Cadastre is essential for the sustainable development of modern society. As well, mapping and surveying is one of the most important tasks for surveyors worldwide in order to maintain the Cadastre. This article summarises a recent study conducted by the authors on overall student assessment of learning Cadastre and Remote Sensing. The goal is to highlight which teaching method has better success rate for students. This paper studies the academic outcomes for a total of 286 students divided into two optional courses of Cadastre at higher education for eight academic years. They are analysed through three different educational modalities: face-to-face (FTF), blended and online for one course, and FTF and online for another. In order to deepen the analysis, a model using classification trees (Classification and regression trees, CART) was created. It has been observed that the blended modality is the one that offers worst results in terms of success rate. If we compare exclusively the FTF method to the online one, we can conclude that the latter shows better results in all respects, improving the success rate and increasing the percentage of students who obtain highest marks.

The aim of this study is to assess the effectiveness of different learning strategies for 3D terrain interpretation and data acquisition by engineering students. According to the experimental design, students received homogeneous training, followed by differential training, which divided the students into three statistically homogeneous groups where each group was subject to a different learning process: (1) virtual environment learning; (2) learning using physical scale models; and (3) a theoretical class. Afterwards, the students were evaluated using two tests under real field conditions. Results were obtained for the following study variables: field-test scores and whether or not the student was repeating the course. The students who learned using physical scale models obtained the best scores; their scores were significantly higher than those of students using virtual environment or a theoretical class. These findings open up new perspectives on the teaching of surveying with respect to other teaching methods.

Carbon coated-LiFePO₄ (LFP) is a strong candidate as lithium-ion battery (LiB) cathode due to the combination of safe operation, stable electrochemical performance and positive environmental impact as does not depend on Co, which is toxic and a critical raw material. In this work, we report the development of binder-free LFP cathodes fabricated by fused filament fabrication (FFF) technology. Several novel carbon-LFP filaments have been developed to 3D-print LiB cathodes, analysing both the carbon to LFP ratio in the formulation and also the impact of the carbon source used as current collector, i.e. glassy carbon (GC) microspheres or carbon black (CB), in the electrochemical performance. LFP remained stable upon debinding and sintering at temperatures as low as 500 °C as determined by x-ray diffraction. The conductivity of 3D printed LFP monoliths was 2.06 × 10⁻⁴ S∙cm⁻¹ at 50 °C, which is fairly close to that of LFP produced via conventional processing. This is mainly attributed to the preservation of the carbon coating around the LFP particles after debinding and sintering under controlled Ar atmospheres. The LFP-based electrodes containing CB or GC microspheres as conductive additives exhibited specific capacities of 150 mAh g⁻¹, and over 95% coulombic efficiency after 100 cycles, showing no significant performance losses. These results largely exceed the performances reported for previous LFP-based electrodes produced via FFF as the non-active binder is removed upon fabrication.