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Subject: Social sustainability -course

At first the teacher introduced the assignment and reasons why we work like this, what kind of skills we aim to reach. The schedule and time allocation is explained as well.

The common rules of safe learning environment are reminded and the teacher emphases that also the group work (how the students can work together) in assessed.

Teacher guides students to form home groups. At first the groups get to know each other by creative photos. Everybody chooses a photo that describes him or her somehow...open why.

Every group start with brainstorming what is the interesting challenge in the climate change they would like to understand better.

The teacher guides the groups to form a meaningful and implementable questions / problems.

Students work in online....
They use following resources for data search...
They negotiate their work in...
They can choose how they introduce their project / research results from following platforms / presentation forms....

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Brain Waves and Fourier Spectral Analysis

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Brain Waves and Fourier Spectral Analysis

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First, the teachers explain that electrophysiological signals from the brain can be described by the weighted sum of oscillators in time. Each oscillator is a sinus function with a different phase and frequency.

Second, in collaboration with the students the teacher build a code for the computational simulation of these oscillators and an aggregator that sums them up according to a user-defined weight for each frequency. He also performs a Fourier spectral analysis to show that from any signal, we can infer which frequency has more weight in this decomposition.

Third, the students can play with this simulator code and see the results both as a signal (time domain) and also as in spectral power (time-domain).

After understanding how to create and how to analyze/interpret these signals, the teacher then provides a real human electroencephalography signal and the students should analyze this signal and interpret them.

The students are organized in small groups to briefly discuss their findings.

Finish the activity with a whole classroom discussion, summing up their learning, and providing more references and exercises for home study.

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Relationship between Electrical Engineering and Mechanical Engineering in the area of sustainability.

Developing the theme:
Students should choose one of the items of greatest interest, as proposed.
Do the work in groups of three.
Prepare a text with a theoretical basis.
Present their work to the class.
The group of students watching should ask at least one question of the group presenting.
Each student should evaluate the work of each of the groups, with a concept and observations.
The teacher will give feedback to each group.

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Data review in flat format to process in Excel.

Starting from a previous history of the source of where the information comes from and the need to recognize the patterns and trends that the data shows.

Boys and girls are required to work as a team to recognize the context of the source, the associated knowledge base, that is, the essential theme of the information and the options it could give us.

Students are invited to ask their questions about the best way to use the tool, in this case Excel to capture, process and clean the data, so that it fulfills the mission that they consider it should be applied.

After students have applied the tools, they are simultaneously invited to find the best strategies to consolidate the information and obtain the patterns and trends that the data already managed shows them.

The teacher asks questions about the purpose of their analysis, why they make one or another arrangement of the data, and the inherent importance they have given to the findings found in the processing.

Students design a presentation to support their observations based on the work done.

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The activity for the subject of information management that takes into account the higher scales of Bloom's taxonomy and emphasizes cognitive, analytical, evaluation and creation with digital tools could be the following:
Present students with a topic of interest related to the subject and ask them to conduct online research to gather relevant information on the topic.
Once they have gathered the information, ask them to organize and analyze it using digital tools such as graphs, mind maps or tables.
Then, ask them to evaluate the information gathered and analyzed, identifying strengths and weaknesses, and proposing possible improvements or solutions.
Finally, ask them to use the information collected, analyzed and evaluated to create a digital product, such as a video, presentation or website, that showcases their findings and conclusions.
This activity allows students to use cognitive and analytical skills to collect, organize and analyze information, as well as evaluate and create solutions based on the information collected. In addition, the use of digital tools allows them to develop technological and communication skills.

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Identify critical assets and how to protect them
Each student will do an inventory of the most important information assets where they  work. After that, they must classify them and select which one will be used to define how to protect them.
They must to do the exercise with at least 3 assets and at the end share in small grupos their results.

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Topic: crear a video with a challenge based in a DBA.

Target: Students of Child pedagogy

1. The teacher makes a introduction for the topic about DBA (Derechos Básicos de Aprendizaje). This could be make with a quiz with quizes.

2. The students explore a tool to make simple videos and pick UP some materials to ensamble a video.

2.  The students choose a DBA, analyze it and imagine a good way to learn the contento to the own students. But, they have to design a challenge where their students aply the basic knowledge in real situación.

3. With diferentes tools they have to do a video where show the challenge for their students.

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Audit Court Role-Play: Accountability in Action

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Audit Court Role-Play: Accountability in Action

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Subject: Democracy and Audit Courts

At first, the teacher explain the objective of the exercise that is designed to engage students in higher-order thinking skills by immersing them in a role-play scenario that simulates the functioning of audit courts in a democracy. It promotes students' competence, autonomy, and relatedness by fostering critical thinking, decision-making, and collaboration, ultimately enhancing their wellbeing by providing an experiential understanding of accountability mechanisms in public policies.
Part 1 - Introduction to Audit Courts (Understanding): begin the lesson with a brief overview of audit courts, their role in democracy, and the types of audits they conduct.
Part 2 - Role-Play Scenario (Creating, Analyzing, Evaluating): divide the class into three groups: Audit Court Team, Government Department, and Civil Society Watchdogs.

Audit Court Team:
Instruct the Audit Court Team to act as auditors responsible for examining the financial accounts and performance of the Government Department. They are tasked with identifying financial irregularities and evaluating the department's effectiveness.
Provide students in this group with a set of guidelines on audit procedures.

Government Department:
The Government Department is tasked with presenting its financial records, budget, and performance data to the Audit Court Team.
Encourage the department to explain its budget allocations and justify its spending.
They should also anticipate questions and challenges from the audit team.

Civil Society Watchdogs:
Civil Society Watchdogs are responsible for observing and analyzing the audit proceedings.
They should be prepared to voice concerns, ask questions, and report on the transparency and fairness of the audit process.

Part 3 - Role-Play Session (Competence, Relatedness)
Conduct the role-play scenario where each group takes on its respective roles. The Audit Court Team conducts the audit, the Government Department presents its records, and the Civil Society Watchdogs actively participate in the process by observing, questioning, and providing feedback.

Part 4 - Debrief and Reflection (Wellbeing)
After the role-play session, bring the class back together for a debrief and reflection.

Discuss the challenges faced by the Audit Court Team, the Government Department, and the Civil Society Watchdogs.
Explore the role of audit courts in maintaining transparency and accountability in government actions.
Encourage students to reflect on the significance of their roles in the exercise and how they contribute to the democratic process.

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Module you use. Possibilities of ICT in learning and educational innovation

Activity.
After the students will make their curricular design template (Activity already proposed in the course)
Students will be organized into pairs to exchange their templates. By exchanging each will review said template and propose an activity for the subject selected by the lassmate, keeping in mind the learning objectives proposed by it.

Subsequently, each one will exchange their experience with the results obtained from the exercise and make adjustments to their own template.
Like well-being. You can freely exchange opinions and provide fun tools to carry out the proposed activity.

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Example: group work in Economics
Subject: Fundamentals of Economics

It begins with diagnostic questions about the concept of economics: what do you think economics is?

Work rules must be established, the number of students per group and what product they must deliver, format and its presentation.

The groups are created by the students themselves and use real avatars and photos to meet and interact with each other.

Students in each group express what they understand by the concept and look for definitions to contrast what they know with what is new to them.

Students must generate not only the concept, they must also look for examples of situations where the application of economics is evident.

They must generate a presentation and add a video that they have found on the Internet, less than 5 minutes long, which demonstrates economics and the concept it has as a science.

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Subject: Students' social problems at school and in their neighborhoods

The teacher explains the social problems of our modern life and how they affect learning.

The teacher presents Paulo Freire's ideas on the importance of recognizing problems in local and global situations. [Draw connections]

The teacher guides the students to get into small groups and investigate how people understand this problem in their daily lives. For example, ask questions about their personal tasks and how they organize their homework, the difference between morning and evening classes or how student workers organize their schoolwork. [Analyse - Draw connections]

Organize a questionnaire for parents or friends to gather information about the problems in our neighbourhood  [

Negotiate with other students in the group the main topics that are important to highlight [Evaluate - Justified their decision]

They can produce a presentation in which the projects are presented in a short video with or without an open camera (for example, they can use photographs, drawings and paintings while they talk). [Undertand - Explain; Create - Production]

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Beer Supply Chain: Management engineering program.

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Beer Supply Chain: Management engineering program.

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Proposal Active In group:

1. Look into their groups results (Graphics regarding demands, costs and decision) based on their previous knowledge and experience in the game, identify and point out what were the wrong decisions made? And Why. (Learning objective based on Bloom’s taxonomy: Understand, analyse and evaluate what they made wrong based on choices.

2. List what they should/want to study and which competence they want to develop in order to make good decisions in the future regarding logistic issues.  (Autonomy (SDT-theory)

3. Came up with a plan, in group, to have better results. In order to do so, they have to study topics to create new decisions and have better results regarding the game. In the end, they reflect about the world of work and how they could make better decisions in real situations.

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Subjectc: Computer Networks (Communications 3)

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First, the teacher explains how the first -leap Redundacia protocol works and how it can be configured on network devices.

Then the teacher explains to the students the devices that must be used to make the configuration and give the guidelines to perform the laboratory.

Third Students in three people's maximum groups must mount the network topology and wire the network.

Each student is responsible for configuring one of the devices following the guidelines and steps of the laboratory guide.

The group verifies that the configuration has been carried out correctly and the configured protocol is working correctly on the devices.

Finally, a discussion of the advantages is made, disadvantages of using the protocol and feedback of the activity is made.

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Networking For Dummies is written especially for people who have this nagging feeling in the back of their minds that they should network their computers but haven't had a clue about how to start or where to begin. So what are you waiting for? Let's start getting into these fundamental terms to have a great kick-off.

What does networking mean for dummies?

Essentially, a network is made up of two or more computers that are linked together to share resources (such as printers and CDs), exchange files, or enable electronic communication. Computers on the network can be connected via cables, telephone lines, radio waves, satellites, or infrared light beams.

Here are common types of networks:

Computer networking was first linked between physical workstations, PCs, and desktops, either with an ethernet cable or later wireless. Each computer has its own physical hard drive. Its hard drive is often denoted by different drive letters on the interface of the workstation operating system and different types of software applications. Users can access a physical computer with their own drive, pull from the computer's drive, or log into network software to access the drive of another computer in a different part of the room or the building.

In these initial setups, end-users typically chose access to a networked drive from a drop-down list, engineers used a specific network topology to link these workstation components together.

Circular, ring, bus, star, and tree topology are some common network structures used to allow individual computers to communicate with each other and share information. Computers are typically located in a specific building but can be networked between different rooms or offices.

Then the virtual network appeared along with other virtualized computing processes. This is true of remote networking, as the cloud and other innovations drive wide area network designs.

Networking fundamentals for dummies

The network can be wired or wireless, with most networks a combination of the two. The following are some common fundamentals to know when discussing computer networking:

IP address: An IP address is a unique number assigned to every device connected to a network using the Internet Protocol. Each IP address identifies the device's home network and the device's location. When one device sends data to another, the data consists of a "header" that includes the IP address of the sending device and the IP address of the target device.

Node: A node is a connection point within the network that can receive, send, create, or store data. You need to provide some form of identification to each node to get access, such as an IP address. Nodes can be computers, printers, modems, bridges, and switches. Essentially, a node is any network device that can recognize, process, and transmit information to any other network node.

Router: A router is a physical or virtual device to send the information contained in data packets between networks. The router analyzes the data in the packets to determine the best way for the information to reach its final destination. The router forwards the data packets until they reach the destination node.

Switch: A switch is a device that connects other devices and manages communication between the nodes in the network, ensuring data packets reach their final destination. Whenever a router sends information between networks, a switch sends information between nodes in a single network. When "switching" the network, "switch" discusses how data is transferred between devices in the network.

Port: A port is a specific connection between network devices. Each port is identified by a number. If you think the IP address is comparable to that of a hotel, the ports are the number of suites or rooms in that hotel. A computer uses the port number to determine which application, service, or the process receives a particular message.

Network cables: The most common types are twisted-pair Ethernet, coax cable, and fiber optic cable. The choice of cable type depends on the size of the network, the arrangement of network elements, and the physical distance between the devices.

Networking technology for dummies

There are different ways network nodes can be connected to each other. This is usually not considered in small networks but as the network gets bigger, it becomes more important.

Popular connectivity technologies like Wi-Fi, Bluetooth, etc. are designed to function using specific network topology.

When designing networks and choosing connection protocols, it is important to have a good understanding of these topologies. Popular are:

The way nodes on the network communicate with each other can be very different from how they are physically interconnected.

Common logical topologies are Peer Peer and Client-Server.

For Example, the Web (WWW) is a client-server network.

Blockchain is a peer-to-peer network. In this type of topology, all nodes are equal, and any node can share data with any other node.

Why computer networking is important

There are a number of reasons why networking is essential for a business, organization, or individual. These benefits include:

Cut down the costs

You can cut costs and allow the efficient use of resources. Hardware is the most expensive resource in technology. Computer networking significantly reduces your hardware costs.

Since computers are interconnected, resource consolidation is efficient. Printers, copiers, and spare stock were divided among the employees. This eliminates the need to purchase individual IT assets for each employee. Unlike traditional desktop computers, you need to install software regularly. Now you just need to install the updates and monitor the performance.

Increase storage capacity and volume

Computer networks aggregate all their data into a central data storage server. Your employees can access this data. You can use the data to gain a better understanding of how to increase your company's productivity. With a central server, you reduce the number of servers and increase the efficiency of the activity.

Optimize convenience and flexibility

Computer networks allow flexible operation. The data is not stored on a local server so it is accessible over the internet connection. You can access your data from any device. This enhances the freedom of movement while accessing your data wherever you are.

Streamline communication

Computer networks are a huge boon to the media landscape. Network connectivity allows you to send and receive text messages and files in real-time. Information is available and is easily accessible from any device. You only need a reliable internet connection. Even if your device is off, you login from another device and access your data.

Conclusion

The quality technology solution is a significant determinant of the success of any business. Computer networking is an essential technology solution for your business. It provides immense technology solutions for businesses and organizations in a variety of formats. We hope this article Networking for dummies will help explain the definition of networking and how it works in the simplest way. Don't forget to subscribe and stay tuned for our next interesting articles!

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Networking For Dummies is especially for people who want to network their computers but don't know how to start. Let's find out now!

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Interactive video on h5p in Moodle, going through all the computational components, providing information about each one and also questions throughout the video.