1. Seville, Spain, November, 2014 1 NON TRADITIONAL TEACHING STRATEGIES TO IMPROVE LEARNING PROCESS OF POST-GRADUATE MEXICAN STUDENTS Eloy RAMÍREZ GARCÍA, Rebeca FLORES DELGADO Luis Manuel RODRÍGUEZ MÉNDEZ, Instituto Politécnico Nacional – México D.F. – México

2. Seville, Spain, November, 2014 2 Generalities of the M. in Sc. in Telecommunications Eng. (MST) General description of the traditional teaching in the MST Strategy to improve teaching method of MST students Theoretical background Application example: The Smith Chart Activities of exploration, and introduction of new contents Activities of structuring and application Evaluation results Conclusion Outline

3. Seville, Spain, November, 2014 3 Generalities of the M. in Sc. in Telecommunications Eng. (MST) Some student community facts of the MST (2007-2012) Only the 50% of the MST students obtain their grade of Master in Sciences, Hernández y Enciso, internal report, 2013. One of the possible problems is: The teaching strategy implemented in the MST.

4. Seville, Spain, November, 2014 4 General description of the traditional teaching in the MST The teachers of the MST: o Develop the topics of the course on the whiteboard. o Make questions during the session. o Give some homework and final projects. o Apply exams. The students are supposed to: o Work individually. o Pay attention to the teacher’s explanations. o Be quiet (passive) during the session.

5. Seville, Spain, November, 2014 5 Strategy to improve the teaching method of MST students The teacher may: o Respect all points of view of the students. o Create an ambience of respect and cordiality. o Encourage the interchange of ideas. o Promote that the student participate in the development and y construction of new concepts. The student should work: o In groups. o Actively to construct new concepts and ideas.

6. Seville, Spain, November, 2014 6 Theoretical background A.Exploration [1] J. Jorba y E. Casellas, (editores) “La regulación y la autorregulación de los aprendizajes”, Ed. Síntesis, 240 pp., España, 1999 Simple Complex B. Introduction of new contents C. Structuring D. Application Specific Abstract The learning process cycle [1]

7. Seville, Spain, November, 2014 7 Application example: The Smith Chart 1 – Lecture name: Microwave circuits. 2 – Kind of lecture: Optional. 3– Two sessions per week 4 (two hours per session). 4 – Academic background: Introduction to the Electromagnetic Theory. 5 – Mean no. of students per semester: Five. Some key facts concerning the subject “Microwave Circuits”

8. Seville, Spain, November, 2014 8 A. Exploration Activity 1. What is the role of the professor? To organize a round table and ask the following questions: what is a reflection coefficient? y what is a Smith chart? What is the role of the students? Express their opinions. Activity 2 What is the role of the professor? Form teams of two or three students. What is the role of the students? Draw a Smith chart as best as they can. Activity 3 What is the role of the professor? Demand the students to tag the different regions found in the Smith chart. What is the role of the students? Try to tag these regions by heart.

9. Seville, Spain, November, 2014 9 B. Introduction of new contents Activity 1 What is the role of the professor? To introduce the physical definition of the reflection coefficient (  ) and its relation to the smith chart. What is the role of the students? Using the definition of Γ draw this parameter in the Smith chart as a function of load impedance (ZL). Activity 2 What is the role of the professor? To provide the analytical formulas of . What is the role of the students? Relate the analytical formulas of  with the Smith chart and give some conclusions.

10. Seville, Spain, November, 2014 10 C. Structuring Activity 1 What is the role of the professor? To provide the material to work (tables which will be fulfilled by the students). What is the role of the students? To fulfil the tables according to the indications of the professor and answer some questions. Activity 2 What is the role of the professor? To provide some Smith charts in paper and to demand the students to draw on it their results obtained in the previous activity. What is the role of the students? To draw the results of the previous activity on the Smith chart.

11. Seville, Spain, November, 2014 11 D. Application Activity What is the role of the professor? To provide a software that simulates impedance coupling by using the Smith chart. Give some challenges to coupling different impedances (this is important to protect microwave sources of being damaged). What is the role of the students? To use the software and solve the challenges proposed by the professor.

12. Seville, Spain, November, 2014 12 Evaluation Once the course had finished an oral evaluation was carried out and the students claimed that: The work of the teacher involved us in the different subjects and concepts of the course. We had the opportunity to express our ideas and to use metaphors to understand concepts and to re-used this concepts later in the course.

13. Seville, Spain, November, 2014 13 Conclusion This work described an experience concerning the implementation of constructive strategies in a post-graduate course. The problem faced by students in this course was the difficulty to understand how all the subjects are linked among them and how they are applied in practical situations. At the end of the course the students declared that they finally could identify the different subjects, remember the main concepts and applied them in practical situations.