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inovativno promotivno partnerstvoROBOTIKA – budućnost tehnološkog svijeta

Hibridni događaj

Program događaja
četvrtak, 1.10.2020 9:00 - 13:00,
Nava 1, Hotel Admiral, Opatija
09:00-09:30 Pozvano predavanje 
N. Pavlin-Bernardić (University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, Croatia)
STEM Motivation, Interest, Gender Differences 
TBA - keynote lecture
09:30-10:50 Radovi 
1.E. Vidal, E. Castro, S. Montoya, K. Payihuanca (Universidad Nacional de San Agustin de Arequipa, Arequipa, Peru)
Closing the Gender Gap in Engineering: Students Role Model Program 
A report of UNESCO highlights that in higher education, only 35% of students who enrolled in majors related to STEM are women. Stereotypes, cultural barriers, lack of confidence, lack of knowledge of career opportunities, and lack of vision of possibilities are more than enough reasons for students who do not pursue university studies in areas of Engineering or drop out University. The Professional School of Software Engineering at Universidad Nacional de San Agustín de Arequipa was not the exception to this reality. To make an impact and change our reality, the authors started a “Students Role Model Program”. The objective was to create a community of female students that became role models who share their motivation to STEM with new female students and to take active participation in the recruitment process. The main activities were divided into two branches: a) Exposure to role-models at the student level and b) Participation in the international community Django Girls. We believe that the main contribution of this work is to show the structure of our program which can be replicated in different engineering majors that seek to improve the retention of their female students.
2.G. Collins (University College London, London, United Kingdom)
Integrating Industry Seminars within a Software Engineering Module to Enhance Student Motivation  
Engineering students increasingly demand and require coverage of emerging technologies to prepare themselves for subsequent research and employment. Industry and professional bodies are also concerned that engineering education doesn’t always prepare students adequately for the world of work. The software engineering postgraduate professional practice module at University College London is designed to provide real-world experience, before students commence their industry research projects. Industry speakers are invited from a range of organizations, including ThoughtWorks, IBM, Form3, Verne Global, and Fujitsu. Seminars include: DevOps, microservices, cloud-native architectures, machine learning and quantum technologies. Before each topic is covered, students are asked their understanding of the subject matter, via questionnaires. This information is shared with industry speakers to ensure the content of presentations is compatible with students’ prior knowledge. It has proved valuable to allow time for discussions to facilitate professional networking, which particularly benefits female students. Students have indicated they highly value the real-world project examples delivered by industry experts. This suggests that integrating industry seminars can enhance engineering education and motivate students by covering leading-edge technologies and practices. However, this requires considerable time in coordinating and codeveloping seminars, and such initiatives need to be adequately resourced to be effective.
3.W. Brenner, N. Adamovic (TU Wien, Vienna, Austria)
From Framework Programs to Teaching: Integrating Experience from European Research Projects in Teaching Engineering 
The international approach to research and teaching is essential for a research-orientated institution to work successfully, develop and remain visible. Integrating experience from European research projects in teaching engineering is established from the beginning and is applied as part of the project. This helps to facilitate its dissemination and utilization. Involvement of students in research projects results in a wide range of formal, nonformal and informal learning activities and learning effects for both students and researchers. The paper presents examples originating from EC’s Framework Program 7 (FP7) ASSEMIC (micro handling and assembly for hybrid MEMS), FP7 SolarDesign (Photovoltaics), Horizon 2020 (H2020) CABRISS (sustainability) and H2020 EMMC-CSA (simulation).
4.A. Gorup, M. Grzunov, J. Petrović, P. Pale (Fakultet Elektrotehnike i Računarstva, Zagreb, Croatia)
Teamwork Challenges and Solution Strategies of First-semester Engineering Students 
Teamwork is an important skill for today’s engineers. Engineers often work in international teams where decision making, problem solving, and all communication aspects need to be dealt with efficiently. It is important therefore to familiarize engineering students with challenges they will face in such situations and provide them with related practical experiences before they enter the labour market. And while engineering students typically have opportunities to work in project teams, those teams are often assembled by students themselves, unlike real project teams in which engineers cannot always choose their teammates. This paper explores dynamics of student teams formed in a way that maximizes group heterogeneity and minimizes probability of students already knowing each other. In such conditions, students are assigned a task to solve in teams of five. Teams’ work results and reflections collected through a survey are used to identify typical challenges students face, and strategies they employ to solve them. Educational implications and improvements of this intervention are discussed in the paper.
10:50-11:00 Pauza 
11:00-13:00 Radovi 
5.D. Purkovic, M. Prihoda Perišić (Sveučilište u Rijeci, Rijeka, Croatia)
Differences in the Students' Achievements between Traditional and Project-based Learning of Basic Engineering Competencies: A Quasi-experimental Study 
Project-based learning (PjBL) today can greatly affect the output competencies of technology and engineering students. However, such learning is still not central to the curriculum of this education. One reason for this is certainly the complex organization and delivery of such classes, as well as insufficient professional and scientific incentives to sensitize and encourage teachers to deliver such classes. This paper provides an example of planning, organizing, and delivering such teaching in engineering education and provides research findings on differences in student achievement between project-based teaching versus traditionally organized. The PUD-BJ project learning model was used for implementation, and the research was conducted on a sample (N = 63) of undergraduate students of the Polytechnics of the University of Rijeka. Given the limited number of students, the research was conducted in real-world teaching, as a quasi-experimental intervention study. Common tools for checking learning outcomes were used to evaluate achievement: the quality of project documents, the produced digital materials and using ICT, engagement, the quality of the product and performance, and the knowledge and understanding expressed during problem solving and product presentation. The results of the research show that the average achievement of students in traditional teaching is similar to project-based learning and teaching, but with significant individual differences. While in traditional teaching there are no students whose achievements are significantly higher than average, in project-based learning some students show exceptional achievements. The obtained results, as well as participatory observation of students, show the main advantages of project-based learning of technology and engineering: it gives the opportunity to students who can and want more for exceptional achievements, motivates them for further research and progress, improves their ability to solve problems, contributes to self-awareness and development of their own learning paths.
6.S. Tomić, V. Paunović, I. Bosnić (Sveučilište u Zagrebu Fakultet elektrotehnike i računarstva, Zagreb, Croatia)
Computer-based Question and Exam Evaluation in Summative Knowledge Verification 
This paper describes a system for automatic multiple-choice pen-and-paper exam generation, which includes evaluation of students’ answers and evaluation of the quality of exams and questions. During the design phase examiner defines the number of questions, area for each question, and the number of variations of the exam. In the evaluation phase, the system automatically evaluates the students’ answers. In the verification phase, the system uses Classical test theory (CTT) concepts to provide feedback to the examiner highlighting all questions identified as too easy or too difficult for students. When using the KR-20 formula to verify more than 100 exams and 5,000 students, results show that the reliability coefficients are higher than 80% on average, which is considered very high.
7.L. Zrnić, L. Korov (University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia), J. Petrović, P. Pale (Department of Electronic Systems and Information Processing/University of Zagreb, Faculty of Electri, Zagreb, Croatia)
Students’ Perception of Summative Peer Review Grading 
Peer review is the process of evaluating scientific, academic, or professional work by others working in the same field. It has been used and researched in formal education for dozens of years, especially for achieving scalability in large enrollment classes. Still, the results of its application vary greatly depending on the usage context. This paper describes the context and outcomes of using peer review in summative assessments in a first-semester communication skills course for engineering students. Students’ opinions were investigated using two surveys and analyzed together with their course results and course lecturer’s feedback. The obtained results describe students’ responses to peer review and indicate circumstances under which peer review could support students’ contentment while still achieving its educational objectives.
8.D. Tuparova (South-West University "Neofit Rilski", Blagoevgrad, Bulgaria), G. Tuparov (New Bulgarian University, Sofia, Bulgaria), D. Orozova (Burgas Free University, Burgas, Bulgaria)
Educational Computer Games and Gamification in the Higher Education – Students’ Points of View 
Educational computer games and gamification, step by step take place in educational process at all educational levels – from kindergarten to university level. And if in preschool and primary school age, games are a key method of learning, then in higher education, games are seen as a means of entertainment first and foremost. In this article, we present the results of a study regarding university students' perceptions and preferences for educational computer games and gamification. The study was conducted with 345 students in various professional fields at Bulgarian universities. Half of them are students in STEM. The main research questions are: What kind of end users devices do they use for computer games? Which game elements are most preferred and which are not preferred by the university students? In what learning situations are educational computer games appropriate? To what extent are games or game elements used in the educational process? Is there a difference in the attitudes and preferences of the students from STEM and other majors? Is there a difference in preferences of students who use computer games for fun or do not use? The answers to these questions help to design and research the usability of educational computer games applicable to STEM education at university level.
10.P. Georgieva, E. Nikolova (Burgas Free University, Burgas, Bulgaria)
Changing the Assessment Process in Mathematics for Students in Engineering 
Mathematical subjects studied in the Faculty of Computer Science and Engineering at Burgas Free University are focused on acquiring fundamental knowledge and developing essential skills required for future engineers. This paper looks into changing the process of assessment of students’ achievements in mathematics from closed-book exams to diversification of tasks and expected outcomes. Three aspects of assessing the mathematical knowledge in engineering programs are considered: the importance of identifying the entry level, blended learning and creating students’ portfolios with MatLab. The experience of the authors in using the tools of blended learning and the use of a software environment are presented. Some emerging problems in the educational process that need to be faced are outlined.
11.M. Hajba, E. Ciriković, M. Pecimotika (Visoka škola za menadžment u turizmu i informatici, Virovitica, Croatia)
Elastic Collisions Visualization Using OpenCV Object Motion Tracking 
Robotics is rapidly evolving scientific and engineering interdisciplinary field applied in numerous aspects of everyday life. Computer vision is a domain of robotics which primarily involves scientific knowledge of mathematics, electrical engineering and computing. Practical demonstration of computer vision use in the physical experiment of the elastic collisions will be presented in this paper. Open source framework OpenCV on Raspberry Pi 4 platform will be used for object motion tracking on specifically constructed elastic collision experimental setup. This experiment is used in courses of Physics, Numerical Mathematics and Introduction to Robotics within our institution.
četvrtak, 1.10.2020 15:00 - 19:15,
Nava 1, Hotel Admiral, Opatija
15:00-17:00 Radovi 
1.P. van Duijsen (Caspoc Simulation Research, Delft, Netherlands), D. Zuidervliet, J. Woudstra (The Hague University of Applied Sciences, Delft, Netherlands)
Electronic Learning Experience Setup: Power Electronics and Electrical Drive Education 
A method to teach and instruct the workings of power electronics and electrical drives is presented. The combination and interaction between oral lectures and practical laboratory assignments is presented, as well as the required tools. The structure of the course should consist of individual sections of increasing level regarding subject and details. For each subject the required knowledge level can be examined and a laboratory test has to be passed. Design tools and simulation/animation tools are used throughout the course. The laboratory assignments should follow the theory and simulation/animation is used to show the similarity and differences between theory and practice. A typical power electronics course is given as example and laboratory assignments using a dedicated educational trainer are given.
2.S. Zaharieva, I. Stoev, A. Borodzhieva (Ruse University "Angel Kanchev", Ruse, Bulgaria), S. Stoyanov (Technical University of Varna, Varna, Bulgaria)
Study of Switching Forward Single-ended DC/DC Converter in the Course “Power Supplies” 
The subject of the paper is the study of the parameters of a pulse converter for DC voltage for the needs of the course "Power supplies" for students in the specialty "Electronics" at the University of Rousse "Angel Kanchev". The impulse straight single-ended DC/DC converter laboratory layout enables students to solidify their knowledge, skills and hands-on experience in switching power supplies. During the class, students record basic timing diagrams of input and output voltages, input current, oscillator voltage, control pulses for the power switch, pulse width modulation, and the positive impact of protective circuits From practical experiments, students receive results for load characteristics with and without feedback from impulse straight single-ended DC/DC converter.
3.A. Borodzhieva (University of Ruse "Angel Kanchev", Ruse, Bulgaria)
Designing an Interactive Multimedia Application for the Course “Communication Circuits” 
An interactive and multimedia application in English and Bulgarian is developed and presented in the paper. The application will be used in the training process in the course “Communication Circuits” for Bachelors in the specialty “Internet and Mobile Communications” in the University of Ruse, and mostly for Erasmus students (in English) attending the course. The application allows students to learn basic concepts studied in the course, covering the topics of resonant circuits, electrical filters and modulations. It includes varied types of testing exercises and is planned to be multilingual, including English, Spanish, French, Russian and Bulgarian.
4.R. Simionov, S. Mollova, R. Dolchinkov (Burgas Free University, Burgas, Bulgaria)
Integrated Laboratory Complex  
This article studies the design-oriented training of students in the field of computer science and energy through research and implementation of an integrated laboratory complex at the Burgas Free University. By building an internal local area network, three different rooms in the building are physically connected by a network - two laboratories and an adjacent roof space on which solar panels for electricity are installed. Information received from sensors is recorded and stored on a network server; processed in a Raspberry Pi computer cluster; Modeling is performed to predict the characteristics of the photovoltaic system and the amount of energy produced. The proposed model of an integrated laboratory complex is aimed at 1) involving students in interdisciplinary research and 2) solving further problems associated with the extraction of green energy for use in the university building.
5.B. Pejčinović (DEPARTMENT OF ELECTRICAL AND COMPUTER, PORTLAND, United States)
Design of Rubrics for Student Outcomes in 2019-2020 ABET Criteria 
ABET is the main accreditation body for engineering programs in the United States. They have recently come out with a brand new set of accreditation criteria, which include a new set of student (learning) outcomes. In the previous version, this set of criteria had 11 items, so-called “a through k” outcomes. The new set has been reduced to seven by combining several old outcomes into one and adding some new ones. This change has provided an additional impetus to our Electrical Engineering and Computer Engineering programs to devise a new set of tools that will assess these new outcomes. In particular, we decided to design a set of seven general rubrics, one for each ABET outcome. These rubrics could then be used unaltered if course content fits them, or they can be adjusted to fit a particular course. To use a common description for rubrics, we want to keep the Performance Criteria the same but can adjust the Performance Indicators to suit a particular course. In this paper, we will present each of the rubrics and explain the rationale for their construction. We will then discuss our initial experiences when using these rubrics in the course and program evaluation.
6.G. Tuparov, D. Keremedchiev (New Bulgarian University, Sofia, Bulgaria)
Assessing Students’ SQL Knowledge and Skills in Gamification Manner 
The interest of educators in the game based education and gamification in university educational process grows in the last years. The paper discusses some approaches to assess student's SQL knowledge and skills and application of some techniques to prevent cheating during assessment process. In addition, assessment tools integrated in e-learning environments to test students’ SQL skills are analyzed. An approach to students’ self-assessment in gamification manner is presented. To support this approach a system for automated generation of the test questions in QTI format for e-learning environments is presented.
17:00-17:15 Pauza 
17:15-19:15 Radovi 
7.P. Tomšič, I. Demšar, T. Finkšt (Faculty of Mechanical Engineering, University of Ljubljana, Ljubljana, Slovenia, Ljubljana, Slovenia)
Using Moodle e-learning Platform in Mechanical Engineering Lectures 
With implementation of EU wide reforms to the educational system in the last decade the academic lectures and increased complexity of the overlapping curriculum has become increasingly demanding. Usage of the online e-learning platforms in Higher Education (HE) has become an important part of the flexibility in modern educational system. There are many different e-learning platforms, both open source and commercially available. In the Laboratory LECAD we have decided to use open source software MOODLE for handling practical exercises of different academic lectures. The e-learning platform has been in use since 2015 and gradually adapted for many lectures, including traditional approach of weekly practical lectures as well as project based lecture management. The paper describes impact of the implementation of Moodle on the curriculum, its advantages as well as its weaknesses. Each academic year more than 600 students were enrolled in Moodle. The advantages offered through online management tools have made lectures more attractive and accessible and has simplified keeping the topics being up to date. By obtaining experience in the field of Mechanical Engineering lectures and e-learning it is hard to imagine e-learning as a full supplement of the traditional approach in educational system as nowadays popular MOOCS.
8.O. Shvets, K. Murtazin, G. Piho (Tallinn University of Technology , Tallinn, Estonia)
Creation of Software Platform for Distance Use of Lab Equipment and Data in Virumaa College at Tallinn University of Technology 
Modern e-learning technologies provide various opportunities for students and teachers. E-learning in engineering education has some specific facets, for instance, in classes where a task or experiment is associated with some specific equipment. Therefore, in engineering education, there are some domain-specific issues to solve: (a) the time of usage of equipment in laboratories is not always efficiently disposed, (b) data of experiments and practical work disappear or are saved on different devices and in different laboratories, (c) other educational institutions are not able to acquire or use special equipment or appliances, (d) main part of equipment can be inaccessible for those students who receive remote education, (e) it is difficult to organise effective feedback between student and teacher. In the training platforms, it is also important to consider the need of the student to acquire practical skills in using laboratory equipment. The presented work proposes a prototype software platform that integrates the equipment, located in different laboratories of Virumaa College at Tallinn University of Technology, and enables students to use this equipment remotely.
9.A. Borodzhieva, I. Stoev, I. Tsvetkova, S. Zaharieva, V. Mutkov (University of Ruse "Angel Kanchev", Ruse, Bulgaria)
FPGA Design of Boolean Functions Using a Cascade of Decoders and Logic Gates 
The paper presents active and interactive methods used for improving knowledge that students will get while implementing different Boolean functions with a cascade of full decoders and OR logic gates based on their schematic view and their testing on the laboratory board built with devices of Spartan-6 FPGA Family. The courses “Digital Electronics” and “Pulse and Digital Devices” introduce the students-bachelors of the electrical specialties in our University to the main problems of digital electronics.
10.M. Špoljarić, M. Hajba, M. Pecimotika (Visoka škola Virovitica, Virovitica, Croatia)
Interactive Approach to Digital Logic 
Digital systems are designed to store, process, and communicate information in digital form, widely used in different spheres both of everyday life and science, including education, process control, digital instruments, computer science, robotics, telecommunications etc. In order to understand how digital systems are operated, basic knowledge of digital circuits and their logical function is required. Digital Logic is the topic correlated between three courses performed at the Virovitica College (Mathematics, Digital electronics, Computer Architecture and Operating Systems) as a part of the Undergraduate Professional Study of Electrical Engineering. In this paper interactive approach to the topic of Digital Logic is presented. This is achieved in few steps: students are introduced to the theoretical background of the topic and computational simulation of digital circuits are performed. Based on the theory and simulations, practical exercises at the Laboratory for Electrical Engineering have been done.
11.S. Žulj, D. Delija (VSITE, Zagreb, Croatia), G. Sirovatka (TVZ, Zagreb, Croatia)
Analysis of Secure Data Deletion and Recovery with Common Digital Forensic Tools and Procedures 
This paper presents how common digital forensic tools can be used for data deletion and data recovery from various types of digital media and live systems. Digital forensic tools like EnCase, FTK imager, BlackLight and open source tools are discussed in some scenarios. This paper aims to show how these tools can be used to teach and enhance student understanding of the capabilities and limitations of digital forensic tools in uncommon digital forensic scenarios. Such an approach encourages students to efficiently use digital forensic tools in the various tasks that they will encounter in future everyday work.
12.A. Borodzhieva (University of Ruse "Angel Kanchev", Ruse, Bulgaria)
MS Excel-Based Application for Implementing the Cryptographic Algorithm Shamir's Secret Sharing 
The paper presents the usage of spreadsheets, and more specifically, MS Excel, to build an application that illustrates graphically the secret-sharing algorithm of Israeli cryptographer Shamir. The application helps students learn some aspects of cryptographic information security by presenting this algorithm extremely clearly and making easier to understand the cryptography theory, which is generally difficult because of its mathematical foundations. Numerous examples of Shamir’s Secret Sharing obtained by the application with details about the embedded functions used are presented in the paper. The application is used in the training in the course “Telecommunication Security”, included as compulsory in the curriculum of the specialty “Internet and Mobile Communications” for Bachelors at the University of Ruse.

Osnovni podaci:
Voditelji:

Predrag Pale (Croatia), Branimir Pejčinović (United States), Juraj Petrović (Croatia)

Voditeljstvo:

Leslie Martinich (United States), Lueny Morell (Puerto Rico), Predrag Pale (Croatia)

Programski odbor:

Tomislav Jagušt (Croatia), Lueny Morell (Puerto Rico), Branimir Pejčinović (United States), Juraj Petrović (Croatia), Ana Sović Kržić (Croatia)

Prijava/Kotizacija:
PRIJAVA / KOTIZACIJE
CIJENA U EUR-ima
Do 14.9.2020.
Od 15.9.2020.
Članovi MIPRO i IEEE
200
230
Studenti (preddiplomski i diplomski studij) te nastavnici osnovnih i srednjih škola
120
140
Ostali
220
250

Popust se ne odnosi na studente doktorskog studija.

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. Prezentirani radovi na engleskom jeziku bit će poslani za uključenje u digitalnu bazu IEEE Xplore (iznimno će se za objavu uzeti u obzir radovi autora s opravdanim razlogom nemogućnosti prezentiranja rada).
.............
Postoji mogućnost da se odabrani znanstveni radovi uz određenu doradu objave u međunarodnom časopisu Journal of Computing and Information Technology (CIT). 

 

Mjesto održavanja:

Opatija, sa 170 godina dugom turističkom tradicijom, vodeće je ljetovalište na istočnoj strani Jadrana i jedno od najpoznatijih na Mediteranu. Ovaj grad aristokratske arhitekture i stila već 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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