Abstract:

Nowadays, the benefits and advantages of some digital tools and methodologies, such as “Learning by Doing”, gamification or Flipped Classroom, in higher education are totally accepted and have been validated many times (by different authors) using scientifical evidence. But, at the same time, several education experts have noted this kind of experiences cannot be generalized and exported to other cultural or educational contexts, as many context factors influence the results very strongly. For example, these innovative experiences tend to be novel pilot experiences with many limitations, in the context of degrees or institutions where traditional teaching strategies are the common approach. A more general implementation could not cause an improvement as significant as the one reported in the literature, because students tend to adapt to the environment and the initial novelty and impact would disappear. Additionally, many authors have highlighted the relevance of the prior students’ motivation. In that way, technical courses addressing popular topics, so the students feel an intrinsic interest and motivation towards those contents, usually produces better results than theoretical basic courses. Finally, the students’ profile is a critical factor to be considered. For example, students with a personal interest in videogames, are much more sensible to gamification methodologies.
Therefore, in several situations, despite the huge investment done by most higher education institutions in digital tools and laboratories; and despite the professors’ availability to update their teaching methods, the students’ learning and competence acquisition do not improve as expected. Even if previously successful experiences are carefully replicated. A more disruptive intervention is required.
This was exactly the situation for several courses in the field of computer networks in Universidad Politécnica de Madrid. In the academic year 2019/20 a flipped classroom methodology was implemented with no significant improvement. In the academic year 2021/22, an educative competition was implemented. And not only no significant improvement was reported, but students’ learning was slightly worse. In order to address this situation a pilot experience was planned and carried out at Universidad Politécnica de Madrid. As a proposal, during year 2022/23 an artificial or emulated environment replicating the network management centers many telecommunication companies have, was implemented. In this new laboratory, engineering courses were based on Design-Thinking methodologies and educative challenges. Every subject proposed between four and six different challenges, whose resolution can be only completed in the new networking lab. Challenges represented real situations and network incidents reported by real telecommunication companies. The students had to mitigate and resolve the incidents. Multidisplinary teams were organized, including between three and six students. Challenges had also a multidisciplinary approach. Solutions to challenges are open, so many different approaches are valid, and students need to apply Design-Thing and co-creation techniques to find the most suitable and efficient solution. Students were allowed to design and test as many prototypes and solutions as they desire.
Results confirmed students’ academic results improved in a significant level. Besides, students’ participation and attendance rates grew up in a significant manner too.

Keywords:

Network engineering, immersive environments, educative challenges, design-thinking, engineering education, learning by doing.