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Xavi Canaleta
Department of Engineering, Universitat Ramon Llull (URL), La Salle, 08022 Barcelona, Spain

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Short Biography

Dr. Xavi Canaleta has a degree in Computer Science from the Facultat d´Informàtica de Barcelona (Universitat Politècnica de Catalunya) and PhD from the Ramon Llull University. He has been developing academic functions in La Salle - Universitat Ramon Llull since 2001. He was Vice Dean for Educational Innovation, coordinator of the Degree in Computer Engineering and the Master´s Degree in Teacher Training (Technology specialty). He is also a teacher of Operating Systems (Undergraduate) and of Teaching Innovation and Educational Research (Master). In his academic trajectory, he has been a teacher of different subjects of undergraduate engineering degrees (Advanced Operating Systems, Programming and Introduction to Computers) and of masters subjects (Technology in the Social Context and Practices in Educational Centers). Between 2003 and 2005, he was coordinator of Computer Services at the Ramon Llull University. As far as research is concerned, he belongs to GRETEL (Group of Research in Technology Enhanced Learning) and has participated in various European projects and has written articles in national and international journals and conferences. He has 14 years of experience as a teacher and coordinator in secondary and high School.

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Journal article
Published: 02 July 2021 in Sustainability
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The expectations, attitudes, engagement, and motivation of students are key elements when designing learning activities. Several studies have been implemented and different strategies and activities have been analyzed to improve the aforesaid aspects of learning content. In the context of the New Learning Context (NLC), this paper presents the findings of two first day of class activities aimed at engaging engineering students in a business and management subject from the very first moment: an empirical study conducted by means of a survey answered by engineering students in Information and Communication Technologies (ICT), followed by an interactive activity between students and instructors carried out through a reciprocal interview activity. The survey was performed with the objective of identifying what they ‘liked’ and ‘disliked’ on their first day of class of a business subject. The findings are presented and compared with previous studies and have proven to be mostly consistent with previous academic work. Finally, a reciprocal interview activity was chosen to potentially enhance the students’ engagement and motivation. According to the feedback received, this activity was positively valued by the students.

ACS Style

Josep Petchamé; Ignasi Iriondo; Xavi Canaleta; David Riu; Silvia Necchi. Engaging ICT Engineering Undergraduates in a Management Subject through First Day of Class Activities: An Empirical Study. Sustainability 2021, 13, 7440 .

AMA Style

Josep Petchamé, Ignasi Iriondo, Xavi Canaleta, David Riu, Silvia Necchi. Engaging ICT Engineering Undergraduates in a Management Subject through First Day of Class Activities: An Empirical Study. Sustainability. 2021; 13 (13):7440.

Chicago/Turabian Style

Josep Petchamé; Ignasi Iriondo; Xavi Canaleta; David Riu; Silvia Necchi. 2021. "Engaging ICT Engineering Undergraduates in a Management Subject through First Day of Class Activities: An Empirical Study." Sustainability 13, no. 13: 7440.

Journal article
Published: 01 July 2020 in Sensors
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Robotics is one of the key learnings in a world where learners will interact with multiple robotic technologies and operating systems throughout their lives. However, school teachers, especially in the elementary and primary education stages, often have difficulties incorporating these tools in the classroom. Four elementary teachers in three schools in Catalonia were trained to introduce robotics in the classroom to seventy-five students. The main actions consisted in classroom accompaniment by a university-trained support teacher, curricular materials’ development, and assessment of the students’ and teachers’ learning. The designed contents and evaluation criteria took into account the potential of educational robotics to improve soft skills and to promote Science, Technology, Engineering, Arts, and Mathematics (STEAM) interdisciplinary learning. Teachers perceived the training to be supportive and useful and ended the school year feeling confident with the used robotic platform (KIBO). The assessment of the students’ learning showed an average mark of 7.1–7.7 over 10 in the final evaluation criteria. Moreover, students’ learning was higher in the classes where the teachers had higher initial interest in the training. We present and analyse the actions carried out, with a critical and constructive look at extending the experience to other educational centers.

ACS Style

Elena Jurado; David Fonseca; Jorge Coderch; Xavi Canaleta. Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain. Sensors 2020, 20, 3698 .

AMA Style

Elena Jurado, David Fonseca, Jorge Coderch, Xavi Canaleta. Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain. Sensors. 2020; 20 (13):3698.

Chicago/Turabian Style

Elena Jurado; David Fonseca; Jorge Coderch; Xavi Canaleta. 2020. "Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain." Sensors 20, no. 13: 3698.