3.1.1.

Flippedclassroom

The material used in this methodology has been mainly educational videos/screencasts. It has been complemented with
traditional material such as slides or texts. The material is handed to the students a couple of weeks before the corresponding
lecture. The student learns by himself in advance the contents of the topic to be discussed in class. In this case, there is no follow
up if the student has seen the videos, there is no reward for viewing the material and it is not mandatory to do it (although as it is
commented in the peer instruction section it can have a positive impact on their marks). It is stressed and communicated to the
students the importance of doing it but the responsibility is on the student. One of the impor- tant benefits of flipped learning is
that it allows the use of time in class for different parts of a topic. Usually, in a typical lecture the teacher goes through all the
material be it simple or complex. With the flipped learning approach simple concepts are not explained in the class, having more
time for the more difficult ones. In order to decide what concepts are more difficult, flipped classroom must be combined with
other methodologies like peer instruction. In this way, the students are the ones who establish what is being harder to
understand instead of the teacher.

3.1.2. Peerinstruction

Concept tests, around 20 questions, (implemented using the Gopollock platform − gopollock.com-) are presented to the students
at the beginning of the class. Individual student understanding is evaluated through the use of these tests. Then, small groups of
stu- dents get together and think about the more difficult topics (tests with more wrong questions) and the test is run again.
Finally, the instructor explains the topic in detail. This methodology has been successfully applied in the Process Control course
and combined with the mentioned flipped classroom it has allowed to dedicate enough time to explain the parts where students
have more diffi- culties. The scores of the students in the tests have an (only a bonus) impact on the course mark.

3.1.3. Gamification

The main purpose of gamification is to improve the classroom experience and to have more active and participative classes. Gam-
ification is a powerful methodology since it can motivate the students and help to fix concepts, however it has to be used with
caution and keeping in mind its final objective: learn and under- stand. This methodology has been implemented using the
created board game (Triviachis). The class (around 40 students) is divided into groups of 5 students. The class is structured as an
elimination tournament, depending on the final position the group gets a bonus

in their marks. The game is a mix of a quiz game and a dice game. Being a game, it gets the attention and interest of the students.
As they want to win the match, they focus on the questions and this helps them to retain the answer (independently if they are
cor- rect or wrong) as cognitive processes are enhanced when interest is present.

3.1.4. Teamwork&peerlearning

Peer learning consists on students explaining things to other students without any authority (instructor) involved, it refers to
learning from their peers. To implement this methodology differ- ent activities have been proposed. For all the activities, the class
is divided into groups of 4-5 people. In one of the activities a prob- lem is handed to the groups. Then there are two stages one is
to solve the problem (in this course is to devise the control struc- ture of an industrial process) and the other one is to correct
other group’s exercise. In the other activity, a solved problem (with miss- ing and wrong control structures) is given to the
groups. They have to fill out what is missing and detect the mistakes. When solving the problems, students explain each other
what should be done and why, there is peer instruction and team work as they have to reach an agreement when there are
different criteria. All these activities can also have some gamification, for example, in the second activ- ity a bonus is obtained by
the first group that solves correctly the problem.

3.1.5. Traditional(participative)teaching

In this case the approach is using slides to explain some topic. In order to promote participation some blanks are in the presen-
tations and the students are questioned about them, the idea is to get the students more involved and that they think about the
concepts and going away from a one-hour speech by the teacher. Interaction while presenting the lesson has been achieved in
this case using Mentimeter (mentimeter.com), a platform that allows to create different type of questions that the students
answer and see the results in real time as they are answering.

3.1.6. Learnbydoing

This has been implemented through the use of the OTS devel- oped. The virtual environment simulates a simplified ethylbenzene
production process (some standalone unit operations are also avail- able). In Process Control, as it was commented before, the
student reasons about the influence of different variables on a unit opera- tion and decides the control structure. The OTS allows
the student to check the control structure and to see the influence of different variables on the production process. Students can
operate the plant, change its conditions and operation parameters, activate alarms, see the evolution of variables, change the
tuning of controllers, etc.
The above methodologies (along with some others) are used in an integrated and varied way allowing to have motivated stud