|3:00 PM - 3:20 PM Invited Lecture
|Boris Aberšek (Faculty of Natural Sciences and Mathematics, University of Maribor, Slovenia)
Innovative Transdisciplinar Didactical Models for STEM Teaching/Learning
|3:20 PM - 4:20 PM Papers
|G. Collins (University College London, London, United Kingdom)
Redesigning a Postgraduate Software Engineering Module to Increase Engagement
The COVID-19 pandemic required a complete transition to online teaching. With valid concerns of a potential decrease in student engagement, it was necessary to focus on the most effective learning strategies and reduce cognitive load.
The software engineering professional practice postgraduate module at University College London uses flipped learning, providing resources prior to online discussions scheduled during normal lecture time. Questionnaires before topics establish student’s level of knowledge and ensure well-understood concepts are not repeated. This allowed increased time for more challenging and engaging content.
Industry guest speaker talks are integrated with academic lectures and provide alternative perspectives for each topic. Some industry speakers had less time during the current academic year to prepare videos so alternative ‘fireside chats’ (as occur in industry conferences) were employed to reduce speakers’ preparation time. Analysis indicates these changes to both academic and industry sessions have led to more than a 26% increase in student engagement across several measures. Whilst this required a substantial increase in workload for lecturers much of this development work can be utilised again in the future. The current module design also gives both academic and industry speakers a greater range of options in delivering their content.
|I. Bosnić, I. Čavrak (University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia), A. Zuiderwijk (Delft University of Technology, Delft, Netherlands)
Introducing Open Data Concepts to STEM Students Using Real-World Open Datasets
While open data concepts become more important in our society, education about its benefits and technical issues is still behind the practice. Students of STEM disciplines should be introduced to open data during their education. The Open Computing course, completely redesigned in the new Computing curriculum, introduces open data concepts, providing both the basics and advanced topics, from technical to social and legal viewpoints. Among the several educational activities, one was particularly useful for understanding the needs and implications of using open data: a synchronous group activity where students had to choose a societal issue, find and analyze two open datasets that would help gaining insight into this issue, assess interdisciplinarity approaches and stakeholders, and finally propose the added value emerging from the solution. In a short amount of time needed, this activity – which tackled multiple aspects of the problem - brought a clearer insight into the topic, building upon the conventional lectures. Students highly graded such an approach to their education, where they had to construct their knowledge by the group experience. A similar group activity appeared to be useful in the context of open data PhD training and might also be used in other disciplines and domains.
|F. Urem (Polytechnic of Šibenik, Šibenik, Croatia), D. Jureković (Oracle Hrvatska d.o.o, Zagreb, Croatia), I. Livaja (Polytechnic of Šibenik, Šibenik, Croatia)
How to Teach Databases in a Student-centered Environment -Oracle Academy Program Experiences
Today's global economy daily collects and produces enormous amounts of data. Making strategic and informed decisions based on data storage and analysis is the key to a successful business. That is why there is a growing demand in the market today for employees who have acquired appropriate competencies in databases during their education. Current higher education development policies emphasize the benefits of new teaching and learning approaches, such as student-centered learning. This paper describes teaching databases' experience using Oracle Academy program resources to create an innovative student-centered educational environment at the Polytechnic of Šibenik. Students' attitudes towards such a way of learning were also researched and presented.
|D. Orozova (Burgas Free University, Burgas, Bulgaria), S. Hadzhikoleva, E. Hadzhikolev (University of Plovdiv "Paisii Hilendarski", Plovdiv, Bulgaria)
A Course Gamification Model for the Development of Higher Order Thinking Skills
Creative and imaginative thinking skills are an important criterion for professional success. They must be developed purposefully and methodically. Bloom’s Taxonomy defines six levels of cognitive skills – Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. Students go through these levels sequentially during the learning process. The first three levels are defined as lower-order thinking skills and the next – as higher-order thinking skills. The learning process can be more beneficial if there are different game elements that motivate students to learn actively. The article proposes a formal model for gamification of a training course. It aims to identify the main steps and activities for a structural and substantive change of the training course, with special attention paid to the various opportunities to stimulate and the development of higher-order thinking skills. The notation Generalized Nets is used to describe the model. The proposed model can be adapted and used as a framework for gamification of existing training courses, as well as for the creation of new ones.
|4:20 PM - 4:30 PM Break
|4:30 PM - 6:00 PM Papers
|N. Venelinova, D. Antonova, I. Kostadinova (University of Ruse "Angel Kanchev", Ruse, Bulgaria)
Accelerated Compatible System-engineering Adaptive Approach of Project Management Knowledge and Skills Acquisition
Research background: The engineering component is an inevitable part of both large or small-scale investment projects. The most often met case in curricula development at the university level (bachelor or master) concerns the introduction of Project management (PM) as an integral part of all type managers’ competency profile. The PM knowledge itself is by nature applied and dedicated to providing the strategic framework of best processing of a project (in particular cases of an investment one) but not the provision of the engineering approach to its planning and implementation . This means that finally, the graduated students would be excellent project managers without any engineering background or the engineers would be great highly qualified experts without being aware of project logic.
One would say it's no need for an engineering upgrade of the PM study whether the manager is technically skilled, the appropriate expertise regarding the specific investment project can be added by the hiring of a qualified expert or outsourcing the tasks. Then in a multidisciplinary team, the lack of engineering competencies of the project leader will not affect the project. It seems logical and almost provable but not in the case of the investment projects. The practice shows that the lack of engineering knowledge of the project leaders of investment projects leads to irreversible consequences for the project quality measured by the level of achievement of the project goals for a limited amount of money and time.
The purpose of the article: the paper is aiming to propose an integrated approach of understanding, teaching, and applying PM body of knowledge  for investment projects where specific integration between the PM approach and STEM approach is needed . It definitely does not mean that we are trying to "engineeringize" the project management field neither to neglect the importance of soft PM skills for the success of an investment project, but we recompose the competency map of the project leader of the investment projects based on the comparison of the PM life cycle with the existing competencies maps and the observations during the implementation of different public and private investment projects.
The main research question concerns the determination of the optimal interaction between STEM and PM education which will result in a new type of
interdisciplinary applied knowledge and skills which is resulting in a highly efficient, workable, time-saving, and quality guaranteeing combination of PM competency.
The background for our analysis was the literature review of existing attempts to framing the PM competency profile, where based on comparison we found a range of discrepancies between the proposed and the needed skilling and knowledge of the project manager, especially when it deals with investment projects and withal the last include an innovation. By applying consequently comparative analysis and needs assessment we tried to identify the project life cycle phases where the investment project depends predominantly on the engineering skilling of the project leader. Then based on the observation we proposed an update in the know PMBOK methodology competency map of the project manager ,.
Thus, we considered that the applicability of the PM knowledge achieved during the academic education (bachelor or master) should be not only interdisciplinary by default but also STEM-integrated if we want to produce highly efficient multipurpose project managers with the ability to lead any type of projects.
Based on the observations made and the analyses we redefined and updated the exiting popular competency map of the project manager trying to cover the identified gaps between the proposed curricula and the actually needed knowledge and skills in practice, which results in the so called ACSA approach of project management knowledge and skills acquisition (Accelerated Compatible System-engineering Adaptive Approach) proposed in the present paper.
 J.Thomas, T. Mengel, “Preparing project managers to deal with complexity – Advanced project management education”, International Journal of Project Management, no. 26, pp.304–315, 2008.
 Project Management Institute. Project manager competency development framework. Newton Square (NA): Project Management Institute; 2002
 D. Atanasova, G. Atanasova, “The role of introductory programming courses in universities to provide professional competence”, INTED2018 Proceedings, pp. 8879-8885, 2018.
 Corporate Education Group, “Competence Modelling”, Retrieved from http://www.corpedgroup.com/consulting/competency-modeling.asp, last accessed on 13Th of January 2021.
|M. Bišćan, M. Milanović, J. Petrović, P. Pale (Faculty of Electrical Engineering and Computing, Zagreb, Croatia)
A Review of Lecture Capture Technology and Its Usage in Higher Education
The COVID-19 pandemic recently introduced significant changes to formal education, and it is difficult to estimate the long-lasting effects it might have on the educational systems worldwide. Without compromise, educational institutions had to switch from live classes, where teachers and students had physical contact, to online classes practically overnight. In this situation, lecture capture or the recordings of live lectures have gained much attention. Even though they have already been in use for many years in university teaching, massive open online courses, flipped classrooms, hybrid, and online classroom environments, it is now that their qualities became very appealing. This paper provides an overview of the state of the art of the lecture capture landscape, including different formats of lecture capture, free and commercial players that can create or play lecture captures, the reported results related to using lecture capture, and some additional thoughts on how their usage may affect higher education. In this paper, the broad landscape of lecture capture related technologies, applications, usage outcomes, and trends have been summarized, to provide a review over this domain of rising importance.
|B. Pejcinovic (Portland State University, Portland, United States)
Teaching High-Frequency Circuit Design in Online Environment
COVID-19 pandemic has affected engineering education worldwide with most departments opting to switch to an online (remote) mode of instruction. At our institution, the switch happened in a matter of weeks which presented significant problems in teaching the fourth year Microwave Circuit Design courses. These courses were originally designed with a “studio” component where much of the design and experimentation happened during the so-called lab hours. Experimentation was very dependent on access to specialized and very expensive equipment, most importantly to VNA-s (vector network analyzers) and TDR oscilloscopes (time-domain reflectometry). Several compromises were made for online instruction: a) reduction of teaching material to essential components, b) use of inexpensive instrumentation, c) redesign of labs for off-line work, and d) reduction in the size of teams to two members instead of three. While the first may be advisable in any circumstances, the last two were driven primarily by logistical or organizational considerations. We report on how our “studio” environment was transformed into online “lab” assignments and how this affected course content. Key aspect of it is the development of affordable instrumentation that students can purchase themselves. This includes VNA-s and software-defined radios which are utilized as spectrum analyzers. We describe the initial uses of such instrumentation in our courses, their pros and cons, and the remaining issues. These developments have the potential to fundamentally change how we teach these and similar courses and we expect that many of the ideas being implemented will carry over into face-to-face instruction.
|T. Fuhrmann, M. Farmbauer, M. Niemetz (OTH Regensburg, Regensburg, Germany)
Integrating GNU Radio into a Virtual Course about Communication Systems
Due to the COVID-19 pandemic, the course Communication Systems was transferred from presence to a virtual lecture. No hands-on lab experiments were possible. Therefore, a GNU Radio practical part was integrated into the lecture. A tutorial was written to guide students through the first steps with GNU Radio to decrease initial problems and increase student motivation. Several examples were given regarding digital signal processing, analogue and digital modulation and demodulation. Software Defined Radio receivers were set up in the amateur radio lab of the university and connected to the internet so that students were able to get real radio data to be analyzed and demodulated with their own GNU Radio models. This enables a knowledge transfer from simulated signal processing to the analysis and demodulation of real live signals. Students showed medium to high interest in practical examples during the lectures and tried their own GNU Radio simulations. Overall, the integration of GNU Radio and Software Defined Radio receivers into this virtual lecture gave additional benefits for the students to deal with signal processing and demodulation experiments. It is planned to use GNU Radio in the future for complementary practical examples to the hands-on experiments in the lab.
|M. Veber (School Centre Celje, Celje, Slovenia), I. Pesek, B. Aberšek (Universitiy of Maribor, Faculty of natural science and mathematics, Maribor, Slovenia)
Using EEG Device in the Pilot Development of Cyber-Physical Learning Model
Modern technologies are developing rapidly, and they are an indispensable part of our daily lives. We need to integrate technologies into the educational process to achieve optimal results. Integration of technologies into the educational process needs to be researched and implemented. Based on research and findings, we developed a modern learning model supported by cyber-physical systems. We wanted to explore student’s attention and meditation in different situations, and for this purpose, we used EEG to assess the quality of learning in the specific learning case study. Nowadays the EEG device is used for medical purposes and can be used to measure different cognitive activities under certain educational conditions. The following paper shows the pilot concept of integrating an EEG device into a modern proposed learning model to support and assess it.
|6:00 PM - 6:10 PM Break
|6:10 PM - 7:30 PM Papers
|E.I. Merzlikina, N.S. Dolbikova, A.V. Kuznetsova, G.V. Farafonov (Department of Automated Control Systems for Thermal Processes National Research University Moscow, Russia)
Automation and Measurement Classes for Power Engineering Students in the Online-Mode
|P. van Duijsen, D. Zuidervliet (THUAS , Delft, Netherlands)
Power electronics and drives laboratory learning environment for electric vehicles
The popularity of electric vehicles as a study object among students in the engineering sector is rising. Although there is a wide variety of educational textbooks and training material for theory, the choice of laboratory set-ups for motor control is limited to large and costly technical trainers on one side and vendor specific microcontroller demonstration kits on the other side. In this paper the requirements and implementation of a laboratory set-up is discussed which can be used to teach the application of motor drives including permanent magnet dc motors, brushless dc motors, stepper motors and permanent magnet synchronous motors. The laboratory set-up can be combined with either an analog control for cascaded current, speed and position control, or a digital control can be added for a sensorless brushless control and the field oriented control of the permanent magnet motor. The digital control is ranging from a cost-effective Arduino-nano, STM-Nucleo to the Field Oriented Control enhanced C2000 platform, including the Instaspin-FAST(sensorless) microcontrollers. The student learning objectives include the details for the inverter topology, like gate driver and shoot through protection and blanking time compensation as well as setting up current-torque control on the dc and permanent magnet synchronous machines and finally the implementation of a field oriented controller. Various modulation schemes can be implemented as well as the methods for sampling motor terminal currents and voltages. An extensive set of online-simulations is guiding and preparing the student for each laboratory exercise.
|P. van Duijsen, D. Zuidervliet (THUAS , Delft, Netherlands)
Laboratory set up for DC grid droop control and protection teaching
Low voltage DC grids are gaining attention to replace traditional AC grids in home and office. Especially protection and power congestion management is better utilized in a DC grid. The paper discusses the requirements on a hardware laboratory set up, to teach the basic principles as well the applications of DC grids for home and office applications. Using a laboratory set up, a DC grid can be constructed, where the student can learn the basic topology of the power electronics and also the functioning of the control of the power electronics. Improved protection based on rate of change of current is implemented and can be tested as well as inrush current protection of connected external loads. Secondly the student can build a DC grid where he can implement various types of droop control strategies. The learning objectives range from in depth understanding of the power electronic circuit to the design and implementation of various strategies for power congestion management. The laboratory exercises are accompanied with extensive online simulation exercises where all aspects of the power electronics, the protection and the droop control are to be prepared by the student.
|A. Borodzhieva, I. Tsvetkova (University of Ruse “Angel Kanchev”, Ruse, Bulgaria), D. Dimitrov (Bulgarian Air Force Academy, Dolna Mitropolia, Bulgaria)
Technology-Enhanced Active Learning Used for Teaching “Multiplexers and Demultiplexers”
Communication networks are changing really fast, but the core components are the same. For telecommunication engineers, it is important to start their education from the components building the networks, for example, multiplexers, demultiplexers, etc. The paper presents technology-enhanced active learning methods applied in teaching the topic “Multiplexers and Demultiplexers” in the courses “Digital Electronics” and “Pulse and Digital Devices” for students-bachelors of the specialties “Computer Systems and Technologies”, “Electronics” and “Internet and Mobile Communications” at the University of Ruse. The goal of this approach is to increase students’ motivation and achieve successful finishing the courses. In the end, a survey is presented. The number of participants, their opinions, and their satisfaction are shown.
|E. de Vries, H. Wörtche (Hanze UAS, Assen, Netherlands)
Remote Labs and Their Didactics in Engineering Education: a Case Study
Covid-19 made us realize that educational practices in higher education must change AND can change. A possible solution for practicing lab-work is working in a remote lab: a real lab in which students and the equipment/instruments are physically apart.
The concept of printed touchless electronics was worked out for students in the department of Electrical Engineering. They got the assignment to write a programming code, with which they could control a robot. This robot was supposed to draw, with conductive ink, a pattern, that could function as a printed (light) sensor. The robot was situated in the lab, the students uploaded their code from home. Via a live-stream the students could follow the movements of the robot and the pen.
From a didactical perspective, the goal was to find out if the selected didactical methods: teamwork and feedback via an internet platform and working with consultation hours, had the estimated effect. An interdisciplinary team of three lecturers was composed to guide the students. Students thought that the consultation hours were very helpful. The online teamwork between the students did not work so well. In the future, students would like to have more opportunities for testing and working with the remote lab.
Predrag Pale (Croatia), Branimir Pejčinović (United States), Juraj Petrović (Croatia)
Leslie Martinich (United States), Predrag Pale (Croatia)
Tomislav Jagušt (Croatia), Branimir Pejčinović (United States), Juraj Petrović (Croatia), Ana Sović Kržić (Croatia)
Registration / Fees:
|REGISTRATION / FEES
|Price in EUR
Up to 13 September 2021
From 14 September 2021
|Members of MIPRO and IEEE
|Students (undergraduate and graduate), primary and secondary school teachers
The discount doesn't apply to PhD students.
University of Zagreb
Faculty of Electrical Engineering and Computing
HR-10000 Zagreb, Croatia
Accepted papers will be published in the ISSN registered conference proceedings. Presented papers in English will be submitted for inclusion in the IEEE Xplore Digital Library.
There is a possibility that the selected scientific papers with some further modification and refinement are being published in the Journal of Computing and Information Technology (CIT).
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The tourist offer in Opatija includes a vast number of hotels, excellent restaurants, entertainment venues, art festivals, superb modern and classical music concerts, beaches and swimming pools – this city satisfies all wishes and demands.
Opatija, the Queen of the Adriatic, is also one of the most prominent congress cities in the Mediterranean, particularly important for its ICT conventions, one of which is MIPRO, which has been held in Opatija since 1979, and has attracted more than a thousand participants from over forty countries. These conventions promote Opatija as one of the most desirable technological, business, educational and scientific centers in South-eastern Europe and the European Union in general.
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