Conference Agenda

2020 and 2021 were difficult years for students attending higher education and secondary education especially if they were preparing to enter higher education. Teaching was adapted, and assessments were the possible ones according to what we lived and experienced. Thus, students need innovative and stimulating teaching and learning practices that motivate and involve them in the teaching/learning processes. ICT and digital platforms have seen their indiscriminate use, not without sometimes, teachers and students questioning whether they were being used in the best possible way or they were being taken full advantage of. Face-to-face group work and involvement with the needs of colleagues lost some space for achievement and effectiveness. The preference for individual work and the visible reduction in solidarity among colleagues was an issue/question posed at the beginning of this study. An activity was proposed over a semester to students of Statistical Methods from Informatics Engineering. This curricular unit enrolls 534 students, 85 on an after-work basis. The objective of this proposal was to create a collaborative learning platform where students could interact with each other within the scope of the curricular unit. Cumulatively, it was an objective that students deepen the topics taught in class, including references provided, and reviewing exercises carried out by their colleagues. Regularly professors corrected the materials proposed by the students. All students who participated had access to all the work developed. The evaluation of students' involvement, collaboration, and solidarity in addition to the results will be discussed and presented.

This paper describes a study, with the objective of evaluating the possibilities of knowledge construction through collaborative learning (CL) in the innovative Padlet environment. During the practical classes of a math curricular unit of an engineering course, activities and assessments were carried out using Padlet. Program themes are organized by columns as a wall. Each student's group accesses a problem proposal using a QR-Code. In the first part of the class, the group must solve the problem correctly, using all the materials and technologies they deem necessary. In the second part, each group will correct another group's problem. The teacher provides the necessary support with the role of advisor in carrying out the proposed problems. Through direct observation of the teacher during the classes, the experiences of the authors, and the evaluation of the students in these contents, it will be possible to collect information that will allow demonstrating that CL using Padlet was efficient. Students' opinions gathered through interviews and two questionnaires (initial and final) will also be very important data to be presented regarding their interest in this collaborative activity.

In conclusion, this paper will describe, analyze, and discuss the interest in using a CL environment for the development of knowledge and student motivation in teaching/learning math for engineers. Students’ perspectives will be observed regarding their motivation and interest, allowing teachers to expand the range of perspectives on the contents covered and enriching the necessary discussions for future activities development.

Universidad Francisco de Vitoria (UFV) in Madrid (Spain) and Universidad Vasco de Quiroga (UVAQ) in Morelia (Mexico) seek the comprehensive academic training of students: not the mere development of technical skills, but also the personal and soft skills that enable them to face their professional reality.

Educational Missions in both institutions aim for sustainable development oriented towards people and the societies in which they are immersed. Their substantial actions have been designed, in a way that active methodologies and innovative proposals are included. Among them, it is worth highlighting the provision of a personalized support system for students, in which, through a competence itinerary with their tutors, issues are addressed to help them to full development.

An added value has been identified by applying this mentoring system in engineering careers (mainly based on hard skills), when supporting students in the development of other skills.

A comparative study was carried out on the differences and similarities between the programs of both universities, from the point of view of the people who mentor and guide students. Thanks to those contributions, we have information that will allow us to adapt the processes and thus respond more adequately to the needs of engineering students in their first undergraduate degree courses. The focus group technique was used in the process.

The use of Student Response Systems (SRS) is highly recommended to encourage the active and meaningful learning of students in each lecture. SRS promotes the motivation of students and improves the system of continuous assessment [1-4]. This resource is very useful for face-to-face classes, but even more in online classes where it is easier for students to lose the thread of the class due to possible external distractions or tasks.

One of the most popular applications designed for SRS is Socrative [5], which can be used from a computer or mobile device, and being easy to handle. The use of Socrative in classrooms gives an authentic sense to continuous assessment, as the teacher has an easily manageable record (spreadsheet) of the learning evolution of their students. The use of quizzes in Socrative will help the teacher to program both formative and summative assessments. As the application generates a detailed record of each student's responses it allows the detection of topics that each student may not have understood and even determines the percentage of the entire class with the same difficulty.

In this work, we will focus on the use of Socrative in various bachelor engineering degrees (Chemical Engineering, Mechanical Engineering, and Materials Engineering), in which the track of the daily learning and accompaniment of the student is necessary to verify if they are developing the required competencies. It allows the teacher to perform a true continuous assessment of each student's learning process, and provide real-time explanations to solve possible deficiencies.