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- EOLES coursePublication . Gericota, Manuel G.; Fidalgo, André Vaz; Barataud, Denis; Andrieu, Guillaume; Craemer, Renaat De; Cristea, Mihai; Benachenhou, Abdelhalim; Ankrim, Mohammed; Bouchlaghem, Karim; Ferreira, PauloThe EOLES course is the main result of an innovative and groundbreaking TEMPUS project, focused in Engineering Education. It covers all the problematic areas of Engineering Education, trying of find a suitable compromise in satisfying all the methods of evaluating engineering degrees. EOLES 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 preparation and accreditation, its structure (motivated by pedagogical constraints), the E-learning framework, and the virtual and remote laboratories and their integration in the course. Some data related to the current first edition of the course are provided, namely the number of applicants and their countries of origin. While limited to a 3rd year in a Bachelor’s Degree, for now, it is expected to be extended to a full course in a near future. 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.
- 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.
- The EOLES project Engineering labs anywherePublication . Fidalgo, André; Gericota, Manuel; Barataud, Denis; Andrieu, Guillaume; Craemer, Renaat De; Cristea, Mihai; Benachenhou, Abdelhalim; Ankrim, Mohammed; Bouchlaghem, Karim; Ferreira, PauloThe EOLES (Electronics and Optics e-Learning for Embedded Systems) project is a 3-year joint project involving 15 institutions, four from Europe and eleven from the North African countries of Algeria, Morocco, and Tunisia, whose aim is to create a 3rd year Bachelor degree in Electronics and Optics for Embedded Systems. The project started in October 2012 and is scheduled to end in October 2015.
- How remote labs impact on course outcomes: various practices using VISIRPublication . Marques, Maria A.; Viegas, C.; Costa-Lobo, Cristina; Fidalgo, André Vaz; Alves, Gustavo R.; Rocha, J. S.; Gustavsson, IngvarAs technology is increasingly being seen as a facilitator to learning, open remote laboratories are increasingly available and in widespread use around the world. They provide some advantages over traditional hands-on labs or simulations. This paper presents the results of integrating the open remote laboratory VISIR into several courses, in various contexts and using various methodologies. These integrations, all related to higher education engineering, were designed by teachers with different perspectives to achieve a range of learning outcomes. The degree to which these VISIR-related outcomes were accomplished is discussed. The results reflect the levels of student engagement and learning and of teacher involvement. From the analysis, a connection between these two aspects was traced, although only related to the user profiles. VISIR is shown to be always of benefit for more motivated students, but this benefit can be maximized under particular conditions and characteristics.
- VISIR remote lab: Identifying limitations and improvement ideasPublication . Jacob, Frederico L.; Marques, M.A.; Fidalgo, André; Cristobal Ruiz, Elio San; García Loro, Félix; Castro, ManuelThe main idea behind this study is the overall improvement of VISIR remote laboratory infrastructure. Therefore, hypotheses are specified that, independently of the instruments, software, and available experiments, provide new tools for configuring circuits, acquiring measurements, and showing results to users, by maintaining compatibility with most of the presently available hardware and software. The reasoning behind the proposed solutions is solving hardware and software documented gaps in the existing VISIR remote laboratory, even if some of them are economical and/or reliability issues, and not necessarily technical or pedagogical. So, the main purpose is to define guidelines for a direct approach to optimize individually each of VISIR main blocks, and not to focus on the development of a new remote experimental system.
- A mobile robot platform for open learning based on serious games and remote laboratoriesPublication . Iturrate, Iñigo; Martín, Gustavo; Garcia-Zúbia, Javier; Angulo, Ignacio; Dziabenko, Olga; Orduña, Pablo; Alves, Gustavo R.; Fidalgo, André VazWithin the pedagogical community, Serious Games have arisen as a viable alternative to traditional course-based learning materials. Until now, they have been based strictly on software solutions. Meanwhile, research into Remote Laboratories has shown that they are a viable, low-cost solution for experimentation in an engineering context, providing uninterrupted access, low-maintenance requirements, and a heightened sense of reality when compared to simulations. This paper will propose a solution where both approaches are combined to deliver a Remote Laboratory-based Serious Game for use in engineering and school education. The platform for this system is the WebLab-Deusto Framework, already well-tested within the remote laboratory context, and based on open standards. The laboratory allows users to control a mobile robot in a labyrinth environment and take part in an interactive game where they must locate and correctly answer several questions, the subject of which can be adapted to educators' needs. It also integrates the Google Blockly graphical programming language, allowing students to learn basic programming and logic principles without needing to understand complex syntax.
- 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.
- The e-LIVES Project: e-Engineering Where and When Students NeedPublication . Gericota, Manuel; Ferreira, Paulo; Fidalgo, André; Andrieu, Guillaume; Dalmay, ClaireStudents' engagement in their learning process is essential for its success. However, many factors out of students' control may impair their learning process leading to demotivation and studies abandonment. Some of these factors are related to low economic conditions. Even in developed countries, higher education is concentrated in medium and large cities, which forces many countryside students into expensive temporary relocations if they want to pursue their studies. The same happens when the existing offer does not match the student's preferences. The problem is even more acute in developing countries where the offer is reduced, and the economic conditions of students are even worse, with many being forced to work from a young age. For these students, the flexibility provided by e-Engineering courses may be the answer to their otherwise bare chances of achieving a higher education degree. In this paper, we present the e-LIVES - e-Learning InnoVative Engineering Solutions project, whose aim is to document a set of good practices, following a hands-on approach, to help Universities to build innovative e-Engineering courses by themselves in a sustainable way.