| Lecturing |
Participatory master class. In these sessions, the contents of the program are presented. Examples are used to help students understand the matter.
Computer presentations and the blackboard will be used as the main media for content transmission. As much as possible, results will be supported by experiments, either done inside the classroom or shown via videos or other interactive content. A copy of the slides will be available for students prior to the lecture, so that both the lecturer and the students can focus, respectively, on the transmission and reception of the concepts. The slides are provided not as a substitute for textbooks or lecture notes, but as supplementary material.
Project-based learning. Two masterclass sessions are programmed to visualize and discuss the results of the R&D projects. A number of projects will be selected according to quality and fitness to the course curriculum, and discussed with the class.
Resolution of problems and/or exercises. With these sessions we engage the student in problem solving activities, while boosting skills in collaborative work and interpersonal relations.
Active methodologies will be used, as stated in section 4 of this Guide. The student will be presented with a number of problems and challenges that involve other engineering disciplines. This way, students will gain a transversal vision of the contents of the course and will see how it can help addressing the problems in other disciplines.
If possible, some time each week will be reserved to group work, although the actual amount of time may vary along the course depending on the current load. During those activities a problem-solving learning method will be followed. |
| Laboratory practical |
Small participatory lectures. Sometimes, it will be convenient to tackle some concepts before the laboratory sessions in this form, to review and expand on the concepts that will be used during the session.
Guided laboratory sessions. The procedure in these sessions is as follows: smaller groups of students are formed to solve a number of challenges and problems, with minimal intervention by the lecturer. The aim is to let students arrive to solutions using the knowledge and the tools at their disposal.
The lecturer will merely guide the work of the students, by adjusting the difficulty of the tasks to the capacity of each group. |
| Project based learning |
We propose a R&D project with an open topic to be carried out by a group of 2 students. The procedure is as follows: we provide the students with a list of videos, as reference. Said videos show demonstrations or tutorials related to the course curriculum; for example: the design and implementation of a AM receptor or an experimental demonstration of ionospheric refraction using a scale model. We ask the students to make a similar video, with free topic but within the course contents.
The aim of this project is to encourage students to acquire knowledge by themselves, employing any tool or method at their disposal. On top of that, we boost skills for autonomous investigation, problem solving, and capabilities in synthesis and presentation. |
