Abstract:

This contribution describes the change in methodology introduced in the subject Electrical Technology within the Industrial Technologies Engineering Degree at Escuela Técnica Superior de Ingeniería Industrial, Universitat Politècnica de València. The main purpose of the methodology change was to improve the student outcomes attainment by applying Flipped-Teaching.
Electrical installations in general and low voltage in particular are essential in any productive activity in any of the 3 sectors (primary, secondary and tertiary) and also in the residential field. The graduate in industrial technologies, regardless of their field of specialization, will come into contact with this type of installations throughout their professional activity, either in their design, maintenance or simply as mere users of them. Therefore, the student must be able to deal with the problems related to this type of installations that will be presented to him. To alleviate the difficulties in changing methodology and also because of the students' perception of difficulty with electrical installations to date, the scope of the action was limited to the part of the subject related to switchgear.
During the course of this part of the subject, students developed and applied typical engineering activities. Moreover, the methodological change was combined with an adaptation of the course syllabus from a rather formal and standard one, based mainly on traditional lectures, to a more open model, in which the study of low-voltage electrical installations is approached from a dual perspective: on the one hand, practical aspects are addressed, which are necessary for working with industrial installations, but emphasis was also placed on the concepts on which these types of installations are based, so that everything studied can be extrapolated to other types of electrical installations and voltage levels, providing the student with the tools to adapt quickly to any technological and regulatory changes that may arise.
The development of the course activity schedule had to be oriented towards the achievement of the specific and defined learning outcomes and adapted to the new methodology, which includes the development of the preparatory material for the reverse teaching sessions, the in-session activities and the post-session activities.
In order to facilitate the student's learning process, 4 flipped teaching sessions were designed, using didactic materials that the student will have to work on before attending the classroom sessions. The result is a timetable detailing, for each session, the related learning outcomes, a summary of the material to be worked on prior to the session and, finally, the theory sessions in which these concepts will be worked on.
In order to achieve the main objective sought with the methodological change, results were collected from three approaches to confirm the achievements: firstly, an analysis of the evolution of the students' grades, then the results of a very specific survey to the students, which focused on their perception of the effectiveness of the methodological change in their expected results, and finally, the results of a survey sent to the instructors involved in the change of methodology.
Results attest the achievements: the student outcomes attainment level is improved, along with other positive aspects like boosting the student responsibility in its own learning, the ability to solve problems and also the student motivation.

Keywords:

Flipped-Teaching, Electrical Technology, Student Outcomes.