response. The aim of this work is to solve the steady-static response equation for suspended cables using simple calculation tools. For this purpose, the influence of the horizontal component of the cable tension on its curvature was decoupled from the cable’s self-weight, which was responsible for the tension’s vertical component. To this end, we analyzed the laying and operation of the suspended cables by defining three phases (i.e., stressing, lifting, and operation). The phenomena that occurred in each phase were analyzed, as was their manifestation in the cable model. Herein, we developed and validated the solution of the steady-static response equation in suspended cables using simple equations supported with intuitive graphics. The best results of the proposed calculation procedure were obtained in conditions of large temperature variations.
... M. Rodríguez-Martín, P. Rodríguez-Gonzálvez, A. Sánchez-Patrocinio, J. R. Sánchez принимают за основу положение, что деятельность по моделированию является полезным инструментом для формирования универсальных компетенций профессий будущего, в том числе инновационного мышления [18]. В частности, как отмечают I. Damyanov, N. Tsankov [19], моделирование позволяет обучающимся приобретать важные навыки для укрепления своих теоретических знаний и осознания своей будущей профессиональной карьеры. ...
Problem and purpose. An urgent problem of the modern educational environment is the search for effective learning technologies that have didactic potential for the development of thinking aimed at creating and implementing innovations. In this regard, it is suggested that the influence of educational activities on three-dimensional modeling on the formation of necessary kind of thinking. Method of research. The analysis of scientific and methodological literature was used to study the aspects of including 3D technologies in the didactic process, systematization of facts about the essence of innovation and innovative thinking. The pedagogical experiment involved 58 fourth-year students of the faculty of computer and physical and mathematical Sciences of Vyatka state University. The criterion χ²-Pearson was used as a statistical processing method. Results. The essence of the concept of "innovative thinking, the substantiates the didactic potential of 3D technologies for the development of innovative thinking (tools, visualization of objects, manipulation of images, emotional attractiveness, a range of applications). The described system of teacher's activity includes technical, methodological and content components. Each direction of students' activity should be implemented on specific tasks of the future and relate to the basic properties that determine the development of innovative thinking. At the control stage of the experiment, statistically significant differences were found between the experimental and control groups (χ² emp. 2 > χ² cr0.05 (6,9 > 5,99). Conclusion. Working on a three-dimensional model creates additional conditions for the development of creativity, technology, communication skills, purposefulness, care and responsibility to society for their invention. These characteristics are the basic properties that ensure the integrity of the formation of innovative thinking as a universal competence of a sought-after professional of the future.
... Д. Столбова, Е. П. Александрова, Л. В. Кочурова, К. Г. Носов [29]), 3D-средств в науке (M. Rodríguez-Martín, P. Rodríguez-Gonzálvez, A. Sánchez-Patrocinio, J. R. Sánchez [13]) и образовании (О. А. Мудракова, С. А. Латушкина [24]). ...
Introduction. The authors investigate the problem of realizing the potential of 3D-technologies for creating personalized learning trajectories. The purpose of the study is to identify the characteristic features of designing a personalized learning model when working with technologies for creating three-dimensional images. Materials and Methods. The study involves reviewing international and Russian scholarly literature on the issues of personalized learning and the use of 3D technologies in science and education. The experimental methods were employed to verify the theoretical features of designing a personalized learning model when working with 3D images. To evaluate the obtained data, the authors used empirical methods (observation and analysis of the test results and three-dimensional models). A criteria-based assessment matrix was developed. The educational experiment involved 10-11-grade students in Kirov (the Russian Federation). The statistical significance of the qualitative changes was verified by means of G test. Results. The authors conducted a theoretical analysis in order to clarify the concepts of 'personalized learning' and 'personal learning trajectory', which allowed them to identify the priorities of the digital society for the field of education. Further theoretical analysis revealed the key problems of personalized learning (choice awareness, determining the characteristics of the educational model, and designing learning trajectories) and considered them from the perspectives of teachers and students. The educational potential of 3D-technologies for improving learning outcomes and facilitating personalized learning was described. The design of a personalized environment when working with 3D-image creation technologies was described with the main focus on 'Choosing your learning path' model. Conclusions. The article summarizes the characteristic features of designing a personalized learning model when working in 3D modeling environments to improve learning outcomes, prepare competitive professionals, and create innovations in science and technology.
