2nd Morning Symposium on Teaching Innovation at DTIC/ESUP took place on March 17th (2015), organized by the USQUID-ESUP, and counted with the participation of more than thirty members of its teaching collective, DTIC-ESUP teaching interns and CQUID representatives. The aim of the Symposium was to provide an informal discussion during a morning (4 hours) in which professors from the center could share with the attendees their experiences and teaching projects as well as creating a space of collective debate and reflection.

The Symposium was presented by the UCA ESUP/DTIC deputy director and USQUID director, Davinia Hernández-Leo. It was divided into four sessions: "Teaching methodologies, pedagogy and assessment", "MOOCs and academic videos", "Beyond the curriculum" and "Conclusions, discussion and ensemble reflection". Each of these sessions had three talks.

 "Teaching methodologies, pedagogy and assessment"

Víctor Dalmau explained his experience for the second year with the application of the Moore Method in the course "Sistemas Formales" ("Formal Systems") (see first edition of this symposium), focusing on learned lessons and improve actions that he had added on his second year applying this method. Among his reflections we can point out the professor's learning during the process, some improvements regarding students learning, and the impact of the teaching innovation on the students' satisfaction.

Professor Júlio Carabias shared an experience he has designed in the setting of the course "Audio 3D", which will take place on the third trimester. This experience is basically focused on the implementation of an interactive simulator that allow students record, listen and analyze 3D audios generated by themselves, strengthening and promoting the comprehension and internalization of the concepts and technical processes/proceedings of the course.

Professor Enric Peig explained how he focused the course "Lógica Digital y Computadores" ("Digital Logic and Computers") to ensure the level command on the competences of this course. Specifically, the strategy is center in designing an exam that contains minimums required based on every subject or contents block, thus the whole student group has to achieve a determined minimum per block to pass the exam and the course. This definition of minimums was made by an analysis of the course competences through a prioritization and the establishment of minimums for each case. Since the application of this assessment strategy there has been an important increase in the percentage of passes as well as in the dynamics of seminars and as in the exercises, being evident a bigger implication of the students in both cases.

The conclusions of these sessions were in three key aspects: active learning, the use of suitable and motivational resources, and the importance of align the assessment with the competences. Working in the interest of achieving the three named aspects has cost in terms of time and teaching dedication, especially regarding the material preparation and the study/reflection to carry out certain activities/dynamics rigorously, however, the effect it has or may have on the students' learning is positive. In general, the professors who participated in this session were satisfied with the experience, except professor Cabrias regarding the impact on the learning, due to the fact that his course will take place on the third trimester.

"MOOCs and academic videos"

The second session began with the presentation of professor's, Xavier Serra, experience regarding the MOOC he designed and imparted on the first trimester of this academic year about the processing of audio for music applications. In addition to being open, the MOOC was integrated in the course he coordinates in both bachelor's degree and masters. This MOOC concentrated the theory of the typically theoretical sessions of which space was used to discuss, clear doubts, etc., likewise, the practical sessions and seminars were developed normally. The results regarding students' satisfaction presented by Xavier differed depending on the group (Bachelor's Degree or Masters), being masters the most positive case. Specifically the masters' student body values the fact of having multiple resources and Professor Serra points out an improvement in these students' learning.

The second intervention was by Luis Sanabria who presented "Wireless sensor networks", an initiative carried out along with Professor Jaume Barceló. This experience is based on the generation of very practical videos in which a series of challenges are presented that the students can use, especially, in the development of labs in telecommunications network courses. These videos contain, besides these challenges, theoretical and practical basic concepts to solve such activities. The analysis made by Luis regarding the satisfaction of the users concludes in a good receiving of the design based on the use of academic videos also in his in-person sessions, he adds that the practical nature of the videos has been a key feature to make it work as complementary material for labs.

The third intervention of this session was by Professor Vanesa Daza who presented her experience with the MOOC "Descodificando Álgebra" ("Decoding Algebra"). This MOOC appeared as a support tool, especially aimed at ICT students who come from a professional training background and/or have an insufficient mathematical base to face successfully mathematics courses of bachelor's degrees (in particular on their first year). It must be said that, in bachelor's degrees settings, only a part of the MOOC is offered as a resource and that, as a complement, other MOOCs were created as a forum (with quite a good acceptation by the participants), as well as exercises lists and twitter for real applications of the contents from the videos.

As a conclusion to the second session we can point out the reflection about the impact the use of MOOCs/academic videos has both on the teaching process and the learning as well as the opportunities provided by technologies to improve the learning activities. The fact that videos seem to have a better reception by the student body when they are complementary to another kind of formats/teaching strategies to present the theory was also discussed.

 "Beyond the curriculum"

In this session Aurelio Ruiz explained, in the first place, an activity carried out on the setting of the course "Gestión de Proyectos e Innovación" ("Project Managing and Innovation") in Biomedical Engineering, based on the development of a personal career plan by the students. This career plan contains all the necessary phases for each student to face questions and challenges about making decisions, time managing, planning, etc. Speaking of performances regarding products, there is a really high satisfaction; Aurelio indicated that the students present high quality projects and that their implication is very remarkable.

The second intervention in this session was by Professor Anders Jonsson, who presented how to motivate and coordinate the students' participation in ICT degrees through the participation in a programming competition from ACM. Anders values positively the participation in this competition because it means an opportunity of working with programming in a ludic way.

Finally, Aurelio Ruiz presented Hacklab. This initiative is based on providing the learning and autonomous work of the students focused on projects that motivate them. At Hacklab there are several materials/resources (technological, physical -space in CRAI-, etc.). The idea is relating and promoting investigation, innovation and development among students (through their training). In this space activities such as seminars or workshops are also performed, in which they can share ideas, questions, etc.

The conclusions of the third session were basically focused on the interest of promoting this kind of activities and experiences that go beyond the curriculum as well as promoting diffusion in the teaching collective to obtain the maximum support if necessary.

After the intervention of both the professors invited and the attendees who participated discussing, asking questions, commenting different experiences presented, the USQUID director, Davinia Hernández-Leo, presented a series of questions: would it be interesting to continue to promote this kind of innovation actions?, which aspects could be transferred to other courses?, and what kind of innovative actions are more suitable in our context?