Research in Engineering Education Symposium 2011 - rees2009

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Universidad Politécnica de Madrid (UPM) Página 594 de 957 References Hogg, R., V., Tanis, E., A., (2001). Probability and Statistical Inference, 2e.Pearson Education. Newbold, P., M., Carlson, W., L., Thorne, B., M. (2007). Statistics for Business and Economics, 6/e.Pearson Education. Law, A., M., Kelton, W., D. (2000). Simulation Modelling and Analysis, 3/e. McGraw-Hill. National Statistics Institute (2011). Spanish National Statistics Institute web page. Accessed at http://www.ine.es on 24 Jun 2011. Samuels, M., L., Witmer, J., A., Schaffner. (2011). Statistics for the Life Sciences, 4/e.Pearson Education. Copyright statement Copyright © 2011 Javier Portillo, Juan Besada and Ana Bernardos: The authors assign to the REES organisers and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a nonexclusive licence to REES to publish this document in full on the World Wide Web (prime sites and mirrors) on CD-ROM and in printed form within the REES 2011 conference proceedings. Any other usage is prohibited without the express permission of the authors. Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
Universidad Politécnica de Madrid (UPM) Página 595 de 957 Low cost 3D Gesture based interface use for engineering lecturing Juan Besada besada@grpss.ssr.upm.es Universidad Politécnica de Madrid, Madrid Spain Ana Bernardos abernardos@grpss.ssr.upm.es Universidad Politécnica de Madrid, Madrid Spain Javier Portillo javierp@grpss.ssr.upm.es Universidad Politécnica de Madrid, Madrid Spain Abstract: This paper set sup the basis to build experiment lectures using low cost sensors to track lecturer gestures for several types of typical engineering lectures, and to design a user-based study to collect the feedback from students and teachers about the use of such technologies in undergraduate engineering courses, in order to draw some initial conclusions on the acceptability of this kind of interactions in the classroom Introduction According to Eskicioglu and Kopec (2003) the key elements in an ideal multimediaenabled classroom are networked computers, storage devices, printers, scanners, LCD projectors, electronic whiteboard, and digital cameras and camcorders. The use of multimedia-enabled classrooms is specially tailored for some kind of lectures or teaching and learning experiences, although it is not appropriate for some others. In this paper we will focus on the design and use of new hardware to support engineering lecturing, with its special constraints related to mathematical/logical complexity of the exposition, need to link real (physical) and abstract (models) objects and constructive/practical approach, needing to make the student not only capable of understanding concepts but also of actively using described theory and procedures to build effective solutions to engineering problems. The two main practical approximations to give engineering lectures with complex mathematical content are the use of chalk blackboards and standard digital presentation tools (“Powerpoint® presentations”). Both methods are clearly focused on the presentation of theoretical information, covering the need for formal presentation of mathematical and logical concepts, but they are not so good at the presentation of links between reality and models, and on the definition of procedures to use the theoretical information (but in reduced applications addressed in laboratories/problem solving sessions). Near future use of virtual reality (with virtual objects) and other technologies in the classroom may change the approach in this kind of lecture, enabling for a more Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
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