Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768680
S. Manoharan
Most academic institutions have policies around academic integrity, and students who are found to have violated the policies are disciplined. In spite of this, a number of students cheat. The most common and easily detectable form is plagiarism, where someone else’s work is copied across and claimed as one’s own.Experience suggests that about 30% of the class might be plagiarizing, though some research point to as much as 70% cheating in various forms. Dealing with plagiarism is a highly time-consuming affair. Prior research observed high value low frequent assignments as the most plagiarized as opposed to low value high frequent ones. It is therefore desirable to have low value high frequent assignments so as to reduce plagiarism incidents, thereby reducing the time spent on dealing with detected plagiarism cases.This paper discusses the implementation of an automated assignment generation and marking framework that is able to deliver high frequent assignments and automatically grade the submitted solutions. More importantly, the framework supports personalized assignments so that every student gets a different problem set to solve. This means that blindly copying answers from another student will not help gain any mark.The paper briefly shares some of the experience using the framework in engineering and science, where staff and students felt positively about the system and observed a huge reduction in plagiarism incidents. The reduction in the incidents resulted in saving a large amount of time that would have otherwise been spent on dealing with the incidents.
{"title":"A Framework for Automated Assignment Generation and Marking for Plagiarism Mitigation","authors":"S. Manoharan","doi":"10.1109/EAEEIE.2017.8768680","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768680","url":null,"abstract":"Most academic institutions have policies around academic integrity, and students who are found to have violated the policies are disciplined. In spite of this, a number of students cheat. The most common and easily detectable form is plagiarism, where someone else’s work is copied across and claimed as one’s own.Experience suggests that about 30% of the class might be plagiarizing, though some research point to as much as 70% cheating in various forms. Dealing with plagiarism is a highly time-consuming affair. Prior research observed high value low frequent assignments as the most plagiarized as opposed to low value high frequent ones. It is therefore desirable to have low value high frequent assignments so as to reduce plagiarism incidents, thereby reducing the time spent on dealing with detected plagiarism cases.This paper discusses the implementation of an automated assignment generation and marking framework that is able to deliver high frequent assignments and automatically grade the submitted solutions. More importantly, the framework supports personalized assignments so that every student gets a different problem set to solve. This means that blindly copying answers from another student will not help gain any mark.The paper briefly shares some of the experience using the framework in engineering and science, where staff and students felt positively about the system and observed a huge reduction in plagiarism incidents. The reduction in the incidents resulted in saving a large amount of time that would have otherwise been spent on dealing with the incidents.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"52 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":"124522795","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.2017.8768605
A. Gero, Netanel Yamin, Y. Stav
At the Technion – Israel Institute of Technology, an attempt was made to increase students’ interest in the basic course "Electric Circuit Theory" in particular and in electrical engineering in general, by incorporating real-world examples into the curriculum. These examples reflect both the diverse fields of study in the Department of Electrical Engineering and electrical engineers’ fields of occupation in the industry. The study described in the paper used qualitative tools to characterize the attitudes of seventy-two electrical engineering students toward the course in its new format (with the examples). According to the findings, the students believe that the contents of the course are relevant both to their studies in the program and for their future work as electrical engineers in the industry. In addition, the students find interest in the course and feel that the course cultivated their connection with both the Department and the profession.
在以色列理工学院(Technion - Israel Institute of Technology)，通过将现实世界的例子纳入课程，试图提高学生对基础课程“电路理论”的兴趣，特别是对电气工程的兴趣。这些例子既反映了电气工程系的不同研究领域，也反映了电气工程师在行业中的职业领域。论文中描述的研究使用定性工具来描述72名电气工程专业学生对新格式课程的态度(附示例)。根据调查结果，学生们认为课程的内容与他们在该计划中的学习以及他们未来作为电气工程师在该行业的工作相关。此外，学生们对这门课程很感兴趣，并觉得这门课程培养了他们与系里和专业的联系。
{"title":"Combining Real-World Examples in a Basic Electrical Engineering Course: : Students’ Attitudes","authors":"A. Gero, Netanel Yamin, Y. Stav","doi":"10.1109/EAEEIE.2017.8768605","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768605","url":null,"abstract":"At the Technion – Israel Institute of Technology, an attempt was made to increase students’ interest in the basic course \"Electric Circuit Theory\" in particular and in electrical engineering in general, by incorporating real-world examples into the curriculum. These examples reflect both the diverse fields of study in the Department of Electrical Engineering and electrical engineers’ fields of occupation in the industry. The study described in the paper used qualitative tools to characterize the attitudes of seventy-two electrical engineering students toward the course in its new format (with the examples). According to the findings, the students believe that the contents of the course are relevant both to their studies in the program and for their future work as electrical engineers in the industry. In addition, the students find interest in the course and feel that the course cultivated their connection with both the Department and the profession.","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":"122335574","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.2017.8768701
D. Varoutas, S. Hadjiefthymiades, Manolis Athanasiou
Telecommunications engineering has witnessed tremendous advances in recent years primarily due to progress in network science and engineering and developments in related areas and applications. the business and economic aspects of telecommunications engineering have attracted the scientific interest of academia and industry as another ingredient of telecom, aiming to respond to the economic aspects of telecommunications networks developments. Therefore, the emerging telecom environment assembles people working in science, engineering, economics, business and social sciences, considering telecom developments and challenges. These needs have been accompanied by the development of specialized undergraduate courses world-widely. The development of a curriculum in telecommunications engineering economics as a joint effort of Informatics and Telecommunications and Economics faculties of the National and Kapodistrian University of Athens is hereafter discussed and the 15-years experiences are presented.
{"title":"Building of a Telecommunications Engineering Economics Curriculum: A case study from Greece","authors":"D. Varoutas, S. Hadjiefthymiades, Manolis Athanasiou","doi":"10.1109/EAEEIE.2017.8768701","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768701","url":null,"abstract":"Telecommunications engineering has witnessed tremendous advances in recent years primarily due to progress in network science and engineering and developments in related areas and applications. the business and economic aspects of telecommunications engineering have attracted the scientific interest of academia and industry as another ingredient of telecom, aiming to respond to the economic aspects of telecommunications networks developments. Therefore, the emerging telecom environment assembles people working in science, engineering, economics, business and social sciences, considering telecom developments and challenges. These needs have been accompanied by the development of specialized undergraduate courses world-widely. The development of a curriculum in telecommunications engineering economics as a joint effort of Informatics and Telecommunications and Economics faculties of the National and Kapodistrian University of Athens is hereafter discussed and the 15-years experiences are presented.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"16 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":"126794553","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.2017.8768649
F. Cadoux
The MOOC "Smart Grids: the electric grids at the heart of the energy transition" was just broadcast for the first time over five weeks, starting from April 25th 2017, on the web platform "France Université Numérique" (FUN). The project was led by the French technical university Grenoble INP and included several partners. The aim of this paper is to summarize this challenging but rewarding experience, to describe how the project was conducted, and to provide some feedback to professors or project managers who consider developing similar training material themselves.
{"title":"MOOC \"Smart Grids: the electric grids at the heart of the energy transition\"","authors":"F. Cadoux","doi":"10.1109/EAEEIE.2017.8768649","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768649","url":null,"abstract":"The MOOC \"Smart Grids: the electric grids at the heart of the energy transition\" was just broadcast for the first time over five weeks, starting from April 25th 2017, on the web platform \"France Université Numérique\" (FUN). The project was led by the French technical university Grenoble INP and included several partners. The aim of this paper is to summarize this challenging but rewarding experience, to describe how the project was conducted, and to provide some feedback to professors or project managers who consider developing similar training material themselves.","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":"125860704","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.2017.8768570
Adeboye Stephen Oyeniran, R. Ubar, M. Kruus
The paper proposes a novel concept of teaching how to test complex digital systems. A set of methods and tools is presented to support laboratory scenarios for test generation and test quality evaluation for microprocessor systems. The scenarios include tasks of test program synthesis and test data generation (separately for data and control parts of microprocessors), and for evaluating test quality in terms of fault coverage. A novel high-level diagnostic model of digital systems in the form of High-Level Decision Diagrams is introduced to make understanding of cause-effect relationships in behavior of systems easier. The presented conception and lab scenarios set up challenges for applying creativity in organizing hierarchical approaches for designing test procedures in the best way to cope with systems complexity. The proposed graph-based diagnostic modeling method makes it easier for students to understand the problems quickly without the need to struggle with huge amount of details in traditional design descriptions. The paper contributes to providing new tools and materials for computer engineering education with the goal to solve innovative system design and test tasks as part of learning and education.
{"title":"Teaching Digital System Test","authors":"Adeboye Stephen Oyeniran, R. Ubar, M. Kruus","doi":"10.1109/EAEEIE.2017.8768570","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768570","url":null,"abstract":"The paper proposes a novel concept of teaching how to test complex digital systems. A set of methods and tools is presented to support laboratory scenarios for test generation and test quality evaluation for microprocessor systems. The scenarios include tasks of test program synthesis and test data generation (separately for data and control parts of microprocessors), and for evaluating test quality in terms of fault coverage. A novel high-level diagnostic model of digital systems in the form of High-Level Decision Diagrams is introduced to make understanding of cause-effect relationships in behavior of systems easier. The presented conception and lab scenarios set up challenges for applying creativity in organizing hierarchical approaches for designing test procedures in the best way to cope with systems complexity. The proposed graph-based diagnostic modeling method makes it easier for students to understand the problems quickly without the need to struggle with huge amount of details in traditional design descriptions. The paper contributes to providing new tools and materials for computer engineering education with the goal to solve innovative system design and test tasks as part of learning and education.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"14 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":"124823388","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.2017.8768728
G. Adam, S. Lord
This paper discusses the design and the preliminary evaluation of an educational simulation of a P-N junction diode. The P-N diode is the most basic semiconductor device and exhibits a non-linear current vs. voltage dependence, which has been shown to pose many challenges to the students. A simulation was designed to include several important dynamic diagrams in both linear and logarithmic scales, so the students could see their dependence on the density of acceptor/donor atoms and on the applied voltage. The students could compare a silicon-based P-N diode with a germanium-based one for the same doping levels. An exploratory study was pursued with a class taking a 3rd year materials science course for engineering students which included a section on semiconductor physics. Various misconceptions before and after the activity were extracted through coding the answers. One of the biggest challenges was explaining reverse bias, for which half of the students provided incorrect explanations. These students’ evaluation will help improve the simulation in future iterations and inform the development of more sophisticated instruction tools to facilitate conceptual understanding.
{"title":"Design and Evaluation of an Educational Simulation for the P-N Junction Diode","authors":"G. Adam, S. Lord","doi":"10.1109/EAEEIE.2017.8768728","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768728","url":null,"abstract":"This paper discusses the design and the preliminary evaluation of an educational simulation of a P-N junction diode. The P-N diode is the most basic semiconductor device and exhibits a non-linear current vs. voltage dependence, which has been shown to pose many challenges to the students. A simulation was designed to include several important dynamic diagrams in both linear and logarithmic scales, so the students could see their dependence on the density of acceptor/donor atoms and on the applied voltage. The students could compare a silicon-based P-N diode with a germanium-based one for the same doping levels. An exploratory study was pursued with a class taking a 3rd year materials science course for engineering students which included a section on semiconductor physics. Various misconceptions before and after the activity were extracted through coding the answers. One of the biggest challenges was explaining reverse bias, for which half of the students provided incorrect explanations. These students’ evaluation will help improve the simulation in future iterations and inform the development of more sophisticated instruction tools to facilitate conceptual understanding.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"9 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":"125227818","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.2017.8768621
O. Bonnaud, L. Fesquet, A. Bsiesy, Beatrice Pradarelli
This paper presents a mid-term assessment of an eight-year project hosted by the National Network for Education in Microelectronics (GIP-CNFM) in the frame of a French governmental Investment Program for the Future in education (PIA). This framework notably includes a specific section, IDEFI (Excellence Initiative for Innovative Education), in which the project FINMINA (standing for Innovative Education in Microelectronics and Nanotechnologies) is currently running. The FINMINA consortium counts 14 partners among which 12 are academics, one industrial body and the GIP-CNFM, which is the coordinator. The project strategy aims at upgrading and developing the practices for undergraduate and postgraduate students enhancing their technical skills and know-how in the fields of Microelectronics and Nanotechnologies. The targeted topics are: i) Innovation in the lab practices on the GIP-CNFM platforms ii) Awareness of schoolers to electronics and engineering; iii) Multidisciplinary approaches highlighting the wide spectrum of microelectronic application domains; iv) Lifelong Learning. These four aspects are considered as key elements for motivating students to develop innovative technical skills. After a presentation of the project and its objectives, the paper describes the main results after five years; in total, 65 innovative platforms have been used by more than 4,000 students each year, corresponding to about 300,000 hours of practices per year.
{"title":"IDEFI-FINMINA: a French educative project for the awareness, innovation and multidisciplinarity in microelectronics","authors":"O. Bonnaud, L. Fesquet, A. Bsiesy, Beatrice Pradarelli","doi":"10.1109/EAEEIE.2017.8768621","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768621","url":null,"abstract":"This paper presents a mid-term assessment of an eight-year project hosted by the National Network for Education in Microelectronics (GIP-CNFM) in the frame of a French governmental Investment Program for the Future in education (PIA). This framework notably includes a specific section, IDEFI (Excellence Initiative for Innovative Education), in which the project FINMINA (standing for Innovative Education in Microelectronics and Nanotechnologies) is currently running. The FINMINA consortium counts 14 partners among which 12 are academics, one industrial body and the GIP-CNFM, which is the coordinator. The project strategy aims at upgrading and developing the practices for undergraduate and postgraduate students enhancing their technical skills and know-how in the fields of Microelectronics and Nanotechnologies. The targeted topics are: i) Innovation in the lab practices on the GIP-CNFM platforms ii) Awareness of schoolers to electronics and engineering; iii) Multidisciplinary approaches highlighting the wide spectrum of microelectronic application domains; iv) Lifelong Learning. These four aspects are considered as key elements for motivating students to develop innovative technical skills. After a presentation of the project and its objectives, the paper describes the main results after five years; in total, 65 innovative platforms have been used by more than 4,000 students each year, corresponding to about 300,000 hours of practices per year.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"218 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":"129817936","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.2017.8768617
C. Siclet
Since academic year 2015-2016, the RT department of the IUT of Grenoble has been experimenting a new teaching method during mathematical courses. Indeed, we massively used multiple choice questions, both in sitting and homework. The first year (2015-2016), the aim was to use a differentiated pedagogy in order to take into account the various origins of our student. Indeed, some of them have a (relatively) solid mathematical training (high school diploma in science), whereas other ones have poor mathematical knowledge (vocational high school diploma). The idea was to test something different, more funny and attractive for ancient vocational high school diploma. Next year (2016-2017), we partly generalized the use of MCQ for all students in mathematical courses.
{"title":"Teaching of Mathematics thanks to Multiple Choice Questionnaires","authors":"C. Siclet","doi":"10.1109/EAEEIE.2017.8768617","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768617","url":null,"abstract":"Since academic year 2015-2016, the RT department of the IUT of Grenoble has been experimenting a new teaching method during mathematical courses. Indeed, we massively used multiple choice questions, both in sitting and homework. The first year (2015-2016), the aim was to use a differentiated pedagogy in order to take into account the various origins of our student. Indeed, some of them have a (relatively) solid mathematical training (high school diploma in science), whereas other ones have poor mathematical knowledge (vocational high school diploma). The idea was to test something different, more funny and attractive for ancient vocational high school diploma. Next year (2016-2017), we partly generalized the use of MCQ for all students in mathematical courses.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"11 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":"124177746","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.2017.8768724
M. T. Valdez, C. M. Machado Ferreira, F. M. Maciel Barbosa
Technology is a powerful and resourceful tool in teaching and learning as it entices and helps all the parties involved, transforming all activities into alluring or challenging experiences, opening new perspectives into the process and maximizing the availability and use of the tools which the same technology provides. It allows levels of effectiveness in this modern and global era. This study integrates technology in the learning process and evaluation of its various outcomes.The present paper deals with the planning and execution of a lighting design project to be implemented in several monuments and has as main objective the creation and/or replacement of the existing light fixtures with more efficient ones. The lighting systems are intended to illuminate monuments in order to ensure adequate visibility and comfort. The luminous efficiency of a luminary has a dominant influence on the energy consumption and, consequently, in maintenance costs and use of lighting.The project involved the lighting design of monuments or buildings considered relevant or of public interest with the purpose of enhancing their beauty, making them more attractive to the onlookers. A reinforcement of learning applied to the historical monuments lighting configurations will be described. The aim of the projects is also to demonstrate that LED technology allows for greater energetic efficiency in lighting design of monuments. The inherent advantages of replacing the existing solution with one that provides better energy performance will lead to a future reduction of carbon dioxide emissions (CO2), creating an environmentally friendly installation.The challenge was to design a computer aided lighting project using the problem based learning model. With software such as the Dialux computer program, it is possible to analyze the advantage of using correct floodlighting and to understand how software tools can be useful in lighting engineering projects. The simulation design to enhance the authenticity and application of learning derived from the lighting project used to promote skills and understanding of working collaboratively. Both students and teachers shared responsibility in keeping up to date with the products of learning resulting from the simulation project.
{"title":"Study and Lighting Design in an Electrical Engineering Programme","authors":"M. T. Valdez, C. M. Machado Ferreira, F. M. Maciel Barbosa","doi":"10.1109/EAEEIE.2017.8768724","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768724","url":null,"abstract":"Technology is a powerful and resourceful tool in teaching and learning as it entices and helps all the parties involved, transforming all activities into alluring or challenging experiences, opening new perspectives into the process and maximizing the availability and use of the tools which the same technology provides. It allows levels of effectiveness in this modern and global era. This study integrates technology in the learning process and evaluation of its various outcomes.The present paper deals with the planning and execution of a lighting design project to be implemented in several monuments and has as main objective the creation and/or replacement of the existing light fixtures with more efficient ones. The lighting systems are intended to illuminate monuments in order to ensure adequate visibility and comfort. The luminous efficiency of a luminary has a dominant influence on the energy consumption and, consequently, in maintenance costs and use of lighting.The project involved the lighting design of monuments or buildings considered relevant or of public interest with the purpose of enhancing their beauty, making them more attractive to the onlookers. A reinforcement of learning applied to the historical monuments lighting configurations will be described. The aim of the projects is also to demonstrate that LED technology allows for greater energetic efficiency in lighting design of monuments. The inherent advantages of replacing the existing solution with one that provides better energy performance will lead to a future reduction of carbon dioxide emissions (CO2), creating an environmentally friendly installation.The challenge was to design a computer aided lighting project using the problem based learning model. With software such as the Dialux computer program, it is possible to analyze the advantage of using correct floodlighting and to understand how software tools can be useful in lighting engineering projects. The simulation design to enhance the authenticity and application of learning derived from the lighting project used to promote skills and understanding of working collaboratively. Both students and teachers shared responsibility in keeping up to date with the products of learning resulting from the simulation project.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"45 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":"133747515","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.2017.8768574
Helgi Thorbergsson, Karl S. Gudmundsson, Kristinn Andersen, Saemundur E. Thorsteinsson
Laboratory sessions are an integral part in teaching the analysis and design of digital circuits. For a long time students have used breadboards to implement digital circuits in laboratory sessions. Many students, especially computer science students find that working with breadboards does not connect to well to material covered in lectures. In this paper, we discuss the experience of using FPGAs (Field Programmable Gate Arrays) instead of the classical breadboards in laboratory sessions. We find that using FPGAs students relate better to the course material.
{"title":"Using FPGAs in Lab Sessions","authors":"Helgi Thorbergsson, Karl S. Gudmundsson, Kristinn Andersen, Saemundur E. Thorsteinsson","doi":"10.1109/EAEEIE.2017.8768574","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768574","url":null,"abstract":"Laboratory sessions are an integral part in teaching the analysis and design of digital circuits. For a long time students have used breadboards to implement digital circuits in laboratory sessions. Many students, especially computer science students find that working with breadboards does not connect to well to material covered in lectures. In this paper, we discuss the experience of using FPGAs (Field Programmable Gate Arrays) instead of the classical breadboards in laboratory sessions. We find that using FPGAs students relate better to the course material.","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":"130269401","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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