Pub Date : 2013-05-30DOI: 10.1109/EAEEIE.2013.6576492
F. Demontoux, H. Frémont, Eric Woirgard
French Charter “University/Handicap” clearly states the role of training institutions in the inclusion in our society of people with disabilities. This role is emphasized through the legal obligation to welcome and support these students in French universities. We need to open our courses to more students with disabilities. To do that, reception and support services are available in our universities and work has begun which aims to improve the accessibility of facilities for disabled people. The teaching and workstations in practical labs must also be adapted to make them accessible to students with disabilities. Experiences locally exist but sharing this knowledge and these projects is needed. Work is already underway in this direction but a census of training courses “accessible” is also necessary. This article discusses the considerations needed for this census. It first defines the criteria of course accessibility. Then, local and national accessibility experiences are presented. Finally, an European project to improve the legibility of EIE cursus accessible for disabled students is describe.
{"title":"Criteria of the EIE courses accessible to disabled students. Legibility of cursus and experiences sharing for generalizing good practices","authors":"F. Demontoux, H. Frémont, Eric Woirgard","doi":"10.1109/EAEEIE.2013.6576492","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576492","url":null,"abstract":"French Charter “University/Handicap” clearly states the role of training institutions in the inclusion in our society of people with disabilities. This role is emphasized through the legal obligation to welcome and support these students in French universities. We need to open our courses to more students with disabilities. To do that, reception and support services are available in our universities and work has begun which aims to improve the accessibility of facilities for disabled people. The teaching and workstations in practical labs must also be adapted to make them accessible to students with disabilities. Experiences locally exist but sharing this knowledge and these projects is needed. Work is already underway in this direction but a census of training courses “accessible” is also necessary. This article discusses the considerations needed for this census. It first defines the criteria of course accessibility. Then, local and national accessibility experiences are presented. Finally, an European project to improve the legibility of EIE cursus accessible for disabled students is describe.","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":"114466467","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.2013.6576499
Paolo Di Carlo, J. Barsics, Cecile Moitroux
A more than two year long and successful R&D project was carried out in partnership with another university and companies interested in the automation of aggregate size analysis in the mineral industry, with an overall objective to provide real-time feedback to the plant and to decrease energy consumption. The kernel of the project is a 3D vision system which exploits both CPU and GPU capabilities of personal computers to provide real time analysis and further processing. The system currently acquires one 1536 by 3072 pixels image per second. Images are processed and analysed in real-time to extract approximately 150000 particles every hour. A history of each computed parameter is available through a database where all of them are stored. The main challenge was optimization of the code which is now successful and the provided processes are nowadays in use and well running since several months. The main young software-developer researcher of the project was offered the opportunity to make a presentation of his work to a group of computer science (CS) students in the context of an image processing and industrial vision course (Master 2 level). They learned about application design, image processing tools and subtleties, code optimization, state-of-the-art GPUs and their parallel processors. The harmony and efficiency with which knowledge from distinct domains was applied in his work led students to adopt and successfully implement optimization techniques throughout their lab assignment. Compared to previous years, the student's achievements were significantly and positively influenced by the R&D point of view added to the course. It's also worth noting that computing students were particularly interested by the practical optimization concepts introduced during the presentation. Evidently, integrating theory from different courses into a single project presentation eliminates the singular difficulties and highlights the relevant features of each course. Every technical aspect of the R&D project and students achievements is described.
{"title":"Contribution of research & development to student's motivation","authors":"Paolo Di Carlo, J. Barsics, Cecile Moitroux","doi":"10.1109/EAEEIE.2013.6576499","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576499","url":null,"abstract":"A more than two year long and successful R&D project was carried out in partnership with another university and companies interested in the automation of aggregate size analysis in the mineral industry, with an overall objective to provide real-time feedback to the plant and to decrease energy consumption. The kernel of the project is a 3D vision system which exploits both CPU and GPU capabilities of personal computers to provide real time analysis and further processing. The system currently acquires one 1536 by 3072 pixels image per second. Images are processed and analysed in real-time to extract approximately 150000 particles every hour. A history of each computed parameter is available through a database where all of them are stored. The main challenge was optimization of the code which is now successful and the provided processes are nowadays in use and well running since several months. The main young software-developer researcher of the project was offered the opportunity to make a presentation of his work to a group of computer science (CS) students in the context of an image processing and industrial vision course (Master 2 level). They learned about application design, image processing tools and subtleties, code optimization, state-of-the-art GPUs and their parallel processors. The harmony and efficiency with which knowledge from distinct domains was applied in his work led students to adopt and successfully implement optimization techniques throughout their lab assignment. Compared to previous years, the student's achievements were significantly and positively influenced by the R&D point of view added to the course. It's also worth noting that computing students were particularly interested by the practical optimization concepts introduced during the presentation. Evidently, integrating theory from different courses into a single project presentation eliminates the singular difficulties and highlights the relevant features of each course. Every technical aspect of the R&D project and students achievements is described.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"15 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":"116948970","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.2013.6576493
D. Genon-Catalot, Laure Petrucci, Michel Tabouret
Long-life learning allows for workers' career evolution, and can be achieved either through dedicated adults' courses, or via professional experience. In this paper, we report on a project started four years ago with Orange-France Telecom (major Telco operator in France) which aims at delivering national diplomas on the basis of knowledge and proficiencies acquired through professional experience. We have designed the main lines of the process to guide employees from Orange-France Telecom over a full year, from an information session to a validation jury for their diploma. In the meantime, they participate in collective courses helping them to write a professional overview activity report, describing their acquired expertise during their professional life in line with the targeted diploma. Each participant is also individually tutored by a university professor. The jury outcome is then of three kinds: the diploma is delivered, or not, or only some units are granted. In this latter case, advice is given to achieve a full completion of the curricula. We here present the feedback from the first two years experiments.
{"title":"Professional experience validation process at a national level","authors":"D. Genon-Catalot, Laure Petrucci, Michel Tabouret","doi":"10.1109/EAEEIE.2013.6576493","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576493","url":null,"abstract":"Long-life learning allows for workers' career evolution, and can be achieved either through dedicated adults' courses, or via professional experience. In this paper, we report on a project started four years ago with Orange-France Telecom (major Telco operator in France) which aims at delivering national diplomas on the basis of knowledge and proficiencies acquired through professional experience. We have designed the main lines of the process to guide employees from Orange-France Telecom over a full year, from an information session to a validation jury for their diploma. In the meantime, they participate in collective courses helping them to write a professional overview activity report, describing their acquired expertise during their professional life in line with the targeted diploma. Each participant is also individually tutored by a university professor. The jury outcome is then of three kinds: the diploma is delivered, or not, or only some units are granted. In this latter case, advice is given to achieve a full completion of the curricula. We here present the feedback from the first two years experiments.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"54 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":"127547086","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.2013.6576515
I. Balouktsis, G. Kekkeris
This paper presents briefly some important aspects of energy education in link with renewable energy education in Greece and worldwide. How teaching of energy issues is carried out at different education levels and the development of educational strategies in learning arrangements for students have also been made. A brief history of Greek curricula development shows the efforts have been made for the evolvement of an effective approach for energy education. The goals of this emerging discipline are to cultivate energy literacy and particularly awareness and attitudes towards sustainability and to create formal energy education in a country which has considerable potential for renewable energy and its development should alleviate the risk from energy related environmental problems.
{"title":"Energy education in Greece: Learning about renewable electrical energy perspectives","authors":"I. Balouktsis, G. Kekkeris","doi":"10.1109/EAEEIE.2013.6576515","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576515","url":null,"abstract":"This paper presents briefly some important aspects of energy education in link with renewable energy education in Greece and worldwide. How teaching of energy issues is carried out at different education levels and the development of educational strategies in learning arrangements for students have also been made. A brief history of Greek curricula development shows the efforts have been made for the evolvement of an effective approach for energy education. The goals of this emerging discipline are to cultivate energy literacy and particularly awareness and attitudes towards sustainability and to create formal energy education in a country which has considerable potential for renewable energy and its development should alleviate the risk from energy related environmental problems.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"7 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":"124067515","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.2013.6576521
G. Jervan
Systems engineering is a discipline to guide the engineering process of complex systems. It has its roots in the military domain, where it helped to combine multiple technical disciplines into advanced systems. Today, systems engineering principles are applied successfully in many application areas and complex computer-based systems is one of the most common ones. In this paper we describe how a systems engineering course can serve as a backbone for the computer engineering curricula. The main importance lays in the fact that today the students should not only know the components of systems, but also about the nature of the life cycle, the role of requirements analysis and different aspects of requirements, understand different types of specifications, learn how to use specifications throughout the design process, learn about systems testing, maintenance and management, get acquainted with project management principles, version management and quality assurance. In our approach the system engineering course is an introductory course for the entire curricula and the projects stemming from that course will be continuously developed throughout the other courses. The know-how introduced in that course will be gradually enforced with the follow-up courses, although these courses do not focus directly on systems engineering issues.
{"title":"Systems engineering course as a backbone of the computer engineering curricula","authors":"G. Jervan","doi":"10.1109/EAEEIE.2013.6576521","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576521","url":null,"abstract":"Systems engineering is a discipline to guide the engineering process of complex systems. It has its roots in the military domain, where it helped to combine multiple technical disciplines into advanced systems. Today, systems engineering principles are applied successfully in many application areas and complex computer-based systems is one of the most common ones. In this paper we describe how a systems engineering course can serve as a backbone for the computer engineering curricula. The main importance lays in the fact that today the students should not only know the components of systems, but also about the nature of the life cycle, the role of requirements analysis and different aspects of requirements, understand different types of specifications, learn how to use specifications throughout the design process, learn about systems testing, maintenance and management, get acquainted with project management principles, version management and quality assurance. In our approach the system engineering course is an introductory course for the entire curricula and the projects stemming from that course will be continuously developed throughout the other courses. The know-how introduced in that course will be gradually enforced with the follow-up courses, although these courses do not focus directly on systems engineering issues.","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":"130798336","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.2013.6576505
A. Náaji, Cosmin Herman, Anca Mustea
The new approaches to higher education in terms of teaching methods are increasingly targeted towards virtual environments. The first benefit would be the access to educational resources, independent of location and time. With the wide spread of mobile technologies, from mobile phones and tablets that support content distribution, social media communication and collaboration, to teaching methods and technologies, teaching and learning must be adapted to these new challenges in online higher education. Therefore, courses must be redesigned and structured in order to be accessible to individual study. The paper is focused on developing a template for online courses, starting from designing the main learning objects as resources and activities, including teaching materials, online assessments, questionnaires and communication-interaction tools such as webinars, forums and chat. As a good practice example, we present the results from the application of a course evaluation questionnaire, in terms of structure, content, interaction between participants. Based on these results a comparative analysis is made between online and blended learning, regarding the fact that there are a lot of constraints that affect the way blended courses are developed, which can compromise their quality. In conclusion, we present the main benefits of using this method of learning. As future work, we make some remarks about improvements regarding the system and methods.
{"title":"Implementation model for new technologies in online education","authors":"A. Náaji, Cosmin Herman, Anca Mustea","doi":"10.1109/EAEEIE.2013.6576505","DOIUrl":"https://doi.org/10.1109/EAEEIE.2013.6576505","url":null,"abstract":"The new approaches to higher education in terms of teaching methods are increasingly targeted towards virtual environments. The first benefit would be the access to educational resources, independent of location and time. With the wide spread of mobile technologies, from mobile phones and tablets that support content distribution, social media communication and collaboration, to teaching methods and technologies, teaching and learning must be adapted to these new challenges in online higher education. Therefore, courses must be redesigned and structured in order to be accessible to individual study. The paper is focused on developing a template for online courses, starting from designing the main learning objects as resources and activities, including teaching materials, online assessments, questionnaires and communication-interaction tools such as webinars, forums and chat. As a good practice example, we present the results from the application of a course evaluation questionnaire, in terms of structure, content, interaction between participants. Based on these results a comparative analysis is made between online and blended learning, regarding the fact that there are a lot of constraints that affect the way blended courses are developed, which can compromise their quality. In conclusion, we present the main benefits of using this method of learning. As future work, we make some remarks about improvements regarding the system and methods.","PeriodicalId":326600,"journal":{"name":"2013 24th EAEEIE Annual Conference (EAEEIE 2013)","volume":"23 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":"114907367","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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