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- Mobile Experimentation: closing an educational gap for new student generations?Publication . Alves, Gustavo R.; Alves, Gustavo; Costa, Ricardo; BackerThe M-learning concept is a consequence of mobile technology evolution, i.e. the appearance of devices like Personal Digital Assistants, smart phones and mobile phones with improved features, namely Java support. It is in the same line of E-learning versus Personal Computers and therefore the counterpart of one E-learning subset, named Remote Experimentation, within Mlearning, could be designed as Mobile Experimentation. Remote Experimentation is traditionally regarded as the remote access to real-world experiments through a simple web browser running on a PC connected to the Internet, while Mobile Experimentation may be seen as the access to those same (or others) experiments, through mobile devices, used in M-learning contexts. The emergence of two distinct client types (PCs versus mobile devices) creates new requirements for the remote lab infrastructure, namely the ability to tune the experiment interface according to the characteristics (e.g. display size) of the accessing device. This paper proposes a new architecture for the remote lab infrastructure, namely for the software layer to be based in Java and XML, able to accommodate both Remote and Mobile Experimentation scenarios, this last one being especially important for new student generations keen on mobile technology.
- 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.
- Contributions to Higher Engineering EducationPublication . Several ...; Nascimento, Maria M.; Alves, Gustavo R.; Morais, Eva V.SPEE devised an international conference to disseminate work and research done and to share views with each other. Thus, the international conferences—acronym CISPEE—arose and are dedicated to engineering education, and its goals are to become a major discussion forum for all stakeholders groups of engineering education. At the same time, CISPEE aims to gather academics, researchers, and professionals directly or indirectly linked to engineering education in order to discuss the progress in this work field and to disseminate its results and each new approach. Usually, CISPEE includes pre-conference workshops, plenary, thematic, and posters sessions. The authors are invited to present their work in the major conference topics: Engineering Ethics; Information and Communications Technologies (ICT) in Engineering Education; Continuing Engineering Education (CEE); Mathematics in Engineering Education; Tools to Develop Higher Order Thinking Skills; and Future Outlook of the Profession and Education in Engineering. In 2013, this society organized the First International Conference of the Portuguese Society for Engineering Education (CISPEE 2013) held at ISEP, Polytechnic of Porto, Porto, Portugal, and the Second International Conference of SPEE was in 2016 (CISPEE 2016) and was held at University of Trás-os-Montes and Alto Douro (UTAD) in Vila Real, Portugal. CISPEE 2016 edition brought together teachers and researchers from several engineering schools, from Portugal, and from the international community (e.g., Canada, Spain, South America, and Europe) to share good practices that may contribute to (Re)Thinking Higher Engineering Education, the issues related to critical thinking and problem-solving, communication, collaboration, creativity, and innovation in engineering education. (Re)Thinking Higher Engineering Education was and still is challenging since engineering education is the activity of teaching knowledge and principles—higher education—related to the professional practice of engineering—life and life-long learning. Therefore, beyond the examination of the economic, cultural, and social factors, which influence the education of engineers in different higher education institutions, we should question ourselves about critical thinking and problem-solving, communication, collaboration, creativity, and innovation provided to engineering students (the four C referred in the 2010 American Management Association survey [2]). Training those skills in higher education students may change the way they look at issues, organize their views, and incorporate others’ views in order to stimulate new perspectives and prevent biased views of a real situation or problem.
- VISIR Handbook - Analog Electronics with the VISIR Remote Lab: Real Online ExperimentsPublication . Alves, Gustavo; Unai; Garcia-Zubia, Javier[Preface] Remote experimentation and remote experiments have been around for more than 25 years, being commonly used in universities and other edu-cational institutions. A remote experiment is a real experiment in which the learner is not at the same location of the experiment and the interaction is mediated by the Internet. A remote experiment is a learning tool and its main characteristics are scalability, sustainability, educational quality, and equity. The VISIR Handbook focuses on one particular remote laboratory: Virtual Instruments Systems In Reality (VISIR), which is undoubtedly the best remote laboratory, the most widely used and deployed in more institutions other than the one that developed it, the Blekinge Tekniska Högskola (BTH). This book is a detailed guide to its qualities and capabilities so the reader can get to know it if he or she does not have one or exploit it in depth if he or she already has one. VISIR is almost 25 years old now (1999–2023). It was designed by Professor Ingvar Gustavsson and it focuses on electrical and electronic circuits: assembling, measuring, and analyzing circuits created with real components and wires. From the beginning, Professor Gustavsson shared the design with the academic community. As a result, VISIR is now avail-able in 12 countries and its design and capabilities continue to improve. This book is a compendium of everything that has been developed around the VISIR laboratory, both from a technical and didactic point of view.
- Aquaponics for food production – a sustainable vertical garden at School of Engineering of PortoPublication . Brandão, Roque; A. Sousa, Cátia; Duarte, Abel J.The greatest increase in the worldwide human population will rise concerns about the sustainability of cities and soils, climatic changes and food access or security. Furthermore, in the present day, many urban areas around the world are grappling with challenges related to their food supply infrastructure. Urban agriculture can play a crucial role for impoverished households by enhancing food security and generating income. Nevertheless, traditional agriculture contributes to soil erosion and soil and groundwater pollution. Additionally, climate change disrupts animal life cycles and leads to species extinction, significantly reducing the availability of food for humans and other organisms. For this reason, aquaponics holds promise as a method for integrating urban agriculture for plant cultivation and safe fish production. This project aims to develop and install an optimized aquaponics system at the School of Engineering, Polytechnic of Porto (ISEP). This vertical garden was created using two tanks with circa 2,000 liters of water for fish and spans three floors, featuring three flower boxes and over 120 positions for growing vegetables. Furthermore, in conjunction with this project, pedagogical activities were developed, involving students from various ISEP courses, including Bioresources, Chemical Engineering, Biomedical Engineering, Electrical and Computer Engineering, Mechanical Engineering, and Informatics Engineering. This project highlights a successful implementation of a soil-less vertical garden in urban buildings, embraced by ISEP, enabling the complete integration of nature into urban environments and promoting greener and more sustainable cities.
- Contributions to higher engineering educationPublication . Nascimento, Maria M.; Alves, Gustavo R.; Morais, Eva Virgínia Araújo; MoraisThe book focuses on teaching knowledge and principles (Higher Education) regarding professional practice of engineering (life and lifelong learning). It covers recent developments in engineering education. This book comprises the select proceedings of the conference organised by the Portuguese Society for Engineering Education. This book goes beyond the examination of the economic, culture, and social factors, which influence the education of engineers in different higher education institutions, and encompasses critical thinking and problem solving, communication, collaboration and creativity and innovation. These are essential components of engineering education. The contents of this book are useful to researchers and professionals engaged in the re-engineering of engineering education.
- Políticas de inclusão, permanência e sucesso académico: os casos de Portugal e BrasilPublication . Marinho-Araujo, Claisy; Almeida, Leandro S.; Costa, Alexandra R.; Caldeira, Amélia(Excerto da introdução) Anualmente aumenta em quantidade e diversidade a população estudantil que frequenta o Ensino Superior (ES) na grande maioria dos países, nomeadamente nos países em processo mais recente de desenvolvimento social e económico. As instituições sociais, e em particular as empresas, requerem quadros profissionais mais capacitados do ponto de vista técnico e científico, assim como um conjunto mais alargado de competências. Jovens e adultos, muitos destes buscando especialização e atualização, sentem o desafio da qualificação como forma de responderem proativamente a estas demandas atuais e futuras da sociedade. Os governos e as instituições são chamados à definição de políticas e implementação de medidas que favoreçam o ingresso, a permanência, a conclusão dos cursos e a empregabilidade dos diplomados. Neste quadro, o ES se caracteriza como um sistema de ensino complexo na sua missão e práticas. (...)
- Sucesso académico no Ensino SuperiorPublication . Costa, Alexandra R.; Caldeira, Amélia; Marinho Araujo, Claisy Maria; Almeida, Leandro S.(Excerto da introdução) Nas últimas décadas assistimos a profundas mudanças no Ensino Superior (ES). De entre elas, e em resposta à maior carência de profissionais qualificados por parte das instituições sociais e das empresas, destacam-se o aumento crescente do número de estudantes ingressantes e os seus perfis mais diversificados em termos de idade, origem social, grupo étnico, background académico anterior e projetos de carreira, entre outros. Apesar da sua crescente atratividade, inclusive o reconhecimento que o diploma do ensino superior permanece ainda como um passaporte interessante para um mais fácil acesso ao mercado de trabalho, e ainda a profissões mais bem pagas e socialmente valorizadas, a verdade é que a frequência do ES não resulta em sucesso para todos os estudantes uma vez ingressados. Consoante o país e as formas de organização dos cursos ou das exigências de acesso, as taxas de abandono, tendencialmente mais elevadas logo nos primeiros anos, oscilam na generalidade dos países entre os 10% e os 40% de ingressos. Pensando nalgumas caraterísticas dos próprios estudantes que ajudem a compreender as razões de tal abandono, os problemas na transição do Ensino Secundário para o Superior, as expectativas desfasadas com a realidade, a dificuldades de integração e adaptação e os baixos índices de aprendizagem e de rendimento são alguns dos problemas identificados na literatura e que não favorecem a permanência e a conclusão dos cursos. Por outro lado, considerando variáveis mais contextuais, podemos pensar que a forma de organização do ES, as suas práticas de ensino e de avaliação, ou a própria cultura ou ambiente académico podem não favorecer a integração da diversidade (...).
- Da aprendizagem ao sucesso académico: A perspetiva dos estudantes do Ensino SuperiorPublication . Costa, Alexandra R.; Caldeira, Amélia(Excerto introdução) A aprendizagem é o maior determinante do desenvolvimento humano. A forma como aprendemos influencia o curso do nosso desenvolvimento pessoal, profissional e social (Kolb & Kolb, 2005). Ainda que aprendizagem e ensino possam ser fenómenos perfeitamente dissociáveis, a aprendizagem formal, em contexto escolar, resultante da relação estabelecida entre professore aluno assume considerável importância atendendo a que consiste na resposta planeada às exigências do próprio processo de aprendizagem (Santos, 2001). No ensino superior (ES) o estudo da aprendizagem não poderá ser dissociado da fase de desenvolvimento do estudante. O ingresso no ES acontece habitualmente numa fase de entrada do estudante na vida adulta e, como tal, acompanhada por processos de desenvolvimento social e emocional com interferência na vida do estudante e na forma como este se envolve na aprendizagem (Almeida et al., 2018). Confrontado com diferentes métodos de ensino, novos contextos, necessidade de aquisição de competências que lhe permitam fazer face às mudanças a que está sujeito e com a gestão das suas próprias expectativas frequentemente demasiado elevadas, muitos estudantes sentem necessidade de fazer alterações e adaptações ao seu próprio processo de aprendizagem (Almeida et al., 2018; Costa et al., 2016). Face a estas necessidades, os estudantes desenvolvem várias abordagens à aprendizagem, intimamente associadas às condições do contexto em que estão integrados.
- Book of abstracts of ICEER2019: The 6th International Conference on Energy and Environment Research: Energy and Environment: Challenges towards circular economyPublication . Caetano, Nídia de Sá; Borrego, Carlos; Nunes, Maria Isabel da Silva; Felgueiras, CarlosThe 6th edition of the International Conference on Energy and Environment Research, ICEER 2019, took place in the end of July 2019, at the University of Aveiro, Portugal. With most of the participants coming from academia, and a few from the professional field, ICEER series is still growing and attracting increased interest. Energy production, distribution and use are fundamental for the Sustainable Development of nations, showing a clear link between the energy and environment issues. Nevertheless, these matters are frequently dealt with separately, reflecting the way they are taught, and causing strong negative impacts, and hindering progress. With a growing trend in circular economy models applied to common goods production and commercialization, ICEER 2019 had as focus theme the challenges posed by energy and environment research in a circular economy-based model.