An Interdisciplinary Practical for Multimedia Engineering Students

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/56146
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dc.contributorGrupoM. Redes y Middlewarees_ES
dc.contributorHabilidades, Competencias e Instrucciónes_ES
dc.contributorInvestigación en Inteligencias, Competencia Social y Educación (SOCEDU)es_ES
dc.contributorUniCAD: Grupo de investigación en CAD/CAM/CAE de la Universidad de Alicantees_ES
dc.contributor.authorMarcos-Jorquera, Diego-
dc.contributor.authorPertegal-Felices, María Luisa-
dc.contributor.authorJimeno-Morenilla, Antonio-
dc.contributor.authorGilar-Corbi, Raquel-
dc.contributor.otherUniversidad de Alicante. Departamento de Tecnología Informática y Computaciónes_ES
dc.contributor.otherUniversidad de Alicante. Departamento de Psicología Evolutiva y Didácticaes_ES
dc.date.accessioned2016-06-27T06:41:30Z-
dc.date.available2016-06-27T06:41:30Z-
dc.date.issued2016-06-07-
dc.identifier.citationIEEE Transactions on Education. 2017, 60(1): 8-15. doi:10.1109/TE.2016.2566606es_ES
dc.identifier.issn0018-9359 (Print)-
dc.identifier.issn1557-9638 (Online)-
dc.identifier.urihttp://hdl.handle.net/10045/56146-
dc.description.abstractInterdisciplinary projects in the industry typically require collaboration between professionals from various fields. However, this relationship is not generally addressed in the training offered by university programs, which often ignore this interdisciplinary approach. This paper offers an example of interdisciplinary interaction through joint laboratory activities in the curricula of two very different degree programs, i.e., Multimedia Engineering and Teacher Training in Primary Education. The programs' students formed an interdisciplinary team of multimedia engineers and trainee teachers to develop a Web product for children's cognitive development. The complexity of the task required students to engage in close and strong interdisciplinary cooperation and communication; in turn, they benefited from the synergy offered by collaborative work. The results of this paper, presented from the perspective of the multimedia engineering students, demonstrate a significant increase in their academic performance compared to the control group. This paper shows that university studies can incorporate an interdisciplinary perspective to engineering education without the need to introduce a specific course on the topic, thus avoiding further demands on the curriculum schedule.es_ES
dc.description.sponsorshipThis work was supported in part by the University of Alicante under Grant GRE14-16.es_ES
dc.languageenges_ES
dc.publisherIEEEes_ES
dc.rights© 2016 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.es_ES
dc.subjectDesign of activitieses_ES
dc.subjectInterdisciplinary practiceses_ES
dc.subjectMultimediaes_ES
dc.subjectTeaching methodologyes_ES
dc.subject.otherArquitectura y Tecnología de Computadoreses_ES
dc.subject.otherDidáctica y Organización Escolares_ES
dc.subject.otherPsicología Evolutiva y de la Educaciónes_ES
dc.titleAn Interdisciplinary Practical for Multimedia Engineering Studentses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.peerreviewedsies_ES
dc.identifier.doi10.1109/TE.2016.2566606-
dc.relation.publisherversionhttp://dx.doi.org/10.1109/TE.2016.2566606es_ES
dc.identifier.cvIDA8358152-
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
Appears in Collections:INV - GrupoM - Artículos de Revistas
INV - Habilidades, Competencias e Instrucción - Artículos de Revistas
INV - UNICAD - Artículos de Revistas
INV - SOCEDU - Artículos de Revistas

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