Nowadays, the benefits and advantages of some digital tools and methodologies, such as “Learning by Doing”, gamification or Flipped Classroom, in higher education are totally accepted and have been validated many times using scientifical evidence. But, at the same time, several education experts have noted this kind of experiences cannot be generalized and exported to other cultural or educational contexts, as many context factors influence the results very strongly. Therefore, in several situations, despite the huge investment done by most higher education institutions in digital tools, laboratories, or teaching courses for professors; and despite the professors’ availability to update their teaching methods, the students’ learning and competence acquisition do not improve as expected. This was exactly the situation for several (up to ten) courses in the field of computer networks, in the Computer Engineering degree in Universidad Politécnica de Madrid. As a proposal, during year 2022/23 an artificial or emulated environment replicating the network management centers many telecommunication companies have, was implemented. In this new laboratory, engineering courses were based on DesignThinking methodologies and educative challenges. Every subject proposed between four and six different challenges, whose resolution can be only completed in the new networking lab. Multidisplinary teams were organized, including between three and six students. Challenges had also a multidisciplinary approach. Results confirmed students’ academic results improved in a significant level. Besides, students’ participation and attendance rates grew up in a significant manner too.
Nowadays, the benefits and advantages of some digital tools and methodologies, such as “Learning by Doing”, gamification or Flipped Classroom, in higher education are totally accepted and have been validated many times using scientifical evidence. But, at the same time, several education experts have noted this kind of experiences cannot be generalized and exported to other cultural or educational contexts, as many context factors influence the results very strongly. Therefore, in several situations, despite the huge investment done by most higher education institutions in digital tools, laboratories, or teaching courses for professors; and despite the professors’ availability to update their teaching methods, the students’ learning and competence acquisition do not improve as expected. This was exactly the situation for several (up to ten) courses in the field of computer networks, in the Computer Engineering degree in Universidad Politécnica de Madrid. As a proposal, during year 2022/23 an artificial or emulated environment replicating the network management centers many telecommunication companies have, was implemented. In this new laboratory, engineering courses were based on DesignThinking methodologies and educative challenges. Every subject proposed between four and six different challenges, whose resolution can be only completed in the new networking lab. Multidisplinary teams were organized, including between three and six students. Challenges had also a multidisciplinary approach. Results confirmed students’ academic results improved in a significant level. Besides, students’ participation and attendance rates grew up in a significant manner too. Read More
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