Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576502
J. Legardeur, I. Lizarralde, Marion Real
Improving the creativity and innovation student's skills is a key point for most of educational institutions. Created by ESTIA in 2007, “The 24h of innovation®” (www.24h.estia.fr) is a 24 hours nonstop challenge to develop creative and innovative concepts of products (mechanical, electronic, software...) and services. The concept of this event is simple: projects and topics are proposed by companies, labs, association and they are unveiled at the beginning of the competition. Teams are freely composed of a mix of any volunteers (students, researchers, teachers, consultants, free-lances, employees...). After 24 hours of development, teams present their results in a show of 3 minutes in front of a jury of professionals in the field of innovation. The winner teams receive the “24h of innovation” awards and they receive prizes offered by the sponsors of the event. Since 2007, 3500 participants coming from more than 70 schools & university of 40 different countries have attended one of the 10 editions organized in France and Québec. More than 200 projects have been developed for 100 companies. This full paper is focus on the analysis of time pressure to foster the creativity of students and their skills to produce innovative work.
提高学生的创新能力是大多数教育机构关注的重点。由ESTIA于2007年创建，“The 24h of innovation®”(www.24h.estia.fr)是一个24小时不间断的挑战，旨在开发产品(机械，电子，软件…)和服务的创意和创新概念。这个活动的概念很简单:项目和主题由公司、实验室、协会提出，并在比赛开始时公布。团队可以自由地由任何志愿者(学生、研究人员、教师、顾问、自由撰稿人、雇员……)组成。经过24小时的开发，团队将在创新领域的专业评审团面前展示3分钟的成果。获奖团队将获得“24小时创新”奖，并获得活动赞助商提供的奖品。自2007年以来，来自40个不同国家的70多所学校和大学的3500名与会者参加了在法国和quemac组织的10个版本中的一个。已为100家公司开发了200多个项目。这篇论文的重点是分析时间压力如何培养学生的创造力和他们创作创新作品的技能。
{"title":"How to stimulate student's creativity and innovation skills with time pressure during education program? The example of “the 24h of innovation®” event","authors":"J. Legardeur, I. Lizarralde, Marion Real","doi":"10.1109/EAEEIE.2013.6576502","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576502","url":null,"abstract":"Improving the creativity and innovation student's skills is a key point for most of educational institutions. Created by ESTIA in 2007, “The 24h of innovation®” (www.24h.estia.fr) is a 24 hours nonstop challenge to develop creative and innovative concepts of products (mechanical, electronic, software...) and services. The concept of this event is simple: projects and topics are proposed by companies, labs, association and they are unveiled at the beginning of the competition. Teams are freely composed of a mix of any volunteers (students, researchers, teachers, consultants, free-lances, employees...). After 24 hours of development, teams present their results in a show of 3 minutes in front of a jury of professionals in the field of innovation. The winner teams receive the “24h of innovation” awards and they receive prizes offered by the sponsors of the event. Since 2007, 3500 participants coming from more than 70 schools & university of 40 different countries have attended one of the 10 editions organized in France and Québec. More than 200 projects have been developed for 100 companies. This full paper is focus on the analysis of time pressure to foster the creativity of students and their skills to produce innovative work.","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":"129692882","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.2013.6576527
D. Cojocaru, D. Popescu, R. Tanasie
This paper deals with the process of identification of the needed changes within higher education to meet future challenges. The work is related with the work package Policy of the LLP SALEIE program “Strategic Alignment of Electrical and Information Engineering in European Higher Education Institutions”. The analysis includes a review of the needs and impact of administrative policy as it impacts the design, development, delivery, assessment and review of academic programmes. The final objective of this global task is to bring together policy administrators from institutions across Europe to review current practices and to identify examples of best practice, to build a common understanding of governance and policy implications on the strategic changes associated with the project, and create a centre for excellence in the policy area. The paper presents the designing process of a questionnaire regarding the above problems. The objective is to achieve as broad coverage of European higher education institutional responses as possible.
{"title":"Policies for Higher Education Institutions in Electrical and Information Engineering","authors":"D. Cojocaru, D. Popescu, R. Tanasie","doi":"10.1109/EAEEIE.2013.6576527","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576527","url":null,"abstract":"This paper deals with the process of identification of the needed changes within higher education to meet future challenges. The work is related with the work package Policy of the LLP SALEIE program “Strategic Alignment of Electrical and Information Engineering in European Higher Education Institutions”. The analysis includes a review of the needs and impact of administrative policy as it impacts the design, development, delivery, assessment and review of academic programmes. The final objective of this global task is to bring together policy administrators from institutions across Europe to review current practices and to identify examples of best practice, to build a common understanding of governance and policy implications on the strategic changes associated with the project, and create a centre for excellence in the policy area. The paper presents the designing process of a questionnaire regarding the above problems. The objective is to achieve as broad coverage of European higher education institutional responses as possible.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"40 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":"114846781","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.2013.6576509
T. Robal, H. Kruus, A. Kalja
Today, information and communication technology (ICT) plays a crucial role in our lives. Devices taking advantage of the rapid development of ICT are increasingly used to ease and provide comfort to our daily activities. This has also affected the way young engineers prefer to learn and how they are taught. Traditional methods, proven to work, may not be so attractive to students anymore, in comparison to all the widgets, apps and knowledge in various forms available over the Internet. To make courses and topics more attractive, young system engineers need to be educated taking advantage of the rapid development of technologies young are accustomed to use, including e-Iearning and interactive tools to assure their good skills and increased interest towards studies. Intelligent learning objects clearly demonstrating a topic area and allowing students to explore problem domain without restrictions in time and space will provide support for any type of course, enliven studies, and clearly serve the goal formulated here in before.
{"title":"Complementing ICT studies with learning objects on domain ontologies","authors":"T. Robal, H. Kruus, A. Kalja","doi":"10.1109/EAEEIE.2013.6576509","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576509","url":null,"abstract":"Today, information and communication technology (ICT) plays a crucial role in our lives. Devices taking advantage of the rapid development of ICT are increasingly used to ease and provide comfort to our daily activities. This has also affected the way young engineers prefer to learn and how they are taught. Traditional methods, proven to work, may not be so attractive to students anymore, in comparison to all the widgets, apps and knowledge in various forms available over the Internet. To make courses and topics more attractive, young system engineers need to be educated taking advantage of the rapid development of technologies young are accustomed to use, including e-Iearning and interactive tools to assure their good skills and increased interest towards studies. Intelligent learning objects clearly demonstrating a topic area and allowing students to explore problem domain without restrictions in time and space will provide support for any type of course, enliven studies, and clearly serve the goal formulated here in before.","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":"116029542","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.2013.6576497
Y. Katsigiannis, A. Katsamaki, A. Tsikalakis, E. Karapidakis
The Energy Performance of Buildings Directive (EPBD) and its recast aims to promote improvements in the energy performance of buildings all across Europe. In order to achieve this target, a crucial parameter is the proper training and knowledge of the personnel that will undertake building retrofitting actions. The REE_TROFIT project focuses on this category of professionals, in order not only to inform them about the requirements of EBPD, but also to help them improve their skills. This paper aims to present the REE_TROFIT project, as well as to focus on the training process of building professionals in Crete Island and finally to present the main conclusions obtained from the seminars organization and the participants' feedback.
{"title":"Education and training of building professionals on retrofitting actions on Crete Island","authors":"Y. Katsigiannis, A. Katsamaki, A. Tsikalakis, E. Karapidakis","doi":"10.1109/EAEEIE.2013.6576497","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576497","url":null,"abstract":"The Energy Performance of Buildings Directive (EPBD) and its recast aims to promote improvements in the energy performance of buildings all across Europe. In order to achieve this target, a crucial parameter is the proper training and knowledge of the personnel that will undertake building retrofitting actions. The REE_TROFIT project focuses on this category of professionals, in order not only to inform them about the requirements of EBPD, but also to help them improve their skills. This paper aims to present the REE_TROFIT project, as well as to focus on the training process of building professionals in Crete Island and finally to present the main conclusions obtained from the seminars organization and the participants' feedback.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"56 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":"132957048","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.2013.6576528
P. Zahariev, Nina Bencheva, Georgi V. Hristov, Yoana Ruseva
The blooming development of ICT and its implementation for the needs of the education institutions has presented a new set of challenges for both instructors and students. The introduction of many different approaches for learning, like face to face learning, e-Iearning, distance learning has presented new ways for obtaining knowledge, but has also resulted in destabilization of the general learning processes. This paper identifies the key challenges, which are the result of this rapid and inevitable implementation of the ICT technologies in education, for both the instructors and the learners. An additional investigation on the situations, which present the modern ICT services as being implemented with and without the use of the technological convergence, is also conducted. The Introduction section of the paper presents the global state of the ICT technologies for educational purposes and the four most common and widely available types of virtual learning environments. Then the common goals of ICT in education are defined, followed by the most significant advantages and disadvantages of using ICT for education. In the next Section of the paper the importance and the impact of the ICT convergence on the learning process, on the instructors and on the students are analyzed. The paper is completed by the Conclusions and the Reference sections.
{"title":"ICT convergence challenges in education and their impact on both instructors and students","authors":"P. Zahariev, Nina Bencheva, Georgi V. Hristov, Yoana Ruseva","doi":"10.1109/EAEEIE.2013.6576528","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576528","url":null,"abstract":"The blooming development of ICT and its implementation for the needs of the education institutions has presented a new set of challenges for both instructors and students. The introduction of many different approaches for learning, like face to face learning, e-Iearning, distance learning has presented new ways for obtaining knowledge, but has also resulted in destabilization of the general learning processes. This paper identifies the key challenges, which are the result of this rapid and inevitable implementation of the ICT technologies in education, for both the instructors and the learners. An additional investigation on the situations, which present the modern ICT services as being implemented with and without the use of the technological convergence, is also conducted. The Introduction section of the paper presents the global state of the ICT technologies for educational purposes and the four most common and widely available types of virtual learning environments. Then the common goals of ICT in education are defined, followed by the most significant advantages and disadvantages of using ICT for education. In the next Section of the paper the importance and the impact of the ICT convergence on the learning process, on the instructors and on the students are analyzed. The paper is completed by the Conclusions and the Reference sections.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"57 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":"132562167","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.2013.6576517
Georgi V. Hristov, P. Zahariev, Nina Bencheva, Ivaylo Ivanov
With the development of the modern telecommunication systems and networks many new options for providing education services have emerged. A general worldwide trend is the development of distance learning sites and virtual laboratories, which are providing state-of-the-art education in all possible areas and are coexisting with the available on-site and in-person courses and subjects. In the Internet-oriented 21st century many university students have turned to and prefer these electronic and virtual educational resources, not only as additional learning options, but also as primary means for obtaining the latest educational materials by the leading university lecturers worldwide. This process has presented one of the major challenges for the available virtual learning environments - how to make it possible for the students to access, use and work with real equipment. In this paper we present our vision for a virtual laboratory which will provide the possibility for the students to access remotely and in real time the available laboratory set of telecommunication devices. In the Introduction section of the paper we analyze the advantages and disadvantages of the available virtual learning environments. In the next Section we introduce the general conceptual model of the planned laboratory and later we present the actual structure and the organizational requirements for its implementation. The paper continues with a Section, which presents the created virtual laboratory and its capabilities, and is finalized by the Conclusions and References sections.
{"title":"Designing the next generation of virtual learning environments — Virtual laboratory with remote access to real telecommunication devices","authors":"Georgi V. Hristov, P. Zahariev, Nina Bencheva, Ivaylo Ivanov","doi":"10.1109/EAEEIE.2013.6576517","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576517","url":null,"abstract":"With the development of the modern telecommunication systems and networks many new options for providing education services have emerged. A general worldwide trend is the development of distance learning sites and virtual laboratories, which are providing state-of-the-art education in all possible areas and are coexisting with the available on-site and in-person courses and subjects. In the Internet-oriented 21st century many university students have turned to and prefer these electronic and virtual educational resources, not only as additional learning options, but also as primary means for obtaining the latest educational materials by the leading university lecturers worldwide. This process has presented one of the major challenges for the available virtual learning environments - how to make it possible for the students to access, use and work with real equipment. In this paper we present our vision for a virtual laboratory which will provide the possibility for the students to access remotely and in real time the available laboratory set of telecommunication devices. In the Introduction section of the paper we analyze the advantages and disadvantages of the available virtual learning environments. In the next Section we introduce the general conceptual model of the planned laboratory and later we present the actual structure and the organizational requirements for its implementation. The paper continues with a Section, which presents the created virtual laboratory and its capabilities, and is finalized by the Conclusions and References sections.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"43 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":"125602276","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.2013.6576516
J. Ligusova, J. Ligus, I. Zolotová
Cybernetic education centre (CEDUC) integrates (1) the e-learning system Moodle, which primary provides the linear delivery of knowledge content managed by teacher as well as collaborative e-learning modules, (2) distributed real, virtual, simulation models as a support for e-learning to give student interactive feedback within the learning process and (3) the Assessment module realized in the in the Learning Management System (LMS) Moodle. The e-learning in Department of Cybernetics and Artificial Intelligence is not full online learning system, but all subjects are implemented as blended learning combining classical face-to-face learning with e-learning. This paper deals with remote access to controlled models in the laboratories of our department, (a) real laboratory models, (b) simulation models and (c) virtual models, whose implement many technologies from world leaders in area of automation and can not be implemented natively as Moodle modules. Remote student access to control process of these models is conditional, depending on their assessment results. The paper presents methodology of design of blended learning using remote control of models, in are of Cybernetic and Automation, implemented in CEDUC.
{"title":"Cybernetic education centre","authors":"J. Ligusova, J. Ligus, I. Zolotová","doi":"10.1109/EAEEIE.2013.6576516","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576516","url":null,"abstract":"Cybernetic education centre (CEDUC) integrates (1) the e-learning system Moodle, which primary provides the linear delivery of knowledge content managed by teacher as well as collaborative e-learning modules, (2) distributed real, virtual, simulation models as a support for e-learning to give student interactive feedback within the learning process and (3) the Assessment module realized in the in the Learning Management System (LMS) Moodle. The e-learning in Department of Cybernetics and Artificial Intelligence is not full online learning system, but all subjects are implemented as blended learning combining classical face-to-face learning with e-learning. This paper deals with remote access to controlled models in the laboratories of our department, (a) real laboratory models, (b) simulation models and (c) virtual models, whose implement many technologies from world leaders in area of automation and can not be implemented natively as Moodle modules. Remote student access to control process of these models is conditional, depending on their assessment results. The paper presents methodology of design of blended learning using remote control of models, in are of Cybernetic and Automation, implemented in CEDUC.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"138 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":"123281533","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.2013.6576498
Maria Joao Martins, F. M. Maciel Barbosa, C. Ferreira
A new strategy was purposed and is being tested during this year, to increase students' participation and promote continuous learning and students' engagement in master's courses classes. With the implementation of the Bologna Process, the spectra of students has increased, which increases the difficulties faced by the lecturers since these students present different backgrounds and knowledge, thereby increasing the number of hours necessary to assure the completion of the programs. A description of a new approach design to increase students' participation, which is being tested in three different Universities and Polytechnic Institutes in Portugal is presented in this paper and some preliminary results are discussed.
{"title":"A new experiment to engage M.Sc. students in the teaching/learning process","authors":"Maria Joao Martins, F. M. Maciel Barbosa, C. Ferreira","doi":"10.1109/EAEEIE.2013.6576498","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576498","url":null,"abstract":"A new strategy was purposed and is being tested during this year, to increase students' participation and promote continuous learning and students' engagement in master's courses classes. With the implementation of the Bologna Process, the spectra of students has increased, which increases the difficulties faced by the lecturers since these students present different backgrounds and knowledge, thereby increasing the number of hours necessary to assure the completion of the programs. A description of a new approach design to increase students' participation, which is being tested in three different Universities and Polytechnic Institutes in Portugal is presented in this paper and some preliminary results are discussed.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"83 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":"126192403","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.2013.6576500
T. Welzer, M. Druzovec, Lili Nemec, Marko Holbl
Mobility has become one of the most important goals in Europe and worldwide in recent time. Different projects and programs (Erasmus, Erasmus Mundus, CEEPUS, etc.) support the mobility of students, teachers and staff. For students and teachers, the main goals of mobility are learning and teaching in different cultural and lingual environments, as well as learning languages and benefiting from cross-cultural experiences. In general, neither students nor teachers are prepared for active participation in new cultural and lingual environments. International relation offices mostly take care on lingual preparation of students and sometimes also cultural education is included but rarely any preparation for teachers and staff is done. Do the teachers and staff do not need it? Or do they not want to do it?
{"title":"Importance of intercultural preparation for mobility teachers and staff need it as well","authors":"T. Welzer, M. Druzovec, Lili Nemec, Marko Holbl","doi":"10.1109/EAEEIE.2013.6576500","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576500","url":null,"abstract":"Mobility has become one of the most important goals in Europe and worldwide in recent time. Different projects and programs (Erasmus, Erasmus Mundus, CEEPUS, etc.) support the mobility of students, teachers and staff. For students and teachers, the main goals of mobility are learning and teaching in different cultural and lingual environments, as well as learning languages and benefiting from cross-cultural experiences. In general, neither students nor teachers are prepared for active participation in new cultural and lingual environments. International relation offices mostly take care on lingual preparation of students and sometimes also cultural education is included but rarely any preparation for teachers and staff is done. Do the teachers and staff do not need it? Or do they not want to do it?","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"25 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":"134266514","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.2013.6576506
H. Kruus, P. Ellervee, T. Robal, P. Ruberg, M. Kruus
This paper deals with new paradigms rising in contemporary teaching, where classical “teacher-to-student” approach is shifting to more flexible and diverse ways of teaching and learning. We describe our experience at the Department of Computer Engineering of Tallinn University of Technology in involving engineering students into the process of creating learning content on various ICT subjects.
{"title":"Involving students in teaching process — Encouraging student-generated content in ICT studies","authors":"H. Kruus, P. Ellervee, T. Robal, P. Ruberg, M. Kruus","doi":"10.1109/EAEEIE.2013.6576506","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576506","url":null,"abstract":"This paper deals with new paradigms rising in contemporary teaching, where classical “teacher-to-student” approach is shifting to more flexible and diverse ways of teaching and learning. We describe our experience at the Department of Computer Engineering of Tallinn University of Technology in involving engineering students into the process of creating learning content on various ICT subjects.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"45 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":"122350019","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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