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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.
- An integrated reusable remote laboratory to complement electronics teachingPublication . Sousa, Nuno; Alves, Gustavo R.; Gericota, Manuel G.The great majority of the courses on science and technology areas where lab work is a fundamental part of the apprenticeship was not until recently available to be taught at distance. This reality is changing with the dissemination of remote laboratories. Supported by resources based on new information and communication technologies, it is now possible to remotely control a wide variety of real laboratories. However, most of them are designed specifically to this purpose, are inflexible and only on its functionality they resemble the real ones. In this paper, an alternative remote lab infrastructure devoted to the study of electronics is presented. Its main characteristics are, from a teacher's perspective, reusability and simplicity of use, and from a students' point of view, an exact replication of the real lab, enabling them to complement or finish at home the work started at class. The remote laboratory is integrated in the Learning Management System in use at the school, and therefore, may be combined with other web experiments and e-learning strategies, while safeguarding security access issues.
- 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.