Adaptation of the Electric Machines Learning Process to the European Higher, Education Area

In this paper the basic lines of a complete teaching methodology that has been developed to adaptthe electric machines learning process to the European Higher Education Area (EHEA) arepresented. New teaching materials that are specific to Electric Machines have been created(textbooks, self-learning e-books, guidelines for achieving teamwork research, etc.). Working ingroups has been promoted, as well as problem solving and self-learning exercises, all of which areevaluated in a way that encourages students' participation. Finally, the students' learning process inthe lab has been improved by the development both of a new methodology to follow in the lab andnew workbenches with industrial machines that are easier to use and also enable the labexperiments to be automated. Finally, the first results obtained as a result of applying the proposedmethodology are presented

Perspective: Organic electronic materials and devices for neuromorphic engineering

Neuromorphic computing and engineering has been the focus of intense research efforts that have been intensified recently by the mutation of Information and Communication Technologies (ICT). In fact, new computing solutions and new hardware platforms are expected to emerge to answer to the new needs and challenges of our societies. In this revolution, lots of candidates technologies are explored and will require leveraging of the pro and cons. In this perspective paper belonging to the special issue on neuromorphic engineering of Journal of Applied Physics, we focus on the current achievements in the field of organic electronics and the potentialities and specificities of this research field. We highlight how unique material features available through organic materials can be used to engineer useful and promising bioinspired devices and circuits. We also discuss about the opportunities that organic electronic are offering for future research directions in the neuromorphic engineering field

Methodologies for teaching an engineering subject in different countries: comparison and results

Engineering or technical degrees are difficult to teach and, consequently, have always been characterized by a large number of academic failures. Therefore, continuous assessment has been applied to classes of similar content, related to Port and Coastal Engineering during these last years in three different Universities worldwide: University of La Republica (Montevideo, Uruguay), Nova de Lisboa (Portugal) and Cadiz (Spain). This paper presents different methodologies used to teach and evaluate these courses at each University, together with the results of the evaluations of the students who were enrolled during the current and previous stages. Generally, a decrease in the number of students who abandon the classes has been noticed together with an increase in the percentage of students who pass and an improvement of their grades, except at the University Nova de Lisboa were the results have remained stable. In addition, changes experienced in the courses are discussed herein by comparing the percentage of success in the different locations. Moreover, influence of the different methodologies and the possible reasons for these changes are also presented and analysed. As a conclusion, the improvement in educational outcomes has been achieved through the concurrence of different factors: the existence of more frequent written and/or oral exams, practical examples of case studies as well as access to specific tools of new technology and to documentation specifically prepared for the classes and available online. Evidently, the above mentioned tasks require a strong commitment and great effort by the teaching staff. If human resources diminish, as it is happening in Spain and Portugal due to the budget reduction in education, two difficult questions arise: For how long will teachers’ current effort be maintained? What impact will have their complete devotion to teaching in their research performance

The College of North East London: report from the Inspectorate (FEFC inspection report; 20/94 and 38/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1993-94 and 1997-98

A review and survey of Problem-Based Learning application in Engineering Education

This paper gives a review of Problem-Based Learning (PBL) applied in engineering courses worldwide, and a survey of academic staff who have implemented PBL in engineering classes in Universiti Teknologi Malaysia. The review of PBL application illustrates the extent of acceptance and success of PBL in schools of engineering in the international arena. The survey, on the other hand, illustrates the acceptance of PBL among engineering lecturers and the possibility of applying PBL in Malaysia. The main purpose of the survey is to obtain feedback on PBL regarding the impressions, set-backs and constraints faced, as well as innovations and tips for successful implementation from the faculty members involved

North Trafford College of Further Education: report from the Inspectorate (FEFC inspection report; 33/95 and 33/98)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1994-95 and 1997-98