2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)最新文献

{"title":"Using 3D Technologies in Materials Teaching Engaging students in early R &D activities","authors":"J. Luís, J. M. Oliveira, A. Silva","doi":"10.1109/CISPEE.2018.8593477","DOIUrl":"https://doi.org/10.1109/CISPEE.2018.8593477","url":null,"abstract":"Teaching industry oriented courses to students with poor background and lack of the appropriate skills and knowledge in those areas is a strenuous task. The course concepts assimilation can sometimes be very difficult and designing and adapting courses can be a challenging task. When the industry paradigm starts to change and moves towards new fabrication processes like additive manufacturing (AM) the current curricula are sometimes lacking and the information transmission can be compromised. In that sense adapting lecture class and explaining AM superficially is relatively easy, but adapting laboratorial courses to fit all AM technologies also poses a challenge, not only by acquiring different AM technologies but also to arrange a time schedule for that. The result is that a group of students only experiences one technology a time and even then, they do not directly operate the machines. This also impacts on the assimilation process and perhaps more active learning strategies should be implemented. For that three bachelor students that had poor background on AM, material science, computer assisted design (CAD), were inserted in an R &D project and challenged to design customized porcelain tableware products to be produced by robocasting (R3D) technology. Surprisingly with a few hints and orientations on the early stages they were successful in producing a porcelain prototype by R3D. Moreover, the contact with R &D environment and real objectives motivated them and in the end, was extremely rewarding for them as the results were presented in national and international events. Even more the project participation was extremely useful in the development and enrichment of competencies related to materials, AM and CAD modeling, which enabled them to be later engaged in related projects involving R3D technologies and CAD modelling. This result not only shows the benefits of exposing early on students to R &D environment, it also hints that in a near future adapting a course for AM techniques might be helpful in the enrichment and development of competencies related with product development, CAD modeling and AM strategies.","PeriodicalId":236080,"journal":{"name":"2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116972411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of active learning techniques on Electrical Machines course in classroom environment: pedagogical strategy and results","authors":"S. Rafael, J. Justino","doi":"10.1109/cispee.2018.8593490","DOIUrl":"https://doi.org/10.1109/cispee.2018.8593490","url":null,"abstract":"In this paper the pedagogical experience in the implementation of the learner-centred approach on the course unit Electrical Machines of the final year of an engineering degree is presented. The learning techniques, the learning and teaching activities developed and the evaluation method used are depicted, as well as some of the results of the surveys carried out on students for which a summary analysis is conducted and some of its consequences are presented. Moreover, the academic performance from the last four academic years is considered within the pedagogical methodologies applied.","PeriodicalId":236080,"journal":{"name":"2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117268907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting Understanding and Academic Success Using Guided Exercises Supported by ICT","authors":"C. Oliveira, J. Macedo, P. Oliveira","doi":"10.1109/CISPEE.2018.8593466","DOIUrl":"https://doi.org/10.1109/CISPEE.2018.8593466","url":null,"abstract":"Several studies reveal that the methodologies supported by Information Communication Technology (ICT) are useful to get attention of the new generation of students and make them interested in subjects. The use of methodologies supported by ICT can be a way of promoting active learning in Higher Education. In this work a case study is presented where a methodology supported by ICT called, Guided Exercises, was implemented. A Guided Exercise permits students to relate models and help them to solve a complex exercise step by step. This strategy was used in a Civil Engineering Course, Soil Mechanics II, in the academic year 2015/16. The results show that students considered the strategy useful for the understanding of the concepts covered in the course. Analysing the academic performance, it can be concluded that students that used this methodology had better marks in the exam and, also, a better approval ratio.","PeriodicalId":236080,"journal":{"name":"2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125151249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CALOHEE: Learning Outcomes and Assessment in Civil Engineering","authors":"A. Soeiro","doi":"10.1109/CISPEE.2018.8593498","DOIUrl":"https://doi.org/10.1109/CISPEE.2018.8593498","url":null,"abstract":"Existing approaches to assess quality of learning tend to look at processes and not at achieved learning by civil engineering students. CALOHEE applied a forward looking approach, focusing on what a graduate should know and be able to do in order to function successfully in life and contribute to society (learning outcomes perspective). The chosen approach brought evidence-based accountability into the teaching and learning role of HE institutions by focusing on competences acquired by students, which meet the needs of society and the graduates. The assessment framework included four strands: 1) Knowledge (theory and methodology); 2) Applying knowledge and skills; 3) Preparing for employability and 4) Civic, social and cultural engagement. CALOHEE also developed a set of reference points at 1st and 2nd cycles levels. The sets of learning outcomes’ descriptors were prepared by teams from the respective academic communities, in close consultation with stakeholders and open to public scrutiny. CALOHEE developed the Assessment Framework for Civil Engineering Education that is based on a merger of the Qualification Framework for the European Higher Education Area and the European Qualification Framework for Lifelong Learning. The Assessment Framework is built on a set of learning outcomes‘ descriptors and related framework that is precise enough to offer a basis for assessment and broad enough to encompass a wide range of programme profiles. This Assessment Framework of Civil Engineering describes the discipline in terms of multiple dimensions: key elements which define a subject area. For example: ‘knowledge and understanding’, ‘analysis and problem solving’, ‘design’, ‘investigation’, ‘practice’, ‘decision making’, ‘team working’, ‘communication’ and ‘lifelong learning’. In sum, CALOHEE offers academic engagement, subject focused context and evidence based tools for analysis and diagnosis, serving Higher Education institutions and providing meaningful information to stakeholders and society. The ultimate result is meaningful increase of the quality of civil engineers.","PeriodicalId":236080,"journal":{"name":"2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124202152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A program to promote mathematical knowledge for students’ integration in Engineering degrees: CeAMatE","authors":"M. E. B. de Almeida, J. R. Branco","doi":"10.1109/CISPEE.2018.8593482","DOIUrl":"https://doi.org/10.1109/CISPEE.2018.8593482","url":null,"abstract":"Lack of elementary mathematical knowledge by students who take engineering degrees at Coimbra Institute of Engineering (ISEC – Instituto Superior de Engenharia de Coimbra) explain part of the failure and absence to evaluations on Differential and Integral Calculus (CDI – Cálculo Diferencial e Integral) curricular units. In this article, we present the results of two working years of Math Support Centre in Engineering (CeAMatE – Centro de Apoio á Matemática na Engenharia), a Centre that supports ISEC studen’s to overcome their difficulties and to prepare them to a full integration on CDI curricular units.","PeriodicalId":236080,"journal":{"name":"2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121424171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The employment expectations of Masters Engineering students","authors":"M. Morgan, I. Direito","doi":"10.1109/CISPEE.2018.8593487","DOIUrl":"https://doi.org/10.1109/CISPEE.2018.8593487","url":null,"abstract":"Since the mid-1990s, master’s level study has experienced massification in terms of participation in the UK. Although the Higher Education Academy undertakes valuable surveys examining the master’s and research postgraduate student experience, they occur near the end of a student’s study journey. Up until 2014, there had been limited research undertaken on the expectations of applicants and students entering this level of study. This led to independent bodies such as the Higher Education Commission commenting that “Postgraduate education is a forgotten part of the sector” [1]. The Postgraduate Experience Project funded by Higher Education Funding Council for England (HEFCE) for the first time explored the expectations of applicants and students in, through and out of study and those of employers recruiting master’s graduates. This paper will report the key employability findings from this groundbreaking research of PGT applicants and students enrolled in engineering and engineering related disciplines, as well as employers. It will demonstrate how through understanding the perspectives of all stakeholders, employability expectations and future career prospects can be effectively managed and balanced.","PeriodicalId":236080,"journal":{"name":"2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121732397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Didactic Processor and Simulator for IoT","authors":"G. P. Silva, J. Borges","doi":"10.1109/CISPEE.2018.8593408","DOIUrl":"https://doi.org/10.1109/CISPEE.2018.8593408","url":null,"abstract":"Programming a processor detached from real world is no longer a valid approach in Internet of the Things (IoT) era. Nowadays a processor must interact with sensors and actuators and also with others systems through internet. However, introducing IoT concepts in a didactic and easy way in beginners classes of computer architecture is not an easy task. In this paper we present the architecture of a didactic processor and simulator designed to seamlessly interact with sensors and actuators, intended to introduce IoT concepts in computer architecture and assembly language programming courses. This simulator can be executed on a Raspberry Pi nanocomputer, where it is possible to read and control sensors and actuators connected to the GPIO pins, directly from the code executed by the simulator. Another extension implemented in the simulator is the access to external microcontrollers, such as Arduino and NodeMCU, connected to a computer using Firmata protocol. This access is performed via USB or WiFi connection, and makes feasible to control any device connected to the microcontroller’s pins. As far as we know, there is no other educational tool that offers such features, at this architectural level, freely available for use.","PeriodicalId":236080,"journal":{"name":"2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115830275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Project-and experience-based learning for communication skills development: Analysis of complementary studies courses for engineers","authors":"Artur de Matos Alves, Matthew Harsh","doi":"10.1109/CISPEE.2018.8593464","DOIUrl":"https://doi.org/10.1109/CISPEE.2018.8593464","url":null,"abstract":"This paper explores strategies for communication skills development in the undergraduate courses of the Centre for Engineering in Society of Concordia University (Montreal, Canada). Utilizing a framework that combines experience-based and project-based learning, we argue that strategic use of applied research case studies and presentation methodologies is an effective way to respond to accreditation requirements and to the challenges of professional practice. Based on reflexive analysis of our experience teaching two distinct courses over multiple semesters, we map how project components of courses enhance communication literacies that span the technical, rhetorical, ethical and societal layers. In the context of undergraduate courses, and considering the perceived difficulty or non-centrality of communication skills for engineering students, engagement in stimulating research-and communication-centric projects allows multidisciplinary competencies to emerge. This paper contributes to the current debates on engineering communication education by (1) further addressing communication skills as critical attributes and (2) emphasizing the collaborative, iterative, and audience-centric character of practical communication skills in the context of project-and experience-based pedagogical strategies.","PeriodicalId":236080,"journal":{"name":"2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134151783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What’s Going On – Mapping the Evolution of Engineering Education Research in Europe","authors":"Bill Williams, P. Neto","doi":"10.1109/CISPEE.2018.8593468","DOIUrl":"https://doi.org/10.1109/CISPEE.2018.8593468","url":null,"abstract":"To provide insight on the evolution of engineering education research in Europe, the authors review three studies which examined research published in the European Journal of Engineering Education that focused on the Nordic countries, UK and Portugal respectively. They conclude that the data suggest a positive evolution in the three geographical areas studied and recommend that similar studies be carried out in other areas to enable researchers to map the development of engineering education research in Europe as a whole and to identify possible synergies.","PeriodicalId":236080,"journal":{"name":"2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129396475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What about using a project management Agile methodology supported by online platforms in the classroom?","authors":"C. Cunha, J. Morgado","doi":"10.1109/CISPEE.2018.8593447","DOIUrl":"https://doi.org/10.1109/CISPEE.2018.8593447","url":null,"abstract":"Project-based Learning (PBL) is one of the most heard buzzwords within academic discourses in the last decade. It represents a shift in the way the study of engineering is conducted in undergraduate and even graduate programs. However, despite its popularity, the application of PBL is specific to each engineering area and subject. In this paper, we present our experience in applying PBL to two subjects of computer science: Software Engineering and Distributed Systems. We describe how we use online platforms to implement PBL principles and discuss the impact of our approach on the learning performance of students. The automation of work assignments along with the adoption of an Agile methodology from the software industry for collaboration between students, allowed us to implement a continuous evaluation framework that promotes the motivation and the continuous work of students.","PeriodicalId":236080,"journal":{"name":"2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132279977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}