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Item Mentoring for future female engineers: pilot at the Higher Polytechnic School of Zamora(IEEE, 2021-09-30) González-Rogado, A. B.; García-Holgado, A.; García-Peñalvo, F. J.The gender gap is a problem that affects all areas and regions in the world. The lack of females depends on different external and internal factors that make it a complex problem. In particular, this gap is most pronounced in engineering. Engineering and technical studies have a shortage of female vocations and a high dropout rate. In this paper, we present the pilot peer-mentoring programme, which has been carried out in the 2020-21 academic year at the University of Salamanca in the Higher Polytechnic School of Zamora. Mentoring has been given to first-year female students of engineering degrees. The implementation of the pilot programme has provided helpful information for implementing the mentoring programme from the 2021-22 academic year.Item Diferentes Abordagens Didáticas Usando um Laboratório Remoto: Identificação de Fatores de Impacto(N. Lima, C. Viegas and F. J. García-Peñalvo, "Diferentes Abordagens Didáticas Usando um Laboratório Remoto: Identificação de Fatores de Impacto," IEEE VAEP-RITA, vol. 7, no. 3, 2019., 2019-11-19) Lima, N.; Viegas, C.; García-Peñalvo, F. J.A prática laboratorial é fundamental no ensino da ciência e engenharia, independentemente do nível de educação. Atualmente, os professores têm diferentes maneiras, para além dos laboratórios tradicionais (hands-on) de permitir que os estudantes desenvolvam competências experimentais, como simulações e laboratórios remotos. Este estudo incide sobre o uso simultâneo dos três recursos, levado a cabo por 51 professores, em 25 unidades curriculares diferentes. No total, foram realizadas 39 implementações didáticas na área da eletricidade e eletrónica em várias Instituições do Ensino Superior e Escolas Secundárias, na Argentina e no Brasil. Estas implementações aconteceram durante dois anos letivos (entre 2016 e 2017), no âmbito do projeto VISIR+, abrangendo 1569 estudantes. A perceção dos professores sobre a aceitação e desempenho dos estudantes com o laboratório remoto implementado (VISIR), bem como a satisfação dos professores com essa ferramenta, foram analisadas e cruzados com as características das unidades curriculares, bem como alguns dos fatores relativos ao desenho das implementação didáticas. Surgiram várias correlações interessantes que alertam para alguns aspetos importantes: O professor deve desenhar as tarefas com o VISIR bem alinhadas com os resultados de aprendizagem/competências que desejam que os seus estudantes desenvolvam; A experiência do professor com o VISIR tem um papel importante na satisfação dos estudantes com a ferramenta; A atividade de introdução ao VISIR assim como o suporte dado aos estudantes ao longo do semestre são também fatores decisivos.Item Different Didactical Approaches Using a Remote Lab: Identification of Impact Factors(IEEE, 2019-08-31) Lima, N.; Viegas, C.; García-Peñalvo, F. J.Conducting laboratory experiments is of vital importance in science and engineering education, independently the level of education. Nowadays, teachers have different ways of allowing students to develop these competences other than hands-on labs, such as simulations and remote labs. This study is focused on the combined use of the three resources, carried out by 51 teachers, in 25 different courses. In total, 39 didac-tical implementations in the electric and electronics area were performed in several Higher Educational Institutions and Sec-ondary Schools, in Argentina and Brazil. This occurred during 2016 and 2017 academic years, under the scope of the VISIR+ project and VISIR was the implemented remote lab and reached 1569 students. Teachers’ perception about student acceptance and performance with VISIR as well as teachers’ satisfaction with VISIR, were cross analysed with course characteristics as well as didactical implementation design factors and several interesting correlations stood out: Teachers extra care in designing VISIR tasks accordingly to the learning outcomes/ competences they want their students to develop revealed as a crucial factor; Teacher experience with VISIR plays an important role in students’ satisfaction with the tool; Teacher introduction and support to VISIR along the semester is also an important factor.Item A utilização do VISIR como um recurso educativo: uma revisão da literatura(2016) Lima, N.; Viegas, C.; Alves, Gustavo R.; García-Peñalvo, Francisco J.Item Personalized contents based on cognitive level of student’s computational thinking for learning basic competencies of programming using an environment b-learning(2016-11) Rojas López, A.; García-Peñalvo, Francisco J.Item VISIR’s Usage as an Educational Resource: a Review of the Empirical Research(2016-11) Lima, N.; Viegas, C.; Alves, Gustavo R.; García-Peñalvo, Francisco J.Item Relationship of knowledge to learn in programming methodology and evaluation of computational thinking(2016-11) Rojas López, A.; García-Peñalvo, Francisco J.Item Seguimiento Adaptativo del Trabajo de Fin de Grado en Ingeniería con Apoyo de Moodle(2016) Esteban-Sánchez, A. L.; Esteban-Escaño, J.; Sein-Echaluce Lacleta, M. L.On current Engineering degrees it’s necessary to design a monitoring process in order to supervise the subject called “degree final project”. This method must be able to manage and evaluate the process and the final documentation. This paper describes the design of an adaptive method and how to put this mechanism into practice using the e-learning system Moodle. Adaptivity gives us the chance of studying different scenarios that can be produced between students and their tutors. The conclusions of this work show a high level of satisfaction whit the adaptative method used in the subject.Item Presentation of the paper “Design of an innovative approach based on Service Learning for Information Technology Governance Teaching”(2015-10-07) García Peñalvo, Francisco J.; Llorens-Largo, FaraónThis is the presentation of the paper entitled “Design of an innovative approach based on Service Learning for Information Technology Governance Teaching” in the TEEM 2015 International Conference held in Porto (Portugal) in October 7-9, 2015.