Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768678
L. Gonthier, M. Billaud, D. Lacoste, T. Zimmer
This paper presents a photovoltaic (PV) lab with the following key characteristics: (i) it is remote controllable, (ii) it is designed for outdoor use and (iii) it is a low cost solution. In fact, incorporating Internet and remote labs into the practical work setting makes student learning experiences more dynamic, interactive, and interesting. In addition, as the experimentation system operates under real weather conditions, students can move from theory to practice and become capable of assessing the real PV performances, comparing them to those supplied by the manufacturer and evaluating a panel’s performance under real environmental conditions. Finally the low cost solution makes the series of very valuable PV-experiments that are presented in this paper everywhere easily available.
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Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768683
Hana Krichene, Najett Neji, Lobna Haouari, I. B. Amor
Nowadays, conventional learning methods where students are often passive or forced to work show more and more their limits, especially with the advent of the Internet, tablets and smartphones… Therefore, looking for alternative methods is required. In this work, we present three new methods of teaching that seem promising for engineering students: online tutoring, playing games and interdisciplinary projects. We propose to combine them in a new inter-semestrial course for engineering students, at the middle of their curriculum, and through an example focused on the Internet of Things.
{"title":"Innovative methods for engineering education","authors":"Hana Krichene, Najett Neji, Lobna Haouari, I. B. Amor","doi":"10.1109/EAEEIE.2017.8768683","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768683","url":null,"abstract":"Nowadays, conventional learning methods where students are often passive or forced to work show more and more their limits, especially with the advent of the Internet, tablets and smartphones… Therefore, looking for alternative methods is required. In this work, we present three new methods of teaching that seem promising for engineering students: online tutoring, playing games and interdisciplinary projects. We propose to combine them in a new inter-semestrial course for engineering students, at the middle of their curriculum, and through an example focused on the Internet of Things.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"36 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":"127142918","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.2017.8768663
S. Lord, M. Ohland, R. Layton
Throughout Europe and the USA, Electrical Engineering (EE) suffers from an underrepresentation of women even when compared with most other engineering disciplines. This study uses a Varge multi-institution longitudinal dataset, the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) to examine engineering student outcomes in the USA. This work considers undergraduate student outcomes for women and men in EE and compares them to those in the other four largest engineering disciphnes in the USA: Chemical (ChE), Civil (CVE)? Mechanical (MCE), and Industrial (ISE) Engineering. This research focuses on over 94,000 men and 24,000 women who ever enrolled in one of these five disciplines. This includes first-time-in-college as well as transfer students. Analysis shows that EE has fewer women than men at enrollment and graduation and the percentage of women is comparable to MCE but lower than the other engineering disciplines. Students graduate in EE in six years at lower rates than ISE, CVE, and MCE and comparable rates to ChE. Women in EE graduate at slightly higher rates than men. Stickiness is the number of students who graduate in a major divided by the number who ever declared that major. EE has the lowest stickiness of the disciplines studied. In comparing the net population change of students from start to graduation, EE loses about 22»/. of the women and men. Only ChE has higher percentage losses. MCE has comparable losses, CVE loses about 10% of its student population and ISE gains students from start to graduation. This work contributes to the literature by examining engineering students disaggregated by gender, discipline, and entry point. This study can inform studies in other countries.
{"title":"Comparing student outcomes for women and men in Electrical Engineering to Civil, Chemical, Industrial and Mechanical Engineering in the USA","authors":"S. Lord, M. Ohland, R. Layton","doi":"10.1109/EAEEIE.2017.8768663","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768663","url":null,"abstract":"Throughout Europe and the USA, Electrical Engineering (EE) suffers from an underrepresentation of women even when compared with most other engineering disciplines. This study uses a Varge multi-institution longitudinal dataset, the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) to examine engineering student outcomes in the USA. This work considers undergraduate student outcomes for women and men in EE and compares them to those in the other four largest engineering disciphnes in the USA: Chemical (ChE), Civil (CVE)? Mechanical (MCE), and Industrial (ISE) Engineering. This research focuses on over 94,000 men and 24,000 women who ever enrolled in one of these five disciplines. This includes first-time-in-college as well as transfer students. Analysis shows that EE has fewer women than men at enrollment and graduation and the percentage of women is comparable to MCE but lower than the other engineering disciplines. Students graduate in EE in six years at lower rates than ISE, CVE, and MCE and comparable rates to ChE. Women in EE graduate at slightly higher rates than men. Stickiness is the number of students who graduate in a major divided by the number who ever declared that major. EE has the lowest stickiness of the disciplines studied. In comparing the net population change of students from start to graduation, EE loses about 22»/. of the women and men. Only ChE has higher percentage losses. MCE has comparable losses, CVE loses about 10% of its student population and ISE gains students from start to graduation. This work contributes to the literature by examining engineering students disaggregated by gender, discipline, and entry point. This study can inform studies in other countries.","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":"125581363","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.2017.8768565
M. T. Valdez, C. M. Machado Ferreira, F. M. Maciel Barbosa
All Higher Education Institutions play a decisive role in adapting the new courses to the needs of society and the world of work. ICTs widen the possibilities of uses, at a relatively low cost; therefore, additional measures need to be taken in terms of methodologies to implement flexible learning processes, at their own special pace. The possibility of performing real life experiments is essential to consolidate concepts taught in theoretical classes of scientific and technical curricular units. Real labs are seldom available, posing restrictions to learning and experimentation. New internet-based technologies can be used to improve the access to these experiences using laboratories with simulated experiments. This paper aims at presenting the development of a prototype using tools to create virtual learning environments. It uses virtual experimentation to perform laboratory practices and as an alternative tool to meet the needs of access to a Measurement and Instrumentation laboratory. The basis of the project was the creation of a 3D laboratory where all the equipment and its components may be observed and manipulated and virtual experimentation was chosen to facilitate all laboratory practices. A creative tool or authoring tool was used for the development of the program called "VEMA" -Virtual Electric MAnual. The use of WireFusion 5.0 ® authoring tool and an educational license explain the low cost of construction of the virtual reality (VR) program. This project was developed to demonstrate how a VR desktop prototype may be applied to an engineering curricular unit and also to increase safety and resourcefulness in the use of electrical equipment. From the educational point of view, VEMA should not be seen as a substitute of traditional teaching methods, but only as a complementary resource that can meaningfully improve students' understanding and motivation. The main objective of VEMA was to develop a prototype of a VR simulator to demonstrate the potential benefits of combining virtual reality to improve learning and measurement of electrical circuits in a specific controlled environment. No browser plug-in is required to show the presentations.
{"title":"Virtual Reality as support for Learning in Electrical Engineering","authors":"M. T. Valdez, C. M. Machado Ferreira, F. M. Maciel Barbosa","doi":"10.1109/EAEEIE.2017.8768565","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768565","url":null,"abstract":"All Higher Education Institutions play a decisive role in adapting the new courses to the needs of society and the world of work. ICTs widen the possibilities of uses, at a relatively low cost; therefore, additional measures need to be taken in terms of methodologies to implement flexible learning processes, at their own special pace. The possibility of performing real life experiments is essential to consolidate concepts taught in theoretical classes of scientific and technical curricular units. Real labs are seldom available, posing restrictions to learning and experimentation. New internet-based technologies can be used to improve the access to these experiences using laboratories with simulated experiments. This paper aims at presenting the development of a prototype using tools to create virtual learning environments. It uses virtual experimentation to perform laboratory practices and as an alternative tool to meet the needs of access to a Measurement and Instrumentation laboratory. The basis of the project was the creation of a 3D laboratory where all the equipment and its components may be observed and manipulated and virtual experimentation was chosen to facilitate all laboratory practices. A creative tool or authoring tool was used for the development of the program called \"VEMA\" -Virtual Electric MAnual. The use of WireFusion 5.0 ® authoring tool and an educational license explain the low cost of construction of the virtual reality (VR) program. This project was developed to demonstrate how a VR desktop prototype may be applied to an engineering curricular unit and also to increase safety and resourcefulness in the use of electrical equipment. From the educational point of view, VEMA should not be seen as a substitute of traditional teaching methods, but only as a complementary resource that can meaningfully improve students' understanding and motivation. The main objective of VEMA was to develop a prototype of a VR simulator to demonstrate the potential benefits of combining virtual reality to improve learning and measurement of electrical circuits in a specific controlled environment. No browser plug-in is required to show the presentations.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"741 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":"126795152","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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