Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.

Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment

Gift Young Engineers: An Extra-Curricular Initiative for Updating Computer and Electrical Engineering Courses

The curricula of engineering courses are well defined by the central government for all Brazilian universities. Indeed, there are some mandatory determinations that must be fulfilled prior to the accreditation of any engineering course in Brazil. Modifications must be submitted for evaluation beforehand, resulting in a process that sometimes takes years to be approved. That is a secure way to guarantee that the fundamentals of each engineering program will be part of the students’ carrier all over the country, and at the same time a problem when you need to introduce new technological subjects. That poses a problem when you have new demands for technological curricular components that could express the actual state of the art of modern subjects. Trying to solve these issues some professors from the Federal University of Amazonas developed a flexible extra-curricular program for electrical and computer engineering courses, named Gift Young Engineers. This paper describes the philosophy of these extra-curricular programs. Some examples of successful particular partnerships are also discussed. Indeed the proposed training programs for Digital TV Systems (hardware and software) will be presented and analyzed in details. The obtained results will also be discussed in order to contribute to similar experiences worldwide

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Selected NSF projects of interest to K-12 engineering and technology education

The National Science Foundation (NSF) portfolio addressing K-12 engineering and technology education includes initiatives supported by a number of programs. This list includes projects identified by searching lists of awards in the respective NSF programs as well as projects suggested for inclusion by researchers, practitioners, and program officers. The list includes projects concerned with standards in technology education, teacher professional development, centers for learning and teaching, preparation of instructional materials, digital libraries, and technological activities in informal settings, as well as small numbers of projects in several other areas. This compilation provides current information on projects of interest to educators, instructional designers, consultants, and researchers who are concerned with the development, delivery, and evaluation of instruction to develop technological literacy, particularly in K-12 engineering and technology education. Projects are grouped under headings for each program providing primary funding. Within each program, the award numbers determine the order of listing, with the most recent awards at the beginning of the list. Each award entry includes the project title, NSF award number, funding program, amount of the award to date, starting and ending dates, the principal investigator (PI), the grantee institution, PI contact information, the url of the project Web site, a description of the project’s activities and accomplishments, relevant previous awards to the PI, products developed by the project, and information on the availability of those products

Remote Laboratories for Teaching and Training in Engineering

Typical mechatronic systems are a combination of advanced technologies involving several disciplines. This multidisciplinary approach to the development of industrial applications provides great opportunities for the implementation of e-learning environments and collaborative schemes. Engineering education, in particular, benefits from many of these advances, among which, virtual instrumentation is a useful tool for the development of virtual environments, e-learning spaces and, particularly, remote laboratories. This chapter describes the implementation of web-based laboratories that allow the remote operation of experiments used as training exercises in undergraduate engineering courses. The remote laboratories were developed using LabVIEW® software, and they enable remote control and monitoring of laboratory equipment, allowing engineering students to perform experiments in real time, at their own pace, from anywhere, and whenever is suitable for them. Besides the experimental training that the web-based laboratories provide to students, the system is also a powerful teaching tool since real-time demonstrations of the experiments can be performed, and they also can be simultaneously monitored by a group of students. This approach is highly beneficial for engineering schools in developing countries, as resources can be shared through the Internet. A description of the system and three proposed experiments is presented, together with the experimental results

European Master in Nuclear Energy (EMINE). When academy and industry meet

EMINE master programme is an international education initiative offered by KIC-InnoEnergy under the framework of the European Institute of Innovation and Technology (EIT). Students in the programme have the opportunity to acquire an in-depth knowledge of the nuclear industry, through unique and specialised courses covering a wide range of subjects. Students choose between UPC (Barcelona) and KTH (Stockholm) for the first year and between Grenoble-INP and Paris-Saclay University (France) for the second year. Grenoble École de Management (GEM) completes the list of academic partners: students take a 3-week summer course on energy management issues after their first year in EMINE. EMINE students also benefit from the involvement of our industrial partners (AREVA, EDF, ENDESA, INSTN-CEA, and Vattenfall) in the Programme. For the academic institutions, EMINE is the opportunity to provide a high level education aligned with the industrial needs. The international collaboration among universities helps improving the quality and the adoption of best practices. EMINE attracts good students to our centres whereas the EIT funding and the industrial involvement allows a number of activities that otherwise would have been difficult to carry out, such as the assistance of external industrial experts or field activities. MSc EMINE helps tomorrow’s nuclear engineers take up the challenges the nuclear energy industry faces in terms of safety, social acceptability and waste management. By offering outstanding technical training and addressing the economic, social and political aspects of nuclear energy, the programme broadens the scope of traditional nuclear education.Postprint (published version

Constructivist Multi-Access Lab Approach in Teaching FPGA Systems Design with LabVIEW

Embedded systems play vital role in modern applications [1]. They can be found in autos, washing machines, electrical appliances and even in toys. FPGAs are the most recent computing technology that is used in embedded systems. There is an increasing demand on FPGA based embedded systems, in particular, for applications that require rapid time responses. Engineering education curricula needs to respond to the increasing industrial demand of using FPGAs by introducing new syllabus for teaching and learning this subject. This paper describes the development of new course material for teaching FPGA-based embedded systems design by using ‘G’ Programming Language of LabVIEW. A general overview of FPGA role in engineering education is provided. A survey of available Hardware Programming Languages for FPGAs is presented. A survey about LabVIEW utilization in engineering education is investigated; this is followed by a motivation section of why to use LabVIEW graphical programming in teaching and its capabilities. Then, a section of choosing a suitable kit for the course is laid down. Later, constructivist closed-loop model the FPGA course has been proposed in accordance with [2- 4; 80,86,89,92]. The paper is proposing a pedagogical framework for FPGA teaching; pedagogical evaluation will be conducted in future studies. The complete study has been done at the Faculty of Electrical and Electronic Engineering, Aleppo University

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Engineering, Teaching, and Technology: A Nationwide Assessment of Instructional Internet Use by Engineering Faculty

There has been an explosion of internet use among college students over the last decade for at least two important reasons: the proliferation of available resources and the arrival of a digital native generation to university campuses. Not surprisingly, engineering students are entering undergraduate programs possessing a much different skill set than previous generations, which has led to a decline in the popularity of traditional engineering pedagogy. Numerous conceptual models have been developed in the field of instructional technology, as researchers have attempted to classify and effectively integrate new technology practices into 21st century educational contexts. One of the most prominent models is Technology, Pedagogy and Content Knowledge (TPACK), which separates instructors\u27 knowledge into the three listed categories and describes their instructional strategies based on the presence and level of integration of the three knowledge categories. A newer, engineering-specific model separates engineering faculty into three archetypes based on their instructional internet use: internet adopters, internet users, and internet resisters. This study quantitatively assesses the instructional internet use by a sample of 1126 tenured and tenure-track engineering faculty in the United States. Factor analysis revealed three significant factors: use of internet resources for content delivery, guiding students\u27 internet research, and faculty beliefs on the usefulness of internet resources. The distribution of these factors was used to attempt to identify each of the three archetypes, and to discretely measure the presence and level of integration of the technology component of the TPACK model. While exceptional cases could be identified as internet adopters or resisters, the results do not support the existence of three unique archetypes. Similarly, the presence and degree of technology integration does not fit any categorical model, but rather a broad spectrum of internet technology usage and beliefs. Finally, regression analyses show that demographic and institutional variables are only minimally predictive of faculty beliefs and practices regarding instructional internet use. This study contributes to the understanding of instructional internet use in undergraduate engineering education, and provides insight into the applicability of two instructional technology models. Findings from the study may also inform institutional policy and practice regarding professional development initiatives