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En aquestes assignatures hem canviat el mètode d’aprenentatge per tal que assoliu els continguts desenvolupant simultàniament un seguit de competències genèriques del tipus: treball en equip, comunicació oral i escrita, anglès, ús dels instruments de laboratori, gestió de projectes i aprenentatge autònom.

We replaced the traditional teaching method based on lectures by an active Problem-Based Learning (PBL) approach using Cooperative Learning (CL).

Let's say it simple: planning and solving problems will allow you deeper learning of content and competencies !


Example of a printed circuit board containing electronic chips.

Text extret de la entrevista a Luis Gallego, director de producció de Clickair, realitzada en la revista Informacions UPC, N. 219, pag. 16, maig 2009

"We have grown up in a climate of competition between people, teams, departments, divisions, pupils, schools, universities. We have been taught by economists that competition will solve our problems. Actually, competition, we see now, is destructive. It would be better if everyone would work together as a system, with the aim for everybody to win. What we need is cooperation and transformation to a new style of management. Competition leads to loss. People pulling in opposite directions on a rope only exhaust themselves: they go nowhere. What we need is cooperation. Every example of cooperation is one of benefit and gains to them that cooperate"(*)

(*) Source: http://www.ce.umn.edu/~smith/docs/Smith-Pedagogies_of_Engagement.pdf

On the old paradigm ...

"The ubiquitous lecture is the bane of true learning", especially in observation-based, hands-on fields such as engineering. The lecture-dominated system encourages a passive learning environment, a highly compartmentalized (lecture-sized) curriculum, and worst of all, instils neither the motivation nor the skills for life-long learning. Beyond that, engineering education should move away from the current dominance of classroom based pedagogy to more active learning approaches that engage problem-solving skills and team building".

(bane: a thing that ruins or spoils)
typical lecture

Source: James J. Duderstadt, "Engineering for a Changing World", 2008, University of Michigan Engineering, page 33.
This is an outstanding and sensational report which makes you reflect about everything in teaching and learning ..., so, for sure, do not expect us to lecture you in our course in the traditional way! but, be prepared for something different and more effective! 

And, if you still don't believe what's going on here, please, read this short interview to prof. Roger Schank, pedagogue: “Els professors universitaris són uns ganduls”, El Debat, February 3rd, 2010 (pdf).
Here you are another interview to Roger Schank

Another interesting reference: "Education ambivalence", Editorial from Nature.com, Nature, Volume: 465, Pages: 525–526, Published online 02 June 2010,

"But there is strong evidence that talking at students isn't nearly as effective as engaging them with cooperative, hands-on learning activities"

"But by showering so many rewards on research instead of on teaching, universities and funding agencies risk undermining the educational quality that is required for research to flourish in the long term"

Lazaro, José, "Clases a la Boloñesa", EL PAIS, September 2, 2010,

La implantación este curso del 'modelo Bolonia' abre la posibilidad de acabar con las "clases magistrales". Sin embargo, aún hay profesores y alumnos que defienden este método medieval, anterior a la imprenta

- Transforming American Education: Learning Powered by Technology, National Educational Technology Plan 2010, Office of Educational Technology, U.S. Department of Education, March 5, 2010,  DRAFT, 

To stimulate motivational engagement, technology can develop a positive image as a life-long learner. Technology can inspire imagination and intellectual curiosity that help people engage actively as learners and open new channels for success or visions of career possibilities. For example, when students use the tools of professionals to engage in real-world problems, they can begin to see themselves in productive professional roles (“I am a graphic artist,” “I am a scientist,” “I am a teacher”). Technology also provides opportunities for students to express themselves by engaging in online communities and sharing content they have created with the world.

- Here you are an excellent report from million+, a UK university think-tank :

Teaching that Matters.  Teaching that Matters highlights how a teaching revolution is underway in modern universities with new approaches to teaching increasing employability and improving the social mobility of graduates.

- Read also this related article from The Guardian: British universities are in need of a teaching revolution

- Here you are once again the idea of changing the paradigm, in this case from the report  "Great Expectations", CIHE, UK.

“Keep open to new ways of working and different learning styles and attitudes. It’s not just about having engineering technical expertise but also having invaluable general skills.”

Two more short paper articles on teaching at university, by Gervas Huxley, The Telegraph, UK:
- Why is no one defending teaching at our universities?, 12 Dec 2012
, - Why tuition fees haven't improved university teaching ,28 Dec 2012

-  Científicos de frontera - Andrea Goldsmith  (rtve.es)

Entrevista a la investigadora Andrea Goldsmith, catedrática de la Universidad de Stanford (EEUU) y miembro del Instituto de Ingenieros Eléctricos y Electrónicos. En la entrevista hablará sobre su pasión por un campo vanguardista tradicionalmente masculino: la ingeniería electrónica.

Goldsmith es considerada una autoridad mundial en tecnologías móviles y sus múltiples aplicaciones. Sus estudios han servido para avanzar en campos como las comunicaciones inalámbricas (redes 'WIFI'), o la medicina, con dispositivos que se colocan en el cuerpo y alarman a los médicos cuando surgen problemas de salud.

-Craig, K. C., Take engineering education in context. EDN Europe, 06/2011, (pdf)
Engineers practice engineering in context, so why do educators teach it out of context?

- Gerver, R., "Creating schools that prepare for the future", 04/2013.

Debate on Education with Richard Gerver, former head of Grange primary school, Long Eaton, UK, and an expert in leadership, creativity and organizational change. Event organized by the Universitat Oberta de Catalunya (Open University of Catalonia) and the Jaume Bofill Foundation, with the collaboration of MACBA. www.debats.cat.

- Dzeng, E., "How Academia and Publishing are Destroying Scientific Innovation: A Conversation with Sydney Brenner", King's Review online magazine, 02/2014