Percorrer por autor "Gericota, Manuel"
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- e-Engineering Education: Issues and Perspectives for Higher Education InstitutionsPublication . Ferreira, Paulo; Fidalgo, André; Gericota, ManuelWe present a multirotor architecture capable of aggressive autonomous flight and collision-free teleoperation in unstructured, GPS-denied environments. The proposed system enables aggressive and safe autonomous flight around clutter by integrating recent advancements in visual-inertial state estimation and teleoperation. Our teleoperation framework maps user inputs onto smooth and dynamically feasible motion primitives. Collision-free trajectories are ensured by querying a locally consistent map that is incrementally constructed from forward-facing depth observations. Our system enables a non-expert operator to safely navigate a multirotor around obstacles at speeds of 10 m/s. We achieve autonomous flights at speeds exceeding 12 m/s and accelerations exceeding 12 m/s^2 in a series of outdoor field experiments that validate our approach.
- E-Engineering for Middle East and North Africa (MENA): Why and HowPublication . Ferreira, Paulo; Gericota, Manuel; Fidalgo, AndréThe potential for development of the Middle East and North Africa region has as one of it's obstacles the lack of a suitable engineering workforce. The Higher Education Institutions of the area have e-Engineering (online Engineering Education using Remote Laboratories) a tool to increase the number and quality of graduated Engineers. The e-Lives project aims to disseminate e-Engineering (good practices) in the region, and has documents and knowledge that can help all interested in this task.
- E-Engineering: from concept to realityPublication . Gericota, Manuel; Andrieu, Guillaume; Dalmay, Claire; Batarseh, Majd; Fidalgo, André; Ferreira, PauloEven before the digital era, the implementation of distance learning in higher education was a reality in many areas. Notwithstanding, the offer of distance higher education courses was not equal in all knowledge areas due to different teaching and learning requirements. The experimental work developed during the learning process in engineering areas is widely recognized as essential for engineering students. However, the remote availableness of this experimental, hands-on, works, typically done in University laboratories designed according to the different teaching subject requirements, was nonexistent. With the advent of remote laboratories, real-time remotely controlled laboratory facilities made possible by the advancements on the Internet network, this limitation disappeared. The concept of e-engineering, a merge between the e-learning concept and the remote laboratories, emerged as a solution to offer distance learning engineering courses without abdicating of the indispensable practical component of any engineering course. Two European projects – the Tempus EOLES project and the ERASMUS+ e-LIVES project – try to bridge the gap between concept and reality by first implementing an accredited higher education engineering course in Electronics and Optics e-Learning for Embedded Systems and then by producing a set of guidelines to help others to be autonomous in the creation of their own eengineering courses.
- EOLES Course – Five Years of Remote Learning and ExperimentingPublication . Fidalgo, André; Ferreira, Paulo; Gericota, ManuelThe 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. This paper presents an overview and overall results for this initial period and a more detailed analysis of the Digital Systems Teaching Unit contents, pedagogical approach, grading methodology and results. The focus is on the unit specific characteristics and features, student and teacher experiences and the methodologies that were applied to enhance learning success. The Teaching Unit expositive material is provided as the student progresses, with progressive unlocking of content depending timeline and automatic quizzes results. Grading is divided between weekly assignments, an online exam at the end of each TU and a final exam at the end of the academic year. In short, students are allowed and encouraged to adjust their learning rhythm within the limits allowed by time restraints and evaluation criteria. 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.
- EOLES Course, 4 years and going…results and experiencesPublication . Fidalgo, André; Ferreira, Paulo; Gericota, Manuel; Fredon, Thomas; Andrieu, GuillaumeThe 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.
- EOLES Project...Teaching Unit experiencesPublication . Fidalgo, André Vaz; Barataud, Denis; Andrieu, Guillaume; Craemer, Renaat De; Cristea, Mihai; Benachenhou, Abdelhalim; Ankrim, Mohammed; Bouchlaghem, Karim; Ferreira, Paulo; Gericota, ManuelEOLES is an international cooperative project, with an emphasis not only on one of the facets of engineering education, but trying to involve all of them. This paper describes the course’s accreditation, the structure the E-learning framework, the virtual and remote laboratories integration in the course and focuses on the experiences with one of the Teaching Units. Some data related to the first edition of the course is provided, as well as an initial analysis of the learning results and experiences. The accreditation and validation efforts are also introduced and discussed. The EOLES course is the result of an international effort involving experts from different engineering and education areas, in order to provide a better global Engineering Education.
- Large and small scale networks of remote labs: a surveyPublication . Alves, Gustavo R.; Alves, Gustavo; Gericota, Manuel G.; Gericota, Manuel; Silva, Juarez B.; Alves, João BoscoThe advantages of networking are widely known in many areas, i.e. from business to personal areas. Another area where networks have proved their benefits is education. Taking the Higher Education level into consideration, it is easy to find many successful and fruitful examples of networks both in the long and short past. More recently, the advent and wide use of the Internet has brought an all new range of opportunities not only to the sustain and expansion of existing networks but also to the creation of new ones. We consider the boom effect the Internet had on educational networks, and the emergence of a new educational resource known as remote experimentation to explain the recent appearance of a new type of network, i.e. remote experimentation networks. After introducing the basic building blocks for this network type, we describe how small and large scale networks of remote labs have been forming actively, since the last decade, and present some illustrative examples. In the conclusion we consider new directions for these networks.
- Overview of the first year of the L3-EOLES trainingPublication . Andrieu, G.; Farah, S.; Fredon, T.; Benachenhou, A.; Ankrim, M.; Bouchlaghem, K.; Aknin, N.; Barataud, D.; Gericota, Manuel; Craemer, R. De; Cristea, M.This paper summarizes the key facts of an innovative e-learning training launched in september 2014 called L3- EOLES ("Electronics & Optics e-Learning for Embedded Systems") including a dedicated remote laboratory. It is important to emphasize that, to the author knowledge, this training is the first nationally-accredited training (and in 3 different countries) fully online in the field of Physics in the world. This is due to the development of a remote laboratory dedicated to the training and allowing students to perform practical works from any Internet connection.
- Pedagogical theories for e-learning engineering degrees based on remote laboratories: the e-lives approachPublication . Ferreira, Paulo; Fidalgo, André; Gericota, ManuelA greater number of Engineering graduates is fundamental for the economic growth in developing countries, but also in those countries, E-Learning may be the only viable means of scaling the number of engineering students and reaching all the desired audiences. There are many E-learning based courses in Higher Education, but in the Engineering domain they are usually focused on post-graduate degrees. On those courses, the practical works can be done using simulation tools and models, while in undergraduate degrees, for pedagogical reasons the practical works should be done with real equipment. Remote Laboratories are the solution to the problem of giving E-Learning students access to practical experiments and equipment, without physically distributing all the required equipment by all the participating students. But, in order to develop effective courses, the diverse theories related to learning, cognition, teaching and instructional design need to be analysed considering that they will be applied to Engineering courses, that will work online (in E-Learning) and using Remote Labs. The e-Lives Project is an Erasmus+ project, coordinated by the University of Limoges that aims to identify the best practices in e-Engineering, the development of reliable remote laboratory solutions, the development of practical open staff training, the assessment of the pedagogical innovation solutions used, and the promotion of the concept of e-Engineering within the South and Eastern Mediterranean countries. In the development of this project, and considering the previous experience of the project partners in the EOLES project, a program in Electronics and Optics e-Learning for Embedded Systems, an "e- Learning 2.0" English-taught 3rd year Bachelor degree course, several pedagogical approaches and theories were considered. They range from different Learning Theories, Instructional Design theories, Learning Taxonomies, Problem and Project based Learning, and they all can be applied to E-Learning Engineering Degrees, with some adaptations, and always considering the desired outcomes. This paper will review the different pedagogical methods that should be applied in the development of e-Engineering courses, according to the analyses done by the e-LIVES partners.
- Sistema Modular para o Teste de Cartas de Circuito Impresso com BSTPublication . Alves, Gustavo R.; Gericota, Manuel; Ramalho, Jose L.; Ferreira, Jose M.Esta comunicação apresenta a arquitectura física de um sistema modular para o teste e validação de Cartas de Circuito Impresso (CCI) que disponham de uma infraestrutura compatível com a norma IEEE 1149.1, vulgarmente designada por Boundary Scan Test (BST). A arquitectura global do sistema compreende ainda um nível lógico constituído por um pacote de apoio informático para a geração automática de programas de teste.