EOLES Course, 4 years and going…results and experiences

The EOLES (Electronics and Optics e-Learning for Embedded Systems) course consists of a 3rd year Bachelor degree that relies exclusively on e-learning and remote laboratories, developed as the result of an EU funded ERASMUS+ project, involving 15 institutions from four European and three North African countries and concluded in 2015. The developed course was accredited as a specialization year in most partner institutions and has been running non-stop since then, mainly with students from North African institutions. Although no longer supported by an EU project, the course is a good example of sustainability as it already had 4 effective editions with successful approval rates and always with many more candidates than available vacancies. This paper presents an overview and overall results for this initial period and a more detailed analysis of the Digital Systems Teaching Unit. The focus is on the course specific characteristics and features, student and teacher experiences and the methodologies that were applied to enhance learning results. Although being a fully online course, several synchronous activities and communication tools are included in the methodology to enhance student and teacher iteration and also to provide an impartial grading process, as required for accreditation. The course expositive material is provided as the student progresses, with progressive unlocking of content depending on each teaching unit timeline, and automatic quizzes results. In short, students are allowed and encouraged to adjust their learning rhythm within the limits allowed by time restraints and evaluation criteria.info:eu-repo/semantics/publishedVersio

EOLES Course, 4 years and going…results and experiences

The EOLES (Electronics and Optics e-Learning for Embedded Systems) course consists of a 3rd year Bachelor degree that relies exclusively on e-learning and remote laboratories, developed as the result of an EU funded ERASMUS+ project, involving 15 institutions from four European and three North African countries and concluded in 2015. The developed course was accredited as a specialization year in most partner institutions and has been running non-stop since then, mainly with students from North African institutions. Although no longer supported by an EU project, the course is a good example of sustainability as it already had 4 effective editions with successful approval rates and always with many more candidates than available vacancies. This paper presents an overview and overall results for this initial period and a more detailed analysis of the Digital Systems Teaching Unit. The focus is on the course specific characteristics and features, student and teacher experiences and the methodologies that were applied to enhance learning results. Although being a fully online course, several synchronous activities and communication tools are included in the methodology to enhance student and teacher iteration and also to provide an impartial grading process, as required for accreditation. The course expositive material is provided as the student progresses, with progressive unlocking of content depending on each teaching unit timeline, and automatic quizzes results. In short, students are allowed and encouraged to adjust their learning rhythm within the limits allowed by time restraints and evaluation criteria.info:eu-repo/semantics/publishedVersio

The impact of surgical delay on resectability of colorectal cancer: An international prospective cohort study

AIM: The SARS-CoV-2 pandemic has provided a unique opportunity to explore the impact of surgical delays on cancer resectability. This study aimed to compare resectability for colorectal cancer patients undergoing delayed versus non-delayed surgery. METHODS: This was an international prospective cohort study of consecutive colorectal cancer patients with a decision for curative surgery (January-April 2020). Surgical delay was defined as an operation taking place more than 4 weeks after treatment decision, in a patient who did not receive neoadjuvant therapy. A subgroup analysis explored the effects of delay in elective patients only. The impact of longer delays was explored in a sensitivity analysis. The primary outcome was complete resection, defined as curative resection with an R0 margin. RESULTS: Overall, 5453 patients from 304 hospitals in 47 countries were included, of whom 6.6% (358/5453) did not receive their planned operation. Of the 4304 operated patients without neoadjuvant therapy, 40.5% (1744/4304) were delayed beyond 4 weeks. Delayed patients were more likely to be older, men, more comorbid, have higher body mass index and have rectal cancer and early stage disease. Delayed patients had higher unadjusted rates of complete resection (93.7% vs. 91.9%, P = 0.032) and lower rates of emergency surgery (4.5% vs. 22.5%, P < 0.001). After adjustment, delay was not associated with a lower rate of complete resection (OR 1.18, 95% CI 0.90-1.55, P = 0.224), which was consistent in elective patients only (OR 0.94, 95% CI 0.69-1.27, P = 0.672). Longer delays were not associated with poorer outcomes. CONCLUSION: One in 15 colorectal cancer patients did not receive their planned operation during the first wave of COVID-19. Surgical delay did not appear to compromise resectability, raising the hypothesis that any reduction in long-term survival attributable to delays is likely to be due to micro-metastatic disease

Atelier A9 - Travaux pratiques à distance

National audienceAtelier A9 - Travaux pratiques à distanc

Présentation d’un laboratoire d’enseignement virtuel avec démonstration de Travaux Pratiques de traitement de signal à distance

International audienc

L3-EOLES : Une formation 100% en ligne en électronique et optique reposant sur un laboratoire de travaux pratiques à distance dédié

International audienc

Travaux pratiques à distance

International audienc

Apprentissage par « mini e-projets » en modélisation physique

International audienc

Flexible and Real-Time Remote Laboratory architecture based on Node.js server

International audienc

Multi-User and Real-Time Flexible Remote Laboratory Architecture for Collaborative and Cooperative Pedagogical Scenarios

An advanced multi-user and realtime INTernational-REmote-LABoratory (INT-RE-LAB) architecture is presented in this paper. The INT-RE-LAB is developed and localized in four different host universities. The software part is based on the use of a free license server Node.js written in JavaScript. It offers lightweight Html/JavaScript clients. The integration of socket.io module enables a real-time operation mode of this Client/Server communication. Associated with hardware architecture, collaborative remote manipulation of resources is enabling in the same way as a chat communication used in Internet. Each remote action performed by one user is instantaneously visible in other users’web interfaces. The hardware part includes a mini-computer that executes node.js server and hosts MySQL. Mini-computer “Pcduino” directly controls specifically developed relays circuit. It offers the required flexibility and reusability for current remote laboratories. Different redundant remote practical works integrate the INT-RE-LAB have been developed for the new EOLES “Electronics and Optic e-Learning for Embedded Systems” bachelor