Operating Method at Engineering Classes: A Twist Is Necessary

Abstract

This work aims to transform the conventional class based on simple problem solving by active playful dynamics, in which each student participates actively as a role-play with his/her peers. It has been detected that the way that students have to face the resolution of an engineering problem goes a long way from how it would be solved in the world of work (students are accustomed to raise the resolution of an exercise according to the data that they have). However, the real experience is not so, but it is precisely the acquisition of data, and more specifically, the knowledge of what data to acquire, the real problem in solving this type of exercises. In this sense, a series of play activities were carried out (including the generation of an App) in order that students value the importance of the acquisition of data for the resolution of a problem. The conclusion obtained from this work indicates, on the one hand, the distance between the conventional teaching methodology used and the actual methodology to be applied and, on the other hand, this work presents the new dynamics proposed as a bridge to unify these differences.

Integration of Erasmus+ Students in Entrepreneurship Classes

“…However, Erasmus+ students only collaborated in the process of developing the business plan, because they all came from the management course and did not have enough technical IT skills. In any case, all the students had to collect a large amount of data and interact between them, which are aspects that Bermejo et al (2017) consider essential for the resolution of a problem.…”