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Hibridni događaj
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T. Spangsberg, D. Brendstrup (Business Academy Aarhus, Viby J, Denmark)
‘Gitting’ Their Feet Wet – A Classroom Intervention Exploring Students’ Learning Experience When Maintaining an Unknown Codebase 
This paper presents the outcomes of a classroom intervention simulating industry work conditions. Students worked with solving bugs and adding new features in an already established codebase and had their work structured in GitHub issues. This setting supported a professional approach to project work, including branching, pull requests, code reviews, and merges. Students valued the industry-like work conditions and the opportunity to work on a project where they did not have to start from scratch. The intervention was conducted in an advanced web development course as part of the professional bachelor's degree in web development at Business Academy Aarhus in Aarhus, Denmark. The evaluation builds on students’ articulations of their learning experience after the first sprint. An analysis of these articulations using the SOLO taxonomy shows that students use language suggesting deep learning in project work-related themes rather than technical themes. We assess this as an essential experience in preparing students for what they will probably face in their first job. We suggest educators utilize old student projects to provide this experience to their current students by letting them add new features or fix bugs in these projects.
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E. Rihter, Pivola , Slovenia), P. Bernad, Pivola , Slovenia), J. Rakun (University of Maribor (Faculty of Agriculture and Life Sciences), Pivola , Slovenia)
Cultivating Interdisciplinary Futures: Integrating Robotics in Agricultural STEM Education
Contemporary STEM education is undergoing a transformative shift, aiming to surpass conventional subject boundaries by integrating scientific principles traditionally confined within distinct disciplines. This paradigm shift seeks to cultivate a comprehensive understanding of science, providing students with a diverse skill set and fostering an appreciation for the interconnectivity of various scientific domains. This article delves into the intersection of technology and agriculture within the realm of STEM education, focusing on the integration of robotics in agriculture. The study centers around a university-level project conducted in the Chair (Department) of Biosystems Engineering, where an autonomous agricultural robot, named Farmbeast, is currently under development and an international event Field Robot Event held in 2023. This study used a questionnaire-based approach to investigate the importance of STEM implementation in the field of study, where students, experts in agricultural robotics and professors (n=45) were surveyed. By studying this specific case, we explore how the fusion of technology and agriculture in STEM education not only equips students with practical skills, but also fosters an awareness of the symbiotic relationship between different scientific fields. Key findings from the questionnaire revealed the importance of continued dialogue about the effectiveness of interdisciplinary approaches in shaping the future of STEM education at the university level of agricultural sciences.
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H. Marais (North-West University, Potchefstroom, South Africa)
A Web-based Method for Quality Control of Capstone Projects
Engineering programmes typically include a capstone project completed by individual students carrying specific requirements from a technical and accreditation perspective. To ensure that all proposed projects can be considered equally suited to address these requirements is a complex task. This creates a quality control problem since all projects must therefore comply to technical, curriculum, and accreditation requirements. In many cases the quality assurance process is handled by a single project coordinator. However technically skilled, this is an unrealistic expectation when the number of projects increase. Peer-reviewing is a method to address this problem but manually assigning reviewers to project definitions only partially addresses the problem. A web-based tool was developed that guides individual project proposers through the requirements of a project, requires a self-review and provides a peer-review process that rewards early active participation in the peer-reviewing process. Results indicate that the automated reviewing process is faster than using a single reviewer and that a more balanced set of feedback and outcomes are provided. This significantly improves the overall quality of the projects. The collective responsibility has improved the overall quality of the projects and also increased awareness of the various aspects to which each project should comply.
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I. Martinez (University of the Philippines, Quezon City, Philippines), S. Warisawa, S. Hachisuka (The University of Tokyo, Tokyo, Japan)
Optimization of Online Teaching through Data Analytics and Direct Participant Observation
Various studies have been conducted to improve online teaching. Some studies have investigated the factors that determine the effectiveness of online teaching such as the presence of the teacher in the video, the pose of the teacher when teaching, and the length of the video. This paper discusses the analysis of post-class conduct video analytics data like the number of loads and plays and the feedback gathered from the students. From the analysis of over 100 lecture videos, it identifies the prominent factors that determine the effectiveness of online teaching videos. This study concludes that there is a continued decline in the unique views on succeeding videos for pure online mode but that is not observed for the hybrid mode. Also, there is an observed sustained motivation for students to watch and rewatch videos that are of the tutorial type compared to the pure lecture type.
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P. Escudeiro, M. Campos Gouveia, N. Escudeiro (GilT/ISEP/IPP, Porto, Portugal), F. Escudeiro (UP/ICBAS, Porto, Portugal)
Fostering Future-Ready Teachers: A Comprehensive Approach to STEAME Education Excellence
Recognizing the importance of nurturing students' abilities, the field of education is increasingly embracing a promising approach that incorporates project-based learning across disciplines. Acknowledging the challenges faced by teachers in facilitating project-based learning, particularly in STEAME fields, the STEAME Teacher Facilitators Academy project endeavours to address these shortcomings by providing comprehensive training and support for teachers.
The project proposes the development of a Teacher Facilitators Competence Framework, which will guide teacher education providers in incorporating STEAME teaching into their programs. The project also plans to provide accessible learning modules and workshops for both student and serving teachers to enhance their knowledge and competence in STEAME teaching. Collaboration and networking among teachers will be encouraged by establishing a community of practice and mentoring program. The ultimate goal is to guide teachers towards Education 3.0 and 4.0, where they can utilize the latest trends and technologies to deliver a world-class education.
With its comprehensive approach and innovative solutions, the project has the potential to impact teacher development and enhance education quality in Europe significantly. Through a network of local academies, it aims to create a transformative educational landscape that equips teachers with the skills needed to foster students' abilities and prepare them for future challenges.
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A. Kovari (Eszterhazy Karoly Catholic University, Eger, Hungary)
Transforming Engineering Pedagogy for the Fifth Industrial Revolution
This paper explores the essential transformation of engineering education in response to the evolving demands of Industry 5.0. It begins with a historical analysis of engineering pedagogy, highlighting the gradual shift from traditional methods to more innovative approaches required in the current technological landscape. The core argument is that the fifth industrial revolution, characterized by a blend of cyber-physical systems, artificial intelligence, and a human-centric approach, necessitates a radical overhaul of educational strategies. We discuss the erosion of disciplinary boundaries and the rising need for transdisciplinary knowledge, emphasizing skills over degrees. The paper outlines four strategic recommendations: fostering lifelong learning and transdisciplinary education, integrating sustainability and human-centric design into curricula, enhancing data fluency and management skills, and promoting interactive experiences with advanced technologies. These strategies aim to equip future engineers with the necessary skills to navigate and shape the rapidly changing industrial landscape. This paper contributes to the ongoing discourse on engineering education reform, offering insights and strategies to align academic training with the dynamic requirements of Industry 5.0.
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Z. Li, H. Qi, Z. Sun, C. Shi, D. Zhu (Beihang University, Beijing, China)
Research on an Open and Shared Maker Space and Curriculum System
Maker space has become an important position for students' scientific and technological innovation practices in many colleges and universities. Our research is focused on the operation of a shared maker space based on the product driven for an engineering education union. Firstly, practice teaching assistant system is established for the students to preview in advance. Series of the basic practice massive open online courses (MOOC) curriculums and virtual reality platforms are two main contents in the system. Students would be familiar with the basic practice skills for the product through the system. Then a student association led by instructor is organized for the management of the maker space. The student association is responsible for the event organization and product promotion. Finally, the top-level design is proposed by the school-enterprise association based on innovative technology. The innovative design would be applied to the product according to the product requirement. Through the maker space, product life cycle curriculum is provided to the students. Within two years of operation, the products made by the students have won a number of national awards. The construction and operation of makerspace is of great significance to the sharing of higher education parks and the improvement of students' scientific innovation practice level.
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K. Aerts (KU Leuven, Diepenbeek, Belgium), K. Luyten, R. Thoelen, D. Vanacken (Hasselt University, Diepenbeek, Belgium)
Conception, Approval and First Evaluation of a New Master Program Engineering Technology: Software Systems (Informatics) in Belgium
The demand for skilled software engineers continues to outweigh the number of new graduates by far. Although trends such as AI-based code generation and low-code software development might seem to lessen the need for software engineers, the digital transformation of our society is expected to speed up because of these trends, requiring engineers with fitting proficiencies. This paper highlights the crucial steps in the development and governmental accreditation process of a new curriculum in software systems, and describes the lessons learnt after a first generation of graduates. Based on interviews with and studies from diverse actors (e.g., trade unions, local government, EU, and professional organizations such as ACM and IEEE) and in response to top-of-mind concerns from regional industry leaders, we designed and deployed an engineering program that meets the identified needs and aims to educate a new generation of software engineers for the forthcoming digital society. The program educates systems thinkers who engineer this digital society by designing and implementing resilient, intelligent, user-centred solutions that integrate with existing processes and enable new, innovative processes. Our master program is a unique joint effort of two Flemish universities, KU Leuven and Hasselt University, and resides in the faculty of Engineering Technology.
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| Pozvana radionica |
Joelyn de Lima (Ecole polytechnique fédérale de Lausanne, Switzerland)
Teaching, not Telling: Teaching with Questions and Process Level Feedback |
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R. Flatscher, T. Winkler (Vienna University of Economics and Business, Vienna, Austria)
Employing the Message Paradigm to Ease Learning Object-oriented Concepts and Programming
Many popular object-oriented languages like Java, Python, C# support concepts introduced by Smalltalk but lack its message paradigm. Teaching novices programming in these popular languages, therefore, cannot take advantage of the message paradigm to ease and to speed up learning object-oriented programming. This article introduces and discusses the message paradigm in the context of successfully teaching object-oriented programming to business administration (BA) novices in a single semester. The messaging paradigm, as implemented in the open object Rexx (ooRexx) programming language, makes it easy for novices to interact with Windows objects via object linking and embedding (OLE) and fully utilize the Java runtime environment (JRE). The most important concepts of the ooRexx programming language are introduced and demonstrated using nutshell examples. Furthermore, observed challenges in teaching object-oriented programming are presented and advice for educators in the field of programming is given.
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R. Flatscher, T. Winkler (Vienna University of Economics and Business, Vienna, Austria)
Concepts that Allow Learning the Programming Language Rexx Much Faster than Other Languages
The open object Rexx (ooRexx) programming language has been successfully used to teach business administration students programming from scratch in a single semester. Students are able to interact with Windows and Microsoft Office, but also to use Java classes for programming OpenOffice/LibreOffice and JavaFX (GUIs) on all modern operating systems. A key factor in this is the design of the Rexx programming language, on which ooRexx is based. This article introduces the most important concepts of the language, which make it possible to learn programming faster than with other languages. In particular, concepts such as single data type, decimal arithmetic, instruction types and others are introduced and demonstrated with the help of examples.
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S. Manna, M. Azhar, A. Greace (Canterbury Christ Church University, Canterbury, United Kingdom)
A Qualitative Review of Educational Robots for STEM: Technical Features and Impacts
Educational robots have played a vital role in enhancing science and engineering education for children worldwide. There are several educational robots available to boost students' mindsets in STEM fields through a variety of activities. The robots are equipped with sensors, actuators, and programming platforms to improve students' technical and professional skills, but most are not affordable and accessible to school students, especially those from lower and middle-income countries. The purpose of this paper is to discuss the importance and significance of robots in STEM education through a qualitative review of a wide range of educational robots including their sensors, actuators, outputs, and embedded systems. The use of these robots in educational activities has proven to be intriguing, and research is thriving to make them more affordable and accessible while keeping educational objectives at forefront. Humanoid social robots with emotional attributes have been found appealing to improve student learning in a school setting by enhancing their engagement in the environment. This paper also discusses how education robots impact students' technical and professional experience.
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E. Smolić (University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia), M. Pavelić (Šibenik University of Applied Sciences, Šibenik, Croatia), B. Boras, I. Mekterović, T. Jagušt (University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia)
LLM Generative AI and Students' Exam Code Evaluation: Qualitative and Quantitative Analysis
Since the introduction of generative artificial intelligence (GAI) technology in the context of large language models (LLMs), it has been widely used for information extraction and/or extrapolation from different sources. In computer science education, a potential application of such technology is for automatic code review, i. e. shifting the burden of debugging non-compilable code, detecting overlooked optimization concerns such as poor memory management in code that otherwise passes automated tests, and other advanced tasks from a human grader to LLMs. However, LLMs are currently not capable of evaluating code or mathematical expressions with 100% reliability, i. e. beyond token pattern recognition and subsequent probabilistic answer generation. With that in mind, in this paper, we explore the risk of incorrect LLM code evaluation, both descriptive and numerical, as well as begin research on its mitigation and propose further work directions.
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J. Smith (Institute for Advancing Computing Education, Round Rock, United States)
AI in Computer Science Education: Tool, Subdomain, and Wildcard
The future of AI will be determined in part by how its developers are educated. Thus, how computer science (CS) education incorporates instruction in various aspects of AI will have a substantial impact on AI’s evolution. Understanding how and what CS educators think about AI education is, therefore, an important piece of the landscape in anticipating– and shaping– the future of AI. However, little is known about how educators perceive the role of AI education in CS education, and there is no consensus yet regarding what AI topics should be taught to all students. This paper helps to fill that gap by presenting a qualitative analysis of data collected from high school CS instructors, higher education CS faculty, and those working in the tech industry as they reflected on their priorities for high school CS instruction and on anticipated changes in high school, college, and workplace CS. We conclude with recommendations for the CS education research community around AI in K-12, particularly at the high school level.
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B. Pejcinovic (Portland State University, Portland, United States)
Initial Look at Life-Long Learning Assessment in Engineering Education
Teaching students to become life-long learners is generally taken to be one of the major outcomes of any university-level education. This is usually reflected in university-level mission or similarly labeled statements. In engineering education in the US this has now been formalized in the latest ABET update of their student outcomes in 2019-2020. Life-long learning is specifically listed as outcome “7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.” This has meant that any electrical, computer, or other engineering programs under ABET accreditation now must demonstrate that students are attaining this outcome. However, assessment tools and techniques for this outcome are not well developed. We will present several options for this assessment as well as our experiences in their implementation.
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A. Hutchison (Cornell University, Ithaca, United States)
Assessing the Efficacy of Authentic Integration of Communication in Engineering
Research shows that engineering graduates lack communication proficiency, with one study recommending further engineering education research on “learning soft skills in context.” However, this suggestion presents a challenge because communication isn’t often embedded in the engineering curriculum. In the U.S., engineering students usually take a technical writing service course outside their disciplinary context. A more favorable model for communication in the engineering curriculum is known as “authentic integration”: the collaboration between technical and communication instructors that engages engineering students in meaningfully unified courses or projects.
This project involves a data science and machine learning course partnered with an engineering communication course. This researcher set out to achieve two goals: 1) to develop a pedagogical model for offering communication instruction in a large-enrollment engineering course, and 2) to test and evaluate the communicative self-efficacy approach to assess communication instruction in engineering curricula. Two surveys were analyzed to assess these goals. First, students’ survey responses indicate that they are highly satisfied with consultations. Students’ perception of the teaching consultants’ expertise is positively correlated to their likelihood to incorporate the consultants’ feedback in their project. Second, students also showed statistically significant increases in 12 dimensions according to the communicative self-efficacy survey.
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M. Čolić (Ministarstvo obrane RH, Zagreb, Croatia)
LVC Concept of the Military Simulation Systems in Support of the Education and Training of the Armed Forces
The competencies that members of the armed forces need to achieve in the modern security environment are changing and becoming more difficult every day. The education and training system that members of the armed forces go through in order to achieve these competencies must be constantly updated and ensure the achievement of the necessary competencies. This paper will present one iteration of the concept of using simulations in support of education and training in the armed forces, which is abbreviated as the "LVC concept" and the meaning of which is an abbreviation of the words (in English): Live (L - Live), Virtual (V – Virtual) and Constructive (C – Constructive) simulations.
Live simulations: "Real people manage real assets", the most famous representative is the laser system MILES (Multiple Integrated Laser Engagement System).
Virtual simulations: "Real people manage simulated systems", there are a large number of different systems in the Republic of Croatia for military applications, VBS - Virtual Battlespace is used.
Constructive simulations: "Simulated people manage simulated systems." Real people start the simulation but do not determine the outcomes", the most famous systems are: JCATS - Joint Conflict and Tactical Simulation and JTLS - Joint Theater Level Simulation.
The paper will present a concept of the use of these systems in support of education and training for the needs of the armed forces and ways of achieving the combat readiness of individuals and units of the armed forces.
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S. Sungmin Cho, N. Caporusso, M. Doyle (Northern Kentucky University, Highland Heights, United States)
P4: Principles, Patterns, Practices, and Projects for Effective Software Engineering Education
Software Engineering education involves balancing theory and practice to produce industry-ready students who not only are proficient with various computer science concepts but also understand how to apply them in real-world scenarios. However, finding a good balance between the two aspects is not an easy task for educators, because of the challenges of theory-based teaching and industry demand in terms of applied skills and experience.
In this paper, the authors discuss “P4”, a novel approach to designing software engineering courses and programs for computer science and software engineering students. P4 has been developed and incorporated into the design of the Applied Software Engineering program at Northern Kentucky University. The proposed approach focuses on four pillars, that is, principles, patterns, practices, and projects. In P4, principles are foundational concepts that students are expected to know and be proficient with. Then, the approach highlights the importance of learning and using software engineering practices, which, in turn, enable achieving a repeatable process focused on quality improvement. Subsequently, students are taught patterns, that is, solutions that can be applied to efficiently and effectively address specific design or development problems and requirements. Finally, P4 involves real-world software products as project activities.
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Y. Liu, R. Leonard, N. VandeVeegaete, K. O’Connor, W. Koepf (Ferris State University, Big Rapids, United States)
Empowering Tomorrow's Automotive Workforce: Cutting-Edge Electric Vehicles Certificate and Battery Center
The automotive industry is currently witnessing a significant shift towards electrified vehicles, making it a predominant trend. This transformation necessitates the upskilling of the workforce. Ferris State University's College of Engineering Technology is addressing this need by developing an Electric Vehicles Certificate. Comprising four courses—Fundamentals of Electric Vehicles, Battery Systems and Management, Traction Motors, and Powertrain Control Modeling—this program aims to equip both current and future professionals with essential knowledge in vehicle powertrain electrification. Additionally, the university is establishing the Center for Applied Battery Production and Testing to provide hands-on experience in manufacturing and testing automotive lithiumion batteries. This state-of-the-art facility allows students to conduct various tests, including charging/discharging, thermal, aging, and safety tests. Moreover, students can create their own small-scale lithium-ion battery cells with different materials. In essence, Ferris State University's Electric Vehicles Certificate promises to deliver in-demand skills, aligning students with the evolving electrification trends in the automotive sector.
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R. Habash (School of Electrical Engineering and Computer Science, University of Ottawa, Ottawa, Canada)
Engaging Undergraduate Engineering Students in a Research and Design Experience
To adapt to the constantly changing knowledge-driven world, conducting research, and innovating in all fields of study is important. The key to successful undergraduate research participation is for students to understand the importance of investigation, precision, and responsible research conduct. This article highlights the significance of undergraduate engineering research, particularly in the field of wind energy and its role in teaching power systems. The students collaborated in teams under the supervision of their instructor to gain crucial research skills, including literature review, analysis, simulation, and presentation. The students' self-assessments and feedback revealed noticeable improvements in their skills and competencies. The article highlights the need for early development of research skills in undergraduate engineering education to prepare students for graduate studies and their professional careers.
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E. Serrano (Virginia Tech, Blacksburg, United States), J. Distler (Cornell University, Ithaca, United States), N. Iakimov, D. Bairaktarova (Virginia Tech, Blacksburg, United States)
Exploring the Utilization of Drone Technology to Promote Food Security
Based on the 1996 World Food Summit, food security is when “all people, at all times, have physical and economic access to sufficient safe and nutritious food that meets their dietary needs and food preferences for an active and healthy life.” Food insecurity remains a global concern with between 690 and 783 million people facing hunger in 2022. Drone technology or unmanned aerial vehicles (UAVs) have been utilized in agricultural applications to improve food production, such as soil and field analysis, crop mapping, livestock monitoring, and even seed planting. However, little research has been published on how this technology could be used to potentially deliver food to promote food security and alleviate hunger. An integrated, inter-disciplinary conceptual model was developed, spanning computer science, drone mechanics, and nutrition, to outline design considerations and factors, as well as potential strengths, costs, and risks, and applied to a case study. The model can be utilized in engineering and science curriculum, as well as real world applications.
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J. Dobruna, V. Rexhëbeqaj Hamiti (University of Prishtina, Prishtina, Kosovo)
Trends and Challenges in Implementing IoT Green Transformation Concepts in Engineering Curricula
With the rapid development of technology, the Internet of Things (IoT) technologies have become an integrated and daily part of our lives. Green transformation, a related concept, has also become an essential consideration when developing new technologies. Introduction of these concepts as early on as possible in the engineering degree curricula is therefore inevitable. To understand the level of students’ readiness for introduction to IoT and Green Transformation concepts, we have performed a qualitative survey with electrical engineering students at undergraduate and gradate level. The goal of the survey was to assesses the level of implementation of these technologies in learning and teaching process, as well as identify main challenges in the implementation. The method used in this research is direct questioning composed of closed and open-end questions. The results of the survey show that most of the students have some basic knowledge regarding IoT and Green transformation, but are not familiar with advanced concepts. Students largely agree that such concepts are important for their future, and should become more present in the study curricula. Lack of infrastructure and specialized training were identified as main challenges.
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P. van Duijsen, D. Zuidervliet (THUAS , Delft, Netherlands)
Online Course Development for eVehicle Motor Control
There are numerous bachelor graduate and undergraduate courses on electric motor control, some of them including detailed practical assignments. Knowledge and practical skills of embedded control and power electronics is mandatory for these practical assignments.
Understanding the basics of motor control in electrical vehicles, also requires knowledge of tuning control parameters, especially PI control parameters in current and speed controllers.
In this course, emphasizes is given on the understanding of the influence of parameters in the eVehicle motor control. Online simulation tools contain pre-programmed motor controllers, that can either calculate the required parameters, or the user can enter his own parameters. The online tools simulate the dynamic response of the Field Oriented Controller and show the startup behavior, including motor currents and voltages in dq and as three-phase.
In the paper it is discussed, how to design a motor control for an eVehicle. The online simulations start from a generic controller, where the concept of a cascaded speed-current controller is outlined, and gradually builds up in detail, until field oriented control of interior permanent magnet motors and induction motors. Each step in the improvement of the control is verified using online simulation. The student can practice and test the various control methods and has direct response without any worry about installation and execution of the underlying simulation program.
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P. van Duijsen, D. Zuidervliet (THUAS , Delft, Netherlands)
Bachelor Course Development on Electrical Energy Transition
The electrical energy transition from fossil to renewable energy, requires development of new bachelor courses for electrical engineering. Various subjects, like solar- and wind-power are generally already included in the curriculum, but their interaction required for the energy transition should be presented too.
Especially the interaction between generation, storage and usage is the main topic in this course, next to showing that the theory for understanding motor control, is applied to wind-power, mobility, industrial drives and traction, but equally applies to AC grid interfacing.
In this paper the structure and contents of a newly developed bachelor course are outlined, where emphasizes is given on the development of the learning materials for instructions in the classroom as well as self-learning materials and practical assignments. The combination of textbooks, calculation tools, simulation with animation and practical laboratory assignments is the subject in this paper.
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B. O'Callahan, X. Ye, S. Manoharan (University of Auckland, Auckland, New Zealand)
Inferring the Overall Difficulty of Isomorphic Questions
Isomorphic assessments operate on the principle of using question variants that test the same learning outcome. This approach supplies each student with their own set of question variants, effectively eliminating the chance of being influenced by another student’s answer. Moreover, it presents a broad range of practice questions. This method also offers a non-punitive means to uphold academic integrity, as blindly copying answers from a peer would prove unfruitful. However, using isomorphic questions can result in unfairness. Some question variants may be more difficult than others. A common solution employed by instructors to ensure fairness is to select parametric values within a close range. The research question this paper seeks to address is the following: is it possible to design and implement a formal system that can infer the difficulty levels of question variants and, if so, restrict these difficulty levels to an acceptable range? The paper employs the Z3 solver to build a proof-of-concept system that infers difficulty levels for a class of problems involving integers and Booleans. It demonstrates that this system can determine difficulty levels for this class of problems. We observe that choosing a limited range of values does not necessarily constrain the difficulty levels; minor alterations to the values can lead to significant variations in difficulty.
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V. Zuppa Bakša, A. Bednjanec (Tehničko veleučilište u Zagrebu, Zagreb, Croatia)
Teaching Electrical Engineering Fundamentals Using The Geogebra Platform
This article aims to demonstrate how educators can use the Geogebra platform to give more explanations and illustrations of fundamental electrical engineering principles. All educational levels can utilize GeoGebra, a dynamic math tool that integrates algebra, geometry, spreadsheets, graphing, statistics, and calculus into one engine. The preparation and use of Geogebra applications in lectures will be demonstrated in this article. Additionally, a survey asking students if the Geogebra platform improved their comprehension of electrical engineering fundamentals will be administered.
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P. Santos, V. Moreno, K. Urgel (Universitat Pompeu Fabra, Barcelona, Spain)
Generative Artificial Intelligence in Teaching and Learning of ICT Engineering Education: A Literature Review and Illustrative Scenarios
This paper presents a comprehensive literature review on the integration of Generative Artificial Intelligence (Gen AI) in the teaching and learning processes within Information and Communication Technologies (ICT) engineering education. The study delves into the potential of Gen AI technologies to enhance educational practices in engineering contexts. Through synthesizing existing literature, this review analyzes the impact of Gen AI on pedagogical strategies, curriculum development, and student engagement in the realm of ICT engineering education. The paper presents authentic teaching cases, including applications and experiments with students, from various studies conducted at higher education institutions worldwide. The illustrative scenarios primarily focus on showcasing the practical applications of Gen AI in two key areas: programming skills and ethics within ICT engineering education. The exploration of these cases provides valuable insights and discussion into the effective implementation of Gen AI in higher education, recognizing the importance of integrating the learning of these technologies into the curriculum. This research provides a valuable resource for ICT engineering educators, researchers, and policymakers aiming to harness AI technologies for transformative progress in engineering education.
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Osnovni podaci:
Voditelji:
Predrag Pale (Croatia), Branimir Pejčinović (United States), Juraj Petrović (Croatia)
Voditeljstvo:
Leslie Martinich (United States), Predrag Pale (Croatia)
Programski odbor:
Tomislav Jagušt (Croatia), Branimir Pejčinović (United States), Juraj Petrović (Croatia), Ana Sović Kržić (Croatia)
Prijava/Kotizacija:
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PRIJAVA / KOTIZACIJE
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CIJENA U EUR-ima
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Do 6.5.2024.
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Od 7.5.2024.
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| Članovi MIPRO i IEEE |
243
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270
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| Studenti (preddiplomski i diplomski studij) te nastavnici osnovnih i srednjih škola |
130
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150
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| Ostali |
270
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300
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Popust se ne odnosi na studente doktorskog studija.
OBAVIJEST AUTORIMA: Uvjet za objavu rada je plaćanje najmanje jedne kotizacije po radu. Autorima 2 ili više radova, ukupna se kotizacija umanjuje za 10%.
Kontakt:
Predrag Pale
Fakultet elektrotehnike i računarstva
Unska 3
10000 Zagreb, Hrvatska
E-mail: mipro@zesoi.fer.hr
Prihvaćeni radovi bit će objavljeni u zborniku radova s ISSN brojem. Radovi na engleskom jeziku prezentirani na skupu bit će poslani za uključenje u digitalnu bazu IEEE Xplore
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Postoji mogućnost da se odabrani znanstveni radovi uz određenu doradu objave u u sljedećim časopisima: Journal of Computing and Information Technology (CIT), MDPI Applied Science, MDPI Information Journal, Frontiers i EAI Endorsed Transaction on Scalable Information Systems.
Mjesto održavanja:
Opatija je vodeće ljetovalište na istočnoj strani Jadrana i jedno od najpoznatijih na Mediteranu. Ovaj grad aristokratske arhitekture i stila već više od 170 godina privlači svjetski poznate umjetnike, političare, kraljeve, znanstvenike, sportaše, ali i poslovne ljude, bankare, menadžere i sve kojima Opatija nudi svoje brojne sadržaje.
Opatija svojim gostima nudi brojne komforne hotele, odlične restorane, zabavne sadržaje, umjetničke festivale, vrhunske koncerte ozbiljne i zabavne glazbe, uređene plaže i brojne bazene i sve što je potrebno za ugodan boravak gostiju različitih afiniteta.
U novije doba Opatija je jedan od najpoznatijih kongresnih gradova na Mediteranu, posebno prepoznatljiva po međunarodnim ICT skupovima MIPRO koji se u njoj održavaju od 1979. godine i koji redovito okupljaju preko tisuću sudionika iz četrdesetak zemalja. Ovi skupovi Opatiju promoviraju u nezaobilazan tehnološki, poslovni, obrazovni i znanstveni centar jugoistočne Europe i Europske unije općenito.
Detaljnije informacije se mogu potražiti na www.opatija.hr i www.visitopatija.com.
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