CESEC Chair – Training Embedded System Architects for the Critical Systems Domain

Increasing complexity and interactions across scientific and tech- nological domains in the engineering of critical systems calls for new pedagogical approach. In this paper, we introduce the CESEC teaching chair. This chair aims at supporting new integrative ap- proach for the initial training of engineer and master curriculum to three engineering school in Toulouse: ISAE, INSA Toulouse and INP ENSEEIHT. It is supported by the EADS Corporate Foundation. In this paper, we highlight the rationale for this chair: need for sys- tem architect with strong foundations on technical domains appli- cable to the aerospace industry. We then introduce the ideal profile for this architect and the various pedagogical approaches imple- mented to reach this objective

Teaching electronics-ICT : from focus and structure to practical realizations

We present a four-year electronics-ICT educational master program at Ghent University in Belgium. The students develop knowledge and skills from novice to experienced electronic circuit designers. In the corresponding topics, the immersion into engineering problems is deepened. The horizontal and vertical alignment of courses in the four-year master program at our university is discussed. The curriculum of the four-year master program is highly projectoriented and all topics are clustered around a well-considered set of standards. This clustering supports the logical structure of the program, with students gradually acquiring the necessary competences. All standards and their mutual interaction are extensively discussed in the paper. We also focus on four design-implement projects included in the electronics-ICT program, explicitly following CDIO-guidelines. Whereas the first-year project has a limited level of difficulty, the challenges increase significantly in the course of the next years. Students learn that product design is an iterative process on different levels, where the design strategy can be changed continuously based on important and crucial feedback. Different evaluations have demonstrated that our students are not only aware of CDIO-principles, but are also convinced of the quality of the results obtained by following the standards

Communication: key factor in multidisciplinary system design

System design research often looks at ways to model the system that is developing. Many modelling techniques and model representations exist. Another aspect these models can be used for is to enable, facilitate and improve communication among the developers during the process. The young System Design Group at the faculty of Engineering Technology of the University of Twente, the Netherlands, aims at focusing on this communication aspect in system design.\ud In the paper, a few finished and running projects undertaken in close cooperation with industry are described concisely. From these projects three research themes are derived. These are: creation of high-level models, combining model representations and condense information. The paper ends with plans for future research

Schools of infomation : What do they mean by that ?

T here are 18 Schools of Information in the USA. Someone who comes across this name – School of Information (I-School) – might not understand what it refers to. All schools are about information, aren‟t they? According to the I-School Charter, these schools are “interested in the relationship between information, technology, and people”2. If this relationship is obviously at the core of many problems that companies are facing today, how could a school address such a broad issue? In France, there isn‟t any School of Information per se. There is a National School: ENSSIB, which is the “Ecole Nationale Supérieure des Sciences de l‟Information et des Bibliothèques”. But the purpose of this school is restricted to the training of librarians so it is not exactly a School of Information. In Europe, there are some other schools with “information studies” or “information management” included in their name. For instance, there is a Department of Information studies at the University of Wales Aberystwyth and an International Centre for Information Management Systems and Services in Poland (Tedd, 2003). But once again, these schools are more about training professionals who are going to work in very specific institutions such as libraries, archives and museums. Other institutions like the German Center for Digital Technology and Management or the Chartered Institute of Library and Information Professionals in the UK adopt a multidisciplinary approach on issues related to information, technology and people3. Their goal is to “promote the information society” (Molloy 2005) and could be compared, to a certain extent, to the I-Schools. However, these institutions remain unusual in Europe and they do not represent a whole network as do the American I-Schools. In this paper, we describe the purpose of American I-Schools which, far from being homogeneous, differ in their history, organization and major goals. We shall explore whether they have the same roots, centered around “information professions”, “information economy”, and “information science”. First, we examine to what extent these roots are the founding features of the I-schools. Second, we provide a description of these schools to characterize both their similarities and differences. Finally, we address the future perspectives of these atypical institutions and conclude.

Bioinformatics Education—Perspectives and Challenges

This article discusses the evolution of curriculum, instructional methodologies and initiatives supporting the dissemination of bioinformatics. Building on the early applications of informatics to the field of biology, bioinformatics research entails input from the diverse disciplines of mathematics and statistics, physics and chemistry and medicine and pharmacology. Training in bioinformatics remains the oldest and most important rapid introduction approach to learning bioinformatics skills.2 page(s

Photoshop (CS6) Intelligent Tutoring System

In this paper, we designed and developed an intelligent tutoring system for teaching Photoshop. We designed the lessons, examples, and questions in a way to teach and evaluate student understanding of the material. Through the feedback provided by this tool, you can assess the student's understanding of the material, where there is a minimum overshoot questions stages, and if the student does not pass the level of questions he is asked to return the lesson and read it again. Eventually this administration is a special teacher for the students and can continue with him until he fully understands the lesson without weariness or boredom, regardless of the level of student

An Intelligent Tutoring System for Learning TOEFL

An e-learning system is increasingly gaining popularity in the academic community because of several benefits of learning anywhere anyplace and anytime. An Intelligent Tutoring System (ITS) is a computer system that aims to provide immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher.(ITSB) is the tutoring system Builder Which designed and improved to help teachers in building intelligent tutoring system in many fields. In this paper, we have an example and an evaluating are presented of building an intelligent tutoring system for teaching TOEFL using ITSB tool

ITS for Teaching TOEFL

Abstract: An e-learning system is increasingly gaining popularity in the academic community because of several benefits of learning anywhere anyplace and anytime. An Intelligent Tutoring System (ITS) is a computer system that aims to provide immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher.(ITSB) is the tutoring system Builder Which designed and improved to help teachers in building intelligent tutoring system in many fields .In this paper we have an example and an evaluating are presented of building an intelligent tutoring system for teaching TOEFL using ITSB tool

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Make Art Real

The Make Art Real project aims to introduce new audiences to the arts. It supports Theme II of VCU’s Quest for Distinction by promoting and fostering creative expression through innovative collaborations. The project involves displaying existing connections between art and non-art disciplines, as well as making new connections. These unusual pairings are then placed on exhibition through a lunch-time lecture series named “Unexpected_Connections,” which allow faculty, staff, and students to lead and participate in discussions about the reality of art. The lecture series is the first sustainable and reoccurring program to be held in the Depot building, a multidisciplinary facility which is intended to foster interdisciplinary collaborations. The targeted audience includes faculty, staff, students, and members of the greater VCU community