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Dr. María-José Terrón-López
Universidad Europea de Madrid - School of Architecture, Engineering and Design

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0 sustainability assessment
0 photovoltaic
0 Electronics Engineering
0 educational robotics

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Short Biography

Professor at the School of Architecture, Engineering and Design at the Universidad Europea de Madrid where she has worked in the implementation of the PBL academic model. She holds a MSc degree in Physics, MSc on Electronics (UCM) and a PhD on the photovoltaic solar energy program (UPM). She has participated in several research projects focused on photovoltaics, educational robotics and on university education, skills development and employability. She is currently working in innovation in higher education and educational robotics. Her research interests include, among others, improvement of key skills and sustainability competences in degree students and educational robotics.

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Journal article
Published: 28 April 2021 in Sustainability
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This article describes a subject design to train engineer students in soft skills through an experiential and person-centred approach, as is usually developed in companies for managers to incorporate responsible and ethical engineering perspectives. This design is based on an experiential methodology and its impact on students is presented. The subject, called “Personal and Professional Effectiveness”, was designed and developed based on Covey’s classic book “The 7 habits of highly effective people” and introduces ethical and social commitment among other contents. A detailed description of different activities carried out within the module is provided to allow replication. Students’ perception, gathered from their reflexive diaries, and academic satisfaction survey results are presented. Students report that this teaching method leads to a deeper connection with themselves and increased awareness of their strengths and weaknesses. Students seem to have understood the importance of sustainability and how individual behavior impacts in an engineering team. They reflect on how being aware of their own strengths and difficulties helps them integrate different knowledge into their daily lives and how this can improve their behaviors, not only professionally, but also personally.

ACS Style

Rosa-María Rodríguez-Jiménez; Pedro Lara-Bercial; María-José Terrón-López. Training Freshmen Engineers as Managers to Develop Soft Skills: A Person-Centred Approach. Sustainability 2021, 13, 4921 .

AMA Style

Rosa-María Rodríguez-Jiménez, Pedro Lara-Bercial, María-José Terrón-López. Training Freshmen Engineers as Managers to Develop Soft Skills: A Person-Centred Approach. Sustainability. 2021; 13 (9):4921.

Chicago/Turabian Style

Rosa-María Rodríguez-Jiménez; Pedro Lara-Bercial; María-José Terrón-López. 2021. "Training Freshmen Engineers as Managers to Develop Soft Skills: A Person-Centred Approach." Sustainability 13, no. 9: 4921.

Journal article
Published: 04 March 2021 in Sustainability
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The aim of this study was to explore the potential of using a social robot in speech therapy interventions in children. A descriptive and explorative case study design was implemented involving the intervention for language disorder in five children with different needs with an age ranging from 9 to 12 years. Children participated in sessions with a NAO-type robot in individual sessions. Qualitative methods were used to collect data on aspects of viability, usefulness, barriers and facilitators for the child as well as for the therapist in order to obtain an indication of the effects on learning and the achievement of goals. The main results pointed out the affordances and possibilities of the use of a NAO robot in achieving speech therapy and educational goals. A NAO can contribute towards eliciting motivation, readiness towards learning and improving attention span of the children. The results of the study showed the potential that NAO has in therapy and education for children with different disabilities. More research is needed to gain insight into how a NAO can be applied best in speech therapy to make a more inclusive education conclusions.

ACS Style

David Estévez; María-José Terrón-López; Paloma Velasco-Quintana; Rosa-María Rodríguez-Jiménez; Valle Álvarez-Manzano. A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders. Sustainability 2021, 13, 2771 .

AMA Style

David Estévez, María-José Terrón-López, Paloma Velasco-Quintana, Rosa-María Rodríguez-Jiménez, Valle Álvarez-Manzano. A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders. Sustainability. 2021; 13 (5):2771.

Chicago/Turabian Style

David Estévez; María-José Terrón-López; Paloma Velasco-Quintana; Rosa-María Rodríguez-Jiménez; Valle Álvarez-Manzano. 2021. "A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders." Sustainability 13, no. 5: 2771.

Journal article
Published: 13 November 2020 in Sensors
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The effectiveness of social robots such as NAO in pedagogical therapies presents a challenge. There is abundant literature focused on therapies using robots with children with autism, but there is a gap to be filled in other educational different needs. This paper describes an experience of using a NAO as an assistant in a logopedic and pedagogical therapy with children with different needs. Even if the initial robot architecture is based on genericbehaviors, the loading and execution time for each specific requirement and the needs of each child in therapy, made it necessary to develop “Adaptive Behaviors”. These evolve into an adaptive architecture, appliedto the engineer–therapist–child interaction, requiring the engineer-programmer to be always present during the sessions. Benefits from the point of view of the therapist and the children and the acceptance of NAO in therapy are shown. A robot in speech-therapy sessions can play a positive role in several logopedic aspectsserving as a motivating factor for the children.Future works should be oriented in developing intelligent algorithms so as to eliminate the presence of the engineer-programmer in the sessions. Additional work proposals should consider deepening the psychological aspects of using humanoid robots in educational therapy.

ACS Style

Verónica Egido-García; David Estévez; Ana Corrales-Paredes; María-José Terrón-López; Paloma-Julia Velasco-Quintana. Integration of a Social Robot in a Pedagogical and Logopedic Intervention with Children: A Case Study. Sensors 2020, 20, 6483 .

AMA Style

Verónica Egido-García, David Estévez, Ana Corrales-Paredes, María-José Terrón-López, Paloma-Julia Velasco-Quintana. Integration of a Social Robot in a Pedagogical and Logopedic Intervention with Children: A Case Study. Sensors. 2020; 20 (22):6483.

Chicago/Turabian Style

Verónica Egido-García; David Estévez; Ana Corrales-Paredes; María-José Terrón-López; Paloma-Julia Velasco-Quintana. 2020. "Integration of a Social Robot in a Pedagogical and Logopedic Intervention with Children: A Case Study." Sensors 20, no. 22: 6483.

Journal article
Published: 11 November 2020
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ACS Style

María-José Terrón-López. Individual assessment procedure and its tools for PBL teamwork. 2020, 1 .

AMA Style

María-José Terrón-López. Individual assessment procedure and its tools for PBL teamwork. . 2020; ():1.

Chicago/Turabian Style

María-José Terrón-López. 2020. "Individual assessment procedure and its tools for PBL teamwork." , no. : 1.

Journal article
Published: 12 June 2020 in Sustainability
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This article describes an intrinsic case study of project-based learning (PBL) experience involving an NGO as an external client to promote sustainability competencies. Two research questions are posed: (1) How did this experiential PBL approach impact students learning to develop sustainability competencies by incorporating a responsible engineering perspective? (2) How did college students become engaged with social and sustainable PBL projects when external clients of developing economies were involved? The project-based design involved two subjects in the second year of an Industrial engineering degree. The client was an NGO with an existing project to improve the supply chain logistics of three refugee camps managed by women. Students had to cooperatively develop a sustainable proposal for the NGO with a global mindset. Findings obtained from the analysis of the reflections of students and teachers indicate that this methodology helps students to acquire comprehensively learning outcomes and to develop sustainability competencies. Sustainable and socially responsible engineering were achieved through a methodology that considers the UN Sustainable Development Goals (SDGs) and engages students in real projects. This approach promotes student awareness on the importance of their actions and their personal behavior as engineers, including a gender perspective, while training them to move towards SDG4 and 5.

ACS Style

María-José Terrón-López; Paloma J. Velasco-Quintana; Silvia Lavado-Anguera; María Del Carmen Espinosa-Elvira. Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps. Sustainability 2020, 12, 4817 .

AMA Style

María-José Terrón-López, Paloma J. Velasco-Quintana, Silvia Lavado-Anguera, María Del Carmen Espinosa-Elvira. Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps. Sustainability. 2020; 12 (12):4817.

Chicago/Turabian Style

María-José Terrón-López; Paloma J. Velasco-Quintana; Silvia Lavado-Anguera; María Del Carmen Espinosa-Elvira. 2020. "Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps." Sustainability 12, no. 12: 4817.

Journal article
Published: 10 November 2017
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ACS Style

María-José Terrón-López. A Project Based Learning Experience Using NGO Projects and A Volunteer Program Abroad. 2017, 1 .

AMA Style

María-José Terrón-López. A Project Based Learning Experience Using NGO Projects and A Volunteer Program Abroad. . 2017; ():1.

Chicago/Turabian Style

María-José Terrón-López. 2017. "A Project Based Learning Experience Using NGO Projects and A Volunteer Program Abroad." , no. : 1.

Regular articles
Published: 20 December 2016 in European Journal of Engineering Education
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A unified academic model based on the project-based learning (PBL) methodology was implemented, in the 2012–2013 period, in the School of Engineering at Universidad Europea de Madrid. The purpose of this paper is to explore whether teachers and students participating in the capstone projects feel that the objectives for which this methodology was designed for are being achieved. The data were collected through interviews to participants at the end of the PBL experience. The results are encouraging, as students seem to be more motivated, and they say that they are experiencing deeper learning, and have developed key competitive skills required for their professional lives. Findings also suggest that teachers face positively the PBL as a learning approach since they perceive that students obtain a deeper learning, develop transversal skills with the projects and are more engaged with their studies. Implications and recommendations for the future of the model are also discussed.

ACS Style

María-José Terrón-López; Paloma J. Velasco-Quintana; María-José García-García; Jared R. Ocampo. Students’ and teachers’ perceptions: initial achievements of a Project-Based Engineering School. European Journal of Engineering Education 2016, 42, 1113 -1127.

AMA Style

María-José Terrón-López, Paloma J. Velasco-Quintana, María-José García-García, Jared R. Ocampo. Students’ and teachers’ perceptions: initial achievements of a Project-Based Engineering School. European Journal of Engineering Education. 2016; 42 (6):1113-1127.

Chicago/Turabian Style

María-José Terrón-López; Paloma J. Velasco-Quintana; María-José García-García; Jared R. Ocampo. 2016. "Students’ and teachers’ perceptions: initial achievements of a Project-Based Engineering School." European Journal of Engineering Education 42, no. 6: 1113-1127.

Regular articles
Published: 19 July 2016 in European Journal of Engineering Education
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The School of Engineering at Universidad Europea de Madrid (UEM) implemented, starting in the 2012–2013 period, a unified academic model based on project-based learning as the methodology used throughout the entire School. This model expects that every year, in each grade, all the students should participate in a capstone project integrating the contents and competencies of several courses. This paper presents the academic context under which this experience has been implemented, and a summary of the work done to design and implement the Project-Based Engineering School at the UEM. The steps followed, the structure used, some sample projects, as well as the difficulties and benefits of implementing the programme are discussed in this paper. The results are encouraging as students are more motivated and the initial set objectives were accomplished.

ACS Style

María-José Terrón-López; María-José García-García; Paloma J. Velasco-Quintana; Jared Ocampo; María-Reyes Vigil Montaño; María-Cruz Gaya-López. Implementation of a project-based engineering school: increasing student motivation and relevant learning. European Journal of Engineering Education 2016, 42, 618 -631.

AMA Style

María-José Terrón-López, María-José García-García, Paloma J. Velasco-Quintana, Jared Ocampo, María-Reyes Vigil Montaño, María-Cruz Gaya-López. Implementation of a project-based engineering school: increasing student motivation and relevant learning. European Journal of Engineering Education. 2016; 42 (6):618-631.

Chicago/Turabian Style

María-José Terrón-López; María-José García-García; Paloma J. Velasco-Quintana; Jared Ocampo; María-Reyes Vigil Montaño; María-Cruz Gaya-López. 2016. "Implementation of a project-based engineering school: increasing student motivation and relevant learning." European Journal of Engineering Education 42, no. 6: 618-631.

Journal article
Published: 02 August 2015 in International Journal of Engineering Pedagogy (iJEP)
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The School of Engineering at the Universidad Europea de Madrid (UEM) implemented a change in the pedagogical model applied in its degrees at the 2012/2013 period: the "Project Based Engineering School" (PBES). It consists on the application of the Project-Based Learning (PBL) methodology in at least several subjects each course in all its degrees. Each academic year, the students develop a capstone project covering partially the content of several subjects; faculty board and teachers were involved in the designing of a global framework and implementation adapted to each degree. How this process was made is explained in this paper. Positive results were obtained at the end of the first year that include further development of key skills, a deeper understanding of the specific skills and an increase on the motivation of students and teachers. There were also identified some areas for improvement for the coming years. This article will also show some of those results (both qualitative and quantitative) obtained after a year of experience from the students’ point of view.

ACS Style

María-José Terrón-López; Paloma-Julia Velasco-Quintana; María-José García-García; María-Cruz Gaya-López; Juan-José Escribano-Otero. Design and Implementation of a Comprehensive Educational Model: Project Based Engineering School (PBES). International Journal of Engineering Pedagogy (iJEP) 2015, 5, 53 -60.

AMA Style

María-José Terrón-López, Paloma-Julia Velasco-Quintana, María-José García-García, María-Cruz Gaya-López, Juan-José Escribano-Otero. Design and Implementation of a Comprehensive Educational Model: Project Based Engineering School (PBES). International Journal of Engineering Pedagogy (iJEP). 2015; 5 (3):53-60.

Chicago/Turabian Style

María-José Terrón-López; Paloma-Julia Velasco-Quintana; María-José García-García; María-Cruz Gaya-López; Juan-José Escribano-Otero. 2015. "Design and Implementation of a Comprehensive Educational Model: Project Based Engineering School (PBES)." International Journal of Engineering Pedagogy (iJEP) 5, no. 3: 53-60.

Conference paper
Published: 01 March 2015 in 2015 IEEE Global Engineering Education Conference (EDUCON)
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The Polytechnic School of the Universidad Europea de Madrid (UEM) started during 2012/2013 its “Project Based Engineering School” (PBES). This consists on the application of the Project-Based Learning (PBL) methodology in all its degrees. The students developed in each academic year a comprehensive project covering partially the content of several courses; different teachers were involved in each project. How was made the implementation of this process is explained in this paper. Positive results of the first evaluation were obtained at the end of the academic year that include further development of key skills, a deeper understanding of the specific skills and an increasing on motivation of students and teachers. There were also identified some areas for improvement. This article will show the results (both qualitative and quantitative) obtained after the year of experience and the conclusions after analyzing them.

ACS Style

Maria-Jose Terron-Lopez; Maria-Jose Garcia-Garcia; Maria-Cruz Gaya-Lopez; Paloma-Julia Velasco-Quintana; Juan-Jose Escribano-Otero. Project Based Engineering School (PBES) An implementation experience with very promising results. 2015 IEEE Global Engineering Education Conference (EDUCON) 2015, 39 -46.

AMA Style

Maria-Jose Terron-Lopez, Maria-Jose Garcia-Garcia, Maria-Cruz Gaya-Lopez, Paloma-Julia Velasco-Quintana, Juan-Jose Escribano-Otero. Project Based Engineering School (PBES) An implementation experience with very promising results. 2015 IEEE Global Engineering Education Conference (EDUCON). 2015; ():39-46.

Chicago/Turabian Style

Maria-Jose Terron-Lopez; Maria-Jose Garcia-Garcia; Maria-Cruz Gaya-Lopez; Paloma-Julia Velasco-Quintana; Juan-Jose Escribano-Otero. 2015. "Project Based Engineering School (PBES) An implementation experience with very promising results." 2015 IEEE Global Engineering Education Conference (EDUCON) , no. : 39-46.

Journal article
Published: 28 September 2014 in Fisioterapia
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Presentar el diseño de 3 rúbricas para evaluar las prácticas clínicas del Prácticum del Grado en Fisioterapia y conocer la percepción de los estudiantes sobre la utilidad de dichas herramientas. Las rúbricas se elaboraron a partir de las competencias transversales y específicas contempladas en la asignatura Prácticum del Grado en Fisioterapia de la Universidad Europea de Madrid, y están adaptadas a las exigencias del Real Decreto 1707/2011 y perfil de egreso según la ANECA. La percepción de los estudiantes fue evaluada mediante una encuesta que incluía 11 afirmaciones con las que los estudiantes debían mostrar su grado de acuerdo o desacuerdo (escala Likert 1-4) sobre la utilidad de dicha rúbrica para valorar las prácticas clínicas, evaluar de forma integral y constatar los niveles de competencia adquiridos en la práctica asistencial de una forma sencilla, objetiva y equitativa. Se presentan los criterios evaluables y los niveles de logro de las 3 rúbricas diseñadas (Práctica Clínica, Historia Clínica de Fisioterapia y Diario Reflexivo Académico). Los resultados de las encuestas mostraron una percepción positiva de los estudiantes acerca de las rúbricas. En 8 de los 11 ítems evaluados, la respuesta más frecuente fue «bastante de acuerdo». Las rúbricas presentadas facilitan una evaluación de las competencias correspondientes a las prácticas clínicas del Grado en Fisioterapia. La percepción de los estudiantes fue positiva en aspectos como su utilidad para la evaluación de las prácticas clínicas, permitir una evaluación más objetiva, evaluar de forma integral y constatar el nivel de competencias. To present the design of 3 rubrics to evaluate the clinical practices of the Practicum course of the Physiotherapy Degree and to know the students’ perception on the usefulness of these tools. The rubrics were developed according to the cost-sectional and specific competences included in the Practicum course of Degree in Physiotherapy at the Universidad Europea de Madrid, and adapted to the requirements of Royal Decree 1707/2011 and graduate profile requirements given by ANECA. The students’ perception was evaluated through an 11-item questionnaire. The students had to show their level of agreement or disagreement (Likert scale 1-4) on the usefulness of the rubric used to assess the students’ performance during the clinical practices, verifying their level of competency acquired. The evaluable criteria and achievement levels of the 3 rubrics designed (Clinical Practice, Clinical Records in Physiotherapy and Academic Reflective Diary) are presented. The questionnaire results showed that students’ perceptions about the rubrics were positive. In 8 of the 11 evaluated items, the most frequent response was “medium-high level of agreement”. The 3 rubrics presented provide an assessment of the competencies included in the clinical practices of Physiotherapy Degree. The students’ perceptions were positive...

ACS Style

N.L. Martiañez; M. Rubio; M.J. Terrón; T. Gallego. Diseño de una rúbrica para evaluar las competencias del Prácticum del Grado en Fisioterapia. Percepción de su utilidad por los estudiantes. Fisioterapia 2014, 37, 83 -95.

AMA Style

N.L. Martiañez, M. Rubio, M.J. Terrón, T. Gallego. Diseño de una rúbrica para evaluar las competencias del Prácticum del Grado en Fisioterapia. Percepción de su utilidad por los estudiantes. Fisioterapia. 2014; 37 (2):83-95.

Chicago/Turabian Style

N.L. Martiañez; M. Rubio; M.J. Terrón; T. Gallego. 2014. "Diseño de una rúbrica para evaluar las competencias del Prácticum del Grado en Fisioterapia. Percepción de su utilidad por los estudiantes." Fisioterapia 37, no. 2: 83-95.

Journal article
Published: 01 September 2013 in Literacy Information and Computer Education Journal
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ACS Style

Maria-Jose Terron-Lopez; Rosa M. Rodríguezjiménez; Paloma J. Velasco-Quintana; Mª Del Mar Caja-. Non-Verbal Teacher Training Program: Emotional Intelligence, Body Awareness and Communication. Literacy Information and Computer Education Journal 2013, 4, 1149 -1156.

AMA Style

Maria-Jose Terron-Lopez, Rosa M. Rodríguezjiménez, Paloma J. Velasco-Quintana, Mª Del Mar Caja-. Non-Verbal Teacher Training Program: Emotional Intelligence, Body Awareness and Communication. Literacy Information and Computer Education Journal. 2013; 4 (3):1149-1156.

Chicago/Turabian Style

Maria-Jose Terron-Lopez; Rosa M. Rodríguezjiménez; Paloma J. Velasco-Quintana; Mª Del Mar Caja-. 2013. "Non-Verbal Teacher Training Program: Emotional Intelligence, Body Awareness and Communication." Literacy Information and Computer Education Journal 4, no. 3: 1149-1156.

Book chapter
Published: 02 November 2012 in Explorations into Chinese as a Second Language
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Nowadays employers look not only for graduates but for professionals who can constantly renew their knowledge and competencies. Therefore skills development and assessment becomes paramount within the new educational paradigm that emerges from the Bologna Process. In this chapter, we present a project undertaken by a group of university teachers to introduce generic employability skills in the higher education students’ curricula, in particular in language degrees. We first analyze terms related to key skills, generating an integrated denomination for each competency. The elaboration of general templates for generic skills is proposed here as a useful tool that provides information about the development and assessment of each skill. Different types of rubrics and assessment templates, used during this project, are presented.

ACS Style

María José Terrón-López; María José García-García. Assessing Transferable Generic Skills in Language Degrees. Explorations into Chinese as a Second Language 2012, 151 -167.

AMA Style

María José Terrón-López, María José García-García. Assessing Transferable Generic Skills in Language Degrees. Explorations into Chinese as a Second Language. 2012; ():151-167.

Chicago/Turabian Style

María José Terrón-López; María José García-García. 2012. "Assessing Transferable Generic Skills in Language Degrees." Explorations into Chinese as a Second Language , no. : 151-167.

Journal article
Published: 01 March 2012 in Higher Learning Research Communications
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Employers look for professionals able to work in a team, able to approach the problems, with the capacity to analyze and resolve problems, under the constant renewal of knowledge and competencies. In this paper, a group of University teachers from different areas of knowledge presents an experience to introduce key employability skills in the higher education students’ curricula. This work has been developed under the action research scope. The first goal was to make an analysis of terms referred to key skills, generating an integrated denomination for each competency. The elaboration of general templates for key skills is proposed here as a useful tool that provides information about development, assessment and marking of each skill. Different types of rubrics and assessment templates, used during this experience, are presented.

ACS Style

Ana Fernández-Santander; María José García-García; Beatriz Sáez-Pizarro; María José Terrón-López. Development and Assessment of Key Skills in Undergraduate Students: An action-research experience. Higher Learning Research Communications 2012, 2, 32 -49.

AMA Style

Ana Fernández-Santander, María José García-García, Beatriz Sáez-Pizarro, María José Terrón-López. Development and Assessment of Key Skills in Undergraduate Students: An action-research experience. Higher Learning Research Communications. 2012; 2 (1):32-49.

Chicago/Turabian Style

Ana Fernández-Santander; María José García-García; Beatriz Sáez-Pizarro; María José Terrón-López. 2012. "Development and Assessment of Key Skills in Undergraduate Students: An action-research experience." Higher Learning Research Communications 2, no. 1: 32-49.

Journal article
Published: 09 April 2011 in REDU. Revista de Docencia Universitaria
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El Sistema Europeo de Transferencia de Créditos (ECTS) expresa un auténtico cambio en la metodología de la Educación Superior europea. Un modelo más avanzado en el que el alumno pasa de la docencia por enseñanza, basada en la recepción de conocimientos, a la docencia basada en el aprendizaje, planteada sobre desarrollo de competencias en los estudiantes. Este sistema demanda del profesorado una formación que enseñe a aprender y, por tanto, exige de los estudiantes una mayor responsabilidad en su propia educación, algo que no hace sino agravar las dificultades de los alumnos con deficiencias sensoriales. En las universidades públicas constan 7.408 alumnos con discapacidad, el 0.53% del total de alumnado, según datos del Libro Blanco sobre Discapacidad en la Universidad realizado en base a datos del CERMI. En cuanto a las universidades privadas, y con los datos disponibles, el porcentaje de alumnado con discapacidad es del 0.24%. La Ley Orgánica de Universidades exige la atención individualizada a los estudiantes con discapacidad, pero en la práctica podemos constatar como aún siguen existiendo barreras originadas, sobre todo, por una todavía deficiente organización educativa y un casi inexistente material académico adaptado a las necesidades especiales que requieren.

ACS Style

Paloma Abejon Mendoza; María Yolanda Martínez Solana; María-José Terrón-López. Propuestas de acción para la integración de universitarios con discapacidad visual y auditiva ante el reto de Bolonia. REDU. Revista de Docencia Universitaria 2011, 8, 175 .

AMA Style

Paloma Abejon Mendoza, María Yolanda Martínez Solana, María-José Terrón-López. Propuestas de acción para la integración de universitarios con discapacidad visual y auditiva ante el reto de Bolonia. REDU. Revista de Docencia Universitaria. 2011; 8 (2):175.

Chicago/Turabian Style

Paloma Abejon Mendoza; María Yolanda Martínez Solana; María-José Terrón-López. 2011. "Propuestas de acción para la integración de universitarios con discapacidad visual y auditiva ante el reto de Bolonia." REDU. Revista de Docencia Universitaria 8, no. 2: 175.

Journal article
Published: 01 February 2007 in Optical Engineering
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A novel calibration method for whole field three-dimensional shape measurement by means of fringe projection is presented. Standard calibration techniques, polynomial-and model-based, have practical limitations such as the difficulty of measuring large fields of view, the need to use precise z stages, and bad calibration results due to inaccurate calibration points. The proposed calibration procedure is a mixture of the two main standard techniques, sharing their benefits and avoiding their main problems. In the proposed method, an absolute phase is projected over marked planes placed at unknown positions. The corresponding absolute phase and marks positions are recovered for each plane location. Using Zhang’s calibration method, internal camera parameters (also called intrinsic parameters) and the spatial position for each plane are computed. Later on, a polynomial fit of depth with respect to the phase is performed. To obtain the absolute position of an object point, the depth coordinate is obtained by means of the polynomial calibration and its absolute phase. Then the lateral coordinates are computed from the depth, the internal parameters, and the pixel coordinates of the imaged point. Experimental results comparing the proposed method with the standard polynomial-based calibration are shown, demonstrating the feasibility of the proposed technique.

ACS Style

Javier Vargas; Juan Antonio Quiroga; Maria-Jose Terron-Lopez. Flexible calibration procedure for fringe projection profilometry. Optical Engineering 2007, 46, 023601 .

AMA Style

Javier Vargas, Juan Antonio Quiroga, Maria-Jose Terron-Lopez. Flexible calibration procedure for fringe projection profilometry. Optical Engineering. 2007; 46 (2):023601.

Chicago/Turabian Style

Javier Vargas; Juan Antonio Quiroga; Maria-Jose Terron-Lopez. 2007. "Flexible calibration procedure for fringe projection profilometry." Optical Engineering 46, no. 2: 023601.

Journal article
Published: 01 December 2006 in Optics and Lasers in Engineering
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In this paper we present the application of a direct demodulation method for the measurement of surface topography by means of Shadow-Moiré. In our set-up, we use three LEDs (with green, red and blue peak wavelengths) to illuminate the grating. Due to the different position of these light sources, a polychromatic Shadow-Moiré fringe pattern is produced, which can be described as the superposition of three monochromatic (red, green and blue) fringe patterns. Taking the image of this polychromatic fringe pattern with a RGB CCD camera, we get a monochromatic fringe pattern stored at each RGB channel of the CCD. The direct demodulation algorithm employed uses these fringe patterns to calculate the wrapped phase map. After unwrapping the phase map using a standard multi-grid technique, we implemented an automatic procedure to detect the area of interest of the phase map by removing low modulation zones and to calculate the absolute value of the phase. In this way it is possible to determine the topography of a surface with a single RGB snapshot maintaining a simple experimental set-up, which is an important feature, especially for the study of dynamic phenomena such as deformations. We present the experimental results obtained after measuring different objects with both smooth and rough surface textures.SIN FINANCIACIÓN0.531 SJR (2006) Q2, 59/144 Atomic and Molecular Physics, and Optics, 192/713 Electrical and Electronic Engineering, 76/188 Electronic, Optical and Magnetic Materials, 146/578 Mechanical EngineeringUE

ACS Style

José A. Gomez-Pedrero; Juan A. Quiroga; Maria-Jose Terron-Lopez; Daniel Crespo. Measurement of surface topography by RGB Shadow-Moiré with direct phase demodulation. Optics and Lasers in Engineering 2006, 44, 1297 -1310.

AMA Style

José A. Gomez-Pedrero, Juan A. Quiroga, Maria-Jose Terron-Lopez, Daniel Crespo. Measurement of surface topography by RGB Shadow-Moiré with direct phase demodulation. Optics and Lasers in Engineering. 2006; 44 (12):1297-1310.

Chicago/Turabian Style

José A. Gomez-Pedrero; Juan A. Quiroga; Maria-Jose Terron-Lopez; Daniel Crespo. 2006. "Measurement of surface topography by RGB Shadow-Moiré with direct phase demodulation." Optics and Lasers in Engineering 44, no. 12: 1297-1310.

Journal article
Published: 15 September 2005 in Optics Communications
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There are many phase measuring experimental setups in which the rate of temporal phase variation cannot be easily determined. In the case of phase stepping techniques, asynchronous phase measuring techniques were developed to solve this problem. However, there are situations for which the standard asynchronous techniques are not appropriated, like experiments with a sensitivity variation in the phase. In this work, we present an asynchronous demodulation technique for which the only requirement is the monotonicity of the phase in time. The proposed method is based in the computation of the quadrature sign (QS) of the fringe pattern and afterwards the demodulation is performed by a simple arccos calculation, that thanks to the QS extends its range from half fringe to a modulo 2π calculation. The presented demodulation method is asynchronous, direct, fast and can be applied to a general n-dimensional case. We have applied the proposed method to a load stepping experimental fringe pattern obtaining good results.

ACS Style

Juan A. Quiroga; José A. Gomez-Pedrero; Maria-Jose Terron-Lopez; Manuel Servin. Temporal demodulation of fringe patterns with sensitivity change. Optics Communications 2005, 253, 266 -275.

AMA Style

Juan A. Quiroga, José A. Gomez-Pedrero, Maria-Jose Terron-Lopez, Manuel Servin. Temporal demodulation of fringe patterns with sensitivity change. Optics Communications. 2005; 253 (4):266-275.

Chicago/Turabian Style

Juan A. Quiroga; José A. Gomez-Pedrero; Maria-Jose Terron-Lopez; Manuel Servin. 2005. "Temporal demodulation of fringe patterns with sensitivity change." Optics Communications 253, no. 4: 266-275.

Conference paper
Published: 30 December 2002 in Conference Record of the Twenty Third IEEE Photovoltaic Specialists Conference - 1993 (Cat. No.93CH3283-9)
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ACS Style

Antonio Marti; P.A. Davies; J. Oliván; Carlos Algora; M.J. Terrón; J. Alonso; J.C. Maroto; G.L. Araujo; Juan Carlos Miñano; G. Sala; Antonio Luque. High efficiency photovoltaic conversion with spectrum splitting on GaAs and Si cells located in light confining cavities. Conference Record of the Twenty Third IEEE Photovoltaic Specialists Conference - 1993 (Cat. No.93CH3283-9) 2002, 1 .

AMA Style

Antonio Marti, P.A. Davies, J. Oliván, Carlos Algora, M.J. Terrón, J. Alonso, J.C. Maroto, G.L. Araujo, Juan Carlos Miñano, G. Sala, Antonio Luque. High efficiency photovoltaic conversion with spectrum splitting on GaAs and Si cells located in light confining cavities. Conference Record of the Twenty Third IEEE Photovoltaic Specialists Conference - 1993 (Cat. No.93CH3283-9). 2002; ():1.

Chicago/Turabian Style

Antonio Marti; P.A. Davies; J. Oliván; Carlos Algora; M.J. Terrón; J. Alonso; J.C. Maroto; G.L. Araujo; Juan Carlos Miñano; G. Sala; Antonio Luque. 2002. "High efficiency photovoltaic conversion with spectrum splitting on GaAs and Si cells located in light confining cavities." Conference Record of the Twenty Third IEEE Photovoltaic Specialists Conference - 1993 (Cat. No.93CH3283-9) , no. : 1.

Conference paper
Published: 17 December 2002 in Proceedings of 1994 IEEE 1st World Conference on Photovoltaic Energy Conversion - WCPEC (A Joint Conference of PVSC, PVSEC and PSEC)
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ACS Style

U. Blieske; S. Sterk; A. Bett; J. Schumacher; W. Wettling; A. Marti; María-José Terrón-López; A. Luque. LPE-GaAs and LBSF-Si solar cells for tandem concentrator application. Proceedings of 1994 IEEE 1st World Conference on Photovoltaic Energy Conversion - WCPEC (A Joint Conference of PVSC, PVSEC and PSEC) 2002, 1 .

AMA Style

U. Blieske, S. Sterk, A. Bett, J. Schumacher, W. Wettling, A. Marti, María-José Terrón-López, A. Luque. LPE-GaAs and LBSF-Si solar cells for tandem concentrator application. Proceedings of 1994 IEEE 1st World Conference on Photovoltaic Energy Conversion - WCPEC (A Joint Conference of PVSC, PVSEC and PSEC). 2002; ():1.

Chicago/Turabian Style

U. Blieske; S. Sterk; A. Bett; J. Schumacher; W. Wettling; A. Marti; María-José Terrón-López; A. Luque. 2002. "LPE-GaAs and LBSF-Si solar cells for tandem concentrator application." Proceedings of 1994 IEEE 1st World Conference on Photovoltaic Energy Conversion - WCPEC (A Joint Conference of PVSC, PVSEC and PSEC) , no. : 1.