This page has only limited features, please log in for full access.
Paloma-Julia Velasco-Quintana holds a MSc degree in Mathematics (UAM) and a PhD in Education (UEM). Currently she is Vice-Dean for Internationalization and Academic Projects at Universidad Europea. She is Full Professor and combines teaching in Mathematics and in Education. She has participated in several research projects focused on the development of peer tutoring programs, new teaching and learning methodologies, the development and evaluation of cross-disciplinary skills in university students and in educational robotics. Her research interests include, among others, improvement of key skills in degree students. She is currently working in innovation in higher education and her research interests include, among others, improvement of key skills and sustainability competences in degree students and educational robotics.
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.
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 StyleDavid 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 StyleDavid 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.
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.
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 StyleVerónica 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 StyleVerónica 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.
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.
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 StyleMaría-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 StyleMaría-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.
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.
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 StyleMaría-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 StyleMaría-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.
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.
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 StyleMaría-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 StyleMaría-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.
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.
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 StyleMaria-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 StyleMaria-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.