Browsing by Author "Silva, J."
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- Powered smart textile-based exoskeleton for human support movementPublication . Ferreira, C.; Fertuzinhos, A.; Silva, R.; Ramalho, M.; Vale, B.; Silva, J.; Costa, L.; Oliveira, C.; Ramôa, A.; Aguiar, F.; Pilastri, A.; Matta, A.; Dias, P.; Sampaio, R.; Machado, D.; Costa, M.; Roças, A.; Madureira, P.; Moreira, Juliana; Pereira, J. R.; Pereira, C.; Pereira, F. B.Industrial environments require people’s physical efforts related to excessive force, poor posture, and repetitive tasks that increase the risk of developing musculoskeletal diseases. Due to the high prevalence of postural complaints and consequent global health burdens, a significant demand has been conducted to build and implement powered lower and upper limb devices for human enhancement, considering the working layout/position, anthropometric and ergonomic data to generate valuable information for posture correction guidance.
- Using a 3-tier training model for effective exchange of good practices in an ERASMUS+ PROJECTPublication . Alves, Gustavo R.; Fidalgo, André; Marques, M.; Viegas, M.; Felgueiras, Carlos; Costa, R.; Lima, N.; Kulesza, W.; Zubia, J.; Castro, M.; Pester, A.; Pavani, A.; Silva, J.; Schlichting, L.; Marchisio, S.; Fernández, R.; Oliveira, V.; Pozzo, M.VISIR+ is an Erasmus+ project that aims to develop educational modules for electric and electronic circuits theory and practice following an enquiry-based teaching and learning methodology. The project has installed five new VISIR remote labs in Higher Education Institutions located in Argentina and Brazil, to allow students doing more experiments and hence acquire better experimental skills, through a combination of traditional (hands-on), remote and virtual laboratories. A key aspect for the success of this project was to motivate and train teachers in the underpinning educational methodology. As such, VISIR+ adopted a 3-tier training process to effectively support the use of VISIR in the Institutions that received it. This process is based on the “train the trainer” approach, which required the participating partner institutions to identify and engage a number of associated partners, interested in using their newly installed remote lab. To measure the quality of the training process, the same satisfaction questionnaire was used in all training actions. This paper presents a detailed description of the training actions along with the analysis of the satisfaction questionnaire results. Major conclusions are that the quality level of the training process remained practically the same across all training actions and that trainees sometimes considered the practical use of the VISIR remote lab as difficult, irrespectively of where and when the training action took place