Marcos García Alberti
Biographic Data
| ID | 8140296 |
|---|---|
| NAME | Marcos García Alberti |
| GIVEN NAMES | Marcos García |
| FAMILY NAME | Alberti |
| SIGNATURE | ALBERTI M G |
| AFFILIATIONS | Universidad Politécnica de Madrid |
| ORCID | 0000-0002-7276-8030 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Can University Inspire STEM Vocations in Rural Areas
This paper evaluates the impact of a Service-Learning (SL) project designed to promote vocations in Civil Engineering. Two university students from UPM presented their Final Degree Projects to 73 high school students at a rural school in Torrelaguna (Madrid, Spain). A mixed-methods approach was used, with pre- and post-activity surveys for the high school students and a focus group with the university presenters. The quantitative results show tha…
Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the Covid-19 Lockdown
The classroom closure during the first semester of 2020 entailed decisive changes in higher education. Universities have become more digital in both the availability of e-resources and pervasive devices and how students communicate with lecturers and classmates. Learners adapted their study habits with a growing role of self-paced, internet-based strategies. Some flipped learning approaches have proven their efficacy under the remote-teaching phy…
Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the Covid-19 Pandemic
As a consequence of the global health emergency in early 2020, universities had to tackle a sudden shift in their teaching–learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the implemented tasks, student experiences, and feedback, as well as some reflections from the instructors with a holistic perspective of the courses due to the adopted measures and adaptations. Six courses taug…
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Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the Covid-19 Lockdown
The classroom closure during the first semester of 2020 entailed decisive changes in higher education. Universities have become more digital in both the availability of e-resources and pervasive devices and how students communicate with lecturers and classmates. Learners adapted their study habits with a growing role of self-paced, internet-based strategies. Some flipped learning approaches have proven their efficacy under the remote-teaching phy…
Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the Covid-19 Pandemic
As a consequence of the global health emergency in early 2020, universities had to tackle a sudden shift in their teaching–learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the implemented tasks, student experiences, and feedback, as well as some reflections from the instructors with a holistic perspective of the courses due to the adopted measures and adaptations. Six courses taug…
Can University Inspire STEM Vocations in Rural Areas
This paper evaluates the impact of a Service-Learning (SL) project designed to promote vocations in Civil Engineering. Two university students from UPM presented their Final Degree Projects to 73 high school students at a rural school in Torrelaguna (Madrid, Spain). A mixed-methods approach was used, with pre- and post-activity surveys for the high school students and a focus group with the university presenters. The quantitative results show tha…
Higher education (3 works) · Computer Science (2 works) · E-Learning and Knowledge Management (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Artificial Intelligence (1 works) · Blended Learning (1 works) · Distance education (1 works) · Educational Innovations and Technology (1 works)