Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576494
T. Zeman, J. Hrad
In recent years we have been facing substantial decrease in the number of young people who are interested in study at technical universities, including the branches of electrical and information engineering. One of the promising ways is establishing of close contacts with secondary schools, or even directly with their students. Our objective is to win their interest and motivate them, so that they decide to study technical disciplines. The paper uses an example of a case study to describe possible ways for increasing of secondary students' interest in studying at technical universities and provides some interesting results of their pilot testing.
{"title":"Improved chances for entering technical universities","authors":"T. Zeman, J. Hrad","doi":"10.1109/EAEEIE.2013.6576494","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576494","url":null,"abstract":"In recent years we have been facing substantial decrease in the number of young people who are interested in study at technical universities, including the branches of electrical and information engineering. One of the promising ways is establishing of close contacts with secondary schools, or even directly with their students. Our objective is to win their interest and motivate them, so that they decide to study technical disciplines. The paper uses an example of a case study to describe possible ways for increasing of secondary students' interest in studying at technical universities and provides some interesting results of their pilot testing.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131811414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576518
M. T. Valdez, C. Ferreira, F. M. Maciel Barbosa
The constant changes occurring in today's teaching and learning processes provide a continuous improvement in the interaction of information. At the same time, globalization and the need for streamlining time facilitate the development of new methods of imparting knowledge. With the new information technologies, new forms of learning occur adding greater dynamism to the information. This form of learning, which optimizes time and space, is known as distance learning and it is being amply used in many different areas. Distance education presents the advantage of facilitating the teaching and learning processes without face-to-face interaction as knowledge is transmitted, partly or as a whole using technology. In fact, technological innovation has assumed a vital role in education. Looking to achieve more efficiency in carrying out the various activities, the job market constantly requires an investment in new skills and knowledge so that the professionals can operate the equipment and working tools, successfully and with quality. This paper presents a new system of learning a curricular unit of Circuit Theory using desktop virtual reality (VR). The software provides the possibility to understand the relationship between the physical concepts of an electrical circuit, direct or alternating current, through computer simulations and animations. This work was developed to demonstrate how a desktop VR prototype, “Virtual Electric Manual”-VEMA, can be applied to an engineering unit and used to enhance security and resourcefulness in using electrical equipment. Several interactive scenes were developed to illustrate the idea using a measurements and instrumentation laboratory as virtual environment. A range of interactive learning environments are presented: the menu with the first interactive experiment is the simulator of a DC circuit. It allows the student to analyze the setting up of a parallel, or series-parallel resistive circuit series powered by direct current; the second menu, features the simulator of an alternating current circuit and demonstrates how the student can perform the analysis of a circuit with resistors, inductors and capacitors; the third interactive experiment is the simulator of a three-phase alternating current circuit; the fourth menu refers to a study on the transitional phenomena. Finally, the fifth menu is an interactive experiment related to the phenomena of resonance. VEMA offers students the opportunity to understand the processes, helping them to better discern the procedures and trains them to interact with the equipment. The VEMA prototype addresses these issues and highlights the potential benefits of using VR for this purpose. Each experiment will provide technical and scientific knowledge in order to give the student/user adequate information and training in the subject.
{"title":"Distance education using a desktop virtual reality (VR) system","authors":"M. T. Valdez, C. Ferreira, F. M. Maciel Barbosa","doi":"10.1109/EAEEIE.2013.6576518","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576518","url":null,"abstract":"The constant changes occurring in today's teaching and learning processes provide a continuous improvement in the interaction of information. At the same time, globalization and the need for streamlining time facilitate the development of new methods of imparting knowledge. With the new information technologies, new forms of learning occur adding greater dynamism to the information. This form of learning, which optimizes time and space, is known as distance learning and it is being amply used in many different areas. Distance education presents the advantage of facilitating the teaching and learning processes without face-to-face interaction as knowledge is transmitted, partly or as a whole using technology. In fact, technological innovation has assumed a vital role in education. Looking to achieve more efficiency in carrying out the various activities, the job market constantly requires an investment in new skills and knowledge so that the professionals can operate the equipment and working tools, successfully and with quality. This paper presents a new system of learning a curricular unit of Circuit Theory using desktop virtual reality (VR). The software provides the possibility to understand the relationship between the physical concepts of an electrical circuit, direct or alternating current, through computer simulations and animations. This work was developed to demonstrate how a desktop VR prototype, “Virtual Electric Manual”-VEMA, can be applied to an engineering unit and used to enhance security and resourcefulness in using electrical equipment. Several interactive scenes were developed to illustrate the idea using a measurements and instrumentation laboratory as virtual environment. A range of interactive learning environments are presented: the menu with the first interactive experiment is the simulator of a DC circuit. It allows the student to analyze the setting up of a parallel, or series-parallel resistive circuit series powered by direct current; the second menu, features the simulator of an alternating current circuit and demonstrates how the student can perform the analysis of a circuit with resistors, inductors and capacitors; the third interactive experiment is the simulator of a three-phase alternating current circuit; the fourth menu refers to a study on the transitional phenomena. Finally, the fifth menu is an interactive experiment related to the phenomena of resonance. VEMA offers students the opportunity to understand the processes, helping them to better discern the procedures and trains them to interact with the equipment. The VEMA prototype addresses these issues and highlights the potential benefits of using VR for this purpose. Each experiment will provide technical and scientific knowledge in order to give the student/user adequate information and training in the subject.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134634726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576501
J. Thiriet, D. Lubineau, H. Yahoui
An “internationalized” bachelor (actually last year of a bachelor course) has been launched in September 2007 in Grenoble. From this time, around 15 students from all around the world spent each year a complete academic year in Grenoble, in a multicultural environment, in order to pass a French “licence professionnelle” (Professional Bachelor) taught in English in the field of wireless networks and security. Under some circonstances, some of the students get the possibility to obtain the French diploma. The adaptation of the curriculum content, the multicultural environment for the academic project as well as for social activities, and the international recruitment process are important aspects to deal with, and will be explained in the paper.
{"title":"International exchanges and double diplomas with several partners: Experience feedbacks in Grenoble with a bachelor in wireless networks and security","authors":"J. Thiriet, D. Lubineau, H. Yahoui","doi":"10.1109/EAEEIE.2013.6576501","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576501","url":null,"abstract":"An “internationalized” bachelor (actually last year of a bachelor course) has been launched in September 2007 in Grenoble. From this time, around 15 students from all around the world spent each year a complete academic year in Grenoble, in a multicultural environment, in order to pass a French “licence professionnelle” (Professional Bachelor) taught in English in the field of wireless networks and security. Under some circonstances, some of the students get the possibility to obtain the French diploma. The adaptation of the curriculum content, the multicultural environment for the academic project as well as for social activities, and the international recruitment process are important aspects to deal with, and will be explained in the paper.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124230688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576511
Grindei Laura, O. Bogdan, Topa Vasile, V. Aurel
The paper describes the development and implementation of a multi-regional master programme in eActivities in the frame a project financed by the European Social Fund through POSDRU-Operational Sectorial Programme for the Development of Human Resources 2007-2013. The project's main objective is to create new opportunities of learning, training and knowledge improvement at master level, based on a multi-regional approach through the development of a study programme focused on the use of new information and communication technologies, in accordance with the Bologna process. The Master programme that is in course of accreditation is unique in Romania and aims at training professionals in the field of utilization, achievement, implementation and development of eServices, eActivities, eApplications and of the related platforms and technologies. The main Master programme specializations are eBusiness, eHealth, eGovernment and Administration and eMedia.
{"title":"A new master programme in eActivities","authors":"Grindei Laura, O. Bogdan, Topa Vasile, V. Aurel","doi":"10.1109/EAEEIE.2013.6576511","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576511","url":null,"abstract":"The paper describes the development and implementation of a multi-regional master programme in eActivities in the frame a project financed by the European Social Fund through POSDRU-Operational Sectorial Programme for the Development of Human Resources 2007-2013. The project's main objective is to create new opportunities of learning, training and knowledge improvement at master level, based on a multi-regional approach through the development of a study programme focused on the use of new information and communication technologies, in accordance with the Bologna process. The Master programme that is in course of accreditation is unique in Romania and aims at training professionals in the field of utilization, achievement, implementation and development of eServices, eActivities, eApplications and of the related platforms and technologies. The main Master programme specializations are eBusiness, eHealth, eGovernment and Administration and eMedia.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120921570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576529
M. Poboroniuc, D. Cojocaru, G. Livint, T. Ward, E. Cachia, Nina Bencheva
Most of the global challenges the Europe face nowadays requires better Electrical and Information Engineering (EIE) education as the enabler of Europe's industrial competitiveness. EIE higher education tested model curricula is one of the expected outcomes of the SALEIE (527877-LLP-1-2012-1-UK-ERASMUS-ENW) project. Prior designing any example of EIE curricula in the key challenge subjects it is necessary to identify and define what are the global technical challenges which may challenge both the EIE teachers and learners technical knowledge, creativity, adaptability, communication skills etc. This paper presents the preliminary results in describing and identifying the technical global challenges the EIE graduates may face following the next few decades and proposes top level criteria to analyse EIE curricula in strong connection with the graduate skills which the industry may require.
{"title":"Preliminary findings to design EIE curricula harmonised to the technical global challenges","authors":"M. Poboroniuc, D. Cojocaru, G. Livint, T. Ward, E. Cachia, Nina Bencheva","doi":"10.1109/EAEEIE.2013.6576529","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576529","url":null,"abstract":"Most of the global challenges the Europe face nowadays requires better Electrical and Information Engineering (EIE) education as the enabler of Europe's industrial competitiveness. EIE higher education tested model curricula is one of the expected outcomes of the SALEIE (527877-LLP-1-2012-1-UK-ERASMUS-ENW) project. Prior designing any example of EIE curricula in the key challenge subjects it is necessary to identify and define what are the global technical challenges which may challenge both the EIE teachers and learners technical knowledge, creativity, adaptability, communication skills etc. This paper presents the preliminary results in describing and identifying the technical global challenges the EIE graduates may face following the next few decades and proposes top level criteria to analyse EIE curricula in strong connection with the graduate skills which the industry may require.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129074325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576530
L. Lhotská, Jakub Kuzilek, V. Chudácek, P. Novák, D. Novák, J. Havlík
Research and development have been speeding up in recent decades, especially in interdisciplinary and newly emerging areas. Since the students will be exposed to this situation immediately after graduation when they start their jobs it is desirable to involve them in research projects. Through this work they acquire new knowledge and skills they will need in the future jobs. Moreover, they are frequently participating in strongly interdisciplinary research that requires orientation not only in engineering disciplines, but also in the other concerned areas. One of the typical examples is the area of Biomedical Engineering. In this paper we will discuss several case studies of students' involvement in research and present their research results.
{"title":"Case studies of students' involvement in research","authors":"L. Lhotská, Jakub Kuzilek, V. Chudácek, P. Novák, D. Novák, J. Havlík","doi":"10.1109/EAEEIE.2013.6576530","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576530","url":null,"abstract":"Research and development have been speeding up in recent decades, especially in interdisciplinary and newly emerging areas. Since the students will be exposed to this situation immediately after graduation when they start their jobs it is desirable to involve them in research projects. Through this work they acquire new knowledge and skills they will need in the future jobs. Moreover, they are frequently participating in strongly interdisciplinary research that requires orientation not only in engineering disciplines, but also in the other concerned areas. One of the typical examples is the area of Biomedical Engineering. In this paper we will discuss several case studies of students' involvement in research and present their research results.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128203701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576513
G. Papadourakis, Eirini Christinaki, Panagiota Hatzi, J. Thiriet, H. Yahoui, O. Bonnaud, A. Friesel, Dro-Desire Sidibe, G. Tsirigotis
The ELLEIEC ERASMUS thematic network was running from October 2008 to September 2011. This project deals with several aspects linked to Lifelong Learning in Electrical and Information Engineering in Europe. Within this project, Task 4 is dedicated to “Implementation issues across EIE”. The idea of this task was to see how we can, thanks to implementation using Programs available from the European Commission, and associates (ERASMUS, CD, ERASMUS-MUNDUS, ATLANTIS, IP) to emphasize and develop mobility and cross-recognition. Another aspect, strongly connected, was to analyze the existing and possible interactions of Higher Education Institutions and Lifelong Learning. The European consortium of ELLEIEC was a good opportunity to conduct a survey on that point in the various countries involved in the program. Two surveys one for the “bachelor and master” levels and one for the doctoral studies were carried out. The survey for the doctoral studies was statistically analyzed. Furthermore, the doctoral studies survey was investigated using clustering analysis and more precisely hierarchical, in order to compare the answers in 21 European countries and to find similarities among them.
{"title":"Clustering analysis of questionnaire for Ph.D. studies in Electrical and Information Engineering in Europe","authors":"G. Papadourakis, Eirini Christinaki, Panagiota Hatzi, J. Thiriet, H. Yahoui, O. Bonnaud, A. Friesel, Dro-Desire Sidibe, G. Tsirigotis","doi":"10.1109/EAEEIE.2013.6576513","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576513","url":null,"abstract":"The ELLEIEC ERASMUS thematic network was running from October 2008 to September 2011. This project deals with several aspects linked to Lifelong Learning in Electrical and Information Engineering in Europe. Within this project, Task 4 is dedicated to “Implementation issues across EIE”. The idea of this task was to see how we can, thanks to implementation using Programs available from the European Commission, and associates (ERASMUS, CD, ERASMUS-MUNDUS, ATLANTIS, IP) to emphasize and develop mobility and cross-recognition. Another aspect, strongly connected, was to analyze the existing and possible interactions of Higher Education Institutions and Lifelong Learning. The European consortium of ELLEIEC was a good opportunity to conduct a survey on that point in the various countries involved in the program. Two surveys one for the “bachelor and master” levels and one for the doctoral studies were carried out. The survey for the doctoral studies was statistically analyzed. Furthermore, the doctoral studies survey was investigated using clustering analysis and more precisely hierarchical, in order to compare the answers in 21 European countries and to find similarities among them.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123894566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576533
J. Hrad
This paper introduces a nationwide project, the purpose of which is to extend collaboration between technical universities and secondary schools and to motivate prospective university students to enter an engineering branch. It describes specific steps and key activities that should make engineering education, science and research more popular and attractive for youngsters who are deciding about their future career.
{"title":"Motivating youngsters for engineering study","authors":"J. Hrad","doi":"10.1109/EAEEIE.2013.6576533","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576533","url":null,"abstract":"This paper introduces a nationwide project, the purpose of which is to extend collaboration between technical universities and secondary schools and to motivate prospective university students to enter an engineering branch. It describes specific steps and key activities that should make engineering education, science and research more popular and attractive for youngsters who are deciding about their future career.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123958675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576534
M. J. Castro-Bleda, I. Bernabucci, M. Goffredo, Elisa Hassinen, Boris Hollas, EDUARDO LLEIDA SOLANO, A. Ortega, Joan Pastor-Pellicer, Antti Salopuro
Nowadays, international collaboration and teamwork are fundamental skills in modern project development. Therefore, it is important to prepare university students to handle this working approach and to have this mindset. However, these skills are neglected in the curricula of most universities. The aim of the Erasmus Intensive Programme TrabHCI (Technologies to Reduce the Access Barrier in Human Computer Interaction) is to train international computer science and engineering students in team skills and in human computer interaction technologies. As a motivation, technological challenges for disabled people were presented to the students, followed by a series of lectures on novel human computer interaction technologies including gesture, speech and handwriting recognition as well as language understanding. Instead of conventional ex-cathedral teaching, a learning-by-doing approach was used in teaching. This paper describes our experience along many years in the Erasmus Intensive Programmes and, more specifically, in our last Erasmus IP project.
{"title":"Collaborative learning in international teams on Technologies to Reduce the Access Barrier in Human Computer Interaction (TrabHCI) Erasmus Intensive Programme","authors":"M. J. Castro-Bleda, I. Bernabucci, M. Goffredo, Elisa Hassinen, Boris Hollas, EDUARDO LLEIDA SOLANO, A. Ortega, Joan Pastor-Pellicer, Antti Salopuro","doi":"10.1109/EAEEIE.2013.6576534","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576534","url":null,"abstract":"Nowadays, international collaboration and teamwork are fundamental skills in modern project development. Therefore, it is important to prepare university students to handle this working approach and to have this mindset. However, these skills are neglected in the curricula of most universities. The aim of the Erasmus Intensive Programme TrabHCI (Technologies to Reduce the Access Barrier in Human Computer Interaction) is to train international computer science and engineering students in team skills and in human computer interaction technologies. As a motivation, technological challenges for disabled people were presented to the students, followed by a series of lectures on novel human computer interaction technologies including gesture, speech and handwriting recognition as well as language understanding. Instead of conventional ex-cathedral teaching, a learning-by-doing approach was used in teaching. This paper describes our experience along many years in the Erasmus Intensive Programmes and, more specifically, in our last Erasmus IP project.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127016597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576491
Michel Facerias, D. Genon-Catalot
Once upon a time, in a French technical institute, some people wanted to improve their way of teaching Information Technology systems. The main difficulty was knowing how to act with current materials and technologies. Because of the prohibitive costs of modern devices, it would be necessary to build a partnership with an industrial leader. Starting in January 2009, we made an appointment with Aastra France. Aastra is a major company acting especially in unified communications. Aastra is a leading company at the forefront of the enterprise communication market around the world. Aastra develops and delivers innovative communication products and applications for businesses. The choice of Aastra takes its origin in the 2005 Matra/EADS takeover. Matra/EADS was a french leader in digital telephony solutions and a long time ago, I was acting as an IT manager in a local administration, using Matra products. I will describe how we built this partnership, how we trained our team of teachers, and how we are going to massively certify them first, and how we are going to continue student training with Astra certifications.
{"title":"Making partnership with a leading company to teach information technology systems","authors":"Michel Facerias, D. Genon-Catalot","doi":"10.1109/EAEEIE.2013.6576491","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576491","url":null,"abstract":"Once upon a time, in a French technical institute, some people wanted to improve their way of teaching Information Technology systems. The main difficulty was knowing how to act with current materials and technologies. Because of the prohibitive costs of modern devices, it would be necessary to build a partnership with an industrial leader. Starting in January 2009, we made an appointment with Aastra France. Aastra is a major company acting especially in unified communications. Aastra is a leading company at the forefront of the enterprise communication market around the world. Aastra develops and delivers innovative communication products and applications for businesses. The choice of Aastra takes its origin in the 2005 Matra/EADS takeover. Matra/EADS was a french leader in digital telephony solutions and a long time ago, I was acting as an IT manager in a local administration, using Matra products. I will describe how we built this partnership, how we trained our team of teachers, and how we are going to massively certify them first, and how we are going to continue student training with Astra certifications.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124142387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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