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首页> 外文会议>International Technology, Education and Development Conference >(1966) TOWARDS THE CHALLENGE OF COINCIDENCE BETWEEN THE REQUIRED SKILLS AND THE SKILLS ACQUIRED BY THE STUDENTS. OUR EXPERIENCE EXAMPLE: BALSA WOOD GRIDS DESIGN COMPETITIONS EVOLUTION
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(1966) TOWARDS THE CHALLENGE OF COINCIDENCE BETWEEN THE REQUIRED SKILLS AND THE SKILLS ACQUIRED BY THE STUDENTS. OUR EXPERIENCE EXAMPLE: BALSA WOOD GRIDS DESIGN COMPETITIONS EVOLUTION

机译：（1966年）朝着所需技能和学生获得的技能之间的挑战挑战。我们的体验示例：Balsa Wood网格设计竞赛进化

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The implementation of the European Higher Education Area has encouraged professors to developactivities designed for the students to `learn to learn', 'long life learning' and 'learning by doing'. Thesentence that summarizes these ideas could be 'make the students work for it'.Furthermore, the activities in which the students are to gain the mentioned skills, should also be asattractive as games (gamification is the application of game principles in non-game contexts as inHigher Education). The aim is to motivate them, to awake their interest in the topics they are learningbecause motivation is directly proportional to learning ability.As it is widely demonstrated there are a lot of advantages in these learning methods, but there is agreat challenge also: the proposed activities should lead the students to reach the required level in thesubject's contents, so the skills acquired should be the same as the stablished required skills. Theclosest we can lead these aspects, the more useful the activity for the students would be. Sometimesit is not easy to get this and the achievements the students get developing the activity are not as closeto the subject targets as they should ideally be.Our group of Structural Buildings Design Professors in the Architecture and Design Department ofUSP CEU has been developing Design Students Competitions of different types of StructuralElements since 2008. We have tested in the lab Balsa Wood Beams, Spaghetti Trusses, VerticalSupports (subjected to compression forces), Towers (subjected to dynamic forces), beams incantilever, frames and grids. Our experience can be defined as wide in this area. The evolution ofeach activity throughout these eight years (designing and process rules, students reports required)and the organization of the competitions as a vertical system have a main goal: make the skillsacquired in the competitions the similar as possible as the subjects stablished required skills.We think that a good example that could clarify the previous statement is the evolution of the BalsaWood Grid Design Competition we celebrate every year in our Institute of Technology. It was born in2010 as a choice in the Balsa Wood Beam Design Competition. A grid is a couple of beams thatintersect at one joint and form a plane. We decided to promote the designing of grids because ourstudents should understand the structural behavior of this type of structures. In the beginning therewere almost no designed requirements (only the two beams span) and the aim was getting the highestefficiency (ratio Failure Load/Grid weight). In the 6th edition of the Balsa Wood Designed Competition(April 2015) the aim was to design a grid in which the support reaction force values were as equal aspossible. The goal of all the changes that we have decided to implement along these years has to dowith the concepts we know the students have to understand: the bending stiffness influence in theload distribution.In this Congress, we would like to share the evolution this activity has had (designing rules, buildingprocess, testing elements fabrication, students reports demanded) and the reasons of every decisionwe have taken. So we demonstrate the advantages in the students learning process of adapting theactivities' goals to the subjects' content requirements.
机译：欧洲高等教育领域的实施鼓励教授为学生们为学生提供的发展，以“学习学习”，“漫长的生活学习”和“通过做”学习“。总结这些想法的结果可能是“让学生为此工作。更多的活动，学生要获得提到的技能的活动，也应该像游戏那样变得吸引人（游戏处理是在非游戏中的游戏原则在非游戏中的应用中的应用作为Inhigher教育）。目的是激励他们，唤醒他们对他们学习的主题的兴趣，动机与学习能力成正比成比例。它被广泛展示了这些学习方法中有很多优势，但有很多优势，但是有很多优势，还有一个挑战：建议活动应引导学生在Thesubject的内容中达到所需的水平，因此获得的技能应与稳定的所需技能相同。最终可以引导这些方面，学生的活动越有用。有时候是不容易得到这个，成就学生发展活动的成就并不像他们理想情况下的主题目标。我们应该集团的结构建筑设计教授在usup ceu的建筑和设计部门一直在开发设计学生比赛自2008年以来的不同类型的结构。我们在Lab Balsa木梁，意大利面条，垂直桁架（经过压缩力），塔（经过动态力），梁钻孔，框架和网格中进行了测试。我们的经验可以在这方面宽度定义。在这八年内的活动进化（设计和过程规则，学生报告所需的学生报告）以及作为垂直系统的竞争组织具有主要目标：使您在比赛中的技能可以尽可能类似地进行主题所需的技能。我们认为，一个可以澄清前任陈述的一个很好的例子是我们在我们理工学院每年庆祝的Balsawood网格设计比赛的演变。它在2010年出生，成为博尔萨木梁设计竞赛的选择。网格是在一个关节处产生的几个光束并形成平面。我们决定促进网格的设计，因为我们的设计者应该了解这种结构的结构行为。在开始时，几乎没有设计的要求（只有两个光束跨度），目的是获得最低效率（比率故障负载/网格重）。在第6版的Balsa Wood设计的比赛中（2015年4月）目的是设计一种网格，其中支持反应力值与平等一样。我们决定沿着这些年决定实施的所有变化的目标必须使我们知道学生必须了解的概念：弯曲僵硬的影响力在罗克分布中。在本大会中，我们想分享这项活动的进化（设计规则，建筑工程，测试元素制作，学生报告所需的学生）以及每种决策机的原因都采取。因此，我们展示了学生学习过程中的优势，即将失败的目标转向受试者的内容要求。

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