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- 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 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.
- 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.