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- A sustainable approach to let students do more real experiments with electrical and electronic circuitsPublication . Alves, Gustavo R.; Pester, Andreas; Kulesza, Wlodek; Silva, Juarez Bento; Pavani, Ana; Pozzo, María Isabel; Marchisio, Susana; Fernandez, Ruben; Oliveira, Vanderli; Schlichting, Luis C. M.; Felgueiras, Carlos; Viegas, Clara; Fidalgo, André; Marques, Maria Arcelina; Costa, Ricardo; Lima, Natércia; Castro, Manuel; García-Zubía, JavierThe present paper focus on the use of remote laboratories in higher education from a sustainability viewpoint. The particular case of engineering education, and, within it, the more specific subject of experiments with electrical and electronic circuits is presented first, to then discuss the benefits of using remote labs, while considering the three dimensions of sustainable development, i.e.: economic practice, environmental protection, and social integration. The paper debates how remote labs address each dimension.
- ChatGPT no contexto do Ensino superior: O caso da sua aplicação numa unidade curricularPublication . Costa, A.R.; Viegas, C.; Lima, N.; Caldeira, A.(Contexto) O uso de ferramentas de IA, particularmente o ChatGPT, tem sido generalizado nos últimos anos. A sua aplicação na educação tem sido criticada por alguns e apoiada por outros. Nesta comunicação apresentamos o caso de um trabalho realizado numa unidade curricular de um curso de licenciatura em Engenharia Informática em que o uso do ChatGPT não só foi incentivado como obrigatório. Foi solicitado aos alunos que utilizassem esta ferramenta de forma ética e crítica, comparando os resultados com referências bibliográficas. No final foi realizado um questionário com o objetivo de compreender as perceções dos alunos sobre o trabalho e o uso do ChatGPT.
- Remote Learning and Assessment: Challenges and OpportunitiesPublication . Lima, NatérciaThe 2020 civil year will go down in history as the year in which the global pandemic caused an unpre- cedented global crisis in all areas of activity, leading to transformations hard to imagine. In the case of education, more than 1,500 million students have been unable to attend face-to-face classes, leading to re-thinking traditional teaching and learning. This work describes a didactical implementation that took place in the 2020/21 academic year in a first year Physics course, in (forced) blended learning. It was used active and collaborative learning methodo- logies through the proposal of several engaging and challenging learning/assessment tasks: online tasks (at the end of the theoretical classes), a project (com- posed of 4 tasks, and a final written and oral presen- tation) and some lab assignments. [...]
- Students' perception about using VISIRPublication . Lima, Natércia; Viegas, Clara; Alves, Gustavo R.; Marques, Maria Arcelina; Fidalgo, AndréRemote Labs allows students a complementary way to learn. While working upon their experimental skills, they can practice their autonomy. VISIR is one of the remote labs more used in the field of Electricity and Electronics. This study was conducted in three countries and 14 educational institutions and gathered 952 students' opinions while using VISIR along with other experimental resources. Its goal was to perceive students' opinion about VISIR. Several advantages and disadvantages were identified, regardless the focus of the course or students' level of usage. Positively: “the potential of the equipment”, “access from anywhere/anytime” and “better/more complete understanding”; Negatively: “operating issues”, “problems in understanding” and “poor interface/old fashionable/too simple”.
- Promoting students’ learning and involvement under demanding remote environmentsPublication . Viegas, Clara; Lima, NatérciaTeachers, students and schools were put to test and changed overnight the way they taught and learned due to the COVID19 pandemic. In general, schools adopted a remote or hybrid regime of synchronous classes and continued to try to develop the outlined learning objectives. Based on active learning methodologies, this chapter shows how the curricular design of 4 courses adapted over 3 semesters. It analyses the iterative modifications carried out by 2 head-teachers, based on their reflections. The results about the learning, engagement and perception of 416 students were analyzed. Several factors that teachers and students felt were productive, regarding their engagement and learning in demanding remote/hybrid environments, were identified: diversification of resources and assessment moments during the semester; remote classes with moments of contextualization, discussions and questioning, prior dissemination of lecturing videos; regular completion of quick online assignments; use of project or experimental work with timely and regular feedback. Most students considered these factors very important in keeping their involvement in the course and developing the pursued competences.
- Engineering Education: New Challenges, New ApproachesPublication . Viegas, Clara; Lima, Natércia; Pozzo, M.IsabelTeachers must aid students develop 21st century skills providing them with rich learning experiences, as related as possible to their future professional practices. The sudden transition to an e-learning environment due to the COVID19 pandemic is the focus of the works presented. A good diversification of teaching approaches such as PBL, teamwork, gamification or the integration of complementary resources is tackled. Teachers’ concern about students’ perception, and development of professional competences is present in all works. Some works not only describe experiences that were useful to students learning but also in developing solutions, engendering a bridge between academia and the professional world.
- Trends on Computational Thinking, Engineering Education, Technology in Medicine, Qualitative and Mixed Methods, Diversity in STEM, Lab-Based Education, Technology and Education, Gamification and Games for Learning and Smart Learning at TEEM 2022Publication . Alves, Gustavo; Arnedo-Moreno, Joan; da Silva, Juarez Bento; Conde, Miguel Á.; Costa, António Pedro; Dominguez, Angeles; García-Holgado, Alicia; García-Peñalvo, Francisco José; González-González, Carina Soledad; Juanes-Méndez, Juan A.; Lima, Natércia; Marcos-Pablos, Samuel; Marques, Arcelina; Martín-Lucas, Judith; Molina-Carmona, Rafael; Muñoz-Rodríguez, José Manuel; Peixoto, Aruquia; Pessoa, Teresa; Pinto-Llorente, Ana María; Jorge, Joaquim Armando Pires; Pozzo, M. Isabel; Sánchez-Gómez, Mª Cruz; Viegas, Clara; Villagrá-Arnedo, CarlosThe 10th edition of the Technological Ecosystems for Enhancing Multiculturality (TEEM 2022) brings together researchers and postgraduate students interested in combining different aspects of the technology applied to knowledge society development, with particular attention to educational and learning issues. This volume includes contributions related to computational thinking, engineering education, technology in medicine, qualitative and mixed methods, diversity in STEM, lab-based education, technology and education, gamification and games for learning and smart learning.
- Práticas remotas abertas do VISIR com circuitos elétricos e eletrónicosPublication . Fidalgo, André; Alves, Gustavo; Marques, Maria Arcelina; Lima, Natércia; Castro, Manuel; Castro, Manuel; García-Loro, FelixThis document describes the access to a defined set of open remote VISIR practices developed during the PILAR project. These practices are available at EU level through a federation of remote labs openly available on Internet, via a Moodle accessible set of lessons and experiments, i.e. practices [1]. The federation policies were developed during the project and allow any EU interested institution (universities, schools, content providers) to provide and access its services [2]. Presently the available content is intended for learning basic (and complex) electrical and electronics circuits, for different subjects at school/high school and at grade and master university levels, but can be expanded in the future, as seen fit by the federation. As a remote lab, VISIR presents several advantages to students with educational difficulties and geographical obstacles: it allows such students to carry out experiments the number of times they need, without having to be in the lab. These are two of the main advantages presented by remote labs over hand-on labs. In addition, and because remote labs imply real experiments with real components, they also present an additional advantage over virtual labs (simulations). The only problem, addressed by the PILAR project, is supporting all the experiments that are done, in a single semester, in all the courses that involve electrical and electronics circuits (implementable in VISIR), in a single institution. Although quite powerful, one VISIR platform has limitations regarding the total number of different components it can have, while also allowing for all possible interconnections. The VISIR federation and the developed PILAR Moodle repository allows for a structured and combined service benefiting from the individual offer of each VISIR node, making all of them available through the federation of those same nodes.
- Critical minds: enhancing education with ChatGPTPublication . Costa, Alexandra R.; Lima, Natércia; Viegas, Clara; Caldeira, Amélia; Costa, Alexandra; Lima, Natércia; Viegas, Clara; Caldeira, AméliaThe use of AI tools, particularly ChatGPT, has been widespread in recent years. Its application in education has been criticized by some and supported by others. In this article we present the case of a work carried out as part of a course unit in a computer science degree program in which the use of ChatGPT was not only encouraged but required. Students were asked to use this tool ethically and critically, comparing the results with bibliographical references. A questionnaire addressing students’ perceptions about the work and ChatGPT usage was performed after delivering the task. Results showed that students were motivated to carry out the work and understood that its widespread use requires critical thinking and compliance with ethical principles. The teacher acknowledge that some students developed these competences while performing this task and were able to deliver a quality, well supported essay. The development of this competences was also identified by some students.
- Engineering students’ perception on self-efficacy in pre and post pandemic phasePublication . Viegas, Clara; Lima, Natércia; Costa, Alexandra R.During 2020 and 2021, the world experienced a global change in everyone’s daily lives due to the COVID-19 pandemic. Students were confined in their homes but, luckily, had access to online classes. This study aims to assess the changes in self-efficacy perceived by engineering students in a school in Portugal. By helping to understand how students have changed their learning capacities, developed new strategies, and/or need more (or different) support to learn, teachers can target their teaching methods accordingly and contribute to a more sustainable education. A questionnaire was constructed and validated to assess students’ perceptions before and after the associated lockdowns. Five theoretically supported factors emerged from a statistical factor analysis: Communication and Empathy; Focus and Personal Organization; Teamwork and Individual Work Capacity; Technical and Cognitive Resources Management; and Emotional Resources Management. This work shows students’ percept that they improved their teamwork and individual work capacity and their technical and cognitive resources management. In general, students seem to have been able to be more autonomous as they managed to work and develop their cognitive resources; however, their emotional state and ability to focus decreased. Perceived self-efficacy was less affected in older students than in younger ones, suggesting that this group may have adapted better to the pandemic restrictions. Students who were already at university showed less impact than those moving from high school to university. There was also a difference between those who endured these changes at only one level of education and those who endured them at both levels (high school and university), with this last group being the most negatively affected.
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