Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 467 de 957
implementation, it has been elaborated a self-study guide, where it have been specified the
objectives to be met, the required knowledge and the resources to achieve them, it have
been designed problems oriented towards the specific learning objectives and it has been
registered and later on treated the monitoring sheets filled up by the students with the
level of objective compliance and dedicated time for study. All these teaching material was
managed by the e-learning system AulaWeb which is an interactive web-based teaching
and learning system with password authentication, web publishing facilities, selfassessment,
and communication tools, developed by the División de Informática Industrial
of the Universidad Politécnica of Madrid (UPM) (Martínez, R. and García -Beltrán, A.,
2001). On these monitoring sheets the students should notice the objectives non-achieved
in order to develop them at the sessions organised in form of tutorship classes by the
professors. The monitoring sheets submitted by the students at tutorship classes have
been statistically analysed with the target of obtaining the assessment elements of the
education experience and to establish the conclusions for the improvement of the
developed system. For the selfevaluation, it have been designed specific tests of each of the
parts in which have been structured the experience and it has been carried out a partial
control exam in the frame of the continuous evaluation, whose results have been
compared with the results achieved on the continuous evaluation by those groups
following traditional methodology (from this on will be referred as “control group CG).
Finally it has been carried out a survey to extract information regarding the valuation of
the experience by the students.
Self-study methodology
To prepare the self study guide, it has been defined, at a first stage, the fundamental
elements of the developed methodology:
• The self-study areas have been structured in thematic blocks (BT), and these, later
on, in learning units (UA).
• A thematic block (BT) is understood as a contain unit with characteristics and
learning objectives differentiated of the rest of the theme and, once identified,
allows the explaining and solving of a significative group of specific problems
without the need, at least in a significative manner, of the resources offered by
other thematic blocks.
• The learning unit is (UA) is understood as a component of a thematic Block,
integrated by contents whose study in a together manner favours the
comprehension of a relevant phenomena for the achievement of the objectives of
the BT.
• For each learning unit it were formulates general and specific objectives, classified
according the 4 first categories of Bloom's taxonomy (Bloom, B. S., 1956):
Knowledge (CON), Comprehension (COM), Application (APL) and Analysis (ANA).
The theme chosen for the experience has been theme 3 of the subject transport
Engineering: Road Transport. Vehicle: Performance, Braking and Lateral behaviour. It has
been structured in 3 thematic blocks: Performance calculation (BT1), Braking (BT2) and
lateral dynamic (BT3). Each of them has been divided in several learning units (UAs).
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011