Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768594
E. Pallis, G. Papadourakis, C. J. Debono, J. A. Briffa, D. Négru, C. Mavromoustakis, C. Politis, D. Tsaptsinos, G. Mastorakis
This paper presents the implementation approach adopted by "NEREUS", an ERASMUS+ KA2 project, which is funded under the Strategic Partnership framework for enabling young engineers to gain multidisciplinary talents in the ICT domain, involving principles from the Informatics and Internet technologies, Telecommunications and Network engineering, Social Media sciences and service/network Security field. It describes the methodology utilized by five (5) European Higher Education Institutes towards the implementation and quality-evaluation of a novel multidisciplinary module/programme for "next generation networked media over 4G+ infrastructures", and elaborates on the planned activities for educating/training students in cutting-edge topics, of i) novel media coding and "green" transport mechanisms, ii) open network architectures with service orchestration, iii) QoS/QoE modeling & management, iv) next generation cloud-based services, and v) secure and trustworthy communications.
{"title":"NEREUS: an ERASMUS+ Strategic Partnership for skills development in the field of \"next generation networked media over 4G+ infrastructures\"","authors":"E. Pallis, G. Papadourakis, C. J. Debono, J. A. Briffa, D. Négru, C. Mavromoustakis, C. Politis, D. Tsaptsinos, G. Mastorakis","doi":"10.1109/EAEEIE.2017.8768594","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768594","url":null,"abstract":"This paper presents the implementation approach adopted by \"NEREUS\", an ERASMUS+ KA2 project, which is funded under the Strategic Partnership framework for enabling young engineers to gain multidisciplinary talents in the ICT domain, involving principles from the Informatics and Internet technologies, Telecommunications and Network engineering, Social Media sciences and service/network Security field. It describes the methodology utilized by five (5) European Higher Education Institutes towards the implementation and quality-evaluation of a novel multidisciplinary module/programme for \"next generation networked media over 4G+ infrastructures\", and elaborates on the planned activities for educating/training students in cutting-edge topics, of i) novel media coding and \"green\" transport mechanisms, ii) open network architectures with service orchestration, iii) QoS/QoE modeling & management, iv) next generation cloud-based services, and v) secure and trustworthy communications.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121137921","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 : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768604
S. Dubikovsky
Capstone courses have become more widely employed in engineering and engineering technology curricula in the US and around the world in the last thirty years. The courses use a problem-based learning approach and are team-based. Students are tasked to form teams, define their projects’ purpose and goals, investigate concepts of solving problems, and finally implement the most feasible solutions. There are many variations in these courses. Some are offered in one semester, others take place in two or more consecutive semesters. The courses exist in many different engineering branches with a variety of specific requirements. However, the main idea of capstones remains the same: students must take an active role in their own learning and demonstrate proficiency in learning outcomes of their respective programs. In many cases, however, students are not ready to perform well, not because they lack technical knowledge in their respective field, but because they don’t understand the major philosophical contradiction between the ambiguous nature of engineering projects and the need for defining explicit goals of these undertakings. This issue creates stress and frustration, not just for students, but also for instructors, who often don’t recognize the problem of ambiguity that the students encounter. This is also true in many cases because engineering faculty members are experts in their technical fields, not in the philosophy of engineering education. This paper looks at the complexities of the issue in order to help students and instructors improve learning and reduce unnecessary anxiety.
{"title":"Ambiguity and Uncertainty of Engineering Projects and Defining Goals in Engineering Capstone Courses","authors":"S. Dubikovsky","doi":"10.1109/EAEEIE.2017.8768604","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768604","url":null,"abstract":"Capstone courses have become more widely employed in engineering and engineering technology curricula in the US and around the world in the last thirty years. The courses use a problem-based learning approach and are team-based. Students are tasked to form teams, define their projects’ purpose and goals, investigate concepts of solving problems, and finally implement the most feasible solutions. There are many variations in these courses. Some are offered in one semester, others take place in two or more consecutive semesters. The courses exist in many different engineering branches with a variety of specific requirements. However, the main idea of capstones remains the same: students must take an active role in their own learning and demonstrate proficiency in learning outcomes of their respective programs. In many cases, however, students are not ready to perform well, not because they lack technical knowledge in their respective field, but because they don’t understand the major philosophical contradiction between the ambiguous nature of engineering projects and the need for defining explicit goals of these undertakings. This issue creates stress and frustration, not just for students, but also for instructors, who often don’t recognize the problem of ambiguity that the students encounter. This is also true in many cases because engineering faculty members are experts in their technical fields, not in the philosophy of engineering education. This paper looks at the complexities of the issue in order to help students and instructors improve learning and reduce unnecessary anxiety.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117247813","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 : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768501
O. Bonnaud, Y. Danto, Li Yuan, Yinghui Kuang
The Higher education pedagogy is the object of a strong evolution mainly due to the coming of digital society. This evolution supposes the capability to the future graduate students to apply microelectronics knowledge and know-how to the future connected objects. The presence of electronic and integrated circuits in many objects induces a high reliability due to the huge complexity, the priority of security of functioning, and the diversification of the mission profiles. The curricula of the students must prepare them to this evolution with an objective of innovation. In the frame of an international cooperation between French and Chinese institutes, an original experience was performed with Chinese "Honors" bachelor students enrolled in four specialties of engineering. Two modules of microelectronics and reliability were set-up. Due to diversity of student specialties, the principle of flipped classes was adopted. It has consisted of seminars that give the background, and of a personal student work for preparing a short report and an oral presentation in English, on the basis of documents on-line. Two parallel sessions of thirty students were organized. Each group has chosen a specific subject proposed by the foreign teachers. The final results were impressive by the quality of the reports and of the presentations. A survey under the form of questionnaire filled by the students has proved the interest and the effectiveness of this approach that answers to the need of transverse and multidisciplinary aspects involving microelectronics at the heart of the innovation.
{"title":"International pedagogic approach for Chinese Honors Bachelor students: awareness to innovation in the field of electrical and information engineering","authors":"O. Bonnaud, Y. Danto, Li Yuan, Yinghui Kuang","doi":"10.1109/EAEEIE.2017.8768501","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768501","url":null,"abstract":"The Higher education pedagogy is the object of a strong evolution mainly due to the coming of digital society. This evolution supposes the capability to the future graduate students to apply microelectronics knowledge and know-how to the future connected objects. The presence of electronic and integrated circuits in many objects induces a high reliability due to the huge complexity, the priority of security of functioning, and the diversification of the mission profiles. The curricula of the students must prepare them to this evolution with an objective of innovation. In the frame of an international cooperation between French and Chinese institutes, an original experience was performed with Chinese \"Honors\" bachelor students enrolled in four specialties of engineering. Two modules of microelectronics and reliability were set-up. Due to diversity of student specialties, the principle of flipped classes was adopted. It has consisted of seminars that give the background, and of a personal student work for preparing a short report and an oral presentation in English, on the basis of documents on-line. Two parallel sessions of thirty students were organized. Each group has chosen a specific subject proposed by the foreign teachers. The final results were impressive by the quality of the reports and of the presentations. A survey under the form of questionnaire filled by the students has proved the interest and the effectiveness of this approach that answers to the need of transverse and multidisciplinary aspects involving microelectronics at the heart of the innovation.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121943270","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 : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768503
I. Hakala, M. Myllymäki
The aim of the SmartCampus project is to create an environment which enables high-quality, flexible and effective studying, both as traditional face-to-face and online. A focal result of the project is the CiNetCampus environment, developed in connection with the Master’s education in mathematical information technology. It increase flexibility in education with the help of video lectures and add interactivity to lecture videos. It was also possible to integrate other functionalities to the environment that are useful for teaching and studying. This paper focuses on the presentation of the CiNetCampus environment and the functionalities implemented for it. The paper also highlights the impacts introduced by the environment from the viewpoint of studying, as well as future development ideas.
{"title":"SmartCampus Project","authors":"I. Hakala, M. Myllymäki","doi":"10.1109/EAEEIE.2017.8768503","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768503","url":null,"abstract":"The aim of the SmartCampus project is to create an environment which enables high-quality, flexible and effective studying, both as traditional face-to-face and online. A focal result of the project is the CiNetCampus environment, developed in connection with the Master’s education in mathematical information technology. It increase flexibility in education with the help of video lectures and add interactivity to lecture videos. It was also possible to integrate other functionalities to the environment that are useful for teaching and studying. This paper focuses on the presentation of the CiNetCampus environment and the functionalities implemented for it. The paper also highlights the impacts introduced by the environment from the viewpoint of studying, as well as future development ideas.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115789103","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 : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768496
Marko Hölbl, T. Welzer
As cybersecurity is becoming more important, ICT related study programs need to adapt and include cybersecurity topics in an adequate manner. At the University of Maribor, Faculty of Electrical Engineering and Computer Science we have included several courses related to cybersecurity in our Bologna study programs on both levels. The mixture of lectures and practices (labs and seminar works) as well as the inclusion of industry experts in the form of workshops, has fostered satisfaction among students. The additional workshop and the continuous acquisition of student feedback on the university level and on the course level gives the possibility to adapt our courses to address contemporary issues and topics of the cybersecurity field.
{"title":"Experience with Teaching Cybersecurity","authors":"Marko Hölbl, T. Welzer","doi":"10.1109/EAEEIE.2017.8768496","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768496","url":null,"abstract":"As cybersecurity is becoming more important, ICT related study programs need to adapt and include cybersecurity topics in an adequate manner. At the University of Maribor, Faculty of Electrical Engineering and Computer Science we have included several courses related to cybersecurity in our Bologna study programs on both levels. The mixture of lectures and practices (labs and seminar works) as well as the inclusion of industry experts in the form of workshops, has fostered satisfaction among students. The additional workshop and the continuous acquisition of student feedback on the university level and on the course level gives the possibility to adapt our courses to address contemporary issues and topics of the cybersecurity field.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126306821","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 : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768687
Bipjeet Kaur, J. Nikander
The current focus in European Union research projects is more on the impact of the research that it has outside the project and after the project’s conclusion. There is a strong push towards funding research that improves EU in one way or another. Thus there is paradigm shift from design and implementation to effect of exploitation and dissemination activities in new projects, even in the design phase.In this paper, we will discuss different dissemination and exploitation strategies, which cover standard objectives such as supporting the development of education, social and cultural activities including sports and the intention to reach out large target audiences. We will also discuss different modern methodologies for meaningful exploitation and dissemination of successful projects, such as User centric approach [1] and waterfall model. In user centric approach there are two processes: the design process and the research process. The user is actively involved in this approach. The user centric approach is depicted using a 7 step model, in which there are three groups directly connected to processes of the corresponding project. We will describe and discuss the various steps and how they can be followed, as well as the major groups such as end-users, problem/project domain specialists, and technology developers responsible for project successful exploitation and dissemination of the project in the paper. In case of waterfall model the seven steps are one after the other. All the input from the end user is collected in the initial stage of the project and the researchers look into the state of art, and finally propose the design where end user requirements are met. It is then followed by the implementation phase. All these phases will be discussed in the paper. The exploitation and dissemination strategies in these two models are different. The user centric model involves users at every step and preliminary results are shared with them, whereas in the waterfall model uses iterative approach for the processes. It will include exploitation strategies used in successful projects for example, Crop, Livestock and Forests Integrated System for Intelligent Automation, Processing and Control in Arable and Livestock Farms, and Forests- (CLAFIS FP7 project), Crop & Livestock Intelligent Integrated Solution for for Monitoring, Control and Marketability of Agribusiness Data and Resources (CALIS-Eurostars project)
{"title":"Dissemination and Exploitation of European Projects","authors":"Bipjeet Kaur, J. Nikander","doi":"10.1109/EAEEIE.2017.8768687","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768687","url":null,"abstract":"The current focus in European Union research projects is more on the impact of the research that it has outside the project and after the project’s conclusion. There is a strong push towards funding research that improves EU in one way or another. Thus there is paradigm shift from design and implementation to effect of exploitation and dissemination activities in new projects, even in the design phase.In this paper, we will discuss different dissemination and exploitation strategies, which cover standard objectives such as supporting the development of education, social and cultural activities including sports and the intention to reach out large target audiences. We will also discuss different modern methodologies for meaningful exploitation and dissemination of successful projects, such as User centric approach [1] and waterfall model. In user centric approach there are two processes: the design process and the research process. The user is actively involved in this approach. The user centric approach is depicted using a 7 step model, in which there are three groups directly connected to processes of the corresponding project. We will describe and discuss the various steps and how they can be followed, as well as the major groups such as end-users, problem/project domain specialists, and technology developers responsible for project successful exploitation and dissemination of the project in the paper. In case of waterfall model the seven steps are one after the other. All the input from the end user is collected in the initial stage of the project and the researchers look into the state of art, and finally propose the design where end user requirements are met. It is then followed by the implementation phase. All these phases will be discussed in the paper. The exploitation and dissemination strategies in these two models are different. The user centric model involves users at every step and preliminary results are shared with them, whereas in the waterfall model uses iterative approach for the processes. It will include exploitation strategies used in successful projects for example, Crop, Livestock and Forests Integrated System for Intelligent Automation, Processing and Control in Arable and Livestock Farms, and Forests- (CLAFIS FP7 project), Crop & Livestock Intelligent Integrated Solution for for Monitoring, Control and Marketability of Agribusiness Data and Resources (CALIS-Eurostars project)","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130617438","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 : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768630
D. Cojocaru, R. Tanasie, A. Friesel
Practice-based Experiential Learning Analytics Research and Support (PELARS) is a FP7 EU program proposing to contribute to introduce new educational technologies. University of Craiova (UCV) was one of the PELARS partners. In this paper is presenting how the teaching and training experience acquired by authors during their activities at UCV and at The Romanian Agency for Quality Assurance in Higher Education (ARACIS) was used to support the activities and PELARS level. Correspondently, the paper discusses how the results obtained in the frame of PELARS could be useful for the day by day activities at UCV and ARACIS, including the process of EURopean Accredited Engineer (EUR ACE) label providing. The main idea is that the changing world must be followed be changing updated education technologies.
{"title":"Updating Engineering Education Technologies : UCV in PELARS","authors":"D. Cojocaru, R. Tanasie, A. Friesel","doi":"10.1109/EAEEIE.2017.8768630","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768630","url":null,"abstract":"Practice-based Experiential Learning Analytics Research and Support (PELARS) is a FP7 EU program proposing to contribute to introduce new educational technologies. University of Craiova (UCV) was one of the PELARS partners. In this paper is presenting how the teaching and training experience acquired by authors during their activities at UCV and at The Romanian Agency for Quality Assurance in Higher Education (ARACIS) was used to support the activities and PELARS level. Correspondently, the paper discusses how the results obtained in the frame of PELARS could be useful for the day by day activities at UCV and ARACIS, including the process of EURopean Accredited Engineer (EUR ACE) label providing. The main idea is that the changing world must be followed be changing updated education technologies.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"61 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120888634","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 : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768569
Herma Adema-Labille, Mathilde Labrégère, Margaux Tillocher, D. Fofi
Building and maintaining the sustainability of European projects requires advanced communication and team investment, shared working methods, common decisions and symbiosis in key items such as selection requirement and process, terms of mobility between consortium members or teaching content. It requires jointness in various perspectives, aspects and scales, with their own conditions and challenges. This abstract describes this prerequisite of jointness through the local campus of Le Creusot (University of Burgundy) for our International Programme in Computer Vision and Robotics (VIBOT). The main challenge can be summarized in one single question: How to maintain and improve our level of jointness beyond the European framework of an Erasmus Mundus label?
{"title":"Academic and Administrative Tandems in European Projects","authors":"Herma Adema-Labille, Mathilde Labrégère, Margaux Tillocher, D. Fofi","doi":"10.1109/EAEEIE.2017.8768569","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768569","url":null,"abstract":"Building and maintaining the sustainability of European projects requires advanced communication and team investment, shared working methods, common decisions and symbiosis in key items such as selection requirement and process, terms of mobility between consortium members or teaching content. It requires jointness in various perspectives, aspects and scales, with their own conditions and challenges. This abstract describes this prerequisite of jointness through the local campus of Le Creusot (University of Burgundy) for our International Programme in Computer Vision and Robotics (VIBOT). The main challenge can be summarized in one single question: How to maintain and improve our level of jointness beyond the European framework of an Erasmus Mundus label?","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"475 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126383972","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 : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768607
Karl S. Gudmundsson, Helgi Thorbergsson, Kristinn Andersen, Saemundur E. Thorsteinsson
Teaching and learning electronics can be accomplished in myriad of different ways. In this paper, we report ongoing teaching experiment in classical electronics 1 and electronics 2 courses.The classical way of lectures, independent homework and summative assessment is a one way of teaching. Exploring ways to make learning these difficult subjects easier and more fun is an ongoing challenge. At the University of Iceland we have been experiencing with teamwork and peer assessment instead of independent homework as well as class presentations instead of midterms.In this paper, we discuss how the peer-pressure caused by teamwork and presentations affects students’ final outcome in electronics 1 and 2 courses. Moreover, in this paper we examine dropout, failing grades and grade distribution as well as course structure.Furthermore, several adjustments have been made during the past three years of this experiment to hone out best practices. The experience of these adjustments will be discussed and reported.The same approach can be used in other courses. Results from this experiment shows that this method helps students effectively with understanding threshold concepts and master the material.
{"title":"Experiment on Student Teamwork","authors":"Karl S. Gudmundsson, Helgi Thorbergsson, Kristinn Andersen, Saemundur E. Thorsteinsson","doi":"10.1109/EAEEIE.2017.8768607","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768607","url":null,"abstract":"Teaching and learning electronics can be accomplished in myriad of different ways. In this paper, we report ongoing teaching experiment in classical electronics 1 and electronics 2 courses.The classical way of lectures, independent homework and summative assessment is a one way of teaching. Exploring ways to make learning these difficult subjects easier and more fun is an ongoing challenge. At the University of Iceland we have been experiencing with teamwork and peer assessment instead of independent homework as well as class presentations instead of midterms.In this paper, we discuss how the peer-pressure caused by teamwork and presentations affects students’ final outcome in electronics 1 and 2 courses. Moreover, in this paper we examine dropout, failing grades and grade distribution as well as course structure.Furthermore, several adjustments have been made during the past three years of this experiment to hone out best practices. The experience of these adjustments will be discussed and reported.The same approach can be used in other courses. Results from this experiment shows that this method helps students effectively with understanding threshold concepts and master the material.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127476766","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 : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768723
Anthony Ward, H. Roth, N. Escudeiro, P. Escudeiro, Gregory Makrides, Pedro Santos, G. Papadourakis, T. Welzer
The International Assisted Communications for Education Project, I-ACE is a 2-year EU funded project that commenced October 2016. The project coordinator is Nuno Escudeiro of the Instituto Politechnico Du Porto, Portugal with 7 partners across Europe. The central focus of the project is the support of deaf students in education and citizenship. Effective communication is essential to a quality of life and education and both of these should be equally available in a socially inclusive society. However, research has shown that access to education is severely compromised for the deaf and hear of hearing and hence barriers exist to students achieving their full potential. The I-ACE project aims to establish an innovative infrastructure that supports live assisted communication between the conventional classroom and the deaf student and between deaf and non-deaf people. Through this infrastructure it is hoped that better integration and better education will result. The number of people who are deaf or have hearing issues rises with age and, in all age bands, is rising over time. The issue is already a socially important one and is growing in significance each year. Initial research has shown that there are a vast number of different sign languages across the World (approximately 200) with 47 in Europe alone. They have different language origins with only limited similarity. A specific deliverable of the project will be an automatic bi-directional translation between sign language and written speech across 6 different languages (Portuguese, Slovenian, Greek, German, Cyprus and UK sign languages). This paper introduces the rationale, aims and objectives of the project and presents some of the results of the initial desk research into the number of deaf individuals and the issues students and young citizens face.
{"title":"The International Assisted Communications for Education Project, iACE","authors":"Anthony Ward, H. Roth, N. Escudeiro, P. Escudeiro, Gregory Makrides, Pedro Santos, G. Papadourakis, T. Welzer","doi":"10.1109/EAEEIE.2017.8768723","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768723","url":null,"abstract":"The International Assisted Communications for Education Project, I-ACE is a 2-year EU funded project that commenced October 2016. The project coordinator is Nuno Escudeiro of the Instituto Politechnico Du Porto, Portugal with 7 partners across Europe. The central focus of the project is the support of deaf students in education and citizenship. Effective communication is essential to a quality of life and education and both of these should be equally available in a socially inclusive society. However, research has shown that access to education is severely compromised for the deaf and hear of hearing and hence barriers exist to students achieving their full potential. The I-ACE project aims to establish an innovative infrastructure that supports live assisted communication between the conventional classroom and the deaf student and between deaf and non-deaf people. Through this infrastructure it is hoped that better integration and better education will result. The number of people who are deaf or have hearing issues rises with age and, in all age bands, is rising over time. The issue is already a socially important one and is growing in significance each year. Initial research has shown that there are a vast number of different sign languages across the World (approximately 200) with 47 in Europe alone. They have different language origins with only limited similarity. A specific deliverable of the project will be an automatic bi-directional translation between sign language and written speech across 6 different languages (Portuguese, Slovenian, Greek, German, Cyprus and UK sign languages). This paper introduces the rationale, aims and objectives of the project and presents some of the results of the initial desk research into the number of deaf individuals and the issues students and young citizens face.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126922796","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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