educon2018_abstracts.pdf - ieee educon conference

Welcome address

It is a great pleasure for us to declare open the EDUCON2018 – IEEE Global Engineering EducationConference - Emerging Trends and Challenges of Engineering Education and to welcome the 363participants from 50 countries all over the world who came here to exchange experience and worktogether a few days on the exciting field of engineering, education and their applications. I firstwish to extend to you the greetings of the Board of Universidad de La Laguna, Universidad de Vigoand Universidad Nacional de Educación a Distancia. Specially, I want to remark to IEEE and itsEducation Society for their support to this Conference.

We are delighted to have you here to participate and share in the hosted by Universidad de LaLaguna. Thank you for coming. That many of you travel long distances serves to remind us all justhow important our work is.

We have the privilege of holding our conference in the beautifully equipped buildings of the Inter-national Trade Fair and Conference Centre, Santa Cruz de Tenerife. I wish to thank warmly to ourcommittees: Steering Committee, Academic Committee, Technical Committees and the Reviewersfor make possible this Conference. And specially to our technical staff: ULLMEDIA, UDV, TeachingVice-chancellor staff plus Voluntaries of ULL and MagnaCongresos, whom has been very decisive inthe conference performance.

In these times calling for social relevance of scientific activities it is very fortunate to see the importantpart taken in this conference by applications.

We have the opportunity to have relevant Keynotes such as Marina Umashi Bers from Tufts Uni-versity, who co-developed the Scracth Jr Language and created the KIBO Robot making availableworldwide and committed to coding as a new literacy, Claudia Urrea from MIT who is workingat the Strategic Educational Initiative of MIT as Associate Director for pK-12 of the Abdul LatifJameel World Education Lab (J-WEL) and José Carlos Quadrado from the Instituto Politecnico doPorto who is an international leader in engineering education.

Besides, we would to thanks to the organizers of 13 Special Sessions, 10 Workshops and 3 RoundTables leaded by companies and academics.

We have to extend further thanks to our sponsors who greatly helped in organizing the conference.MathWorks, Cypress, Pentec Blackboard and UNIR iTED as our Silver Sponsors and Coplaca,Fuentealta, Sociedad de Desarrollo del Ayuntamiento of Tenerife and Grupo Visual Canarias as ourGeneral Sponsors, and the supporting of the Cabildo de Tenerife.

We want all academics, regardless of race, creed or circumstance to achieve their full learning po-tential. Our task is to make it possible. Our mission is to provide practical, step by step assistance.Thanks to all authors and co-authors, presenters and participants on this EDUCON 2018 edition.

Prepare yourself to be challenged, excited and inspired. Collaborate, participate, engage, be one ofthe key attendees on all events, enjoy Tenerife in EDUCON 2018, and see you again in EDUCON2019 in Dubai.

Carina Gonzalez, Manuel Castro and Martin Llamas

General co-chairs of EDUCON 2018

Committee

IEEE EDUCON Steering Committee

• Manuel Castro(Chair, IEEE Fellow, Past President IEEEEducation Society, UNED, Madrid, Spain)

• Michael E. Auer (Past Chair)(Senior Member IEEE, President and CEOIAOE, CTI Villach, Austria)

• Russ Meier(Senior Member of IEEE, Milwaukee Schoolof Engineering, USA)

• Henrique Santos(IEEE Education Society Vice-President onIEEE Conferences)

• Cristos Douligeris(University of Piraeus, Greece)

• Carina S. González(Universidad de La Laguna, Spain)

• Hassan Barada(Khalifa University, Abu Dhabi, UAE)

• Alaa K. Ashmawy(American University, Dubai, UAE)

• Peter Nagy(IEEE Region 8 Conferences Coordinator)

Conference Chairs

• Carina S. González González(University of La Laguna, Spain)

• Manuel Castro(Universidad Nacional de Educación a Dis-tancia, Madrid, Spain)

• Martín Llamas Nistal(Universidad de Vigo, Spain)

TPC-Chairs

• Edmundo Tovar(Universidad Politécnica de Madrid, Spain)

• Arnold Pears(Uppsala University, Sweden)

• Lorenzo Moreno(Universidad de La Laguna, Spain)

Keynote Chairs

• Carina S. González(University of La Laguna, Spain)

• Rubén González(International University of La Rioja, Spain)

Technical Chairs

• Danilo Garbi Zutin(CUAS, FH Kärnten, Villach, Austria)

• Daniel Burgos(International University of La Rioja, Spain)

Special Sessions and Panels Chairs

• Edmundo Tovar(Madrid Polytechnic University, Spain)

• Natalia Padilla-Zea(International University of La Rioja, Spain)

• Alberto Mora-Carreño(Open University of Catalonia, Spain)

Awards Committee Chairs

• Danilo Garbi Zutin(CUAS, FH Kärnten, Villach, Austria)

• Russ Meier(Milwaukee School of Engineering, USA)

• Ernesto Pereda de Pablos(University of La Laguna, Spain)

• Rosa Gil Iranzo(University of Lleida, Spain)

• Lorenzo Moreno Ruiz(University of La Laguna, Spain)

• Norena Martín Dora(University of La Laguna, Spain)

Sponsors Chairs


• Pedro Toledo Delgado(University of La Laguna, Spain)

Workshops and Exhibitions Chairs

• Cándido Caballero Gil(University of La Laguna, Spain)

• Vanesa Muñoz Cruz(University of La Laguna, Spain)

• Pablo Moreno-Ger(International University of La Rioja, Spain)

Publication, Web and eMedia Chairs

• Sebastian Schreiter(IAOE, France)

• Eduardo Negrín Torres(University of La Laguna, Spain)

• Bernardo Candela(University of La Laguna, Spain)

• Aruquia Peixoto(CEFET/RJ, Brazil)

Local Organising Committee

• Ana Isabel Abizanda(University of La Laguna, Spain)

• Ana Vega Navarro(University of La Laguna, Spain)

• Cándido Caballero-Gil(University of La Laguna, Spain)

• Ernesto Pereda(University of La Laguna, Spain)

• José Luis Sánchez de la Rosa(University of La Laguna, Spain)

• José Miguel Cáceres Alvarado(University of La Laguna, Spain)


• Manuel Area Moreira(University of La Laguna, Spain)

• Manuel Jesús Rodríguez Valido(University of La Laguna, Spain)

• Norena Martín Dorta(University of La Laguna, Spain)

• Eduardo Magdaleno Castello(University of La Laguna, Spain)



Program Committee

• Abul Azad(Northern Illinois University, USA)

• Trond Aalberg(Norwegian University of Science and Tech-nology, Norway)

• Silvana Aciar(Universidad Nacional de San Juan, Ar-gentina)

• Silvia Alayón Miranda(University of La Laguna, Spain)

• Maria Jose Albert(UNED, Spain)

• Adel Alimi(Tunis, Tunisia)

• Francisco Alvarez(UAA, México)

• Gustavo Alves(IPP, Portugal)

• Joan Arnedo(Open University of Catalonia, Spain)

• Ivon Arroyo(Worcester Polytechnic Institute, USA)

• Ana Arruarte(Universidad del Pais Vasco, Spain)

• Sandra Baldasarri(University of Zaragoza, Spain)

• Hassan Barada(Khalifa University, UAE)

• Daniel Burgos(International University of La Rioja, Spain)

• Rosa Cabedo Gallén(Universidad Politécnica de Madrid, Spain)

• Manuel Caeiro(Universidade de Vigo, Spain)

• Alberto Cardoso(Coimbra University, Portugal)

• Ana Casali(Universidad Nacional de Rosario, Ar-gentina)

• Dagoberto Castellano Nieves(University of La Laguna, Spain)

• Manuel Castro(Universidad Nacional de Educación a Dis-tancia (UNED), Madrid)

• Christian Cechinel(Universidad Federal de Pelotas, Brasil)

• Eva Cerezo(University of Zaragoza, Spain)

• Vanessa Chang(Curtin University of Technology, Australia)

• Janneth Chicaiza(UTPL, Ecuador)

• Cesar A. Collazos(Universidad del Cauca, Colombia)

• Mayela Coto Choto(National University of Costa Rica, CostaRica)

• Golberi de Salvador Ferreira(IFSC, Brazil)

• Jennifer DeBoer(Purdue University, USA)

• Claudia Deco(Universidad Nacional de Rosario, Ar-gentina)

• Carlos Delgado(Carlos III University of Madrid, Spain)

• Marko Delimar(University of Zagreb, Croatia)

• Gabriel Diaz(UNED, Spain)

• Yiannis Dimitriadis(University of Valladolid, Spain)

• Monica Divitini(Norwegian University of Science and Tech-nology, Norway)

• Néstor Duque(National University of Colombia, Colom-bia)

• Baltasar Fernandez-Manjon(Complutense University of Madrid, Spain)

• Andre Fidalgo(IPP, Portugal)

• Ismar Frango(Universidad Presbiteriana Mackenzie,Brasil)

• Danilo Garbi Zutin(“CUAS, Villach”, Austria)

• Alicia García(University of Salamanca, Spain)

• Roberto García(University of Lleida, Spain)

• Francisco García Peñalvo(University of Salamanca, Spain)

• Javier Garcia-Zubia(Universidad de Deusto, Spain)

• Rosa Gil(University of Lleida, Spain)

• Rosario Gil(UNED, Spain)

• Carina S. González(University of La Laguna, Spain)

• Rubén González(International University of La Rioja, Spain)

• Evelio González González(University of La Laguna, Spain)

• Toni Granollers(University of Lleida, Spain)

• Ian Grout(University of Limerick, Ireland)

• Christian Guetl(Graz Technical University, Austria)

• Francisco Gutierrez-Vela(Univesity of Granada, Spain)

• Cengiz Hakan Aydin(Anadolu University, Turkey)

• Hatem Hamad(The Islamic University of Gaza, Palestine)

• Karsten Henke(TU Ilmenau, Germany)

• Rocael Hernandez(Universidad Galileo, Guatemala)

• Unai Hernandez(Deusto University, Spain)

• Julio Hurtado(University of El Cauca, Colombia)

• Letizia Jaccheri(Norwegian University of Science and Tech-nology, Norway)

• Achilles Kameas(Hellenic Open University, Greece)

• Alexander Kist(University of Southern Queensland, Aus-tralia)

• Despo Ktoridou(University of Nicosia, Cyprus)

• Manuel Lama(Universidad de Santiago de Compostela,Spain)

• Reinhard Langmann(University of Applied Sciences Düsseldorf,Germany)

• Mikel Larrañaga(Universidad del Pais Vasco, Spain)

• Antonis Lionarakis(Hellenic Open University, Greece)

• Martin Llamas(Universidade de Vigo, Spain)

• Jorge López Vargas(UTPL, Ecuador)

• Susan Lord(University of San Diego, USA)

• Wathiq Mansoor(American University in Dubai, UAE)

• Sergio Martin(UNED, Spain)

• Fernando Mikic(Univerisdade de Vigo, Spain)

• Dan Moore(Rose-Hulman Institute of Technology,USA)

• Alberto Mora(Open University of Catalonia, Spain)

• Fernando Moreira(Universidade Portucalense, Portugal)

• Lourdes Moreno López(UC3M, Spain)


• Pablo Moreno-Ger(UNIR, Spain)

• Regina Motz(Universidad de la República, Uruguay)

• Andreas Mühling(Technische Universität München, Ger-many)

• Jaime Muñoz(UAA, México)

• Pedro Muñoz(UC3M, Spain)


• Syed Naqvi(Birmingham City University, UK)

• Akinori Nishihara(Tokyo Institute of Technology, Japan)

• Xavier Ochoa(ESPOL, Ecuador)

• Pablo Orduña(Labsland, Spain)

• Manuel Ortega(University of Castilla la Mancha, Spain)

• Patricia Paderewsky(University of Granada, Spain)

• Natalia Padilla-Zea(International University of La Rioja, Spain)

• Jan Pawlowski(University of Jyväskylä, Finland)

• Víctor Penichet(Universidad of Castilla la Mancha, Spain)

• Clara Perez(UNED, Spain)

• Andreas Pester(CUAS, Austria)

• Nelson Piedra(UTPL, Ecuador)

• Khalid Qaraqe(Texas A&M University at Qatar, Qatar)

• Peter Reimann(University of Sydney, Australia)

• Teresa Restivo(University of Porto, Portugal)

• Daniel Riera(Open University of Catalonia, Spain)

• Claudia Russo(UNNOBA, Argentina)

• Cristian Rusu(Pontificia Universidad Catolica de Val-paraiso, Chile)

• José Sigut Saavedra(University of La Laguna, Spain)

• Hamadou Saliah-Hassane(TELUQ, Canada)

• Diane Salter(University of Hong Kong, China)

• José Luis Sánchez de la Rosa(University of La Laguna, Spain)

• Elio Sancristobal(UNED, Spain)

• Juan Manuel Santos(Universidade de Vigo, Spain)

• José Luis Saorín(University of La Laguna, Spain)

• Miguel Angel Sicilia(University of Alcala, Spain)

• Jim Sluss(University of Oklahoma, USA)

• Slavi Stoyanov(Open Universiteit Nederland, Netherlands)

• Bernardo Tabuenca Archilla(Universidad Politécnica de Madrid, Spain)


• Pablo Torres Carrion(Universidad Técnica Oartiular de Loja,Ecuador)

• Françoise Tort(France École Normale Supérieure de Paris-Saclay, France)

• Edmundo Tovar(Universidad Politécnica de Madrid, Spain)

• Tan U-Xuan(STUP, Singapore)

• Doru Ursutiu(University Transylvania of Brasov, Roma-nia)

• Matthias Utesch(TU Munich, Germany)

• Carlos Vaz de Carvalho(ISEP, Portugal)

• Rosa Vicari(Universidade Federal do Rio Grande do Sul,Brasil)

• Beverly Wolf(University of Massachussent, USA)

• Marco Zappatore(University of Salento, Italy)

• Nikos Zaranis(University of Crete, Greece)

• Rushan Ziatdinov(Keimyung University, South Korea)

IEEE Global Engineering Education Conference (EDUCON)editions

EDUCON Clearinghouse

http://educon-conference.org/clearinghouse/

EDUCON 2018 - “EmergingTrends and Challenges of Engi-neering Education”

18-20 April 2018, Tenerife, Spain

Conference Co-Chairs

• Carina S. González González, Universityof La Laguna, Spain

• Manuel Castro, Universidad Nacional deEducación a Distancia, Madrid, Spain

• Martín Llamas Nistal, Universidad deVigo, Spain

EDUCON 2017 - “Challenging theTransition from the Classic to theEmerging in the Engineering Edu-cation”

25-28 April 2017, Athens, Greece


• Christos Douligeris, University of Pi-raeus, Greece

• Michael E. Auer, CTI Villach, Austria

Proceedings

ISBN: 978-1-5090-5467-1 (IEEE Xplore®)

Link: http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=7936435

EDUCON 2016 - “Smart Educa-tion in Smart Cities”

10-13 April 2016, Abu Dhabi, UAE


• Mohammed Al-Mualla, Khalifa Univer-sity (KU), UAE

• Michael E. Auer, CTI Villach, Austria• Samer Al-Samahi, Etisalat BT Innova-

tion Center (EBTIC), UAE (ConferenceVice Chair)

Proceedings

ISBN: 978-1-4673-8633-3 (IEEE Xplore®)


EDUCON 2015 - “Engineering Ed-ucation towards Excellence and In-novation”

18-20 March 2015, Tallinn University of Tech-nology, Tallinn, Estonia


• Tiia Rüütmann, Tallinn University ofTechnology, Tallinn, Estonia

• Michael E. Auer, CTI Villach, Austria

Proceedings

ISBN: 978-1-4799-1908-6 (IEEE Xplore®)



http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=7936435






EDUCON 2014 - “EngineeringEducation towards Openness andSustainability”

3-5 April 2014, Military Museum and CulturalCenter, Harbiye, Istanbul, Turkey


• Okyay Kaynak, Bogazici University, Is-tanbul

• Michael E. Auer, CTI Villach, Austria• Martin Llamas, University of Vigo, Spain

Proceedings

ISBN: 978-1-4799-3191-0 (IEEE Xplore®)


EDUCON 2013 - “Synergy fromClassic and Future EngineeringEducation”

13-15 March 2013, Technische UniversitätBerlin, Berlin, Germany


• Olivier Pfeiffer, Technische UniversitätBerlin, Germany

• Michael E. Auer, Carinthia Tech Insti-tute Villach, Austria

• Martin Llamas, University of Vigo, Spain

Proceedings

ISBN: 978-1-4673-6110-1 (IEEE Xplore®)


EDUCON 2012 - “CollaborativeLearning & New Pedagogic Ap-proaches in Engineering Educa-tion”

17-20 April 2012, University Mohammed VSouissi, Marrakesh, Morocco


• Rachida Ajhoun, ENSIAS, UniversityMohammed V Souissi, Morocco

• Michael E. Auer, Carinthia Tech Insti-tute Villach, Austria

• Martin Llamas, University of Vigo, Spain

Proceedings

ISBN: 978-1-4673-1456-5 (IEEE Xplore®)








EDUCON 2011 - “Learning Envi-ronments and Ecosystems in Engi-neering Education”

04-06 April 2011, Princess Sumaya Universityfor Technology in Amman, Jordan


• A. Y. Al-Zoubi, Senior Member IEEE,Princess Sumaya University for Technol-ogy, Amman, Jordan

• Michael E. Auer, Senior Member IEEE,President and CEO IAOE,Carinthia Uni-versity of Applied Sciences, Villach, Aus-tria

• Edmundo Tovar, Senior MemberIEEE,Universidad Politécnica de Madrid,Spain

Proceedings

ISBN: 978-1-61284-643-9 (IEEE Xplore®)


EDUCON 2010 - “The Future ofGlobal Learning in EngineeringEducation”

14-16 April 2010, Campuses of UNED andUPM, Madrid, Spain


• Manuel Castro, IEEE Fellow, IEEE Ed-ucation Society AdCom, Universidad Na-cional de Educación a Distancia, Madrid,Spain

• Edmundo Tovar, Senior Member IEEE,IEEE Education Society AdCom, Univer-sidad Politécnica de Madrid, Spain

• Michael E. Auer, Senior Member IEEE,President and CEO IAOE,CarinthiaTech Institute Villach, Austria

Proceedings

ISBN: 978-1-4244-6570-5 (IEEE Xplore®)






IEEE Global Engineering Education Conference (EDUCON)

EDUCON Meritorious Service Award

for outstanding contributions to the adminis-trative and management efforts for the IEEEEDUCON conference

EDUCON Clearinghouse - Awards


EDUCON 2017 - “Challenging the Tran-sition from the Classic to the Emergingin the Engineering Education”

Maria Teresa Restivo

EDUCON 2016 - “Smart Education inSmart Cities”

Sebastian Schreiter

EDUCON 2015 - “Engineering Educa-tion towards Excellence and Innovation”

Martin Llamas Nistal

EDUCON 2014 - “Engineering Educa-tion towards Openness and Sustainabil-ity”

Rob Reilly

EDUCON 2013 - “Synergy from Classicand Future Engineering Education”

Danilo Garbi Zutin

EDUCON 2012 - “Collaborative Learn-ing & New Pedagogic Approaches in En-gineering Education”

Michael E. Auer

EDUCON 2011 - “Learning Environ-ments and Ecosystems in EngineeringEducation”

Edmundo Tovar and Manuel Castro

EDUCON 2010 - “The Future of GlobalLearning in Engineering Education”

Russell D. Meier


ContentsWelcome address

CommitteeIEEE EDUCON Steering Committee . . . . . . . . . . . . . . . . . . . . . . . . . . .Conference Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TPC-Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Keynote Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Technical Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Special Sessions and Panels Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . .Awards Committee Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sponsors Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Workshops and Exhibitions Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . .Publication, Web and eMedia Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . .Local Organising Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Program Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

IEEE Global Engineering Education Conference (EDUCON) editionsEDUCON Clearinghouse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .EDUCON 2018 - “Emerging Trends and Challenges of Engineering Education” . . . . . .

Conference Co-Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .EDUCON 2017 - “Challenging the Transition from the Classic to the Emerging in the

Engineering Education” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Conference Co-Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EDUCON 2016 - “Smart Education in Smart Cities” . . . . . . . . . . . . . . . . . . . . .Conference Co-Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EDUCON 2015 - “Engineering Education towards Excellence and Innovation” . . . . . . .Conference Co-Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EDUCON 2014 - “Engineering Education towards Openness and Sustainability” . . . . .Conference Co-Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EDUCON 2013 - “Synergy from Classic and Future Engineering Education” . . . . . . . .Conference Co-Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EDUCON 2012 - “Collaborative Learning & New Pedagogic Approaches in EngineeringEducation” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Conference Co-Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EDUCON 2011 - “Learning Environments and Ecosystems in Engineering Education” . .Conference Co-Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EDUCON 2010 - “The Future of Global Learning in Engineering Education” . . . . . . .Conference Co-Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EDUCON Meritorious Service AwardEDUCON Clearinghouse - Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Keynotes 1Marina Umashi Bers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Claudia Urrea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2José Carlos Quadrado . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Round Tables 4(RT2) Future Global Computing Education within the Context of CC2020 . . . . . . . . . 4(RT2) Addressing the Gender Gap / Exploring Trust and our Unconscious Bias . . . . . . 5(RT3) Gender & Engineering / Influence of companies and technological communities to

minimize the gender gap in the STEM field . . . . . . . . . . . . . . . . . . . . . . . 6

Workshops 8(WS1A) Workshop: Using the Up to University Platform on the Education . . . . . . . . 8

Using the Up to University Platform on the Education . . . . . . . . . . . . . . . . . 9(WS2) Workshop: How to Adapt Effective Teaching Tools from Other Disciplines for En-

gineering Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9How to Adapt Effective Teaching Tools from Other Disciplines for Engineering Class-

rooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10(WS3) Workshop: Driving lights through robotic educational . . . . . . . . . . . . . . . . 10

Driving lights through robotic educational . . . . . . . . . . . . . . . . . . . . . . . . 12(WS4) Workshop: A Practical Approach for Teaching Model Driven Software Development

– A pleading for the “from scratch Approach” . . . . . . . . . . . . . . . . . . . . . . 12A Practical Approach for Teaching Model Driven Software Development – A pleading

for the “from scratch Approach” . . . . . . . . . . . . . . . . . . . . . . . . . 13(WS5) Workshop: Designing and Conducting Jupyter Notebook Competitions . . . . . . 14

Designing and Conducting Jupyter Notebook Competitions . . . . . . . . . . . . . . 14(WSIN-1) Industry Workshop - How to Design and Implement an Internet of Things Node

in 90 Minutes (or less) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15(WS1B) Workshop: Using the Up to University Platform on the Education . . . . . . . . 15(WS7) Workshop: Inclusion and integration of students with robotics . . . . . . . . . . . 17

Inclusion and integration of students with robotics . . . . . . . . . . . . . . . . . . . 17(WS8) Workshop: Evaluation of experimental activities . . . . . . . . . . . . . . . . . . . 18

Evaluation of experimental activities . . . . . . . . . . . . . . . . . . . . . . . . . . . 18(WSIN-2) Industry Workshop - Autograding MATLAB Code - Getting Started with Cody

Coursework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19(WSIN-3) Industry Workshop: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19(WS9) Workshop: Development of Computing Competencies and the CC2020 Project . . 20

Development of Computing Competencies and the CC2020 Project . . . . . . . . . . 20(WS10A) Workshop: Publishing Your Scholarship in the IEEE Transactions on Education

(Part 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Publishing Your Scholarship in the IEEE Transactions on Education (Parts 1 and 2) 22

(WS10B) Workshop: Publishing Your Scholarship in the IEEE Transactions on Education(Part 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Sessions 24(1A) Collaborative work and Technologies for Engineering Education . . . . . . . . . . . . 24

Immersive Peer Education: Virtual Interactive Scalable Online Notebooks for Science(VISONS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Benefits and drawbacks of source code plagiarism detection in engineering education 24Forming and transforming STEM teacher education . . . . . . . . . . . . . . . . . . 25The goal of a teaching methodology in higher education . . . . . . . . . . . . . . . . 25Learning from the Unexpected: Statistics and Uncertainty in Massively Scalable On-

line Laboratories (MSOL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Promoting Engineering Education by Scientific Research: Cultivating Creative Talents 26

(1B) Semantic Web and Ontologies for Learning Systems . . . . . . . . . . . . . . . . . . 26Application of ontologies in higher education: A systematic mapping . . . . . . . . . 27To context-aware learner modeling based on ontology . . . . . . . . . . . . . . . . . . 27General Learner Model Ontology for Adaptive Lifelong Learning . . . . . . . . . . . 27E-exams in Engineering Education – Online Testing of Engineering Competencies –

Experiences and Lessons Learned . . . . . . . . . . . . . . . . . . . . . . . . . 28Balancing Low-Level vs. High-Level Programming Knowledge in an Undergraduate

Microprocessors Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Education Engineering in Spain: Seven years with the Bologna Process . . . . . . . . 28

(1C) Learning Systems Platforms and Architectures . . . . . . . . . . . . . . . . . . . . . 29An integrated model for the continuous use intention of MS Office simulation software 29Studio Teaching - An Embedded Systems Course . . . . . . . . . . . . . . . . . . . . 29Personalization Criteria for enhancing learner engagement in MOOC platforms . . . 30Pictogramming - Programming Learning Environment using Human Pictogram – . . 30Structured MOOC designed to optimize Electricity learning at Secondary School . . 30Systematic Evolution of a Learning Setting for Requirements Engineering Education

based on Competence-Oriented Didactics . . . . . . . . . . . . . . . . . . . . 31(1D) E·Assessment and new Assessment Theories and Methodologies . . . . . . . . . . . 31

Effective computer-assisted assessment: challenges and solutions . . . . . . . . . . . 32Structured Peer Review using a Custom Assessment Program for Electrical Engineer-

ing Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Regional Assessment Of General Education Quality In Tomsk Region . . . . . . . . 32Industry – academia cooperation for creative thinking skills strengthening of under-

graduates’ and master students in electrical engineering . . . . . . . . . . . . 32Evaluation of Grade Prediction using Model-Based Collaborative Filtering methods . 33Exploring students entrepreneurial mindset. Insights to foster entrepreneurship in

engineering education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33(1E) Active learning and Active Methodologies . . . . . . . . . . . . . . . . . . . . . . . . 34

Training Undergraduate Engineering Students To Read Research Articles:A Qualita-tive Think-Aloud Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Addressing Chemical Reaction Misconceptions Using Five Phase Needham Model . . 34Research Competence - Modification of a Questionnaire to Measure Research Com-

petence at Universities of Applied Sciences . . . . . . . . . . . . . . . . . . . 35Capstone Design: A Vehicle to Explore Landscapes of Practice in Engineering Education 35Development of spatial awareness and operation skills in a remote robot laboratory . 36The Lecture Hall Laboratory - Design of a Field Experiment for Effectiveness Analysis 36

(1F) New Frameworks for Engineering Education . . . . . . . . . . . . . . . . . . . . . . . 37Work in Progress: Fostering synergy to create an innovation environment . . . . . . 37Engineering 4.0 Education – A Proposal for a new Curricula . . . . . . . . . . . . . . 37Towards a Disruptive Active Learning Engineering Education . . . . . . . . . . . . . 37

Empathy and Virtual Agents for Learning Applications . . . . . . . . . . . . . . . . 37Understanding Engineering Education Change with the Introduction of Challenge

Driven Education in Tanzania . . . . . . . . . . . . . . . . . . . . . . . . . . . 38An Online DC-Motor Test Bench for Engineering Education . . . . . . . . . . . . . . 38

(1G) Knowledge and Competencies in Engineering Education . . . . . . . . . . . . . . . . 39Motivation and Attitude of Computer Engineering Students toward Soft Skills . . . 39Application of Systems Engineering Approach in Senior Design Projects . . . . . . . 39Closing the loop in engineering educator development: Using theoretical and empirical

research to inform curriculum and teaching . . . . . . . . . . . . . . . . . . . 40Mathematical vs. engineering understanding: engineering educators’ perspective . . . 40Defining Competence-Oriented Learning Objectives and Evaluating Respective Learn-

ing Outcomes for Theses Statements . . . . . . . . . . . . . . . . . . . . . . . 41Using Grounded Theory Methodology to Discover Undergraduates’ Preconceptions of

Software Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41(2A) Collaborative work and Technologies for Engineering Education . . . . . . . . . . . . 42

Containerized Education by the Up2U Consortium . . . . . . . . . . . . . . . . . . . 42Fostering Social Construction of Knowledge in Hybrid Teams by Augmented Reality 42Including Part-Whole-Thinking in a Girls‘ Engineering Course through the Use of

littleBits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Implementation of Online Problem-Based Learning for Mechanical Engineering Students 43Using Cultural Heterogeneity to Improve Soft Skills in Engineering and Computer

Science Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43A Remote Mode High Quality International Master Degree Program in Environomical

Pathways for Sustainable Energy Systems (SELECT) –Pilot Program Experi-ences During First Year of Studies . . . . . . . . . . . . . . . . . . . . . . . . 44

(2B) Systems and Technologies for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 44Work in Progress: Computing Cluster using IoT Technologies . . . . . . . . . . . . . 44Design Concept and Prototype for an Augmented Reality based virtual preparation

laboratory training in Electrical Engineering . . . . . . . . . . . . . . . . . . 45Augmenting educational videos with interactive exercises and knowledge testing games. 45Development of a Signal Generator for Study Programs Dedicated to Electronic En-

gineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Adaptive technology to support talented secondary school students with the educa-

tional IT infrastructure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Exploring the Value of Zimbardo Time Perspective Inventory as Predictor of Academic

Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46(2C) Data and Learning in Engineering Education . . . . . . . . . . . . . . . . . . . . . . 47

Mining LMS students’ data on online task-based master degree studies . . . . . . . . 47Analyzing the Needs of the Offshore Sector in Morocco . . . . . . . . . . . . . . . . . 47Designing IoT applications in lower secondary schools . . . . . . . . . . . . . . . . . 48GNU Radio as a tool for Significant-Learning in Digital Signal Processing: Imple-

menting Digital FM Receiver Architectures . . . . . . . . . . . . . . . . . . . 48Embedded Smart Home – Remote Lab MOOC with Optional Real Hardware Experi-

ence for over 4000 students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49The influence of classroom attendance on the throughput rates of students at a FET

college in South Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49(2D) E·Assessment and new Assessment Theories and Methodologies . . . . . . . . . . . 49

Development of Checklist for Systematic Research Communication in Multidisci-plinary Fields . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Self-assessment in PBL: a tool to develop self-confidence and autonomy of students . 50Fair Exams in Split Groups (Implementation of Equitable Computer Based Exams

for Large Groups in Small Test Centres) . . . . . . . . . . . . . . . . . . . . . 50A MaximumMutuality Model for Continuous Improvement in Engineering Departments 51A Didactical Concept for Supporting Reflection in Software Engineering Education . 51Motivation for students in Computer Science and Design . . . . . . . . . . . . . . . . 51

(2E) Active learning and Active Methodologies . . . . . . . . . . . . . . . . . . . . . . . . 52Active Learning of Software Project and Quality Management . . . . . . . . . . . . . 52Learning Electronics through Head, Heart and Hands . . . . . . . . . . . . . . . . . 52Engaging on Entrepreneurship: The effectual logic behind the Entrepreneurship Journey 52Engagement in a mixed-method course: the case of Project Management . . . . . . . 53Fostering Questions in Class – How to create and maintain a learning environment

that encourages students to ask questions . . . . . . . . . . . . . . . . . . . . 53Experimenting with Engagement: an intervention to promote active reflection during

laboratory practicals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53(2F) Gamification tools and frameworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Towards the Improvement of ADHD Children through Augmented Reality SeriousGames: Preliminary Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

A methodology for gamifying of the educational process . . . . . . . . . . . . . . . . 54Experiencing Musical Rhythm through Interactive Installation and AR/VR Game

Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Let’s Learn With Kahoot! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Computer Decision Simulation Games for Logistic Training of Engineers . . . . . . . 55Developing Gaming Activities for Conceptualising Aspects of Rate of Change . . . . 56

(2G) Knowledge and Competencies in Engineering Education . . . . . . . . . . . . . . . . 56Study Motivation and Academic Emotions in Engineering Students . . . . . . . . . . 56Towards the construction of a questionnaire for the identification of learning obstacles 56The order of skills development for a technician and a technologist training curriculum 57Development of Intercultural Competences of Students in Engineering Disciplines . . 57An Industry - Academia Model for Research . . . . . . . . . . . . . . . . . . . . . . . 58

(3A) Collaborative work and Technologies for Engineering Education . . . . . . . . . . . . 59Work in Progress: Contributing to becoming aware of the value of Open Education . 59The Students’ Perspective on Mixed Reality in Higher Education. A Status and

Requirement Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59The PACE experience: Global Collaborative Engineering Course and Global Projects 59Discovery of potential collaboration networks from open knowledge sources . . . . . 60Experimenting in PILAR Federation: a Common Path for the Future . . . . . . . . 60Work in Progress: Communication Challenges in International Education . . . . . . 61

(3B) Systems and Technologies for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 61Conception of a LEGO® Mindstorms EV3 Simulation for Programming in C . . . . 61Aligning Student and Educator Capstone Project Preferences Algorithmically . . . . 62The use of WhatsApp in design-based modules . . . . . . . . . . . . . . . . . . . . . 62Quantifying the impact of a new SoTL programme in Engineering Education at a

University of Technology in South Africa . . . . . . . . . . . . . . . . . . . . 62The Impact of Video Clips on Teaching in Technical Study Programs – Learning

Faster or Learning Desaster? . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Blended learning and Pedagogical Evolution Toolbox - examples from Clean Fossiland Alternetive Fuels Energy – Innoenergy MSc Program . . . . . . . . . . . 64

(3C) Data and Learning in Engineering Education . . . . . . . . . . . . . . . . . . . . . . 64New Factors to Predict Dropout at the Universities:A case of study in Ecuador . . . 64Workplace Learning Analytics in Higher Engineering Education . . . . . . . . . . . . 64Using Hyperdata in a Laboratory of Electronics . . . . . . . . . . . . . . . . . . . . . 65Methodology for Systematic Literature Review applied to Engineering and Education 66Increasing Interactivity and Collaborativeness in MOOCs: A Pedagogical Solution to

meet 21st century goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Integrated Assessment of Course and Program Learning Outcomes for Accreditation

Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66(3D) Project and Problem base Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Enriching engineering education with didactics of mathematics . . . . . . . . . . . . 67Agile Projects to Foster Cooperative Learning in Heterogeneous Classes . . . . . . . 67Capstone-based mentoring and the acquisition of professional skills. . . . . . . . . . . 68Student Perceptions of the Use of Project-Based Learning in Civil Engineering Courses 68A Project-based Learning Design for Teaching and Learning of Mechatronics Engi-

neering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Implementation of case study method as an effective teaching tool in engineering

education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69(3E) Active learning and Active Methodologies . . . . . . . . . . . . . . . . . . . . . . . . 70

Pilot experience applying an active learning methodology in a Software Engineeringclassroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Enhance Learning in a Video Lecture Archive with Annotations . . . . . . . . . . . . 70Implementation of Active Learning Method in Transportation Engineering Seminar

Course: Case Study at San Diego State University . . . . . . . . . . . . . . . 71Living Persona Technique applied to HCI Education . . . . . . . . . . . . . . . . . . 71Exploring multicultural e-learning through a blended course across the Mediterranean 72Scratch Day to introduce robotics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

(3F) Virtual and Remote Labs (V&RL) in Engineering Education . . . . . . . . . . . . . 73Virtual Instruments and Experiments in Engineering Education Lab Setup with Hy-

draulic Pump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Virtual Laboratory for Automation combinig Inventor 3D models and Simulink con-

trol models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Augmented Reality Implementation as Reinforcement Tool for Public Textbooks Ed-

ucation in Ecuador . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Work in Progress: The Application of a Laboratory Practical Training for Technical

Subjects in Engineering Education with E-learning . . . . . . . . . . . . . . . 74SAPIE teaching strategy to develop literacy through immersive virtual worlds . . . . 74

(3G) Knowledge and Competencies in Engineering Education . . . . . . . . . . . . . . . . 75Evaluation of a Diagnostic Test for Competences that are Relevant in Computer

Science - Detailed Focus on Methodical Competences . . . . . . . . . . . . . 75Expanding 1st year problem-solving skills through unit conversions and estimations . 75Introducing Storytelling to Educational Robotic Activities . . . . . . . . . . . . . . . 76A Competency-based Approach toward Curricular Guidelines for Information Tech-

nology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76On the Intrinsic Complexity of Logical Transformation Problems . . . . . . . . . . . 76

Coherence and Cohesion Issues in Argumentation Documents Written by EngineeringStudents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

(4A) Collaborative work and Technologies for Engineering Education . . . . . . . . . . . . 78Motivation related predictors of engagement in mobile-assisted Inquiry-Based Science

Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Engineering Education Lab Setup Ready for Remote Operation - Pump System Hy-

draulic Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Development of “KamiRepo” System with Automatic Student Identification to Handle

Handwritten Assignments on LMS . . . . . . . . . . . . . . . . . . . . . . . . 78Location Based Games as the bridge between Capstone Students, Junior Students

and the public . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Electrical Engineering course using PBL – the lighting of historical buildings . . . . 79

(4B) Systems and Technologies for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 80Development of a Signal-Toolkit to Increase the Availability of Measurement Equip-

ment at Courses Dedicated to Technical Sciences . . . . . . . . . . . . . . . . 80A Documentation Approach for Higher Education . . . . . . . . . . . . . . . . . . . 80Teaching Keylogging and Network Eavesdropping Attacks: Student Threat and

School Liability Concerns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Methodological proposal for automatic evaluation in collaborative learning . . . . . . 81A “Laboratory” as an Approach to Foster Writing Skills at Software Engineering Studies 81Semantics and service technologies for the automatic generation of online MCQ tests 82

(4C) Engineering diversity and inclusiveness . . . . . . . . . . . . . . . . . . . . . . . . . . 82Technical aspects of preparing museum expositions for the visually impaired by using

3D technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Predicting Engineering Students’ Needs and Optimal Group Size using K-means Clus-

tering on Socio-Educational Features . . . . . . . . . . . . . . . . . . . . . . . 83The Influence of German Schools on Heterogeneity of Knowledge in Informatics in

the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84REVIEW OF RETENTION PROGRAMMES FOR FEMALE INDUSTRIAL ENGI-

NEERING STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Improving Access to Online Lecture Videos . . . . . . . . . . . . . . . . . . . . . . . 84

(4D) E·Assessment and new Assessment Theories and Methodologies . . . . . . . . . . . 84Agile methodologies applied in the teaching-learning process in engineering: A case

of study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Introducing Competitiveness and Industry Involvement as Learning Tools . . . . . . 85Learning analytics for location-based serious games . . . . . . . . . . . . . . . . . . . 85Active Project Based Learning Pedagogies: Learning hardware, software design and

wireless sensor instrumenatation . . . . . . . . . . . . . . . . . . . . . . . . . 86(4E) Attracting and retaining practices in Engineering Education . . . . . . . . . . . . . . 86

Scaffolding Students on Connecting STEM and Interaction Design . . . . . . . . . . 86Discovering children’s competences in coding through the analysis of Scratch projects 87System Dynamics Modelling to Attract Students to STEM . . . . . . . . . . . . . . 87Validity evidence for STEM problem solving MCQs . . . . . . . . . . . . . . . . . . . 87First-Year Computer Science Students Perception of Lecturing in Relation to the

Type of High-School Education . . . . . . . . . . . . . . . . . . . . . . . . . . 87The Lack of Preparation of Students that Enter Engineering Courses in Brazil . . . 88

(4F) Curricula Developments and Project base Learning . . . . . . . . . . . . . . . . . . . 88

Reflective team meetings: a learning experience for first-year engineering students injoint projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

A Proposal for an Inductive Approach to Teaching and Learning About Energy Loss 89The employer perspective on employability . . . . . . . . . . . . . . . . . . . . . . . 89Development of ‘Soft Skills’ Through Extra-Curricular Project Work: The Case of

the Jozi Digital Ambassadors Project in Johannesburg, South Africa . . . . . 90Developing a comprehensive teaching portfolio – A scholarly personal narrative . . . 90Student perceptions on academic feedback – a case study from Mechanical Engineering 91

(4G) Other Applications in Engineering Education . . . . . . . . . . . . . . . . . . . . . . 92English-medium instruction groups on Informatics Engineering. Results and compar-

ison to conventional groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Introducing Lean and Agile Methodologies into Engineering Higher Education . . . . 92A control system framework for reflective practice . . . . . . . . . . . . . . . . . . . 93Evaluation of Exer Learning Technology for Teaching Refugees. Teaching German as

Foreign Language to Pupils with Migrant Background . . . . . . . . . . . . . 93(5B) Systems and Technologies for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Work in Progress: Modernizing Laboratories for Innovative Technologies in Automotive 94Low Cost Supportive Tool for Teaching Assistance in Formative Assessment Strategy 94Sustainability SMART Indicators of Engineering Education for Sustainable Develop-

ment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Using the Visualization Tool SimReal to Orchestrate Mathematical Teaching for En-

gineering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95On Teaching Calculus for Prospective Engineers and Computer Scientists - A Case

Study Monitoring of Six Semester Calculus at Frankfurt UAS . . . . . . . . . 95(5C) Open Education and Machine Learning . . . . . . . . . . . . . . . . . . . . . . . . . 95

MOOC Dropout Prediction Using Machine Learning Techniques: Review and Re-search Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

ACE Assisted Communication for Education: Architecture to support Blind & Deaf 96An approach to design of the cyber-physical systems for engineering education . . . 96A Study of Integrating Remote Laboratory and On-Site Laboratory for Low-Power

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97MOOC Affordances Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

(5D) E·Assessment and new Assessment Theories and Methodologies . . . . . . . . . . . 98Understanding the usage of online forums in engineering. A case study in industrial

organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Best Practises in E-Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Digitalization in Engineering Education Research and Practice . . . . . . . . . . . . 98Towards more efficiency in tutorials: Active teaching with modular classroom furni-

ture and movie-making project . . . . . . . . . . . . . . . . . . . . . . . . . . 98Tangible Programming Mechatronic Interface for Basic Induction in Programming . 99

(5E) Attracting and retaining practices in Engineering Education . . . . . . . . . . . . . . 99The socio-economic characteristics of the hometowns of the students. A basis for

designing adequate strategies in order to atract, engage and retain students inUNITECs Faculty of Engineering and Architecture . . . . . . . . . . . . . . . 99

Didactical Experiments with Smartphone Sensors . . . . . . . . . . . . . . . . . . . . 100Motivating Students to Avoid Academic Dishonesty in Learning Engineering Courses 100The support of European programmes in the Internationalization process of Engineer-

ing Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Climate Change Mitigation Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100(5F) Games Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Designing and Developing a Narrative Driven Serious Game for Teaching InformationTheory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Interactive Serious Games as Electronic Engineering Capstone Projects . . . . . . . . 101Serious Games: Using Abstract Strategy Games in Computer Science 2 An experience

report and lessons learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Gamification of Physics Themes to Nurture Engineering Professional and Life Skills 102Gamification as a didactic strategy in digital literacy Case study for incarcerated

individuals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103(5G) Lifelong Learning, Special Needs and Non-Traditional Students . . . . . . . . . . . . 103

Thinking about inclusion: Assessment of multiplatform apps for People with Disability104Video reports by students in design based modules . . . . . . . . . . . . . . . . . . . 104The Human Side of Big Data: Understanding the skills of the data scientist in edu-

cation and industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104First Results of a new digitalized concept for teaching control theory as minor subject

at a university of applied science . . . . . . . . . . . . . . . . . . . . . . . . . 105Cybersecurity Education and Training in Hospitals: Proactive Resilience Educational

Framework (Prosilience EF) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Special Sessions 107(SS01A) Gamification of Learning (Gamilearn’18) . . . . . . . . . . . . . . . . . . . . . . 107

Effect of personalized gameful design on student engagement . . . . . . . . . . . . . 107Designing Effective Serious Games for People with Intellectual Disabilities . . . . . . 107Adapting LEGO® SERIOUS PLAY® methodology in Higher Education . . . . . . . 108Interfaces and Services for Integrating Games and Game Components into Compe-

tence Based Courses within Learning Management Systems . . . . . . . . . . 108Opportunities and challenges of mobile location-based games in education, Exploring

the integration of authoring and analytics tools . . . . . . . . . . . . . . . . . 108Exploring Digital Careers, Stereotypes and Diversity with Young People through

Game Design and Implementation . . . . . . . . . . . . . . . . . . . . . . . . 109(SS02) Open Educational Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Learning Microelectronics with Open Educational Resources in the Cloud . . . . . . 110Educational Needs and Open Education Resources in Micro- and Nanotechnology . . 110Educational resources with digital contents for pedagogical and research formation in

technologies of knowledge and learning} . . . . . . . . . . . . . . . . . . . . . 111Recommendation of educational resources to groups: a game-theoretic approach . . . 111Using Laboratory Examination to Assess Computer Programming Competences -

Questionnaire-based Evaluation of the Impact on Students . . . . . . . . . . 111(SS03) Computational Thinking (CompThink) . . . . . . . . . . . . . . . . . . . . . . . . 112

Learning Programming through Design: An Analysis of Parametric Design Projectsin Digital Fabrication Labs and an Online Makerspace . . . . . . . . . . . . . 112

Computational Thinking Through Modeling In Language Lessons . . . . . . . . . . . 113Perceptions of Computing among Children after a Hands-On Activity: a Pilot Study 113Integration of Computational Thinking Skills in STEM-Driven Computer Science

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Development and Assessment of Computational Thinking: A Methodological Pro-

posal and a Support Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

(SS04) Inclusion and Diversity in Engineering Education – IDEE’18 . . . . . . . . . . . . 1143D printing of microscope slides for visually impaired university students . . . . . . 115Knowlegde management for the co-creation of educational material by high ability

students, teachers and parents . . . . . . . . . . . . . . . . . . . . . . . . . . 115Co-CreHAs: Co-creation process for enrichment activities to high ability students . . 115Research-based Recommendations for Creating an Inclusive Culture for Diversity and

Equity in Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . 116Inclusion of gender perspective in Computer Engineering careers: Elaboration of a

questionnaire to assess the gender gap in Tertiary Education . . . . . . . . . 116Coaching Program for Academic Success: Promoting Equal Opportunities for Engi-

neering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117(SS05) IT and Engineering Pedagogy” – ITEP’18 . . . . . . . . . . . . . . . . . . . . . . . 117

Guidelines for Effective Online Lab Assignments: A Contribution to the Discussion . 118Physical Computing, Computational Thinking, and Computational Experiment in

Engineering Pedagogy An implication for the Engineering Education Episte-mology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Entrepreneurial Intentions in the field of IT: The role of gender typed personality andentrepreneurship education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Solar Decathlon ME18 Competition as a “learning by doing” experience for students.The case of the team HAAB . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

ACTIVE METHODOLOGIES IN EDUCATION OF ELECTRONIC INSTRUMEN-TATION USING VIRTUAL INSTRUMENTATION PLATFORM BASEDON LABVIEW AND ELVIS II . . . . . . . . . . . . . . . . . . . . . . . . . . 119

(SS06) Learning Analytics Trends and Challenges in Engineering Education. SNOLA Spe-cial Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120SIMPLIFY ITS An Intelligent Tutoring System based on Cognitive Diagnosis Models

and spaced learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Supporting Competence-based Learning with Visual Learning Analytics and Recom-

mendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Sentiment Analysis in MOOCs: A case study . . . . . . . . . . . . . . . . . . . . . . 121Exploring the Application of Process Mining to Support Self-Regulated Learning . . 121Scenarios for the application of learning analytics and the flipped classroom . . . . . 122A Proposal to a Decision Support System Using Learning Analytics . . . . . . . . . 122

(SS01B) Gamification of Learning (Gamilearn’18) . . . . . . . . . . . . . . . . . . . . . . . 122Gamification in MOOCs: A Review of the State of the Art . . . . . . . . . . . . . . 123NO-RPG, A Game Interface to Common Core Sequenced Third-Party Educational

Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Creating Engaging Experiences in MOOCs through In-Course Redeemable Rewards 124Electric Circuit Olympics: games as evaluation tools in engineering . . . . . . . . . . 124Practical Security Education on Combination of OT and ICT using Gamification

Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Gamification technique for teaching programming . . . . . . . . . . . . . . . . . . . . 125

(SS07A) Evaluating Engineering Competencies . . . . . . . . . . . . . . . . . . . . . . . . 125Acquiring Mathematical Competences towards Modelling: Example Using Cluster

Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Analysis of student feedback when using gamification tools in Math subjects . . . . . 126Teaching and assessing Discrete Mathematics . . . . . . . . . . . . . . . . . . . . . . 126Basic mathematics assessment in engineering degrees: case study . . . . . . . . . . . 126

Integrating of Competences in Mathematics through Software - Case Study . . . . . 127Changing teaching: competencies versus contents . . . . . . . . . . . . . . . . . . . . 127

(SS08A) Innovative Pedagogies in Technology Education – IPTE’18 . . . . . . . . . . . . 127Case-based Learning: Offering a Premier Targeted Learning Experience for Technol-

ogy Management Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Quality Measures Incorporated in the Re-Engineering of an Undergraduate Computer

Science Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Business and Management of Games: An Industry Driven Learning Experience for

MIS Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Recognizing Student Facial Expressions: A Web Application . . . . . . . . . . . . . . 129Smart Schoolhouse – Designing IoT Study Kits for Project-based Learning in STEM

Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129(SS09A) Education, Engineering and Microelectronics . . . . . . . . . . . . . . . . . . . . 129

Development of Two Cycle Innovative Curricula in Microelectronic Engineering . . . 130Joint International Master in Smart Systems Integration - University Collaboration

for Improved Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130MECA, the MicroElectronics Cloud Alliance . . . . . . . . . . . . . . . . . . . . . . 131Multi-Stakeholder Ecosystems in Rapidly Changing Educational Environments . . . 132

(SS10) Multi-Learning: Experiences from the eMadrid Excellence Network . . . . . . . . . 132Game Learning Analytics is not informagic! . . . . . . . . . . . . . . . . . . . . . . . 133The Hybridization Factor of Technology in Education . . . . . . . . . . . . . . . . . 133LOD-CS2013: Multilearning through a Semantic Representation of Computer Science

Curricula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133An Exploratory Analysis on MOOCs Retention and Certification in Two Courses of

Different Knowledge Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134Using Text Mining and Linked Open Data to assist the Mashup of Educational Resources134On Computational Thinking as a Universal Skill . . . . . . . . . . . . . . . . . . . . 134

(SS11) Applications of Game-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . 135Simulation Games for the Digital Transformation of Business Processes: Development

and Application of Two Prototypes from the Automotive and Online RetailSector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Teaching Programming Skills in Primary School Mathematics Classes: An Evaluationusing Game Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Game-Based Learning Efficiency – Study Results of Using the Computerised BoardGame “Architectural Jewels of Lublin” . . . . . . . . . . . . . . . . . . . . . . 136

Design of an educational game aimed at teaching SCRUM planning and prioritization 136Games as Auxiliary Tool in Teaching of Students within Energy Sector . . . . . . . . 137

(SS01C) Gamification of Learning (Gamilearn’18) . . . . . . . . . . . . . . . . . . . . . . 137The Use of Digital Games to Teaching Computer Graphics: an Open Opportunity . 137Gamified educational programme for childhood obesity . . . . . . . . . . . . . . . . . 138Integration of Gamification to Assist Literacy in Children with Special Educational

Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Space Chain: A math game for training Geometric and Arithmetic Progressions . . . 139A Mobile Game to Practice Arithmetic Operations Reasoning . . . . . . . . . . . . . 139

(SS07B) Evaluating Engineering Competencies . . . . . . . . . . . . . . . . . . . . . . . . 139Selection and evaluation of mobile mathematical learning applications . . . . . . . . 140Evaluating Engineering Competencies in Curricular Internships . . . . . . . . . . . . 140

Learning based on 3D photogrammetry models to evaluate the competences in visualtesting of welds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

University Engineering Education in Saudi Arabia: Evaluation of the Graduates’ Com-petencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

A Six-Sigma Approach to Improve the Acquisition of Engineering Competencies . . 141Learning Analytics and Evaluative Mentoring to increase the students’ performance

in Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142(SS08B) Innovative Pedagogies in Technology Education – IPTE’18 . . . . . . . . . . . . 142

Patent documents in STEM and PhD education . . . . . . . . . . . . . . . . . . . . 143Use of Remote Laboratories in the Teaching of Technological Degree . . . . . . . . . 143Promoting Innovation and Entrepreneurship skills in Professionals in Software En-

gineering Training: An approach to the Academy and Bodies of Knowledgecontext. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Empowering Social Innovators through Collaborative and Experiential Learning . . . 144Shared curriculum at KTH and UPC universities: Blended learning experience at the

Msc SELECT programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144(SS09B) Education, Engineering and Microelectronics . . . . . . . . . . . . . . . . . . . . 145

Initiating Pilot Research About Enhanced Physics 1 for Electrical and ElectronicEngineering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Enhancing the Teaching Effect of ESP for Engineering Students with Interactive ToolsBased on WeChat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Teachers’ Perceptions of Professional Development in Integrated STEM Education inPrimary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Educational Platform for Reliability Assessment of Power Quality . . . . . . . . . . . 146(SS12) Internet of Things Education (IoT-Edu) . . . . . . . . . . . . . . . . . . . . . . . . 147

A novel platform for the experimental training on Internet of Energy . . . . . . . . . 147Internet of Things education: labor market training needs and national policies . . . 148Teaching cloud computing using Web of Things devices . . . . . . . . . . . . . . . . 148IoE-a solution for improving the efficiency of reversible energy . . . . . . . . . . . . . 148Industry-University Collaboration on IoT Cyber Security Education: Academic

Course: “Resilience of Internet of Things and Cyber-Physical Systems” . . . 149OERs for improving European SMEs competitiveness: from video-lectures to remote

labs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149(SS13) Technical Didactics Software Engineering (TDSE) . . . . . . . . . . . . . . . . . . 149

Algorithmically Supported Team Composition for Software Engineering Project Courses150Yes We CAN: A Low-Cost Approach To Simulate Real-World Automotive Platforms

In Systems Engineering Education for Non-Computer Science Majors . . . . 150Improving the Experience of Teaching Scrum . . . . . . . . . . . . . . . . . . . . . . 150Teaching Agile Principles and Software Engineering Concepts through Real-Life Projects151Karel relearns C – Teaching good software engineering practices in CS1 with Karel

the Robot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Authors 153

Reviewers 182

Keynotes

Marina Umashi Bers

Tufts University (USA)

Marina UmaschiBers is a profes-sor at the Eliot-Pearson Depart-ment of ChildStudy and Hu-man Develop-ment and an ad-junct professorin the ComputerScience Depart-ment at TuftsUniversity. Sheheads the inter-

disciplinary Developmental Technologies re-search group. Her research involves the designand study of innovative learning technologiesto promote children’s positive development.

Prof. Umaschi Bers is from Argentina, whereshe did her undergraduate studies in SocialCommunication at Buenos Aires University. In1994 she came to the US where she receiveda Master’s degree in Educational Media andTechnology from Boston University and a Mas-ter of Science and PhD from the MIT Me-dia Laboratory working with Seymour Papert.Prof. Umaschi Bers has three children.

Prof. Umaschi Bers received prestigious awardssuch as the 2005 Presidential Early CareerAward for Scientists and Engineers (PECASE),the highest honor given by the U.S. govern-ment to outstanding investigators at the earlystages of their careers, a National ScienceFoundation (NSF)’s Young Investigator’s Ca-reer Award,for her work on virtual commu-nities of learning and care, and the Ameri-can Educational Research Association (AERA)Jan Hawkins Award for Early Career Contribu-tions to Humanistic Research and Scholarshipin Learning Technologies.She was also selectedby the Boston Business Journal as one of the

recipients of its 2015 Women to Watch in Sci-ence and Technology awards.

Since the mid 90’s, Prof. Umaschi Bers hasconceived and designed diverse technologicaltools ranging from robotics to virtual worlds.Her recent research focuses on how new tech-nologies such as robotics and programming lan-guages, that extend the possibilities of tradi-tional learning manipulatives, can be success-fully used to promote math, science, technologyand engineering education in early childhoodalongside with socio-emotional developmentand the arts. For example, she co-developedthe ScratchJr programming language in collab-oration with Mitch Resnick from the MIT Me-dia Lab and Paula Bonta, from the PICO com-pany. ScratchJr is a free app funded by the Na-tional Science Foundation, the Code to LearnFoundation and a very successful Kickstartercampaign.

Prof. Umaschi Bers also developed the KIBOrobot kit for children 4 to 7 year old, that canbe programmed with wooden blocks withoutusing keyboards or screens old and co-foundeda start-up, KinderLab Robotics, Inc that withfunding from the National Science FoundationSBIR program, is commercializing KIBO andmaking available worldwide.

Prof. Umaschi Bers is passionate about usingthe power of technology to promote positivedevelopment and learning for young children.Check out her 2014 TEDx talk “Young pro-grammers — think playgrounds, not playpens”.

Prof. Umaschi Bers teaches seminars and pro-fessional development institutes on learningtechnologies for early childhood educators anddoes consulting for toy companies and educa-tional organizations that want to take advan-tage of the power of new technologies for youngchildren. She has conducted studies and donework in after school programs, museums andhospitals, as well as schools and preschools.She has worked in the US, Argentina, Colom-bia, Spain, Costa Rica, Singapore and Thai-land.

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Claudia Urrea

MIT (USA)

Claudia Urreahas over 20 yearsof experience inthe field of Edu-cation and Tech-nology. Clau-dia Urrea is cur-rently workingat the Strategic

Educational Initiative within the MIT Office ofDigital Learning in strategy, management andcoordination for the new PreK-12 Initiative.Claudia Urrea has worked at the Interameri-can Development Bank as a consultant in theEducation Sector, and 5 years at One LaptopPer Child organization as Director of Learning.Her areas of interest include online learningand assessment, curriculum design, preK-12and higher education, education for developingcountries, teacher professional development,educational programming and robotics, andmaker education.

Claudia Urrea was born in Colombia, whereshe received an undergraduate degree in Com-puter Science from EAFIT University. In themid 90s, she moved to the US, where she re-ceived her Master’s degree in Educational Me-dia and Technology from Boston University,and her doctorate degree from the MIT Me-dia Laboratory. Her PhD thesis studied theimplications of one to one learning in a ruralsetting in Latin America. She has helped multi-ple governments and non-government agenciesto empower and support schools and communi-ties of learners to evolve from traditional teach-ing methods into progressive learning environ-ments.

Dr. Urrea has also a research scientist po-sition with the Lifelong Kindergarten groupat the MIT Media Lab. She has taughtseveral classes at the Harvard Summer Pro-gram and Early Childhood Development pro-gram at Tufts University. She has consulted

with international and multi-sectoral organiza-tions such as the Inter-American DevelopmentBank and Schlumberger Excellence in Educa-tion Development-SEED.

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José Carlos Quadrado

Instituto Politecnico do Porto (IPP),Portugal

Jose CarlosQuadrado, isan internationalleader in engi-neering educa-tion. He is a full-professor at theInstituto Politec-

nico do Porto (IPP), one of the leading andmost prestigious engineering institutes in Por-tugal.

He holds a Bachelor’s degree in Energy andPower Systems, a diploma in Electrical Engi-neering, Automation and Industrial Electron-ics, a Master’s and a Doctoral degree in Elec-trical Engineering and Computers from the Lis-bon University. He also holds the Habilitationdegree (Aggregation) in Electrical Engineeringfrom Beira Interior University.

Innovative, good communicator and experi-enced in the field of Engineering he is the past-president of the International Federation of En-gineering Education Societies (IFEES) as wellas past-president of the Ibero-American Engi-neering Education Association (ASIBEI) andpast-VP of the European Society for Engineer-ing Education (SEFI).

Being a former member of the NationalBologna Expert Group, he has led the Por-tuguese Observatory on Best Practices onStrategic Management as well as the NationalAssociation of Deans of Engineering. Being asenior member of several engineering societiesand engineering education societies, in severalcontinents, he is also a visiting professor inmany universities around the world.

He has been involved in more than 200 interna-tional publications, patents and has been therecipient of international technical awards andscholarships.

He is the Peter I, 2017 medallist, the most pres-

tigious award given by the Russian EngineeringEducation Association. He has also occupiededitorial positions in scientific journals. Hisacademic work is mostly related to the fieldsof renewable energy, fuel cells, electric vehiclesand intelligent control.

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Round Tables

(RT2) Future Global ComputingEducation within the Context ofCC2020

Chairs: Impagliazzo, John; Pears, ArnoldNeville

Room: 340 people plenary room with speakerand presidency table located in the basement atthe right of the reception

Date and time: 2018-04-18 12:00

Participants attending the conferenceroundtable contribute to the Computing Cur-ricula 2020 (CC2020) project effort by engag-ing in dialogue and debate on the future ofcomputing education on a global scale. TheCC2020 project, supported by the Associa-tion for Computing Machinery (ACM) and theIEEE Computer Society, aims to generate afuturistic document useful to educational insti-tutions worldwide.

The main objective of the roundtable is to ex-plore key aspects of computing education in2030. These characteristics could involve de-gree programs, ways of learning, curricular con-tent, learning tools, or any other aspect thatcould affect computing education. A secondaryobjective is to capture innovative ideas for theCC2020 project such as visual representationsof computing degree programs and the use ofmodern tools for program delivery. The overallgoal of the roundtable is to generate forward-looking, global content for the CC2020 project.

The facilitators of the roundtable will informparticipants on the goals of the CC2020 projectand allow them to propose futuristic ideas to-ward the development of computing education.After presenting a brief high-level summary ofthe CC2005 report and the aspirations of theCC2020 project, the facilitators will engage theparticipants in an exploration of ways to fulfilthe project objectives. The aim is to generatediverse opinions and vigorous discussion on the

future of computing education as reflected inthe pending CC2020 report. The roundtableshould not exceed ninety minutes.

The Association for Computing Machinery(ACM) initiated a review of the documenttitled, “Computing Curricula 2005: TheOverview Report” (CC2005) [1]. It wanted totake a fresh approach to the ensuing CC2020project, which includes current advances inpedagogy, technology, and curricular develop-ment as well as being futuristic and global inscope. The ACM assembled a task force andinvited several computing organizations to sup-port the endeavor such as the IEEE ComputerSociety. It was incumbent on the CC2020project to structure a working task force withglobal representation, provide forward-lookingdigests of educational practices in computingfields on a global scale, and to project how com-puting education could evolve over the nextten years. The task force comprising thirty-six people representing organizations from six-teen countries and six continents, has alreadyagreed that the word “computing” be the um-brella term for all computer-related areas, andembraced the use of “competency” to describestudent achievement, where

Competency = Knowledge + Skills + Disposi-tions

describes the level of student performance atthe time of graduation.

John Impagliazzo (Hofstra University) isa member of the steering committee of theCC2020 project. He was chair of the committeethat produced the computer engineering cur-ricular report (CE2016) [2] and was an activemember of the CC2005 project, making himan indispensable contributor to the CC2020project. John is an IEEE Fellow, an IEEE LifeMember, and an ACM Distinguished Educator.He moderates the roundtable.

Arnold Neville Pears (Uppsala University,KTH Royal Institute of Technology, Sweden)

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is a member of the steering committee of theCC2020 project. He has extensive curricu-lum development experience, has served on theBoard of Governors of the IEEE Computer So-ciety (2012-2014), and is director-elect to theBoard of Governors of the IEEE Education So-ciety (2018-2020).

(RT2) Addressing the Gender Gap/ Exploring Trust and our Uncon-scious Bias

Chairs: Strachan, Rebecca; Emembolu, ItoroCharles


Date and time: 2018-04-19 12:00

There is still a large gender gap across the tech-nology, engineering and physical sciences disci-plines despite a number of efforts over the pastthree decades to address this. Creating a morediverse workforce including a better gender bal-ance is important in order to meet the skillsneed of the future. There is also increasing ev-idence that organizations with a more diverseworkforce are more creative and innovative andultimately perform better and are more success-ful. In this Round Table, three women willpresent their lived experiences of being femalein the engineering sector. This will be followedby an interactive session allowing the audienceto explore their own unconscious bias and lev-els of trust. In conclusion, the session will openup to a wider discussion where the audience isinvited to give their feedback and contributionsto this important issue, and how we should betackling it as a collective community across thesector.

An environment of diversity and inclusion isvery important at every stage of a person’s life.If females do not feel welcome or included intheir workplace or educational institution, theywill often find it difficult to identify with andwe will continue to find it challenging to attract

and retain females across the engineering andtechnology disciplines. Just as different factorsimpact on this issue, different solutions are re-quired to reduce the gender gap. These includeawareness of one’s own bias and ‘circle of trust’and taking active action to mitigate these, thusproviding educational and workplace environ-ments that are welcoming and value each andevery one of us. Gender and other stereotypeswill not just disappear overnight but can besystematically changed over time. For exam-ple, females in the discipline can be STEM am-bassadors for others.

The panel presenters, despite all the differentchallenges and bias experienced by them, allfind the STEM careers they have chosen re-warding and would still pursue their chosen ca-reer in retrospect. Through this round table,there will be the opportunity to discuss andexplore issues with the audience and panel andexamine how we can move this agenda forwardas a collective community across the sector.

The round table will be divided into three mainblocks. The first block is intended to introducethe main issues and provide a lived perspectivefrom the three female panelists. The secondblock introduces an interactive element and in-vites the audience to explore their own uncon-scious bias and trust through a short presen-tation and follow up exercise. The final blockprovides time for invited questions from the au-dience and a more in depth discussion on theseissues and how to address them.

Dr. Rebecca Strachan is Professor of DigitalTechnology and Education and Associate ProVice Chancellor for Knowledge Exchange inthe Faculty of Engineering and Environmentat Northumbria University. A leading expertin the exploitation of digital technologies to im-prove daily life she believes we should be usingtechnology in transformational ways to supportstudents and open up opportunities for all. Acommittee member of the IEEE Education So-ciety, she was part of the team to develop theirMOOC on Open Education.

Dr. Aruquia Peixoto is an Assistant Professor

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at CEFET/RJ in Rio de Janeiro, Brazil. Shehas been passionate about research since shewas a young girl and enjoys her research in com-puter graphics and education, especially linkedto the important and developing themes of gen-der, diversity and inclusion. Since 2016 she isa member of the ACM Council for Women, asSIG Liaison. For IEEE EDUCON 2018 sheis Chair of the Special Session IDEE (Inclu-sion and Diversity in Education Engineering),and Chair of the Publication, Web and eMediaCommittee.

Itoro Emembolu is a PhD researcher in theFaculty of Engineering and Environment atNorthumbria University. Her research is onevaluating the impact of academic researchon young people’s uptake of the STEM dis-ciplines, Itoro has a BEng in Mechanical En-gineering, and Masters qualifications in Inter-national Business, Energy and Petroleum andManagement. She is interested in raising aspi-rations and widening awareness of STEM ca-reers and their pathways in young people.

Dr. Maria Teresa Restivo has a Physics degreein Solid State Physics and a Ph.D. in Engi-neering Sciences and joined the University ofPorto’s research Unit on System Integrationand Process Automation (UISPA) integratingthe Associated Laboratory of Energy, Trans-ports and Aeronautics (LAETA). She has coor-dinated it since December 2007. She is a mem-ber of the Scientific Council at FEUP. Shefocuses on sensor development, wireless sen-sorization, online experimentation, and devel-opment of sensorized devices. She is ExecutiveCommittee member of GIP - International So-ciety for Engineering Education (Sep. 2010 ->)and Executive Committee member of the In-ternational Association of Online Engineering(IAOE).

(RT3) Gender & Engineering / In-fluence of companies and techno-logical communities to minimizethe gender gap in the STEM field

Chairs: Martinez, María de los Angeles;González González, Carina Soledad


Date and time: 2018-04-20 12:00

Gender inequality is a worldwide problem, butis especially latent in the context of the Sci-ence, Technology, Engineering and Mathemat-ics fields especially at university level and thuslabor. Low female participation in STEM hasbeen identified as a priority in the EuropeanUnion. The EU tries to close this gapby devel-oping support programs through various orga-nizations such as EPWS, WITEC and projectsas SESTEM (The European Scenery on Gen-der and STEM), GENDERA good practice(www.gendera.eu), Genset in gender actionplans inscience, among others. In 2013, thereport “Women in Technology: Leaders of To-morrow” by The Glass Hammer and sponsoredby Accenture, based on interviews with 200women, but mainly Yorkers technology sectorjunior or intermediate level worldwide, evidentthat the number of women in thesector is lessthan 30 years ago: In the 1980s, women rep-resented a peak of between 35 and 40 percentof the computing and information technology(IT) workforce in the U.S. By 2011, that per-centage dropped to about 25 percent,accordingto NCWIT. We can also cite as an example theSpanish university system, according to the re-port published by the Ministry of Education,Culture and Sport, 54% of university studentsare women, in fact, in the most degrees thepresence of women is majority, but if we focuson engineering studies and architectural, thenumber of women is almost reduced to a quar-ter of all students, except for industrial designwhere there is a greater presence of women.

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Since 1983 there have been numerous reports ofproblems with education in science and math-ematics, as well as recommendations for im-provements in education such as using activelearning, participate in projects, implement thepresence of mentors, etc. but these measuresare not aimed at improving the situation of stu-dents with smaller presence in these areas suchas, on the one hand, women, and on the other,other minorities. In this regard, women canbe considered a minority within the context ofSTEM studies due to their lack ofpresence, notas minorities in society.

Some questions:

Why are there so few female engineers? Whatfactors influence?

Why is there such a persistent gender gap inengineering?

What steps are being taken to improve the sit-uation?

Why do women who study engineering leave topursue careers in other fields?

Is unconscious bias training effective in endingdiscriminatory practices?

Do women suffer from a so-called “self-confidence barrier”?

How can we improve workplace climate to re-tain female engineers?

Is it necessary to create development commu-nities just for women?

What strategies can be designed to attractwomen to software communities? and whichstrategies are you applying ?

What kind of results are you getting? Is thereany data that highlights or marks a point ofinflrexion?

Your communities and actions are aimed fortechnological women, what age range are youtargeting? How do you approach the actionsaccording to the age range?

Panel Members

Moderators

• Mariel Martínez Estévez is computer en-gineering, co-funder of Tech&Ladies andWomen Techmaker Lead.• Alicia Martín Fer-nández works in Department of Innovation Pro-grams in Education for Omnia Infosys, also col-laborates with Google for Education and Mi-crosoft Education.

Panelists

• Alicia García Holgado is a PhD student inEducation in the Knowledge Society at the Uni-versity of Salamanca, Organizer at Google De-velopers Group of Salamanca and is memberof the Women Techmakers Leads.• CristinaAranda is PhD, Theorical and Applied Linguis-tics, CMO at Intelygenz & Cofounder-Directorof MujeresTech.• Maica Gil is Co-Organizer atSF International Women Entrepreneurs Forum.She knows the connections in the ecosystemof technology, entrepreneurship and women.•Talia S Gershon her undergraduate degree atMIT in Materials Science, and her PhD at theUniversity of Cambridge as a Gates Scholar.She is Senior Manager, AI Challenges andQuantum Experiences at IBM Research.• Ain-hoa Marcos is an expert in the field of imple-menting technology in the classroom. Withmore than 7 years of experience working intechnology companies, like SMART or Mi-crosoft, in Spain and in the USA.• Andres L.Martinez-Ortiz is Developer Program Managerat Google, promoting initiatives for develop-ers in Spain, Europe and LatAm. Member ofIEEE, Linux Foundation and ACM.

7

Workshops

(WS1A) Workshop: Using the Upto University Platform on the Ed-ucation

Chairs: Grammatikou, Mary; Szegedi, Peter

Room: 50 people, theater style, 3 people presi-dency table, video projector and computer, areamezzanine up of the conference center

Date and time: 2018-04-17 15:00

Up2U workshop will make the audience fa-miliar with an advanced digital platformthat has been developed in Up2U project(https://up2university.eu/). Up2U project’sgoal is to bridge the gap between secondaryschools and higher education & research bybetter integrating formal and informal learn-ing scenarios and adapting both the technologyand the methodology that students will mostlikely be facing in universities. Up2U is design-ing, developing and deploying a Next Genera-tion Digital Learning Environment - NGDLEwith existing components, where possible us-ing open source software, that are glued to-gether in a specific way. In contrast with themarket leaders who obviously put their partic-ular products in the centre of their universe,Up2U is putting the emphasis on interoperabil-ity, modularity and portability.

To provide the LMS component of the Up2Uprototype, the Moodle platform was selected,as a very widely used and supported LMS, ofwhich multiple partners in the project have ex-perience. As well as good support for inter-operability standards such as LTI and xAPI,Moodle has an extensive set of available coreand third-party plugins which enable the userexperience on both desktop and mobile devicesto be customised and extended with a widevariety of features, giving us future scope totailor what users see according to the learn-ing scenarios we intend to cover. The toolsthat are currently integrated and they will bealso demonstrated in the workshop are: Moo-

dle (LMS), ownCloud (Doc Sharing), eduOER(Content Repository), PuMuKIT (Video Plat-form), Learning Locker (LRS), SeLCont (Syn-chronized eLearning Content ToolKit), Open-cast (Educational Multimedia Content Man-agement), (Recording), WebTUT (TutoringApplication), H5P (Content Creation and Shar-ing), Commonspaces (Common Spaces for col-laborative learning).

The workshop will inform the communityabout what the Up2U platform offers to theeducation in high schools environment andwill train them on the Up2U modular plat-form. The full functionality of the platformwill be demonstrated during the workshop anda “hands on experience” will be available for anin depth platform understanding. The teacherswill have the opportunity to work with the plat-form and to make their own experience withthe different tools of the Up2U architecture. Auser guide will be available to the audience fora better understating of the platform function-ality. This will be a real experience, of usingthe Up2U platform.

Peter Szegedi (male) has a background inthe telecommunications industry and lately hejoined the leading ICT and networking orga-nization of the public research and educationsector GÉANT (formerly known as TERENA).GÉANT is a fundamental element of Europe’se-infrastructure, delivering the pan-EuropeanGÉANT network for scientific excellence, re-search, education and innovation. Peter is themember of the Chief Community Support Of-fice where he develops and manages the taskforces, special interest groups and contributesto technical projects and strategic programmes,such as the Up to University (Up2U) Project.As the Senior Cloud Services Manager, he con-tributes to policy definition and implementa-tion of the GÉANT Community Programmein the area of clouds and educational servicessupport.

Dr. Mary Grammatikou (female) – is a Se-

8

nior Researcher at the NETMODE laboratoryof NTUA and Teaching Fellow at the School ofElectrical & Computer Engineering of NTUA.She obtained her Diploma and the PhD de-gree in Electrical and Computer Engineering,both from NTUA. Her main research inter-ests lie in the areas of service management,SDN technologies and NFV architectures, se-curity, network virtualisation, e-service archi-tectures and cloud computing, while she hasbeen involved in various relevant RTD projects(e.g. NOVI, Fed4FIRE, EFIPSANS, OpenLab,GN3, GN3PLUS, GN4). She has She has an ex-tensive experience in software systems design &development and she has participated in manyEuropean projects. She has been member ofthe Technical Program Committees (TPCs) inseveral International Conferences (e.g. IEEEMENs, GlobeCom, CloudCom, SAM). She isa member of IEEE, TEE, WG7/TC48 Work-ing Group and also of OGF, TM and DMTForums.

Using the Up to University Platform onthe Education

Authors: Grammatikou, Mary; Szegedi, Pe-ter

Organisations: National Technical Univer-sity of Athens, Greece; GÉANT Association,Amsterdam, NL

The key objective of the workshop is to makethe audience familiar with an advanced digitalplatform that has been created in Up2U project(https://up2university.eu/). Up2U project’sgoal is to bridge the gap between secondaryschools and higher education & research bybetter integrating formal and informal learn-ing scenarios and adapting both the technologyand the methodology that students will mostlikely be facing in universities. The project isfocusing on the context of secondary schools,often referred as high schools. Up2U is design-ing, developing and deploying a Next Genera-tion Digital Learning Environment - NGDLEwith existing components, where possible us-

ing open source software, that are glued to-gether in a specific way. In contrast with themarket leaders who obviously put their partic-ular products in the centre of their universe,Up2U is putting the emphasis on interoper-ability, modularity and portability. Pedagog-ically, the use of Up2U tools and methodolo-gies has advantages as it emphasizes to the dis-covery, exploration and construction of knowl-edge through active and interactive learning en-vironments, and learning multisensory experi-ence through digital approaches. The scope ofthe workshop is to inform and train the com-munity in practice about what the Up2U plat-form offers to the education in high schoolsenvironment and make the audience under-stand well the Up2U modules. Finally, a“hands on experience” will be available to sup-port audience on understanding the platformin depth. The main integrated tools (modules)in Up2U platform are: Moodle, eduOER, SeL-Cont, PuMuKIT, ownCloud, Learning Locker(LRS), openCast, Galicaster, WebTUT, H5P,Commonspaces.

(WS2) Workshop: How to AdaptEffective Teaching Tools fromOther Disciplines for EngineeringClassrooms

Chairs: Kurdia, Anastasia


Date and time: 2018-04-17 15:00

It is surprising how many problems in educa-tion are common across fields while effective ap-proaches of addressing them remain restrictedto specific subjects or discipline areas, and arenearly unknown and unused in other areas.The goal of this workshop is to equip the par-ticipants with research-backed teaching toolsfrom different disciplines. The target audienceincludes both educators who are just beginningto explore the methods for increasing efficiency

9

of their instruction and are looking for an intro-duction to active learning techniques, and ex-perienced instructors who would like to enrichtheirteaching approach with techniques fromother disciplines.This is a general-interest half-day workshop for engineering educators of un-dergraduate, graduate, andhigh -school levelsand for all experience levels with active learn-ing. No special equipment is needed, and ad-vance preparation is optional: in order to max-imize the effect of the workshop, participantsareencouraged to inquire about a field of studydifferent from the one that they teach and fa-miliarize themselves with the teaching meth-ods used in that field. Printed and electronicversion of learning materials, and references tocited sources will be provided.

Preliminary agenda� Introduction, which high-lights the common problems in engineeringeducation and common approaches to solv-ing them.� Presentation of several fields fromwhich engineering educators can borrow stan-dard and simple efficient teaching tools, andpractical advice on implementation. Tenta-tively, these fields include:- Sciences and en-gineering disciplines (process-oriented guidedinquiry learning (POGIL), concept inven-tory, peer instruction)- Language education(blended learning, mother tongue mirroring,integrated skillteaching)- Studio arts (portfo-lio building, critique and observation sessions,studios)- Humanities (collaborative learning)�Practicum, in which participants begin devel-opment or redesign of the learning materialsfor their own discipline, followed by a discus-sion of their experience.� Discussion of onlinetransfer and scalability issues.

Anastasia Kurdia, Ph.D. is a Professor of Prac-tice of Computer Science and Undergradu-ate Coordinatorf or Computer Science at theSchool of Science and Engineering at TulaneUniversity, USA, where interdisciplinarity ishighly emphasized in Computer Science edu-cation.

How to Adapt Effective Teaching Toolsfrom Other Disciplines for EngineeringClassrooms

Authors: Kurdia, Anastasia

Organisations: Tulane University, UnitedStates of America

It is surprising how many problems in edu-cation are common across fields while effec-tive approaches of addressing them remain re-stricted to specific subjects or discipline areas,and are nearly unknown and unused in otherareas. The goal of this workshop is to equipthe participants with research-backed teachingtools from different disciplines. The target au-dience of this general-interest half-day work-shop are the engineering educators of under-graduate, graduate, and high-school levels, andof all experience levels with active learning.

(WS3) Workshop: Driving lightsthrough robotic educational

Chairs: Plaza Merino, Pedro; Peixoto,Aruquia

Room: 30 people, theater style, 3 people pres-idency table, video projector and computer, lo-cated in the first floor at the right

Date and time: 2018-04-17 15:00

Robotics and computational thinking are idealtools for developing STEM (Science, Technol-ogy, Engineering and Mathematics) pedagogy.Nowadays, robotic education tools arise withthe aim of promoting the innovation and themotivation of the students during the learningprocess. Robots are becoming more commonin our daily life; thus, it is important to inte-grate robots at all levels of our society. Thisworkshop is focused on driving the same con-tent across three different low-cost robotic edu-cational tools. The first one is Scratch, interac-tive stories, games and animations can be pro-gramed. The second tool is Crumble, it is an

10

easy-to-use programmable controller. Its pro-gramming interface uses a block programminglanguage which eases its use by children agedbelow 14. The last but not the least is Arduino,Arduino is an open-source electronics platformbased on easy-to-use hardware and software. Itis a platform that incorporates a simple micro-controller and an interface development envi-ronment to create the applications to be down-loaded into the board. This workshop is aimedto present the mentioned platforms as roboticeducational tools for people as the first step toget into robotics world. Throughout this work-shop an initiation to robotics is developed inthe context of educational robotics.

I. Preliminary agenda

This workshop is intended to be deployed for90 minutes. The agenda is divided in five mainblocks. The first block is intended to introduceSTEM pedagogy and robotics education as theunderlying background of this workshop. Fur-thermore, an overview of the workshop is pro-vided too. In a second step the Scratch toolis presented, and the multi-platform content isdeployed based on Scratch. In a second stepthe Crumble tool is presented, and the multi-platform content is deployed based on Crum-ble. As the third step, the Arduino tool is pre-sented, and the multi-platform content is de-ployed based on Arduino. Finally, some timeis reserved to discuss about the content and theexperiences.

A. Workshop background and overview (15minutes)

Robotic education is becoming very popularthese days. Simple robots are being usedwithin STEM (Science, Technology, Engineer-ing and Mathematics) Education as a power-ful tool which eases the way to teach STEMknowledge. Additionally, Robotics also pro-vide an attractive manner to transform con-cepts that are perceived by students as boringinto an amusing learning process. Robotics isbeing used as the modernization and improve-ment for most of processes. This occurs as re-sult of robots can be easily integrated within

the current industrial processes. Furthermore,the robotics has become an important tool forthe students to be involved in STEM. Never-theless, the introduction to the robotics is nota simple task. First, the robotics combinesmechanics, electricity, electronics, and com-puter science with the purpose of designing andbuilding robotics applications. Robots are pro-grammable electromechanical machines that in-clude sensors and actuators to make decisionsand adapt to different situations. Hence, thefirst step to be introduced into the roboticsshould be the acquisition of programming skillsand basic mechatronic skills.

B. Driving lights with Scratch (20 minutes)

Scratch was developed by the MIT (Mas-sachusetts Institute of Technology) Educationdivision. The mission of the MassachusettsInstitute of Technology is to advance knowl-edge and educate students in science, technol-ogy, and other areas of scholarship that willbest serve the nation and the world in the21st century. Interactive stories, games andanimations can be programed with Scratch.The workshop uses Scratch to implement a ba-sic and widely known automatism, a trafficsemaphore.

C. Driving lights with Crumble (20 minutes)

Crumble is an easy-to-use programmable con-troller. Its programming interface uses a blockprogramming language which eases its use bychildren aged below 14. Educational roboticscan be implemented easily with it due to theboard connectors. Motors and servos can bemanaged by Crumble. Additionally, differentsensors can be connected to it such as ultra-sound distance sensor, infrared distance sensorand line detector sensor. Furthermore, Crum-ble can manage up to 32 RGB (Red, Green andBlue) LEDs (Light Emitter Diodes) indepen-dently and using 24 bits’ color resolution. Atthis time, the traffic semaphore is implementedusing Crumble.

D. Driving lights with Arduino (20 minutes)

Arduino was released by Massimo Banzi in

11

2005 as a modest tool for Banzi’s students atthe Interaction Design Institute Ivrea (IDII).Arduino is an open-source electronics platformbased on easy-to-use hardware and software. Itis a platform that incorporates a simple micro-controller and an interface development envi-ronment to create the applications to be down-loaded into the board. The use of Arduinoprojects includes a wide range of applicationsfrom robotics to automatic control irrigationsystems. Finally, the traffic semaphore is builtin Arduino.

E. Discussion (15 minutes)

At this point, a discussion is opened with theaim of exchanging impressions and getting feed-back from the attendees. The discussion isfocused on how educational robotics can begood to motivate young students to basics dis-ciplines, as mathematics and physics. The stu-dents think that these are too complicated andabstract disciplines, but with the applicationsin robotics, students can see how useful thesedisciplines can be.

II. Pre-knowledge of the attendees Pre-vious experience in programming or robotics isnot needed due to the nature of the used toolsand the content

Pedro Plaza is with Plaza Robotica as Educa-tional Content Designer.

Aruquia Peixoto is with CEFET/RJ (CentroFederal de Educação Tecnológica Celso Suckowda Fonseca) as Assistant Professor.

Driving lights through robotic educa-tional

Authors: Plaza, Pedro; Sancristobal, Elio;Carro, German; Castro, Manuel; Blazquez,Manuel; Peixoto, Aruquia

Organisations: PLAZA ROBOTICA, Spain;UNED, Spain; CEFET/RJ, Brazil

Robotics and computational thinking are idealtools for developing STEM (Science, Technol-ogy, Engineering and Mathematics) pedagogy.

Nowadays, robotic education tools arise withthe aim of promoting the innovation and themotivation of the students during the learningprocess. Robots are becoming more commonin our daily life; thus, it is important to inte-grate robots at all levels of our society. Thisworkshop is focused on driving the same con-tent across three different low-cost robotic edu-cational tools. The first one is Scratch, interac-tive stories, games and animations can be pro-gramed. The second tool is Crumble, it is aneasy-to-use programmable controller. Its pro-gramming interface uses a block programminglanguage which eases its use by children agedbelow 14. The last but not the least is Arduino,it Arduino is an open-source electronics plat-form based on easy-to-use hardware and soft-ware. It is a platform that incorporates a sim-ple microcontroller and an interface develop-ment environment to create the applications tobe downloaded into the board. This workshopis aimed to present the mentioned platforms asrobotic educational tools for people as the firststep to get into robotics world. Throughoutthis workshop an initiation to robotics is devel-oped in the context of educational robotics.

(WS4) Workshop: A Practical Ap-proach for Teaching Model DrivenSoftware Development – A plead-ing for the “from scratch Ap-proach”

Chairs: Schneider, Andreas


Date and time: 2018-04-17 15:00

A didactic approach into teaching model-driven software development (MDSD) is pro-posed in this workshop. The main idea is to fo-cus on conveying underlying concepts, ratherthan managing a concrete tool or presentinga purely theoretical approach, when teachingMDSD. This objective shall be reached by the

12

development of a simple code generator by thestudents, instead of using a concrete tool likeEclipse-EMF or Rational Rhapsody.

For this reason the whole process from graph-ical modeling to the actual code generation istraversed twice. In the first stage, the processis started at the back end (code generation),and worked successively to the front end. Thisway, the students see the result at the begin-ning (the source code generated) and can easilyderive the necessity and capability of the up-stream components. This derivation of require-ments for upstream components is achieved byextending the initial task covering code gener-ation. At the end of the first stage, a completeexecution chain exists from modeling with anexternal UML modeling tool to several trans-formation steps, to the generation and format-ting of the source code. The second stage isaimed at extending the code generator withadditional capabilities, such as inheritance orsupporting other UML diagram types, such asstate transition diagrams. Contrary to the firststage, it proceeds in the other direction. Inother words, the extensions are made startingfrom the output of the UML modeling tool tothe meta-model, to code generation by tem-plates.

An important point is the selection of appropri-ate tools, languages and technologies to buildthe generator. It became apparent, that thisis a key point for the success of the course.Choosing a mixture of a script language, a tem-plate mechanism, XML-technologies, shell com-mands, and a small self-written library, the ef-fort for the implementation of the generatorcould be reduced considerable, which allowsthe student to quickly implement the genera-tor concepts.

Agenda:

Code generator types

Selection of Tools and Technologies

Programming Languages

Template Engine

Modeling Tool (UML-based)

Process Workflow

Model & Meta-Model

Model representation

Model Transformation & Verification

Initial functionality of the generator and possi-ble extensions

Possible exercises

Prof. Dr. Andreas Schmidt is a professor atthe Department of Computer Science and Busi-ness Information Systems of the Karlsruhe Uni-versity of Applied Sciences (Germany). He islecturing in the fields of database informationsystems, Big Data, data analytics and model-driven software development. Additionally, heis a senior research fellow in computer sci-ence at the Institute for Applied Computer Sci-ence of the Karlsruhe Institute of Technology(KIT). His research focuses on database tech-nology, knowledge extraction from unstruc-tured data/text, Big Data, and generative pro-gramming. Dr. Schmidt has numerous publi-cations in the field of database technology andinformation extraction. He regularly gives tu-torials on international conferences in the fieldof Big Data related topics and model drivensoftware development. Prof. Schmidt followedsabbatical invitations from renowned institu-tions like the Systems-Group at ETH-Zurichin Switzerland and the Database Group at theMax-Planck-Institute for Informatics in Saar-brucken/Germany.

A Practical Approach for TeachingModel Driven Software Development –A pleading for the “from scratch Ap-proach”

Authors: Schmidt, Andreas

Organisations: University of Applied Sci-ences, Germany; Karlsruhe Institute of Tech-nology

13

A didactic approach into teaching model-driven software development (MDSD) is pro-posed in this workshop. The main idea is to fo-cus on conveying underlying concepts, ratherthan managing a concrete tool or presentinga purely theoretical approach, when teachingMDSD. This objective shall be reached by thedevelopment of a simple code generator by thestudents, instead of using a concrete tool likeEclipse-EMF or Rational Rhapsody.

For this reason the whole process from graphi-cal modelling to the actual code generation istraversed twice. In the first phase, a simplegenerator with minimum functionality, but amaximum number of relevant concepts will beimplemented, starting from back to front to in-troduce the main concepts of a code generatorengine and in a second phase from the begin-ning to extend the generator by additional func-tionality.

(WS5) Workshop: Designing andConducting Jupyter NotebookCompetitions

Chairs: Boesch, Chris


Date and time: 2018-04-17 15:00

We have held numerous coding competitions inwhere students race to solve a series of codingproblems.The winners of these competitionshave been awarded portable computers, Pads,and other prizes donated by local sponsors.These competitions have been extended to sup-port features such as automated mentor assign-ment where participants are assigned anotherparticipant to mentor as soon asthey havesolved all their own problems. This mentor as-signment has been shown to reduce the comple-tion times between the 25th and 75th percentileparticipants while not negatively impacting theability to identify the top three to five partici-pants who might be eligible for prizes. More re-

cently, theseevents have been extended to sup-port the Jupyter notebook environment used inmany MOOCs and by different university pro-grams ranging from psychology to economicsto engineering. In these Jupyter notebook-based competitions, students solve problemsin a Jupyter notebook environment similar towhatthey are likely to see in university assign-ments. These Jupyter notebooks also allow in-structions, pictures, diagrams, and animationsto be included with problems.In this workshop,we will work through the steps required tocreate and conduct a Jupyter notebook-basedcompetition and how these competitions canbe incorporated into live classroom sessions toenhance discussion, collaboration, and mentor-ship.

Designing and Conducting JupyterNotebook Competitions

Authors: Boesch, Chris

Organisations: National University of Singa-pore, Singapore

We have held numerous coding competitionsin where students race to solve a series of cod-ing problems. The winners of these competi-tions have been awarded portable computers,Pads, and other prizes donated by local spon-sors. These competitions have been extendedto support features such as automated mentorassignment where participants are assigned an-other participant to mentor as soon as theyhave solved all their own problems. This men-tor assignment has been shown to reduce thecompletion times between the 25th and 75thpercentile participants while not negatively im-pacting the ability to identify the top threeto five participants who might be eligible forprizes. More recently, these events have beenextended to support the Jupyter notebook envi-ronment used in many MOOCs and by differentuniversity programs ranging from psychologyto economics to engineering. In these Jupyternotebook-based competitions, students solveproblems in a Jupyter notebook environment

14

similar to what they are likely to see in uni-versity assignments. These Jupyter notebooksalso allow instructions, pictures, diagrams, andanimations to be included with problems.

In this workshop, we will work through thesteps required to create and conduct a Jupyternotebook-based competition and how thesecompetitions can be incorporated into liveclassroom sessions to enhance discussion, col-laboration, and mentorship.

(WSIN-1) Industry Workshop -How to Design and Implement anInternet of Things Node in 90 Min-utes (or less)

Chairs: Kane, Patrick

Room: 60 people, theater style, 3 people pres-idency table, video projector and computer, lo-cated in the basement at the right of the recep-tion

Date and time: 2018-04-17 15:00

By 2020 there will be 50 Billion devices con-nected to the internet (MIT, 2017). Moreand more institutions are implementing IoTcourses as part of their curriculum (Class Cen-tral, 2017; MIT, 2017; UC San Diego, 2017).

The proposed workshop will introduce atten-dees to available development kits suitable foreducation and will include a hands-on lab tocreate and program a BLE enabled develop-ment kit thus creating a simple IoT node.

This workshop present a hands-on workshop inwhich attendees create their own IoT node us-ing the CY8CKIT-145 development board withBLE and the PSoC Creator IDE.

In addition to the above, this instructor-ledworkshop will include a high-level overview ofthe Bluetooth Low Energy (BLE) stack, andwalk the attendees through the creation of aBLE application that can communicate withApple or Android smart phones and tablets.

Actual or Anticipated Outcomes: Each at-tendee will receive a BLE enabled developmentkit and software IDE and will leave the work-shop with a working BLE application.

Background Knowledge: No specializedknowledge is required, however knowledge ofembedded system design, IoT, and design IDEis a plus. Attendees should have a Windows7 or better laptop. (MACs with VMWare etc.will also work).

Cypress University Alliance:

http://www.cypress.com/cua

Patrick Kane is the director of the CypressUniversity Alliance Program (CUA) at CypressSemiconductor Corporation. The Cypress Uni-versity Alliance Program is dedicated to part-nering with academia to ensure that professorsand students have access to the latest Cypresstechnology for use in education and research.Mr. Kane joined Cypress to create a universityprogram at in July 2006. Before joining Cy-press, Mr. Kane spent over 13 years at Xilinxin a variety of technical and marketing rolesincluding Applications Engineering, Aerospace,High Reliability, Automotive, Technical Train-ing Manager, and managed the Xilinx Univer-sity Program (XUP) from 1998 through 2002.Prior to Xilinx, Mr. Kane spent a number ofyears at Advanced Micro Devices and LatticeSemiconductor Inc. He holds ASEET, BSEE,and MBA degrees and has authored numerousarticles and conference papers. Mr. Kane iscurrently pursuing a doctorate in educationaltechnology.

(WS1B) Workshop: Using the Upto University Platform on the Ed-ucation

Chairs: Grammatikou, Mary; Szegedi, Peter


Date and time: 2018-04-17 16:30

15

Up2U workshop will make the audience fa-miliar with an advanced digital platformthat has been developed in Up2U project(https://up2university.eu/). Up2U project’sgoal is to bridge the gap between secondaryschools and higher education & research bybetter integrating formal and informal learn-ing scenarios and adapting both the technologyand the methodology that students will mostlikely be facing in universities. Up2U is design-ing, developing and deploying a Next Genera-tion Digital Learning Environment - NGDLEwith existing components, where possible us-ing open source software, that are glued to-gether in a specific way. In contrast with themarket leaders who obviously put their partic-ular products in the centre of their universe,Up2U is putting the emphasis on interoperabil-ity, modularity and portability.

To provide the LMS component of the Up2Uprototype, the Moodle platform was selected,as a very widely used and supported LMS, ofwhich multiple partners in the project have ex-perience. As well as good support for inter-operability standards such as LTI and xAPI,Moodle has an extensive set of available coreand third-party plugins which enable the userexperience on both desktop and mobile devicesto be customised and extended with a widevariety of features, giving us future scope totailor what users see according to the learn-ing scenarios we intend to cover. The toolsthat are currently integrated and they will bealso demonstrated in the workshop are: Moo-dle (LMS), ownCloud (Doc Sharing), eduOER(Content Repository), PuMuKIT (Video Plat-form), Learning Locker (LRS), SeLCont (Syn-chronized eLearning Content ToolKit), Open-cast (Educational Multimedia Content Man-agement), (Recording), WebTUT (TutoringApplication), H5P (Content Creation and Shar-ing), Commonspaces (Common Spaces for col-laborative learning).

The workshop will inform the communityabout what the Up2U platform offers to theeducation in high schools environment andwill train them on the Up2U modular plat-

form. The full functionality of the platformwill be demonstrated during the workshop anda “hands on experience” will be available for anin depth platform understanding. The teacherswill have the opportunity to work with the plat-form and to make their own experience withthe different tools of the Up2U architecture. Auser guide will be available to the audience fora better understating of the platform function-ality. This will be a real experience, of usingthe Up2U platform.

Peter Szegedi (male) has a background inthe telecommunications industry and lately hejoined the leading ICT and networking orga-nization of the public research and educationsector GÉANT (formerly known as TERENA).GÉANT is a fundamental element of Europe’se-infrastructure, delivering the pan-EuropeanGÉANT network for scientific excellence, re-search, education and innovation. Peter is themember of the Chief Community Support Of-fice where he develops and manages the taskforces, special interest groups and contributesto technical projects and strategic programmes,such as the Up to University (Up2U) Project.As the Senior Cloud Services Manager, he con-tributes to policy definition and implementa-tion of the GÉANT Community Programmein the area of clouds and educational servicessupport.

Dr. Mary Grammatikou (female) – is a Se-nior Researcher at the NETMODE laboratoryof NTUA and Teaching Fellow at the School ofElectrical & Computer Engineering of NTUA.She obtained her Diploma and the PhD de-gree in Electrical and Computer Engineering,both from NTUA. Her main research inter-ests lie in the areas of service management,SDN technologies and NFV architectures, se-curity, network virtualisation, e-service archi-tectures and cloud computing, while she hasbeen involved in various relevant RTD projects(e.g. NOVI, Fed4FIRE, EFIPSANS, OpenLab,GN3, GN3PLUS, GN4). She has She has an ex-tensive experience in software systems design &development and she has participated in manyEuropean projects. She has been member of

16

the Technical Program Committees (TPCs) inseveral International Conferences (e.g. IEEEMENs, GlobeCom, CloudCom, SAM). She isa member of IEEE, TEE, WG7/TC48 Work-ing Group and also of OGF, TM and DMTForums.

(WS7) Workshop: Inclusionand integration of students withrobotics

Chairs: Peixoto, Aruquia; Plaza Merino, Pe-dro


Date and time: 2018-04-17 16:30

Robotics and computational thinking are idealtools for developing STEM (Science, Technol-ogy, Engineering and Mathematics) pedagogy.Nowadays, robotic education tools arise withthe aim of promoting the innovation and themotivation of the students during the learningprocess. Robots are becoming more commonin our daily life; thus, it is important to inte-grate robots at all levels of our society. Thisworkshop is focused on presenting RaspberryPi as enhancer of educational robotics. Thefirst step is presenting robotics as a tool forpromoting the inclusion and integration of stu-dents. A Workshop background and overviewis also provided. The third part propose dif-ferent setups to prepare a Raspberry Pi for re-mote activities and robotics using Arduino ashardware interface. The last but not the leastis an open discussion with the aim of exchang-ing impressions and getting feedback from theattendees.

This workshop is intended to be deployed for90 minutes. The agenda is divided in four mainblocks. The first block is intended to introduceSTEM pedagogy and robotics education as theunderlying background of this workshop. Fur-thermore, an overview of the workshop is pro-vided too. In a second step, the Raspberry Pi

tool is presented, and the content is deployedbased on Raspberry Pi. In this step robotics isalso presented as a tool to promote the inclu-sion and integration of students. Finally, sometime is reserved to discuss about the contentand the experiences.

Pedro Plaza is with Plaza Robotica as Educa-tional Content Designer.

Aruquia Peixoto is with CEFET/RJ (CentroFederal de Educação Tecnológica Celso Suckowda Fonseca) as Assistant Professor.

Inclusion and integration of studentswith robotics

Authors: Peixoto, Aruquia; Plaza, Pedro;Castro, Manuel; Blazquez, Manuel; Martín,Sergio; Sancristobal, Elio; Carro, German

Organisations: CEFET/RJ, Brazil; PLAZAROBOTICA, Spain; UNED, Spain

Robotics and computational thinking are idealtools for developing STEM (Science, Technol-ogy, Engineering and Mathematics) pedagogy.Nowadays, robotic education tools arise withthe aim of promoting the innovation and themotivation of the students during the learningprocess. Robots are becoming more commonin our daily life; thus, it is important to inte-grate robots at all levels of our society. Thisworkshop is focused on presenting RaspberryPi as enhancer of educational robotics. Thefirst step is presenting robotics as a tool forpromoting the inclusion and integration of stu-dents. A Workshop background and overviewis also provided. The third part proposed dif-ferent setups to prepare a Raspberry Pi for re-mote activities and robotics using Arduino ashardware interface. The last but not the leastis an open discussion with the aim of exchang-ing impressions and getting feedback from theattendees.

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(WS8) Workshop: Evaluation ofexperimental activities

Chairs: Urbano, Diana; Restivo, MariaTeresa


Date and time: 2018-04-17 16:30

Experimental training is recognized as a funda-mental aspect of engineering education. Whileexperimenting, students are following the “sci-entific method” and are able to verify theoreti-cal models and learn how to analyze data. Formore than 40 years now, computers and instru-mentation have been playing an important partin simulation, in data collection and analysesand in the emergence of remote experimenta-tion (RE). In RE physical experimental setupsare controlled remotely and data can be auto-matically collected. More recently, emergingtechnologies such as virtual and augmented re-ality with haptic interaction and other senso-rial devices are also being used in experimentalactivities in engineering education. All theseresources together integrated in collaborativeplatforms constitute what is called Online Ex-perimentation (OE).OE, in general, still raisesa lot of concerns among science and engineeringeducators since they are not considered peda-gogically as effective as hands-on experimenta-tion. This has been the main trigger of theevaluation of the use OE resources.

The main purpose of this workshop is to showhow to evaluate conceptual knowledge gain andstudents’ reaction to the experimental activ-ities, using both hands-on and OE examples.The evaluation of knowledge gain is performedusing the pre- and post- tests methodology,where a normalized gain is calculated. Stu-dents’ reaction is assessed through descriptivestatistics analysis of the results of question-naires. When the number of students is bigenough a Structural Equation Model analysisof the results of the questionnaires can becon-

ducted allowing for testing effects of cognitivefactors, like Ease of Use and Perceived Valueon affective and behavioral factors like Atti-tude and Behavioral Intention.The pedagogi-cal strategy for these evaluations will be intro-duced by allowing the participants of the work-shop to go through the same processes as stu-dents, while experimenting in hands-on activi-ties or activities involving haptic devices inter-acting with virtual replicas or augmented real-ity applications.The analysis of the evaluationdata will be shown with examples from differ-ent experimental activities either of hands-onor OE types.

Evaluation of experimental activities

Authors: Urbano, Diana; Restivo, Teresa

Organisations: University of Porto, Portu-gal, Portugal

Experimental training is recognized as a funda-mental aspect of engineering education. Whileexperimenting, students are following the “sci-entific method” and are able to verify theoreti-cal models and learn how to analyze data. Formore than 40 years now, computers and instru-mentation have been playing an important partin simulation, in data collection and analysesand in the emergence of remote experimenta-tion (RE). In RE physical experimental setupsare controlled remotely and data can be auto-matically collected. More recently, emergingtechnologies such as virtual and augmented re-ality with haptic interaction and other senso-rial devices are also being used in experimentalactivities in engineering education. All theseresources together integrated in collaborativeplatforms constitute what is called Online Ex-perimentation (OE).

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(WSIN-2) Industry Workshop- Autograding MATLAB Code- Getting Started with CodyCoursework

Chairs: Gross, Sebastian


Date and time: 2018-04-17 16:30

A brief workshop on creating MATLAB-based course assignments for autograd-ing with Cody Coursework

Sebastian Gross studied Electrical Engineeringat RWTH Aachen university and received hisdiploma in 2007. Subsequently, he worked asa scientific researcher and teaching assistant atthe same institution and received his PhD inMedical Image Processing in 2014. In 2013, hejoined the MathWorks in Munich where he iscurrently a Senior Customer Success Engineercollaborating with academic customers in edu-cation and research projects. Furthermore, heruns workshops and seminars on teaching withMATLAB and Simulink and is involved in pre-university STEM education activities.

(WSIN-3) Industry Workshop:


Date and time: 2018-04-17 16:30

Blackboard Ally and ReadSpeaker are workingto help instructors worldwide improve the ac-cessibility of course content for their students.

Accessibility to elearning content is a legal andmoral requirement for many institutions, butmost of them have focused on adaptation ofphisical spaces.

Content accessibility not only helps studentswith special needs. Every learner has favored

methods for obtaining, comprehending, and re-taining information. As part of Universal De-sign for Learning, it aims to help the maximumnumber of learners comprehend and retain in-formation by appealing to all learning styles.

Both Blackboard Ally and ReadSpeaker inte-grate with an institution’s existing LMS: theycomplement each other to improve accessibil-ity content, identifying common accessibilityissues within course materials and generatinga range of more accessible alternatives of theinstructor’s original content.

Javier Gregori, Senior Manager, SolutionEngineering-EMEA SOUTH, is a technologyand education enthusiast. Doctorate in Edu-cation Sciences by the UEX, he developed hisdissertation in the field of the instructors’ dig-ital skills in charge of the training for employ-ment in the construction sector. GMBA degreeby the IE (Instituto de Empresa), has held se-nior positions associated to leadership in edu-cational innovation. Javier has participated inmultiple national and european projects work-ing in a lot of different fields related to technol-ogy and innovation like contents to digital for-mation, augmented reality or simulation soft-ware for vehicles and machinery.

Antonino Sistac is Industrial Engineer (Uni-versity of Zaragoza and TU Braunschweig,Germany) and holds an MBA from INSEAD.He has managed technology and innovationprojects across a wide array of industries: au-tomotive, telecom, utilities and education. Hehelped launched ReadSpeaker in Spain in 2005,and has been working to make the company aglobal player in the text-to-speech arena. He isan accessibility evangelist, and keeps on work-ing to spread the notion that Universal Designand accessibility are important for all.

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(WS9) Workshop: Development ofComputing Competencies and theCC2020 Project

Chairs: Impagliazzo, John; Pears, ArnoldNeville


Date and time: 2018-04-19 08:30

Participants attending this conference work-shop will contribute to the development of theComputing Curricula 2020 (CC2020) projectand help to formulate sets of disciplinary rele-vant competencies in the context of comput-ing. Through the workshop activities, par-ticipants will engage in brainstorming activi-ties to formulate competencies relative to theCC2020 project, an endeavor supported by theAssociation for Computing Machinery (ACM)and the IEEE Computer Society. The inter-action among workshop purveyors and partic-ipants will draw upon a pioneering curriculardocument for information technology (IT2017),curricular competency frameworks, and otherrelated documents such as the software engi-neering competency model (SWECOM). Theworkshop objective is to ensure that the newCC2020 report provides forward-looking sum-maries of educational outcomes formulated interms of functional competencies in computingfields within the international context of com-puting education on a global scale. Althoughthe CC2020 project has overarching purposes,workshop participants will focus on competen-cies related to the CC2020 project.

John Impagliazzo (Hofstra University) is amember of the steering committee of theCC2020 project. He was chair of the steeringcommittee that produced the computer engi-neering curricular report (CE2016) and was aprincipal co-author of the committee that pro-duced the CE2004 [6] report. He was an ac-tive member of the CC2005 project, allowinghim to be a valued contributor to the CC2020

project. He is also a member of the committeeof a parallel project for information technology(IT2017). John is an IEEE Fellow, an IEEELife Member, a CSAB Fellow, and an ACMDistinguished Educator. He is a moderator ofthe workshop and will present a brief overviewand evolution of the CC2005 document and ex-plain the role of competencies in computing.

Arnold Neville Pears (Uppsala University,KTH Royal Institute of Technology, Sweden)is a member of the steering committee of theCC2020 project. He has extensive curricu-lum development experience, has served on theBoard of Governors of the IEEE Computer So-ciety (2012-2014), and is director-elect to theBoard of Governors of the IEEE Education So-ciety (2018-2020). He currently has a dual ap-pointment between Uppsala and KTH universi-ties as Professor of Computer Science in Com-puting Education Research and as Professor ofEngineering Education, respectively.

Development of Computing Competen-cies and the CC2020 Project

Authors: Impagliazzo, John; Pears, ArnoldNeville

Organisations: Hofstra University, UnitedStates of America; Uppsala University, Sweden

Participants attending this conference work-shop will contribute to the development of theComputing Curricula 2020 (CC2020) projectand help to formulate sets of disciplinary rele-vant competencies in the context of comput-ing. Through the workshop activities, par-ticipants will engage in brainstorming activi-ties to formulate competencies relative to theCC2020 project, an endeavor supported by theAssociation for Computing Machinery (ACM)and the IEEE Computer Society. The inter-action among workshop purveyors and partic-ipants will draw upon a pioneering curriculardocument for information technology (IT2017),curricular competency frameworks, and otherrelated documents such as the software engi-neering competency model (SWECOM). The

20

workshop objective is to ensure that the newCC2020 report provides forward-looking sum-maries of educational outcomes formulated interms of functional competencies in computingfields within the international context of com-puting education on a global scale. Althoughthe CC2020 project has overarching purposes,workshop participants will focus on competen-cies related to the CC2020 project.

(WS10A) Workshop: PublishingYour Scholarship in the IEEETransactions on Education (Part1)

Chairs: Froyd, Jeffrey


Date and time: 2018-04-19 15:00

Scholarship in engineering education is shift-ing and authors seeking to publish their workin engineering education must be prepared toaddress changing expectations for scholarship.The workshop first introduces expectations forscholarship in a developing field. Second, thesession presents the threeareas of scholarshipproposed by Ernest Boyer and session partic-ipants learn characteristics of manuscripts ap-propriate for each area of scholarship:

Scholarship of Discovery

Scholarship of Application

Scholarship of Integration.

Third, session participants in the workshopwill explore how to address review criteria foreach area of scholarship, e.g., relevance, in-tended outcomes, application/instructional de-sign, and findings. Analysis of manuscriptssubmitted to the IEEE Transactions on Edu-cation over the past 30 months suggest thatau-thors struggle with how to address these re-view criteria. The intent of the workshop isto help authors and potential authors prepare

manuscripts that address the expectations forpublishing scholarship in engineering educationin the IEEE Transactions on Education.

Introduce Fensham’s (2004) Criteria for Defin-ing the Field of Science Education Research

Introduce Boyer’s (1992) Areas of Scholarship



Scholarship of Integration

Activity: Ask Participants to Select an Appro-priate Area of Scholarship for an Abstract of aPaper

Introduce Review Criteria for the Three Areasof Scholarship




Describe Review Criteria that Need More Elab-orate Descriptions

Findings

Application Design

Intended Outcomes

Context

Jeffrey E. Froyd is a Professor in the Depart-ment of Engineering Education in the Collegeof Engineering at The Ohio State University.He served as Project Director for the Foun-dation Coalition, an NSF Engineering Educa-tion Coalition in which six institutions system-atically renewed, assessed, and institutional-ized integrated undergraduate engineering cur-ricula, and shared their results with theengi-neering education community. He co-createdthe Integrated, First-Year Curriculum in Sci-ence, Engineering and Mathematics at Rose-Hulman Institute of Technology, which was rec-ognized in 1997 with a Hesburgh Award Cer-tificate of Excellence. He has authored or co-authored over 70 papers onengineering educa-tion in areas including change in STEM educa-

21

tion, faculty development, and curricular inno-vation. He is currently the Editor-in-Chief forthe IEEE Transactions on Education, a SeniorAssociate Editor for the Journal on Engineer-ing Education, an associate editor for the In-ternational Journal on STEM Education, anABET EAC Commissioner, an IEEE Fellow,and an ASEE Fellow.

Publishing Your Scholarship in the IEEETransactions on Education (Parts 1 and2)

Authors: Froyd, Jeffrey

Organisations: Ohio State University,United States of America

Scholarship in engineering education is shift-ing and authors seeking to publish their workin engineering education must be prepared toaddress changing expectations for scholarship.The workshop first introduces expectations forscholarship in a developing field. Second, thesession presents the three areas of scholarshipproposed by Ernest Boyer and session partic-ipants learn characteristics of manuscripts ap-propriate for each area of scholarship:

• Scholarship of Discovery

• Scholarship of Application

• Scholarship of Integration.

Third, session participants in the workshopwill explore how to address review criteria foreach area of scholarship, e.g., relevance, in-tended outcomes, application/instructional de-sign, and findings. Analysis of manuscriptssubmitted to the IEEE Transactions on Edu-cation over the past 30 months suggest thatauthors struggle with how to address these re-view criteria. The intent of the workshop isto help authors and potential authors preparemanuscripts that address the expectations forpublishing scholarship in engineering educationin the IEEE Transactions on Education.

(WS10B) Workshop: PublishingYour Scholarship in the IEEETransactions on Education (Part2)

Chairs: Froyd, Jeffrey


Date and time: 2018-04-19 16:30

Scholarship in engineering education is shift-ing and authors seeking to publish their workin engineering education must be prepared toaddress changing expectations for scholarship.The workshop first introduces expectations forscholarship in a developing field. Second, thesession presents the threeareas of scholarshipproposed by Ernest Boyer and session partic-ipants learn characteristics of manuscripts ap-propriate for each area of scholarship:



Scholarship of Integration.

Third, session participants in the workshopwill explore how to address review criteria foreach area of scholarship, e.g., relevance, in-tended outcomes, application/instructional de-sign, and findings. Analysis of manuscriptssubmitted to the IEEE Transactions on Edu-cation over the past 30 months suggest thatau-thors struggle with how to address these re-view criteria. The intent of the workshop isto help authors and potential authors preparemanuscripts that address the expectations forpublishing scholarship in engineering educationin the IEEE Transactions on Education.

Introduce Fensham’s (2004) Criteria for Defin-ing the Field of Science Education Research

Introduce Boyer’s (1992) Areas of Scholarship



22


Activity: Ask Participants to Select an Appro-priate Area of Scholarship for an Abstract of aPaper

Introduce Review Criteria for the Three Areasof Scholarship




Describe Review Criteria that Need More Elab-orate Descriptions

Findings

Application Design

Intended Outcomes

Context

Jeffrey E. Froyd is a Professor in the Depart-ment of Engineering Education in the College

of Engineering at The Ohio State University.He served as Project Director for the Foun-dation Coalition, an NSF Engineering Educa-tion Coalition in which six institutions system-atically renewed, assessed, and institutional-ized integrated undergraduate engineering cur-ricula, and shared their results with theengi-neering education community. He co-createdthe Integrated, First-Year Curriculum in Sci-ence, Engineering and Mathematics at Rose-Hulman Institute of Technology, which was rec-ognized in 1997 with a Hesburgh Award Cer-tificate of Excellence. He has authored or co-authored over 70 papers onengineering educa-tion in areas including change in STEM educa-tion, faculty development, and curricular inno-vation. He is currently the Editor-in-Chief forthe IEEE Transactions on Education, a SeniorAssociate Editor for the Journal on Engineer-ing Education, an associate editor for the In-ternational Journal on STEM Education, anABET EAC Commissioner, an IEEE Fellow,and an ASEE Fellow.

23

Sessions

(1A) Collaborative work and Tech-nologies for Engineering Education

Chairs: Auer, Michael


Date and time: 2018-04-18 10:30

Immersive Peer Education: Virtual In-teractive Scalable Online Notebooks forScience (VISONS)

Authors: Neustock, Lars Thorben; Herring,George K.; Hesselink, Lambertus

Organisations: Stanford University, UnitedStates of America

Educating peers and broader audiences is ofgreat significance within the scientific commu-nity. The education process aids the commu-nication of ideas and allows for engagementwith science. We present a ready-to-use toolto exchange data collected in laboratories in ascalable, graphical and easily accessible man-ner using Massively Scalable Online Laborato-ries (MSOL) embedded within Virtual Inter-active Scalable Online Notebooks for Science(VISONS). The tool we present replicates theexperiment in a visual and interactive way, dy-namically displaying the experiment in all of itsstates. Using VISONS, researchers can moreeasily engage in discussions about their experi-mental results, which allows for a deeper under-standing of their data and scientific challenges.The form of data exchange and graphic inter-face we present here helps to stimulate pur-poseful conversations about cutting-edge sci-ence by using VISONS during discussions withpeers or in publications. Moreover, our ap-proach, which uses efficient data storage andretrieval capabilities, provides scalable data

management that laboratory environments cur-rently lack. Simultaneously, we provide a moreeffective way for researchers manage their ownwork. VISONS offer a clear and concise ver-sion control system, assisting scientists at allstages of the development process. To provideinformation security during preliminary exper-imental work, before official publications, weincorporated a feature to choose the target au-dience for each experiment. To demonstratethe merits of VISONS, we recorded differentversions of a cutting-edge science experiment,a quantum-noise limited differential phase con-trast X-Ray imaging system, during its devel-opment process.

Benefits and drawbacks of source codeplagiarism detection in engineering edu-cation

Authors: Pawelczak, Dieter

Organisations: UniBw Munich, Germany

Source code plagiarism is wide spread in begin-ners’ programming courses. Especially, if pro-gramming is a minor subject, as for instance inengineering degrees. It is very tempting for stu-dents during a programming assignment to usea working copy of a fellow student rather thanstruggling with the time-consuming coding bythemselves. But as learning programming re-quires a significant personal commitment, weconfirm the results of other studies, that cheat-ing leads to higher failure rates and lower scoresin the examination. Automatic plagiarism de-tection systems are therefore measures againstcheating. We analyzed the students’ achieve-ments and opinions during the last 5 yearsof operating an automated assessment systemwith plagiarism detection. The paper discussesin detail the benefits of such a system, e.g. theequal treatment of all students compared tomanual plagiarism checks, and shows also thedisadvantages, e.g. code obfuscation, that stu-

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dents perform in order to circumvent the sys-tem.

Forming and transforming STEMteacher education

Authors: Francis, Krista; Alonso Yáñez,Gabriela; Chapman, Olive; Cherkowski, Gina;Dodsworth, Dianne; Friesen, Sharon; Gereluk,Dianne; Knowlton Cockett, Polly; PreciadoBabb, Armando Paulino; Shanahan, Marie-Claire; Takeuchi, Miwa; Thomas, Christy;Turner, Jeff

Organisations: University of Calgary,Canada

This paper discusses the ongoing processes andchallenges for designing an introductory un-dergraduate STEM Education course, as in-formed by the perspectives of eleven instructorsand two administrators that have taught thecourse repeated times, including its revisionsand modifications. The course embraces atransdisciplinary approach where inquiry tran-scends each specific discipline. The intent ofthe course is to foster an understanding of howSTEM can inform and be used to shape teach-ing and learning across grade levels and sub-ject areas. After four years of multiple itera-tions, we consider our course to be an innova-tive cornerstone of the undergraduate educa-tion program. Our successes include a collabo-rative assessment process that strengthens ourcollective capacity and understanding of STEMeducation, facilitates consistent expectationsand assessments across sections, and improvesthe quality of per-service teachers’ assignments.Our challenge is to address differing attitudesand course evaluation scores between elemen-tary and secondary pre-service teachers. Ele-mentary pre-service teachers are more accept-ing and willing to learn about STEM educa-tion. Secondary pre-service teachers are morereluctant and resistant. Contesting their pre-conceived notions, identity, negative attitudes,and external structures of schooling is essentialfor improving secondary pre-service teacher re-

sponsiveness to STEM and trans-disciplinarypedagogic approaches.

The goal of a teaching methodology inhigher education

Authors: Travassos Valdez, Manuel;Machado Ferreira, Carlos; Maciel Barbosa,Fernando

Organisations: Instituto Superior de Engen-haria de Coimbra, Portugal; Faculdade de En-genharia da Universidade do Porto, Porto

Curricular policies and the processes of organi-zation and development of a curriculum mustinclude, in their objectives, reflections on theways of responding to the demands of society.

The objective of a teaching/learning method-ology is to support the teacher, so that afavourable situation is created for the enrich-ment of the class, for a better assimilationof the subject under discussion. A teach-ing/learning methodology is therefore a set ofprocedures that are designed to make changes.

From this point of view, it is also necessary forthe students, the future qualified professionals,to master the indispensable knowledge aboutthe issues and to reach an introspection thatallows them to make the best decisions.

The basic principles underlying effective learn-ing are: prior knowledge of students can helplearning; the way students organize knowledgeinfluences how they learn and apply what theyknow; motivation determines, directs, and sup-ports what to do to learn; to develop com-petence, students must acquire skills, acquirepractice in integrating them and know when toapply what they have learned; practice shouldbe directed towards objectives along with feed-back, increasing the quality of learning; stu-dents should learn to control and adjust theirapproaches to learning.

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Learning from the Unexpected: Statis-tics and Uncertainty in Massively Scal-able Online Laboratories (MSOL)

Authors: Herring, George K.; Neustock, LarsThorben; Hesselink, Lambertus

Organisations: Stanford University, UnitedStates of America

Reasoning about unexpected outcomes is cru-cial to scientific exploration and STEM educa-tion. To stimulate conversations about theseoutcomes, we integrated noise characteristicsand uncertainty into the framework of Mas-sively Scalable Online Laboratories (MSOLs),which provide a collaborative and interactiveonline environment for education. The MSOLapproach reduces a physical experiment to a setof states and displays it in an interactive envi-ronment. With the approach described here,those stages exhibit noise characteristics andnondeterministic outcomes. As a demonstra-tion, we successfully recorded and displayed anexample experiment, which contains quantumnoise and limited repeatability. We thus dis-play experiments more realistically and leadstudents towards a deeper understanding ofthe physical reality by evoking their curiosityabout the variation of the displayed outcomes.

Promoting Engineering Education byScientific Research: Cultivating CreativeTalents

Authors: Fan, Hua

Organisations: University of Electronic Sci-ence and Technology of China, China, People’sRepublic of

Currently, looking at the higher education,teaching and scientific research are the focusof the universities, but the phenomenon of em-phasizing and centralized scientific research,marginalizing and underestimating teachingseems increasingly intensified. Most teachersare often busy with research, use old course con-tent, lost touch with engineering practice, pay

no attention to discussion with students andthe quality of teaching in classroom. In addi-tion, teachers who are successful in classroomwhile unsuccessful in academia are numerous.

Teaching and research group of “fundamentalsof analog circuits” is engaged in teaching basiccourses, but the group never neglected scien-tific research of teachers, guiding the combina-tion of scientific research and engineering edu-cation curriculum to ensure the advanced andpractical content of course and form a patternof teaching driven by scientific research. A highlevel of scientific research not only broadens thehorizons of teachers and enable the teachers todeepen the understanding and application ofthe content, but also creates a good space andthe environment to cultivate innovative talentsby introducing mature scientific research in en-gineering practice, setting up innovation exper-iments, highlighting the practical ability.

In this work, detailed examples of individualinnovative experiments derived from scientificresearch are given, a virtuous cycle between en-gineering education and scientific research hasbeen formed to stimulate the interest and mo-tivation of students.

In August, 2016, the first author participatedin the young teachers teaching competition or-ganized by the Ministry of Education, dur-ing the competition, with the novel teachingmethod which combines the “fundamentals ofanalog circuits” and scientific research flexibly,the first author won the second prize in thesouthwest of China.

(1B) Semantic Web and Ontolo-gies for Learning Systems

Chairs: REYMOND, David


Date and time: 2018-04-18 10:30

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Application of ontologies in higher edu-cation: A systematic mapping

Authors: Tapia-Leon, Mariela; CarreraRivera, Abdon; Chicaiza Espinosa, Janneth;Luján-Mora, Sergio

Organisations: Universidad de Guayaquil,Ecuador; Universidad Técnica Particular deLoja, Ecuador; Universidad de Alicante

Universities and Higher educational institutesconstantly create knowledge, hence it is neces-sary to keep record of the academic and ad-ministrative information generated. Consider-ing the large amount of information managedby higher education institutions and the diver-sity of heterogeneous systems that can coexistwithin the same institution, it becomes neces-sary to use technologies for knowledge represen-tation. Ontologies facilitate access to knowl-edge allowing the adequate exchange of infor-mation between people and between heteroge-neous systems. This paper aims to identifyexisting research on the use of ontologies inhigher education. By performing a systematicmapping study, approximately 50 research pa-pers have been selected, reviewed and analyzedfrom an initial set of 2792 papers. Our resultsprovide some findings regarding how ontologiesare used in Higher Education Institutes, whattechnologies and tools are applied for the de-velopment of ontologies and what are the mainvocabularies reused in the application of ontolo-gies.

Keywords: Systematic mapping, Ontology,Higher Education, University

To context-aware learner modeling basedon ontology

Authors: Akharraz, Laila; El mezouary, Ali;Mahani, Zouhir

Organisations: IRF-SIC Laboratory IBNZOHR University B.P.28 / S - Agadir - Mo-rocco; LASIME Laboratory IBN ZOHR Uni-versity B.P.28 / S - Agadir - Morocco

One of the main motivations for better learnermodeling is to make distance learning sys-tem intelligent so that they can present adap-tive learning content to each learner accord-ing to his needs. This aspect of intelligenceis mainly ensured by the exploitation of thelearner model. However, the multiplicity of in-formation about the learner makes their model-ing a very complex activity and constitutes anopen line of research, which has given rise toseveral proposals from different points of view.In this trend, this paper presents a new learnermodeling approach sensitive to the context en-riched from existing models and based on theexploitation of ontology.

General Learner Model Ontology forAdaptive Lifelong Learning

Authors: Nurjanah, Dade

Organisations: Telkom University, Indone-sia

This paper discusses our research on usermodel ontology for lifelong learning. The re-search questions addressed in this paper arewhat information about learners can makelearning be adaptive, how the representationof lifelong user model ontology, and how to ex-tract the general user model to be used in andupdated by a certain adaptive learning system.The goal expected to be achieved is that thereis an open lifelong learner model ontology tobe accessed and updated by adaptive learningsystems. Some information of ontology shouldbe able to be extracted based on the needs ofadaptive learning system and vice versa, as wellas the elements of ontology must be able tobe updated by adaptive learning system. Theontology extraction test was conducted by ex-tracting the user model twice for two differentadaptive learnings, then it was checked if theuser model ontology resulted from the extrac-tion was valid, meaning it still had constraintson the elements in accordance with the initial,and could be used for a certain targeted adap-tive learning system. Then, updates were con-

27

ducted on the ontology resulted from the ex-traction as a simulation of learner model up-date on learning activities in adaptive learningsystem. Furthermore, the updated ontologywas recombined with the initial ontology. Wetried it for AVANTI’s and INTERBOOK’s usermodels. The experiment show that the generaluser model ontology and its extraction and up-date functions can keep the ontology valid.

E-exams in Engineering Education – On-line Testing of Engineering Competen-cies – Experiences and Lessons Learned

Authors: Feldmann, Nina; Boehmer, Cor-nelia; Ibsen, Michael

Organisations: Hochschule Aschaffenburg,Germany; Xisio Informationssysteme GmbH

Aschaffenburg University of Applied Sciencesand Darmstadt University of Applied Sciencesdeveloped a blended-learning bachelor’s pro-gram in electrical engineering und informationtechnology for non-traditional students. It wasenhanced with e-learning components in differ-ent study phases, e.g. self-study phase, phaseof attendance and preparatory study phase [1].To the end, lecturers developed concepts andappropriate e-learning content for their mod-ules. After six years of producing a wide rangeof e-learning material, the development of e-exams has to be the next step. The necessity ofoffering online-examination is especially impor-tant for a blended-learning studying programsince non-traditional students do not have totravel to the place of study for only one ortwo exam/s per day. [2] The idea of develop-ing ‘e-exams from at home’ “sprouted” and thefirst step was the consideration how this kindof exam put into practice.This paper describesthe development process - from the initial ideasto the raised questions in connection with e-exams.

Balancing Low-Level vs. High-Level Pro-gramming Knowledge in an Undergrad-uate Microprocessors Course

Authors: El-Abd, Mohammed

Organisations: American University ofKuwait, Kuwait

In this work, we address the issue of bal-ancing low-level vs. high-level programmingknowledge and experience in embedded sys-tems courses. On one hand, low-level pro-gramming (i.e. Assembly) is important for thestudents to fully understand how the machineworks and have full control over its differentcapabilities and hardware features. On theother hand, high-level programming experience(i.e. C/C++) is a must to cope with recentindustrial and embedded market trends. Weaim to investigate one teaching approach thatcould be used to adequately deliver both learn-ing experiences in an undergraduate micropro-cessors course. Sample lab sheets and assign-ments that demonstrate the proposed approachare presented. The approach is tested over twoconsecutive semesters and both students’ feed-back and performance are used to

evaluate the proposed methodology.

Education Engineering in Spain: Sevenyears with the Bologna Process

Authors: Llamas Nistal, Martín; Mikic Fonte,Fernando A.; Caeiro Rodríguez, Manuel; Cas-tro, Manuel; Tovar, Edmundo; Plaza, Inmacu-lada

Organisations: IEEE-ES Spanish Chapter,University of Vigo, Spain; IEEE-ES Span-ish Chapter, UNED, Spain; IEEE-ES SpanishChapter, UPM, Spain; IEEE-ES Spanish Chap-ter, University of Zaragoza, Spain

The year 2012, the IEEE-Education SocietySpanish Chapter (SC) carried out a studyabout the state of the EHEA (Bologna Process)implementation in engineering degrees alongSpain and the opinion of teachers about the

28

main aspects of this implementation. Fiveyears later, the SC is carrying out a similarstudy taking into account that the EHEA hasbeen active at least for seven years. This studyhas two parts: the first one is focused on similaraspects (when possible) on the previous surveyin order to enable an easy comparison with theprevious survey. The second part focus on re-sources, methodologies and open-answer ques-tions on the opinion of the teachers on the mainaspects of the EHEA. In this paper, the surveyis introduced and the results of the first part ofthis survey are presented, comparing with theresults of the 2012 survey.

(1C) Learning Systems Platformsand Architectures

Chairs: Plaza Merino, Pedro


Date and time: 2018-04-18 10:30

An integrated model for the continuoususe intention of MS Office simulationsoftware

Authors: Venter, Marisa Isabel; Swart,Arthur James

Organisations: Central University of Tech-nology, South Africa

Web based training software has been used ex-tensively as one of the instruction methods totrain users in basic digital literacy skills. Onesuch example is the simulated online learningenvironment. Due to the fact that studentsare able to interact with real time simulations,these environments are referred to as Interac-tive Online Learning Environments (IOLEs).At most universities in South Africa, studentsfrom all faculties are obligated to take an in-troductory digital literacy course during their

first year of study. Due to the large num-bers of students in these introductory courses,universities are predominantly making use ofIOLEs to assist with the teaching and assess-ment of MS Office skills. Limited research hasbeen conducted on the constructs that maycontribute to the continuous use intention ofMS Office IOLEs by students in higher edu-cation. The main objective of this paper isto propose a model for the continuous useintention of IOLEs. Three theoretical mod-els were combined in order to develop thismodel, and include Flow Theory, InformationSystem Expectation–Confirmation Model andthe DeLone and McLean Information SystemsSuccess Model. Results reveal that the fol-lowing constructs should be included in themodel to predict continuous use intention: sat-isfaction, perceived usefulness, perceived enjoy-ment, perceived ease of use and focused im-mersion. In addition, students’ satisfactiontoward MS Office IOLEs was determined byinformation quality, perceived usefulness andperceived enjoyment. Understanding the con-structs that influence students continuous usetowards MS Office IOLEs could be used by in-stitutions, businesses and instructors to focustheir efforts on improving specific aspects ofthese platforms that would lead to higher lev-els of student engagement with them. This,in turn, could lead to higher levels of aca-demic success as students engage more withthe course content and improve their MS Officeskills, one of the most important skills requiredby all types of employers today.

Studio Teaching - An Embedded Sys-tems Course

Authors: Manseur, Rachid

Organisations: SUNY Oswego, United Statesof America

Teaching microprocessors at the undergradu-ate level can be accomplished far more effec-tively when modern teaching techniques utiliz-ing hands-on and project-based methods are

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implemented. This article presents an embed-ded systems course taught in a studio formatthat combines lecturing and laboratory exper-imentation to teach and train students in thedirect application of microprocessor and micro-controller systems. Studio teaching is best con-ducted in facilities that are designed for thatpurpose. One of the main topics to be ad-dressed in the development of a studio courseis the selection of suitable experiments thatsupport effective teaching of fundamental con-cepts through direct application of those con-cepts. This paper discusses several aspects ofthe course development and delivery includingfacilities, equipment, pedagogy, and exampleclasswork

Personalization Criteria for enhancinglearner engagement in MOOC platforms

Authors: Assami, Sara; Daoudi, Najima;Ajhoun, Rachida

Organisations: National high school of Com-puter science and System Analysis (ENSIAS),Morocco

The use of ICT (Information and Communi-cation Technology) revolutionized the educa-tion sector with MOOCs (Massive Open OnlineCourses) becoming a major focus for open edu-cation actors and top universities to resolve thelimited resources issue and make education ac-cessible worldwide. Our study focuses on theproblem of dropouts in MOOCs and how wecan reduce the phenomenon by adapting learn-ing according to criteria that enhance MOOClearners’ motivation. It relies on enhancingthe recommendation process of Courses accord-ing to the learner personal expectations, prefer-ences and cognitive learning style among otherpersonalization criteria. Furthermore, it sug-gests a new approach to profile construction fora MOOC recommendation system by consider-ing external data to define a learner’s interests.

Pictogramming - Programming LearningEnvironment using Human Pictogram –

Authors: Ito, Kazunari

Organisations: Aoyama Gakuin University,Japan

In this study, we propose a new programminglearning environment called “Pictogramming.”Pictogramming is based on two words: “pic-togram” and “programming.” The basis ofthis application is the use of a human-shapedpictogram (i.e., a “human pictogram”). Pic-tograms resemble a person or object with an ab-stract representation. Human pictograms areassociated with syntonic learning and visualmanifestation. The proposed application candisplay a human pictogram in the front andside directions defined by ISO (InternationalOrganization for Standardization), where bothcomprise nine body parts. The applicationmoves the parts using a command sequencecalled the “Pictogram Animation Command.”The application can draw the movement his-tory (similar to turtle graphics) as “Pictogramgraphics.” The combination of both functionsfacilitates learning in small steps over a shortperiod of time using a small command set. Weevaluated the effectiveness of this applicationwith approximately 100 junior high school stu-dents. The results were generally favorable butit is necessary to improve the content and themethod for learning conditional branching.

Structured MOOC designed to optimizeElectricity learning at Secondary School

Authors: Blazquez-Merino, Manuel P.; Ma-cho Aroca, Alejandro; Baizan Alvarez, Pablo;Garcia Loro, Felix; San Cristobal, Elio; DiezOrueta, Gabriel; Castro, Manuel

Organisations: UNED - Spanish Open Uni-versity, Spain

A massive open online course is presented ad-dressed to Secondary students in their firstyears in order to introduce electricity concepts

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and magnitudes. The MOOC has been de-signed via a Bloom-Anderson’s taxonomy ap-proach to maximize cognitive skills of studentswhen facing electrical concepts for the firsttime. Throughout the course, specific activitieshave been designed and ordered to optimizelearning, distinguishing those to consolidatelow order thinking skills (LOTS) from thoseto develop high order thinking skills (HOTS).

The course has been designed using Moodleand incorporates documentation divided inthree chapters, each of them containing sixstages according to LOTS-HOTS scheme. Sev-eral videos have been recorded and located inthe course to be displayed in specific momentsof the course to help to students to under-stand the purpose of the course as well as toassist in the use of VISIR remote laboratory.VISIR, thus, has been selected as the techni-cal resource to make the electrical practices in-cluded in the MOOC.

In the full version of the paper, a detailed de-scription of the MOOC is provided as well asthe specific means of assessment designed toevaluate knowledge acquisition of students.

Systematic Evolution of a Learning Set-ting for Requirements Engineering Ed-ucation based on Competence-OrientedDidactics

Authors: Sedelmaier, Yvonne; Landes, Di-eter

Organisations: Coburg University of AppliedSciences and Arts, Germany

It is widely agreed that requirements engi-neering is a top success factor for IT (andnon-IT) projects. Qualified requirements en-gineers need to possess not just factual knowl-edge, but also many skills. Yet, it is an openquestion which competencies requirements en-gineers actually need, and how these compe-tencies may be addressed appropriately in ed-ucation. As a methodological framework, wedevised an approach, Competence-Oriented Di-

dactics, which rests on a sound pedagogical un-derpinning.

This paper shows how Competence-OrientedDidactics is applied to a requirements engi-neering course. In contrast to more tradi-tional teaching approaches, students shall notonly acquire technical requirements engineer-ing knowledge, but, at the same time, developnon-technical competencies that are necessaryfor requirements engineering. In particular,students shall better understand why require-ments engineering and several of its core meth-ods, techniques, and skills are needed. More-over, students shall develop and expand thenecessary skills for requirements engineering.Consequently, learning shifted from an instruc-tive to an active and inductive style, whichbuilds on exercises that make students activelydiscover relevant requirements engineering is-sues and gain hands-on experiences. Resultsfrom systematic evaluations indicate that thedescribed didactical settings works well.

This paper has two main contributions: first, asystematic, competence-driven approach to de-velop learning settings, and second, a learningsetting that is equally directed towards techni-cal and non-technical competencies of require-ments engineers and demonstrably achieves itsgoals.

(1D) E·Assessment and new As-sessment Theories and Methodolo-gies

Chairs: Urbano, Diana


Date and time: 2018-04-18 10:30

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Effective computer-assisted assessment:challenges and solutions

Authors: Moscinska, Katarzyna; Rutkowski,Jerzy

Organisations: Silesian University of Tech-nology, Poland

In the paper we describe revision of both re-sources and methodology of e-assessment, un-dertaken in the last few years. As studentstend to ignore activities that do not directlycontribute to grades, we proposed an interme-diate method of assessment, named “formativetowards summative” (FTS1, FTS2). Anotherreason for revision was introduction of “flippedclassroom” in a leading engineering course andnecessity of obtaining correlation between e-content and e-assessment. Application of Infor-mation Theory model confirmed the effective-ness of our approach

Structured Peer Review using a CustomAssessment Program for Electrical Engi-neering Students

Authors: Mirmotahari, Omid; Berg, Yngvar

Organisations: Universitetet i Oslo, Norway;University College of Southeast Norway

Peer review is an increasingly common methodthat can help improve learning outcomes. Inthis study, the students are peers/reviewersfor their fellow students. This study was con-ducted using a trial exam as a starting pointfor a peer review process. A custom assessmentcomputer program was designed for structuredimplementation of review. The study showsthat students who participated in the peer re-view consistently received better results on thefinal exam. This suggests that structured peerreview by students improves learning outcomes.This paper also demonstrates that the collecteddata can be useful to lecturers who want to im-prove their constructive alignment.

Regional Assessment Of General Educa-tion Quality In Tomsk Region

Authors: Mozgaleva, Polina; Zamyatina, Ox-ana; Cabral, Pedro; Mozgaleva, Alena

Organisations: Tomsk Polytechnic Univer-sity, Russian Federation; Tomsk State Univer-sity, Russian Federation; NOVA IMS - Univer-sidade Nova de Lisboa, Lisbon, Portugal

From 1998 Tomsk region holds the regionalmonitoring research with the goal of receivingactual information on the condition and dy-namics of the quality of education, and also theliquidation of lacks in the knowledge of schoollearners (hereinafter learners) of educational in-stitutions of the system of general education inTomsk region. The article provides informa-tion on the stages of organization and provi-sion of the regional monitoring; the model ofthe analysis and interpretation of the receiveddata is demonstrated for further application ofthe monitoring research results by educationalorganizations of Tomsk region.

Industry – academia cooperation for cre-ative thinking skills strengthening of un-dergraduates’ and master students inelectrical engineering

Authors: Kunicina, Nadezhda; Zabasta, Ana-tolijs; Gaile-Sarkane, Elina; Zhiravecka, Anast-sija; Ribickis, Leonids

Organisations: Riga Technical University,Latvia

Training a new generations of engineers, whowill create new enterprises and new productsfor market in the field of electrical engineer-ing is achieving through supporting of individ-uals creative thinking. In this work, introduc-tion of innovation management course for un-dergraduate students of the Institute of Electri-cal Engineering and Electronics, the top downand bottom up approach related cooperationwith industry is described. Teaching methodssuch as a project – based method, mentoring

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approach, double supervision of scientific re-search development, industrial internships andfinal prototyping are discussed. The case ofvisiting students training in a frame of ERAS-MUS+ projects, applied testing methodologyand results analysis, is discussed in this work.

Evaluation of Grade Prediction us-ing Model-Based Collaborative Filteringmethods

Authors: Rechkoski, Ljupcho; Ajanovski,Vangel V.; Mihova, Marija

Organisations: Ss. Cyril and Methodius Uni-versity in Skopje, Macedonia, Macedonia, For-mer Yugoslav Republic of

Estimating grades for courses that are yet tobe enrolled by students can help them in mak-ing decisions towards timely graduation andachieving better overall results. This paperpresents an evaluation of grade prediction forfuture courses using the model-based collabo-rative filtering methods: Probabilistic MatrixFactorization and Bayesian Probabilistic Ma-trix Factorization using Markov Chain MonteCarlo. The prediction model was evaluated ina simulated scenario of an enrollment cycle ina winter and summer semester, based on a realdata-set of enrollments and grades over severalyears at the authors’ institution. Several eval-uation metrics were used in order to assess theaccuracy of predictions and analyze the distri-bution of the prediction deviation across studyprograms and grades. Beside the standard ap-proach in predicting the final grade that is tobe achieved by a student in a future course, wehave also devised a method to estimate if thestudent will fail the course, so that he will haveto re-enroll it at least once. The results showedthat the predicted grades were in the range ±1compared to the actual grades in more than80% of the records.

Exploring students entrepreneurialmindset. Insights to foster entrepreneur-ship in engineering education

Authors: João, Isabel M.; Silva, João M.

Organisations: ISEL - Instituto Superior deEngenharia de Lisboa, Instituto Politécnico deLisboa; CEG-IST, Instituto Superior Técnico,Universidade de Lisboa, Portugal; ISEL - Insti-tuto Superior de Engenharia de Lisboa, Insti-tuto Politécnico de Lisboa; CATHPRO/CQE,Instituto Superior Técnico, Universidade deLisboa, Portugal

High school graduates have a huge potential forinnovative processes and sustainable economicdevelopment. The higher education institu-tions must play an important role in engagingstudents for entrepreneurial careers, enhancingtheir skills to entrepreneurship activities. Stu-dents capable of identifying opportunities andturning ideas into business, and who have goodcommunication and leadership skills as well asstrong technical competences are likely to behighly valued in the marketplace. This paperpresents a case study which the main objectiveis to investigate the main differences withinand across students who are and are not par-ticipating in entrepreneurial courses. The mainconcern of the study is to understand if the stu-dents are or are not interested in entrepreneur-ship activities and what are the engineeringstudent’s perceptions of their entrepreneurshiprelated abilities. The students were selectedamong two engineering master courses in a Por-tuguese Engineering School of a Polytechnic In-stitute. The curricular unit of entrepreneur-ship is part of the curriculum in one of themaster courses while in the other course thestudents do not have such subject in their studyprogram. The data was collected to investigatedifferences within and across engineering stu-dents who are and who are not participating inentrepreneurship courses as well as differencesconcerning some demographic characteristics.

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(1E) Active learning and ActiveMethodologies

Chairs: Absi, Rafik


Date and time: 2018-04-18 10:30

Training Undergraduate EngineeringStudents To Read Research Articles:AQualitative Think-Aloud Study

Authors: Seiradakis, Emmanuela; Spanti-dakis, Ioannis

Organisations: University of Crete ; Techni-cal University of Crete; University of Crete

Training Undergraduate Engineering StudentsTo Read Research Articles:A QualitativeThink-Aloud Study

The ability to read research articles in En-glish is considered an essential skill for univer-sity students. Lately, the instant online ac-cess to research articles has changed both theamount of articles and the age scientists startreading primary literature. In engineering ed-ucation professors seem to believe that sensi-tizing undergraduates to the research articlegenre, could contribute in facilitating their dis-ciplinary socialization and help them acquirefundamental engineering skills such as read-ing and writing reports and interpreting data.However, existing research on the use of re-search articles with engineering undergraduatestudents is scarce. In this paper, we reporton the effects of a blended course that aimedto help ECE undergraduates to read researcharticles more effectively and quickly. The 15-week experimental course was based on the the-ories of genre analysis, metacogniton and cog-nitive apprenticeship. The study adopted a preand post-test design combined with concurrentthink-aloud protocols. Four EFL Greek under-

graduate ECE students at the Technical Uni-versity of Crete were selected based on certaincriteria that classified them as poor readers.The think-aloud sesssions were recorded, tran-scribed and analyzed based on an open cod-ing approach. The data indicated that prior tothe course participants lacked a schema for theresearch article genre and thus their readingstrategies were ineffective, whereas at the post-test participants made more use of strategies toplan, monitor, control and evaluate their com-prehension.

Addressing Chemical Reaction Miscon-ceptions Using Five Phase NeedhamModel

Authors: Surif, Johari; Tamilselvam, Shan-thi; Ibrahim, Nor Hasniza; Abdullah, AbdulHalim; Ali, Marlina

Organisations: Universiti TeknologiMalaysia, Malaysia; SJK(T) Jalan HajiManan, Kluang, Johor, Malaysia

This study aims to assess and address the mis-conceptions that exist in the chemical reactionstopic among form five students. The study usesFive Phases Needham Model that apply in themultimedia software to overcome the miscon-ceptions that exist in this area of chemical re-action in the classroom instruction. The studyalso used ADDIE Model (Analysis, Design, De-velopment, Implementation and Evaluation) todevelop a multimedia software. Thirty sec-ondary school students and thirty secondaryschool teachers took part in this quantitativestudy which uses the experimental and surveymethods. A pre-test and post-test were usedto assess the effectiveness of the software inovercoming misconceptions developed by stu-dents in the area of chemical reactions. In addi-tion, the study also collects data from teachersthrough a questionnaire to test the suitabilityof this software. Data of pre and post tests andquestionnaires were analysed using descriptivestatistic. The results showed that this multi-media software is very effective to be practiced

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in schools among students. The survey alsoreveals that the software is suitable from vari-ous aspects such as understanding of learningcontent, navigation of software and increase ofintrinsic motivation of students. Besides, thisstudy also benefits from the perspective of pro-viding information about the compatibility ofmultimedia software in Chemistry Education.In fact, secondary school teachers can use thisstudy and the software as a reference or guidefor deploying multimedia in teaching and learn-ing.

Research Competence - Modification ofa Questionnaire to Measure ResearchCompetence at Universities of AppliedSciences

Authors: Hauser, Florian; Reuter, Rebecca;Mottok, Jürgen; Gruber, Hans

Organisations: OTH Regensburg, Germany;University of Regensburg, Germany; Universityof Turku, Finland

Connecting research and teaching is nowadaysa very popular and common appearance inhigher education. Research oriented teachingmethods are getting more popular and impor-tant in the curricula. By using these methods,it is intended to enhance students abilities todo scientific work more independently. Thereis only a small number of tools, focused onthe evaluation of these teaching methods out-comes.

This paper deals with the validation andmodification of the German questionnaire “F-Komp”. In its original version, it was intendedto measure university students’ research com-petences. In the beginning of this study, therewere only a few tools available which were re-liable. For the purposes of this study, theywere not suitable. At the same time, there wasno validated version of the F-Komp available,which made the whole validation process forfurther usage necessary. This questionnaire isbased on a structure, which consist of different

skills and knowledge and is focused on mea-suring research competence in general. Thevalidation and modification of the F-Komp istherefore the aim of our contribution as wellas a revised version of the questionnaire. Weproceeded an explorative factor and a relia-bility analysis to do a general evaluation ofthe tool. Some modifications were done inthe questionnaire to make it more suitable tothe requirements of technical oriented univer-sities of applied sciences. Our revised versionis slightly longer and contains several items togather data about the participants demograph-ics. The modified questionnaire is based on amore appropriate factor structure. This struc-ture is more practically oriented and pays at-tention to ethical issues. In future cases, thisquestionnaire will be used in research orientedcourses to measure students’ progress in acquir-ing the knowledge and methods which are nec-essary to perform as a scientist in different re-search areas.

Capstone Design: A Vehicle to ExploreLandscapes of Practice in EngineeringEducation

Authors: Simpson, Zach; Janse van Rens-burg, Nickey

Organisations: University of Johannesburg,South Africa

Engineering design capstone courses create anopportunity for students to demonstrate theirfamiliarity with the particular landscape ofpractice of their chosen field. This research fol-lows a team of seven final year Mechanical En-gineering students as they complete a capstonedesign project to design and build an energyefficient vehicle to be entered into an interna-tional race. A qualitative, ethnographic studywas conducted, collecting data through obser-vation, reflection, and interviews with each ofthe student-participants and their academic su-pervisor. Landscapes of practice are definedthrough patterns of interaction within and be-tween the various communities occupying the

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landscape. How we design the landscape ofpractice determines the opportunities we createfor student development. The research demon-strates how the institutional and technologicalbackdrop of capstone design introduces pres-sures that can both hinder student learning andcreate space and opportunity for deep learn-ing to occur. It is concluded that the engineer-ing curricula should include a series of designprojects which allows for conceptualisation tooperation of the final product, challenging stu-dents learning both with respect to technicaland social skills.

Development of spatial awareness andoperation skills in a remote robot lab-oratory

Authors: Verner, Igor; Gamer, Sergei; Pol-ishuk, Alex

Organisations: Technion - Israel Institute ofTechnology, Israel

Our study investigates the development of spa-tial awareness (SpA) of first-year industrialengineering students through practice in pro-gramming and operating robot-manipulators.At the previous stage we found that practice ina virtual environment followed by direct “face-to-face” operation (FFO) of real robots can en-hance students’ SpA. At this stage we ask ifFFO can be substituted by tele-operation ina remote environment without compromisingthe growth of SpA. What specific spatial chal-lenges of robot tele-operation and what are stu-dents’ perceptions of this practice? A roboticsworkshop was delivered as part of the Intro-duction to Industrial Engineering and Manage-ment course to two groups of students: onepracticed FFO in the lab and the other re-motely operated the robots from the computerclass. Data were collected by two question-naires. The first was administered after theworkshop in both groups and asked to eval-uate its learning contribution, including thegain in SpA. The second was conducted onlyin the experimental group and asked about

the spatial challenges faced in performing thetele-operated assignment. We triangulated re-sults of the questionnaires by the analysis ofstudents’ laboratory reports and observationsduring the laboratory sessions. As fond, bothgroups positively evaluated the workshop’s con-tribution, but evaluations of the tele-operationgroup were higher for the exposure to industrialrobotics, interest to study robotics, and SpA.The students from the tele-operation group hadspecific challenges related to the limited view-shed and delayed visual feedback. Most stu-dents in both groups noted that the practicein the virtual environment was important toprepare for the practice with the real robots.Based on the results of our case study, we ar-gue for further exploration of the proposed ap-proach and call for using laboratory practice inremote robotic environments for training spa-tial skills that are highly demanded in engineer-ing education and careers.

The Lecture Hall Laboratory - Designof a Field Experiment for EffectivenessAnalysis

Authors: Nofen, Barbara; Temmen, Katrin

Organisations: University of Paderborn,Germany

The teaching and learning concept “LectureHall Laboratory” (LHL) is an ideal supplementto an engineering lecture with laboratory exper-iments, where students may individually per-form their own experiments in small groupsduring the lecture. The integration of prac-tical laboratory experiments into the lectureis based on the sandwich-principle. The keyobjectives are: promoting the learning process,deepening the subject issues and reducing diffi-culties of understanding.

The analysis design presented herein should al-low now for the evaluation of the teaching andlearning concept LHL with regard to learningsuccess, motivation and its attractiveness. Be-sides the design of the field experiment, the op-

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erationalization difficulties, such as controllingconfounding variables, will be discussed.

(1F) New Frameworks for Engi-neering Education

Chairs: Nedeljkovic, Milos (Srecko)


Date and time: 2018-04-18 10:30

Work in Progress: Fostering synergy tocreate an innovation environment

Authors: Valadares, Eduardo de Campos

Organisations: UFMG, Brazil

This paper highlights major aspects of our en-deavor to create a functional innovation envi-ronment at our university linking academia tothe local innovation ecosystem.

Engineering 4.0 Education – A Proposalfor a new Curricula

Authors: Ramirez-Mendoza, Ricardo A.;Iqbal, Hafiz; Parra-Saldivar, Roberto; Morales-Menendez, Ruben; Orta, Pedro

Organisations: Tecnológico de Monterrey,México; Massachusetts Institute of Technology,USA

Te paper describe a new curriculum for Engi-neering Education 4.0 based on the analysis ofdifferent references and essential relevant docu-ments that explain the necessity to well-formeda new generation of professionals. Consideringthe technological change that world is goingthrough, our current social environments andgenerational differences in a society focus onthe extraneous and declares itself as the saviorof the world. The university rises as a relevant

and essential agent to ensure knowledge and de-velopment of competencies in this fourth indus-trial revolution, which has been called Industry4.0 (I4.0). A series of digital technologies con-verge in applications transform the industrialprocesses so that they become more connected,reliable, predictable, resilient, and a high de-gree of certainty. All of this is due to the ar-ticulation of several capabilities of informationtechnologies. Several efforts have been deto-nated in the world trying to better understandthis evolution and in particular for EngineeringEducation towards the I4.0.

Towards a Disruptive Active LearningEngineering Education

Authors: Cruz-Matus, Lorena; Vasquez,Elisa; Rios, Horacio; Ramirez-Mendoza, Ri-cardo A.; Siller, Hector; Cabeza-Azpiazu, Luis;Hernandez-Luna, Alberto; Ahuett-Garza, Ho-racio

Organisations: Tecnologico de MonterreyMéxico; University of North Texas USA

Challenge Based Learning has been proposedas a teaching-learning technique that helps stu-dents develop skills and competencies. A chal-lenge exposes the students to the solution ofproblems under conditions far out of their com-fort zone. A model for the deployment of thistechnique has been developed at Tecnologicode Monterrey. The model takes the studentthrough a full semester project in an indus-trial environment. Specific course contents aretaught in a modular way during the semester.The model has been labeled i Semester. Thisarticle describes some of the challenges of theimplementation of the model.

Empathy and Virtual Agents for Learn-ing Applications

Authors: Gil, Rosa Maria; Padilla, Natalia;Paderewski, Patricia; González, Carina

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Organisations: Universitat de LLeida, Spain;Universidad de La Rioja, Spain; Universidadde Granada, Spain; Universidad de la Laguna,Spain

Nowadays, feelings and emotions are includedin applications design and evaluation in virtuallearning applications. Communication qualityis enhanced between the user and the applica-tion if emotions are included in the interactionprocess. Thus, in order to avoid negative emo-tions as boredom or frustration, we present em-pathy as another approach to maintain the en-gagement as contribution to cope the challengeof designing better quality virtual learning ap-plications. Thus, we present a set of guidelinesfor the Empathic Virtual Agents (EVA) archi-tectural design:

An EVA must have these characteristics to sat-isfy students needs:

• Communication: EVA must react immedi-ately to emotional user behavior using biomet-rics

• EVA Architectural Design: A behavioral on-tology is necessary to develop an accurate agentbehavior integrated in an emotional databaseand a reason inference.

• Context configuration: EVA must know thecontext where the communication is takingplace.

• Ethics policy: students have the right toknow the laws behind data storage. However,here it is necessary to go beyond that. Confi-dential information about students as traits ofpersonality, diseases, incapacities or behavioraldisorders among others have to be regulated inorder to preserve ethics. There is a danger inhow an EVA can use this information in theinference process to influence in the student be-havior.

Irony/tone discrimination: A sentence canchange its meaning depending of tone. Senseof humor can be a powerful tool if it is usedprecisely

Understanding Engineering EducationChange with the Introduction of Chal-lenge Driven Education in Tanzania

Authors: Högfeldt, Anna-Karin; Lantz, Ann;Gumaelius, Lena; Lujara, Suzan

Organisations: KTH Royal Institute of Tech-nology, Sweden; DIT, Dar Es Salam Instituteof Technology, Tanzania

This paper presents findings from an ongo-ing engineering education development project,where one university in Tanzania and one inSweden and Tanzania have collaborated since1976 in research projects. A PhD sandwichprogram was established in the 90’s in thefield of electrical engineering between UDSM(University of Dar es Salam), Tanzania andKTH (Royal Institute of Technology), Sweden.This collaboration has opened up for sharedtrust, idea exchange and the emergence of thechallenge driven education approach. Chal-lenge driven education brings in socio-technicalchallenges to engineering education, or rather,brings out students and academic faculty, toreal life challenges outside academy. The re-search of the first years’ experience reveals highmotivation among students, faculty and stake-holders in society. New ways of teaching andlearning have evolved, and clear contrasts withtraditional education have been found.

An Online DC-Motor Test Bench for En-gineering Education

Authors: Baltanyan, Sarko; Kreiter, Chris-tian; Pester, Andreas

Organisations: Carinthia University of Ap-plied Sciences, Austria

The integration of practical lab sessions in en-gineering education plays a significant role forstudents in understanding fundamental physi-cal principles and engineering concepts. Onlinelaboratories aim to provide practical experi-ences without geographical or time constraints,

38

and therefore provide more flexibility in educa-tion. The online lab presented in this paper isa DC-motor test bench and primary targetedat students of electrical engineering. The pa-per discusses the implementation of the lab interms of hardware, used software frameworksand user interface, as well as possible applica-tions in education together with five exercises.

(1G) Knowledge and Competen-cies in Engineering Education

Chairs: Sánchez de la Rosa, José Luis


Date and time: 2018-04-18 10:30

Motivation and Attitude of ComputerEngineering Students toward Soft Skills

Authors: Schipper, Mariecke; van der Stap-pen, Esther

Organisations: HU University of Applied Sci-ences Utrecht, Netherlands, The

To find, design and create solutions to globalchallenges, 21st century engineering profession-als work in multi-disciplinary and internationalteams that are expected to work effectivelyand efficiently. Universities are following thistrend, as they acknowledge the importance ofsoft skills for employability. The integration ofsoft skills in higher education curricula is notstraightforward, especially in engineering edu-cation. At our university, soft skills coursesscore low in student satisfaction surveys. Thismotivational problem seems to be widely recog-nised. Therefore, in this paper, we study themotivation, attitude and anxiety of computerengineering students toward learning soft skills.To do so, we performed a quantitative study us-ing an online survey based on the mini-AMBT.We sent the survey to all students of a com-puter engineering Bachelor program. We re-

ceived 235 valid responses out of 1169 sentsurveys, which corresponds to a response rateof 20.1%. We performed T-Tests for the fivecategories from the mini-AMTB survey instru-ment for the sample. Overall, our data indicatethat computer engineering students acknowl-edge the importance of soft skills and have apositive motivation and attitude toward learn-ing soft skills from both an integrative and aninstrumental perspective. We also performedan ANOVA, from which we can conclude thesoft skill anxiety increases significantly in oursample from the first to the third year, which isunexpected. The attitude toward the learningsituation also decreases a bit during the studies.Also, the obtained results do not give clear in-sights as to what causes the motivational prob-lems and low satisfaction scores for soft skillcourses. All the above calls for further, qualita-tive research. We only studied the motivationand attitude of computer engineering studentsin a Dutch university of applied sciences; themotivation and attitude of students in otherdisciplines and countries of course may differand should be studied separately.

Application of Systems Engineering Ap-proach in Senior Design Projects

Authors: Alblawi, Adel; Nawab, MohammadSadique; Alsayyari, Abdulaziz

Organisations: Shaqra University, SaudiArabia

This paper presents a novel approach to max-imize the success of the Senior Design Project(SDP) in engineering program and to imple-ment a systematic assessment approach to eval-uate the student’s performance during suchproject. SDP shares many characteristics thatcan be formulated as a complex design problem.Designing and delivering the SDP is achievedby applying a System Engineering and utilizingthe systems engineering process in the develop-ment and production of the SDP of engineeringstudents. The effectiveness of the approach isdemonstrated through a case study of civil en-

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gineering project at the college of engineering,Shaqra university and the results of a surveythat was conducted by the end of the course.The objective of this paper is to show how thesystems engineering approach can be beneficialin delivering the final product/system of SDP.

Closing the loop in engineering educatordevelopment: Using theoretical and em-pirical research to inform curriculum andteaching

Authors: Wolff, Karin Elizabeth

Organisations: Cape Peninsula University ofTechnology, South Africa

An emerging challenge in engineering educa-tion is the rapid proliferation of increasinglycomplex technologies and contexts of socio-technical application. This challenge sees lec-turers grappling with what to include in thecurriculum and how to best harness technolo-gies to enable both students’ conceptual under-standing as well as the eventual ability to en-gage with engineering technologies in the workplace. In order to enhance engineering educa-tor capacity, a number of professional develop-ment initiatives are underway in South Africa.Drawing on two different case study sites, thispaper presents an argument for exposing lectur-ers to the results of theoretically-informed em-pirical research on engineering problem solvingin industrial sites. Using the problem-solvingmaps generated across 40 industrial case stud-ies and the underpinning analytical tool fromLegitimation Code Theory, industrial and pro-cess engineering academics were afforded theopportunity to apply the tool to their analy-ses of curriculum and software-based subjectteaching approaches. Results of the staff de-velopment initiative indicate that closing theloop between an understanding of the incomingstudent base and actual curriculum/teachingpractices by including real world industrialproblem-solving research enables the holisticadoption of iterative feedback and feed forwardpedagogic strategies.

Mathematical vs. engineering under-standing: engineering educators’ per-spective

Authors: Trotskovsky, Elena; Sabag, Nissim;Raveh, Ira

Organisations: ORT Braude College, Israel

I. INTRODUCTION

Our world is characterized by an acceleratedcreation of new knowledge that spreads rapidlyand is available online. Thus, teaching for deal-ing with knowledge, and particularly, teachingfor understanding has become the trend, ratherthan the traditional teaching of knowledge.

What is understanding? How engineering ed-ucators perceive this concept? Is there a dif-ference between understanding in mathematicsand in engineering? How engineering educatorsteach for understanding? These questions wereposed into the current research.

II. THE RESEARCH SETTINGS

A. Method

The research was carried out in April - Au-gust 2017. A qualitative method - a compar-ative analysis - was chosen for the study. Themain research tool was a about understandingand the methods of teaching for understanding.Seven lecturers of mathematics and differentengineering disciplines from an academic col-lege of engineering were interviewed, and theiranswers were analyzed.

B. Participants

Two mathematicians and five engineers partic-ipated in the study. One of them is an elec-tronics engineer and the four others are me-chanical engineers. All the participants holda PhD degree, and two of them, lecturers ofmathematics and mechanics engineering, holda professor title. Most of the lecturers havesignificant experience in research, engineeringpractice and education. Four interviewees havemore than 25 years’ experience in industry oracademia, three lecturers have been working

40

for more than 10 years, and one engineer haseight years’ experience in research and educa-tion.

IV. CONCLUSION

Most of the lecturers perceive understandingas creation of a knowledge system with inter-nal and external connections. The lecturers ofengineering disciplines emphasize the applica-tive trait of understanding, namely, the abilityto use these parts. The difference between theaims — knowledge broadening in mathematicsversus knowledge application in engineering —seems to be the reason for the varied percep-tions on understanding among the mathemati-cians and engineers.

Defining Competence-Oriented LearningObjectives and Evaluating RespectiveLearning Outcomes for Theses State-ments

Authors: Böttcher, Axel C.H.; Hammer,Sabine; Thurner, Veronika

Organisations: niversity of Applied SciencesMunich, Germany

Every student has to write a thesis statementat the end of their study programme. However,despite of this universality, both the process ofsupervision and the criteria used in the processof grading theses statements vary widely.

In literature, there is a gap regarding the defi-nition of demands and expectations on thesesstatements from a competence-oriented pointof view. A thorough investigation of cognitive,non-technical competences that are requiredto successfully accomplish a thesis project andwrite the thesis itself has not yet been per-formed.

In this paper, we propose a set of competencesthat are required to perform a thesis projectand to create a thesis statement. Our goal is toapply the principles of constructive alignment

to the supervision of thesis statements, as it iscommonly done for lecture-based or lab-basedteaching.

Based on a review of literature and modulespecifications, we specify requirements for the-sis statements and use them as a basis for de-riving appropriate learning objectives for thesisprojects. Then, we identify cognitive compe-tences that are required to fulfill these learningobjectives. On this basis, recommendations aredeveloped for teaching practices in the processof supervision, as well as for grading of thesisstatements.

Using Grounded Theory Methodologyto Discover Undergraduates’ Preconcep-tions of Software Engineering

Authors: Gold-Veerkamp, Carolin

Organisations: University of Applied Sci-ences Aschaffenburg, Germany

As software becomes more and more importantin our everyday life, young people have to getthe right qualifications for jobs such as pro-grammers, software architects, and software en-gineers. Since Software Engineering is a rela-tively new discipline, its didactical foundationis still in its infancy, which contrasts the grow-ing importance and our rising dependence ontechnology. As a consequence, the goal is to im-prove learning by using “positive” conceptionsof students as “points of departure” and reducelearning obstacles by facing isconceptions. As afirst step in this process, (pre-)conceptions haveto be identified. Therefore, the paper covers aspecification of Grounded Theory, the way itwas created and developed further, a presen-tation of three variants and relevant points ofsimilarity and difference. Furthermore, the re-search topic of the upcoming study and reasonswhy GT seems to be a promising research ap-proach regarding the research goal as well asits operationalisation according to this researchtopic will be displayed.

41


Chairs: Christou, Charalambos Stephanou


Date and time: 2018-04-18 15:00

Containerized Education by the Up2UConsortium

Authors: Szegedi, Peter

Organisations: GEANT, Netherlands, The

Building container schools is not only the pe-culiarity of the developing world regions thesedays. With the ever growing demand for qual-ity education, the physical space for studentclassrooms in many European cities is gettingto be scarce. As new residential areas are grow-ing up quickly, the easiest and cheapest way isto put some containers together in a suitablesetup and students can immediately start learn-ing.

This concept motivated the Up to University(Up2U) project consortium in developing itsarchitectural vision, heavily relaying on mod-ularity. We believe, if we created the rightconditions students will learn naturally. Theoriginal LEGO approach of the Next Genera-tion Digital Learning Environments (NGDLEs)published in 2015 is often challenged by thepersonalized learning needs. Standard ship-ping containers may fit very well on top ofone another but they have to be made suitable(equipped with furniture) as well as loveable(painted in colors) for children to use them astheir schools. This is true for the digital learn-ing environments too. There are so many mov-ing elements that need to be tuned in order toprovide the best teaching and learning experi-ence.

Up2U is designing, developing and deploying aNGDLE with existing components, where pos-

sible using open source software, that are gluedtogether in a specific way. In contrast with themarket leaders who obviously put their partic-ular products in the center of their universe,Up2U is putting the emphasis on interoper-ability, modularity and portability. Just likecontainer schools, the containerized educationplatform provided by Up2U creates the rightconditions for students to learn in the digitalspace.

Fostering Social Construction of Knowl-edge in Hybrid Teams by AugmentedReality

Authors: Schiffeler, Nina; Stehling, Valerie;Haberstroh, Max; Isenhardt, Ingrid

Organisations: IMA/ZLW - RWTH AachenUniversity, Germany

Social construction of knowledge is charac-terised by a collaborative team setting in learn-ing processes. New instructional and collabora-tive technologies e.g. smartphones, AugmentedReality (AR) technologies and robots are pro-totypically used in such educational contextsand foster collaboration due to their interac-tive nature [1]. Particularly in vocational train-ing, learners profit from the use of collabora-tive hardware since these technologies continu-ously find their way into working environments.Robots, for example, are almost omnipresentin industry and production, forming (hybrid)teams with human workers. Future profession-als, thus, do not only need to develop techni-cal knowledge but also media competences interms of the effective use of (new) technologiesin both learning and working contexts. The de-sign of human-robot interaction (HRI) basedon human-centred factors in the interactionand collaboration with robots in both learningand working contexts is still a field hardly re-searched on [1, 2, 3].

By such modern and practice-oriented educa-tion using technologies like AR, learners ac-tively prepare for an employment market char-acterised by a comprehensive digitalisation and

42

interconnection (industry 4.0). Moreover, so-cial construction of knowledge is assumed tobe a new challenge in terms of the emergenceof industry and knowledge societies. It is, thus,essential to (further) develop respective medialiteracy skills in order to meet the challenge.The human perspective on the effectiveness ofsuch technologies, however, has rarely been in-vestigated so far. As a consequence, this con-cept paper describes a SWOT analysis on theuse of digital instructions on HRI social knowl-edge construction. It also provides an evalua-tion scheme for investigating the effect of digi-tal instructions in HRI learning contexts.

Including Part-Whole-Thinking in aGirls‘ Engineering Course through theUse of littleBits

Authors: Pancratz, Nils; Diethelm, Ira

Organisations: University of Oldenburg,Germany

A basic principle of Computer Science is tobreak problems down into parts. ObjectOrientation, the paradigm Divide and Con-quer, and Modularity are only three exam-ples that make use of Part-Whole-Thinking,which is a fundamental skill enabling Life LongLearning. It includes the ability to cogni-tively (and often subconsciously) identify Part-Whole-Relationships, which help us to under-stand objects, systems, processes, definitions,and concepts. As part of a two-year Girls’ Engi-neering course held at a Northern-German sec-ondary school it was tried to improve students’overall understanding of Information Technol-ogy by including Part-Whole-Thinking into itscourse content. The way this was done wasthrough the use of littleBits for rapid prototyp-ing of various Internet-of-Things devices. Inthis short paper, this practical approach is pre-sented and the advantages in explicitly makingPart-Whole-Thinking a central topic in classare discussed.

Implementation of Online Problem-Based Learning for Mechanical Engi-neering Students

Authors: Andersson, Christina; Logofatu,Doina

Organisations: Frankfurt University of Ap-plied Sciences, Germany

An online B.Sc. program in mechanical engi-neering offers the students a flexible way to ob-tain a university degree in engineering, parallelto work and family life. However, the lectur-ers of the online program face the challenge tokeep the students in the courses. The rate ofdropouts can be reduced if the students par-ticipate actively in the course and feel respon-sibility and community with other students.These factors can be promoted by cooperativelearning techniques, e.g. problem-based learn-ing. This paper presents how problem-basedlearning was applied to an introductory labo-ratory class, taught completely online, for me-chanical engineering students. We discuss theteaching framework of the laboratory class, aswell as the results from the first in-class usageof the approach. Furthermore, a comparisonwith a previously used technique is given.

Using Cultural Heterogeneity to Im-prove Soft Skills in Engineering andComputer Science Education

Authors: Andersson, Christina; Logofatu,Doina


If an engineer obtains correct conclusions, butcannot communicate these results in a properway, then the value of the achievements couldbe diminishing dramatically. Awareness aboutthe importance of acquiring soft skills in ad-dition to technical knowledge is often presentin engineering education, but the issue is stillhow the improvement of these key competen-cies should be addressed. Often our engineer-

43

ing classes are heterogeneous, both with re-spect to pre-knowledge of the mathematicaland technical skills, but also concerning the cul-tural background of the students. This can bean additional challenge for the teaching situa-tion. Instead of considering the cultural het-erogeneity as an obstacle, we decided to use itas an advantage for enhancing soft skills in amathematics course. In this paper, we describea multicultural-based teaching approach for im-proving soft skills in engineering and computerscience education.

A Remote Mode High Quality Interna-tional Master Degree Program in Envi-ronomical Pathways for Sustainable En-ergy Systems (SELECT) –Pilot ProgramExperiences During First Year of Studies

Authors: Abeyweera, Ruchira Rohanajith;Senanayake, Nihal S.; Jayasuriya, Jeevan Per-era Weeraratne; Fransson, Torsten Henry

Organisations: The Open University of SriLanka (OUSL), Sri Lanka; Royal Institute ofTechnology (KTH), Stockholm, Sweden; EITInnoEnergy, Stockholm, Sweden; EIT InnoEn-ergy, Netherlands

Remote mode study programs at master degreelevel are becoming more popular than under-graduate level programs. Students after grad-uation with Bachelors degree very often areemployed and the most appropriate mode forthem to pursue higher studies is the remotemode. Postgraduate programs with one or twoyear duration mostly focus on specific areas ofresearch based industrial application. Tradi-tional remote education is thought to be morecentered on web based on-line programs witha little opportunity for teacher student interac-tion and interaction with peers. In such pro-grams motivation for studies has been a prob-lem and as a result many students drop off andalso those remain in the program for prolongedperiods do not show good performance. Oneof the reasons for failures of students in remote

studies is the isolation leading to discourage-ment for the completion studies.

A remote mode Master Degree Program in En-vironomical Pathways for Sustainable EnergySystems (MSc-SELECT), consisting of a num-ber of innovative features aimed at improvedstudent engagement, motivation, exposure toexperiences in multi-national setting and teamwork, was developed and implemented by theMaster School of the EIT-InnoEnergy, as apilot project. The program was offered, col-laboratively and simultaneously to studentsin three locations, Royal Institute of Tech-nology in Sweden, Universitat Politecnica deCatalunya in Spain and the Open University ofSri Lanka. The students in Sweden and Spaineach followed 50% of the courses on-campusand 50% in remote mode depending upon theuniversity they registered with. The studentsin Sri Lanka followed the entire 1st year fullyremotely. All the students (from KTH, OUSLand UPC) will spend the 2nd year on-campusat another university in the consortium. Thispaper discusses, from the perspective of thefully remote site, the remote program with itsinnovative aspects, student performance andexperience together with future tasks for mak-ing the program viable and beneficial to allpartner countries.

(2B) Systems and Technologies forLearning

Chairs: Blázquez-Merino, Manuel P.


Date and time: 2018-04-18 15:00

Work in Progress: Computing Clusterusing IoT Technologies

Authors: Madritsch, Christian; Klinger,Thomas

44

Organisations: Carinthia University of Ap-plied Sciences, Austria

This paper describes the design, implementa-tion, and practical use in Engineering Educa-tion of a Computing Cluster using IoT tech-nologies. First, the development goal and itsexpected application is explained. Current lec-tures in Computer Science, Computer Engi-neering and Image Processing will benefit ofthe massive parallel computing cluster. Next,the design and implementation - carried outby a group of students - are described in de-tail. Finally, the practical use of the clusterincluding a test application is shown. Here,current super-computing methods like MessagePassing Interface (MPI) and Open Multi Pro-cessing (OpenMP) are used to show the abilityand functionality go the cluster.

Design Concept and Prototype for anAugmented Reality based virtual prepa-ration laboratory training in ElectricalEngineering

Authors: Alptekin, Mesut; Temmen, Katrin

Organisations: University of Paderborn,Germany

There are numerous studies so far highlightingthe potential of Augmented Reality (AR) indifferent educational domains and its impacton learners regarding their increased motiva-tion, improved learning, concentration on thetopic etc. Ever since high-end AR applicationscould be used on smartphones, this technologyhas become suitable to be used in many formaland informal learning environments and educa-tional institutions, beginning with Arts coursesin preschool over Biology, History, Chemistry,Physics etc. in K-12 and universities as well asin vocational training schools, e.g. for assemblytrainings.

A major problem at the University of Pader-born during the compulsory laboratory prac-tices is the lack of students’ operation skills to

operate the electro-technical laboratory equip-ment.

Hence, this paper investigates and focuses at adesign concept for a mobile device based ARapplication (App) to acquire and deepen prac-tical skills in dealing with electro-technical lab-oratory equipment.

Augmenting educational videos with in-teractive exercises and knowledge test-ing games.

Authors: Kleftodimos, Alexandros; Evange-lidis, Georgios

Organisations: Western Macedonia Univer-sity of Applied Sciences, Greece; University ofMacedonia, Greece

The use of online videos is a common practicetoday in education and this is evident from theabundance of free online courses that are deliv-ered by universities, educational organizationsas well as individual professionals. In mostcases, the videos that exist in educational plat-forms are linear without any scope for inter-activity and in cases where there is interactiv-ity this is mainly restricted to in-video quizzes.The aim of this paper is to present ways forgoing beyond the standard in-video quizzes byaugmenting videos with various interactive ex-ercises and games that test learners’ knowledge.Furthermore, the paper presents a learning en-vironment built using the concepts explained aswell as how this environment was used and eval-uated in educational settings. The outcome ofthe evaluation showed that learners attainedpositive opinions regarding the interactive envi-ronment features and its effectiveness in learn-ing.

Development of a Signal Generator forStudy Programs Dedicated to ElectronicEngineering

Authors: Beneder, Roman; Schmitt, Patrick;Lechner, Markus

45

Organisations: UAS Technikum Wien, Aus-tria

In courses dedicated to electronic engineering,theoretical knowledge and hands-on exercisesare mandatory. The University of Applied Sci-ences (UAS) Technikum Wien offers variousbachelor degree programs focused on electronicengineering. These degree programs are avail-able in the form of full-time and distance learn-ing. Moreover, the university promotes thesedegree programs to be adaptable for handi-capped students as well.

Due to the fact, that distance-learning andhandicapped students do not attend the univer-sity on a regular basis, it is necessary that theyhave the opportunity to complete their hands-on exercises and assignments at home. Thesetasks often require the measurement and anal-ysis of analog- and digital circuits. In fact forthis kind of tasks, it is necessary to have accessto a signal generator. To be able to equip everystudent with this device, it is necessary to beaffordable for the university. Another impor-tant aspect is that the application of the signalgenerator is operating-system independent andavailable to the open-source community to en-able further development.

This paper introduces the development of a low-cost, opensource soundcard based signal gener-ator and its usage within courses. Furthermore,this paper will give an overview about the de-veloped hardware component, the required soft-ware architecture and the arbitrary waveformgeneration.

Adaptive technology to support talentedsecondary school students with the edu-cational IT infrastructure

Authors: Shukhman, Alexander; Bolodurina,Irina; Polezhaev, Petr; Ushakov, Yury; Lega-shev, Leonid

Organisations: Orenburg State University,Russian Federation

This paper describes the project of an auto-mated adaptive system for individual supportof talented students with the educational ITinfrastructure. A model of the process of self-learning and self-development of talented stu-dents in the educational IT infrastructure is de-veloped on the basis of a multilevel competencesystem using Petri nets. To design optimal stu-dent’s individual learning paths algorithms ofthe ant colony have been used. Methods for cal-culating the relative values of the student’s rat-ing are proposed based on accounting their aca-demic achievements in a specific subject area.A preliminary version of the Web portal hasbeen developed to provide the storage of tal-ented student’s profiles with their achievementsand ratings, information on courses and train-ing competitions, ILP planning, user interac-tion, integration with external educational re-sources.

Exploring the Value of Zimbardo TimePerspective Inventory as Predictor ofAcademic Outcomes

Authors: Susnea, Ioan; Pecheanu, Emilia;Cocu, Adina; Dumitriu, Luminita

Organisations: University “Dunarea de Jos”of Galati, Romania, Romania

This paper is a brief presentation of a pilotstudy aimed to identify a set of (preferably ICTsupported) instruments that can be used as pre-dictors of the educational outcomes, with a spe-cial focus on the early warnings for dropout

In this context, the Zimbardo Time Perspec-tive Inventory (ZTPI ) appeared to be a re-liable candidate, given the wide internationalvalidation and acceptance, and its previoussuccessful application in predicting substanceabuse risky driving health related habits, etc.

Starting from the existing literature on thistopic, we expected to find some significant cor-relations between future oriented time perspec-tive and better academic achievements, and

46

higher levels of anxiety about the professionalfuture.

We also expected to find a link between thepresent hedonistic perspective and higher indi-vidual creativity quotients.

Our sample consisted in N=56 Romanian stu-dents (13 females, and 43 males, aged between21 and 24 years), at the Department of Com-puter and Information Technology of the Uni-versity “Dunarea de Jos” of Galati, Romania.The students were instructed to use the origi-nal English version of the ZTPI available online(http://www.thetimeparadox.com/zimbardo-time-perspective-inventory/) and to send usthe results by email. Previously, they filleda slightly modified version of the Bolanowskianxiety about the future (AAF) questionnaire,and passed a creativity test using the onlineassessment tool we developed in a previousproject (http://dev.ugal.ro/creativity).

We also had access to information regard-ing their grade points (GP) recorded for sixsemesters.

Contrary to our expectations, the correlationsthe ZTPI F scores, grade points (GP) andBolanowski AAF scores were not statisticallysignificant.

Though our experiment is far from ideal, it ap-pears that the value of the ZTPI instrument aspredictor of academic outcomes is very limited.

(2C) Data and Learning in Engi-neering Education

Chairs: Stylianou, Vasso


Date and time: 2018-04-18 15:00

Mining LMS students’ data on onlinetask-based master degree studies

Authors: Menacho, Antonio; Castro, Manuel;Perez-Molina, Clara Maria

Organisations: UNED, Spain

The use of information and communicationtechnologies (ICT) in the educational processeshas brought about a series of changes in stu-dents’ behaviour while raising new challengesfor teaching. The analysis of the data providedby the learning management systems (LMS) isessential to know the behaviour of students andimprove educational techniques.

This behaviour may vary depending on thelevel of studies and the educational methodol-ogy used, and their knowledge allows determin-ing various parameters to guide or implementimprovements in the learning process.

The purpose of this study is to know the be-haviour of students when connecting to theLMS in online studies that follow the task-based methodology at the master level.

Analyzing the Needs of the Offshore Sec-tor in Morocco

Authors: Khaouja, Imane; Rahhal, Ibrahim;El ouali, Mehdi; Mezzour, Ghita; M. Carley,Kathleen; Kassou, Ismail

Organisations: International University ofRabat, Morocco; Mohammed V University , Ra-bat, Morocco; International University of Ra-bat, Morocco; Carnegie Mellon University; Mo-hammed V University , Rabat, Morocco

The offshore sector creates a large number ofjob opportunities in Morocco. Analyzing jobads related to that sector can help universitiesadapt their curricula in order to produce moreemployable graduates. Unfortunately, analyz-ing these ads is challenging because they aremostly non-structured. Most prior work, how-ever, focuses on analyzing structured and semi-

47

structured job ads through keyword search andregular expressions.

In this work, we collect and analyze job adsrelated to the offshore sector in Morocco overthe period February-August 2017. We use avariety of machine learning and text miningtechniques to process these ads. We examinethe natural languages, programming languages,education level, and years of experience needed.We also examine contract type and salary whenavailable. Our results reveal that French is themost needed language in offshore jobs, but thatother foreign languages (English and Spanish)are also needed. We also find that the mostneeded offshore IT jobs are development andweb design jobs. The most needed program-ming languages for these jobs are Java, SQL,JavaScript and PHP.

Designing IoT applications in lower sec-ondary schools

Authors: Mavroudi, Anna; Divitini, Mon-ica; Gianni, Francesco; Mora, Simone; Kvit-tem, Dag R.

Organisations: Norwegian University of Sci-ence and Technology, Norway; MarkaplassenUngdomsskole, Norway

The paper reports on a case study where fourgroups of lower secondary school students par-ticipated in a workshop and undertook the de-manding role of designers of Internet of Thingsapplications. In doing that, they made use ofa dedicated inventor toolkit, which facilitatedstudents’ creative solutions to problems thatcan appear in the context of a smart city. Froma pedagogical point of view, the workshop for-mat is in line with the experiential learningapproach. The paper presents a holistic stu-dent assessment methodology for this nice do-main. In particular, to analyse the impact ofthe workshop for the students we used fourdifferent approaches: artefacts analysis of stu-dents’ design solutions, classroom observations,a post-test and a survey. The results indicatethat the intervention has promoted an effective

teaching methodology for the basic conceptualand design aspects of the IoT for these lowersecondary school students, but it hasn’t ad-dressed equally effectively the attitude-relatedaspects. Nonetheless, the participant studentsperceived the intervention as very satisfactoryin terms of the IoT concept knowledge, smartcities learning, and problem-solving skills ac-quired, as well as in terms of enjoyment. Thepaper concludes on the learning gains of theintervention, and discusses the motivation as-pect for the teacher as well as for the studentsin this highly innovative learning experience.

GNU Radio as a tool for Significant-Learning in Digital Signal Processing:Implementing Digital FM Receiver Ar-chitectures

Authors: Ramírez, Germán Augusto; Saave-dra, Miguel Angel; Caviativa, Yaneth Patricia

Organisations: Universidad Manuela Bel-trán, Colombia; Universidad Nacional deColombia; Universidad Nacional de Colombia;Universidad Manuela Beltrán, Colombia

This contribution presents an approach tostrengthen the internalization of theoreticalconcepts related to digital signal processing -DSP and communications systems by meansof active learning using the GNUradio frame-work, highlighting the experimental work inthe strengthening of learning, resulting in a sig-nificant and autonomous learning for the engi-neering students that use the tool.

The case study is based on the implementationand comparison of a variety of digital detectorsfor angular modulated signals using GNUra-dio software and USRP N210 SDR transceivers.It shows an straightforward and flexible wayto build and test digital receiver architecturesavoiding the costs of licensed software, the ob-solescence of specific mission educational equip-ment, and the complexities of custom hardwarebased realizations. Results show that user im-plemented blocks have capabilities comparableto the ones included in GNU radio library.

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Embedded Smart Home – Remote LabMOOC with Optional Real HardwareExperience for over 4000 students

Authors: Malchow, Martin; Bauer, Matthias;Meinel, Christoph

Organisations: Hasso Plattner Institute,Germany

MOOCs (Massive Open Online Courses) be-come more and more popular for learners ofall ages to study further or to learn new sub-jects of interest. The purpose of this paper is tointroduce a different MOOC course style. Typ-ically, video content is shown teaching the stu-dent new information. After watching a video,self-test questions can be answered. Finally,the student answers weekly exams and final ex-ams like the self-test questions. Out of thepoints that have been scored for weekly andfinal exams a certificate can be issued. Our ap-proach extends the possibility to receive pointsfor the final score with practical programmingexercises on real hardware. It allows the stu-dent to do embedded programming by commu-nicating over GPIO pins to control LEDs andmeasure sensor values. Additionally, they canvisualize values on an embedded display usingweb technologies, which are an essential part ofembedded and smart home devices to commu-nicate with common APIs. Students have theopportunity to solve all tasks within the onlineremote lab and at home on the same kind ofhardware. The evaluation of this MOOCs in-dicates the interesting design for students tolearn an engineering technique with new tech-nology approaches in an appropriate, modern,supporting and motivating way of teaching.

The influence of classroom attendanceon the throughput rates of students ata FET college in South Africa

Authors: Swart, Arthur James


Student engagement with academics in a class-room environment is one of the oldest andwell-known pedagogical strategies while havingquality teachers in the classroom is but oneindicator of possible student success. In Fur-ther Education and Training colleges in SouthAfrica, an 80% classroom attendance is usu-ally required for students to qualify to writetheir final national examination at the end ofthe term. The main purpose of this paper isto assess the influence of classroom attendanceon the throughput rates of students in a Na-tional Certificate offered at a Further Educa-tion and Training college in South Africa. Theresearch, on which this study is based, incor-porates an ex-post facto study involving a non-experimental correlation design using quanti-tative data. Results indicate a significant at-trition rate of 72%. Senior students in Level4 seemed to attend more class (average atten-dance is 55% with 63% passing) as comparedto freshmen students in Level 2 (average atten-dance is 48% with 44% passing). Results fur-ther show that the throughput rates for Math-ematics never exceeded 11%, while studentsperformed very well in Workshop Practice andElectrical Workmanship (peak throughput rateof 100% for Level 3). A key recommendationis to alert management of the non-compliancewith the 80% classroom attendance policy,which needs to be revised or re-enforced, sothat awareness, transparency and accountabil-ity may be promoted.


Chairs: El-Abd, Mohammed


Date and time: 2018-04-18 15:00

49

Development of Checklist for SystematicResearch Communication in Multidisci-plinary Fields

Authors: Nishiyama, Kiyohisa; Leleito,Emanuel

Organisations: Nagoya University, Japan

This paper proposes a systematic strategy formultidisciplinary research communication inengineering fields. Research problems in mod-ern society are complicated and are difficult tosolve with expert knowledge in a single field.In higher education and research, emphasis isbeing placed on multidisciplinary research withcollaboration and communication across disci-plinary boundaries. Solving such complicatedproblems through multidisciplinary collabora-tion is still difficult. This research categorizesresearch abstracts collected from researchers invarious engineering fields into five research pat-terns based on the functional analysis approach.They are analyzed to examine the problems inmultidisciplinary research communication. Fi-nally, a research communication check sheet isproposed as a solution for the issues that werediscovered through the analysis. The authorsexpect the check sheet will be useful as a sys-tematic tool to aid multidisciplinary researchcommunication and could be utilized in aca-demic writing and presentations.

Self-assessment in PBL: a tool to developself-confidence and autonomy of students

Authors: Lanthony, Antoine; Francois,Alexis; Azzouzi, ElMehdi; Peyret, Nicolas

Organisations: ISMEP-Supmeca, France;University of Cergy-Pontoise, France; ISMEP-Supmeca, France; QUARTZ laboratory – EA7393, France

Problem- and project-based learning ap-proaches place the students at the center ofthe learning processes and give the opportu-nity to make the students active and involved.It also prepares the students for their future

professional life by placing them in real sit-uations with different stakeholders. The as-sessments implemented during problem andproject phases allow to evaluate the acquisitionof disciplinary skills and competences. Thiskind of teaching and learning also provides theopportunity to develop specific project skillsgiving more autonomy and agility to the stu-dents in complex problem solving. Know-ing their level of acquisition of these skills isa key point for the students, making themmore confident in face of the problems theyhave to solve. All these aspects have beenwidely experienced and are well documented.ISMEP-Supmeca, a French public engineeringschool, has chosen since decades to engagein problem- and project-based learning. Pro-gressively, this approach developed throughvarious axis, including educational researchprojects (IDEFI PLACIS, Erasmus+ strate-gic partnerships EPICES and EBCC).Thereare now three offers of this kind at ISMEP-Supmeca: one problem-based learning modulefor first year students, and two project-basedlearning modules for second and last year stu-dents. Moreover, a self-assessment process hasbeen implemented in order to enable the stu-dents to self-assess their project mode skills.Students realize one self-assessment at the be-ginning of the module and one at the end. Inthe first one, they evaluate their skills beforeworking with others and receiving feedback,whereas in the second one, their assessmentresults from the experience gained during themodule. This paper presents the first resultsand the perspectives of this self-assessment ex-periment, which will continue to be developed.

Fair Exams in Split Groups (Implemen-tation of Equitable Computer Based Ex-ams for Large Groups in Small Test Cen-tres)

Authors: Grotz, Norbert

Organisations: Kempten University, Ger-many

50

How to provide a fair computer based exam fora large group, if only a small number of com-puters are available?

Just sequencing sub groups in exam time slotsdoes eliminate the option to use the exact sametest for all groups. Using different tasks for allgroups may result in different difficulty levelsfor the consecutive groups.

This paper describes the principle of a ratingsystem as part of a web based exercising plat-form, in which the rating outcomes can be usedto provide different, but equally difficult tasksfor sequenced exams groups. An importantfactor in this is the combination of subjective,personal feedback and clinical, algorithm baseddata in the rating system.

A Maximum Mutuality Model for Con-tinuous Improvement in Engineering De-partments

Authors: Damaj, Issam; Yousafzai, Jibran

Organisations: American University ofKuwait, Kuwait

In higher education, academic departments arealways challenged by the need to succeed inoperation while maintaining quality practicesand outputs. It is common that departmentsneed to adhere to multiple accreditation initia-tives and standards at both the institutionaland programmatic levels. In this paper, webenefit from the intersection between the im-provement cycles of institutional and program-matic accreditations to propose a maximummutuality model. The suggested model em-beds program reviews, as required by ABETaccreditation, within a departmental improve-ment loop. The model aims at being effective,productive, and easy-to-deploy; while respond-ing to the needs for improvement at variouslevels. The application of the model is shownto be successful in assuring quality and leadingto different accreditations. The paper includesthorough analysis, evaluation, and deploymentresults over six academic years.

A Didactical Concept for Supporting Re-flection in Software Engineering Educa-tion

Authors: Engelbrecht, Lisa; Landes, Dieter;Sedelmaier, Yvonne

Organisations: University of Applied Sci-ences and Arts Coburg, Germany

Software engineering is concerned with the de-velopment of complex software systems and re-quires a high degree of interdisciplinarity. Thispresents great challenges for the learning ofsoftware engineering, since this complexity re-quires a comprehensive development of compe-tences and in addition to the training of profes-sional knowledge, the genesis of generic compe-tences. The reflection process plays an impor-tant role in the educational debates in order todeliberately apply what has been learned andto facilitate the integration of theoretical con-tents of the study into practice.

A systematic investigation of the importanceof reflection for the learning process of studentsin software engineering is, however, so far miss-ing.

The paper outlines a qualitative research de-sign that systematically researches the reflec-tion process of the software engineering educa-tion. The focus is on the question of how to en-courage student reflection in software engineer-ing and to support it by the use of a learning-oriented competence assessment system.

Motivation for students in ComputerScience and Design

Authors: González, Carina; Sánchez de laRosa, José Luis; Muñoz Cruz, Vanesa; ToledoDelgado, Pedro

Organisations: Universidad de La Laguna,Spain

A common problem is how to motivate studentsto learn. Most of the studies concern only one

51

topic. That is, Engineering studies, for exam-ple. In the present paper we deal with theproblem of motivating students from differentdegrees using different teaching strategies.


Chairs: Strachan, Rebecca


Date and time: 2018-04-18 15:00

Active Learning of Software Project andQuality Management

Authors: Sedelmaier, Yvonne; Landes, Di-eter


Software project management (SPM) and soft-ware quality management (SQM) are impor-tant aspects of software engineering. Unfortu-nately, these topics are fairly hard to teach toinformatics students, mainly because they arevery abstract and often seen as dull and boringby students. This contribution presents a di-dactical setting that the authors developed andused successfully for teaching SPM and SQMin a DisQspace format. A major aspect in thedidactical setting lies on getting students ac-tively involved and largely control their learn-ing processes themselves. The paper presentsthe details of the approach, its didactical un-derpinning, and an evaluation of its efficacy.

Learning Electronics through Head,Heart and Hands

Authors: Gruhler, Gerhard; Fischer, Tim

Organisations: Heilbronn University, Ger-many

In this paper an approach is described whichwas practiced in the field of learning basic elec-tronics for more than 10 years. The practicali-ties have been developed by trial and error aswell as intensive discussions with the students.The paper focuses on (1) the learning strategyand learning environment and (2) the reflec-tions on the background and goals for effectivelearning.

The described learning strategy is based mainlyon problem-based learning and self-directedlearning. The learning activity is guided bythe 3H-Learning approach (Head, Heart andHands). Special focus is also put on side-topicslike: - Changing from Teacher to Trainer -Balancing the different aspects in the projects- Valueing the learning support by the peergroup - Motivating the “engineer inside” in-stead of the pupil

This paper will help to open the “fences”around students which limit their inside mo-tivation and energy and put them to an openlearning environment..

Engaging on Entrepreneurship: The ef-fectual logic behind the Entrepreneur-ship Journey

Authors: Tokunaga Contreras, ScarlettNadir; Martinez Diaz, Mar; Crusat, Xavier

Organisations: KU Leuven, Belgium; In-noEnergy

Large incumbent firms represent the energysector, portraying their entrepreneurs mostlyas energy specialists on the field. In thiscontext, a theoretical framework based uponexpert entrepreneurs study is required to en-gage energy engineers in a logic of think-ing, which leads towards entrepreneurial per-formance. The goal of this paper is to ana-lyze how the Entrepreneurship Journey, an in-novative learning methodology for developingentrepreneurship in the energy sector, uses the

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principles of the effectual theory. Effectual the-ory reveals an entrepreneurial reasoning basedon industry expertise. The EntrepreneurshipJourney takes place after the Innovation Jour-ney that is based on real-life challenges by en-ergy stakeholders. Those innovative learningmethodologies are applied in the Energy forSmart Cities master program by KU Leuvenfor EIT InnoEnergy, which also generates acollaborative learning environment for makingvalue generation possible (coo-petition). Threeprinciples of the effectual theory are exploredin this paper: strategic partnerships, leveragecontingencies, and affordable loss; as driversof entrepreneurial attitude. The Innovationand Entrepreneurship Journeys emphasizes as-pects like taking action, value creation and em-ployment of creative business tools, which re-veal that an entrepreneurial expert logic canbe taught and replicate in educational environ-ments. A case-study methodology and 12 in-depth interviews to teachers and alumni, whodecided to follow an entrepreneurial trajectory,suggest this last as an engaging entrepreneur-ship learning to speed up entrepreneurial pro-cesses in the energy field.

Engagement in a mixed-method course:the case of Project Management

Authors: Henao, Alvin; Calle, Maria

Organisations: Universidad del Norte,Colombia

Engineers nowadays require knowledge aboutmany topics to succeed in the workplace. TheProject Management course provides tools tounderstand and plan projects in large scale, in-cluding financial topics. The course is usuallytaught in a theoretical manner, with the profes-sor explaining concepts and the students devel-oping homework and written exams. Studentperformance in the course was good, but en-gagement during the class was perceived to bevery low. As a result, the professor decidedto change the course and used three differentmethods: evidence based evaluation, project

based learning and experiential learning. Atthe end of the semester, students took a NSSE(National Survey of Student Engagement) sur-vey [1]. Results show student engagement indifferent activities performed during the class,favoring a mixed methods class over a tradi-tional one.The methods employed supportedanalysis, synthesis and decision making by thestudents.

Fostering Questions in Class – How tocreate and maintain a learning environ-ment that encourages students to askquestions

Authors: Thurner, Veronika; Hammer,Sabine

Organisations: Hochschule München, Ger-many

Many lecturers observe that students avoid ask-ing questions in class. However,

asking questions is an important step within astudent’s learning process. Therefore, we aimto identify what we can do as lecturers to im-prove this issue. To achieve this, we sketcha general question-answer setting in class andelicit how dealing with this setting feeds backon the emotional base as well as on cognitiveteaching and learning processes. As a next step,we identify aspects that are crucial success fac-tors for generating positive learning outcomesin a typical question-answer setting. On thisbasis, we then discuss best practices that helpto systematically generate these positive learn-ing effects.

Experimenting with Engagement: an in-tervention to promote active reflectionduring laboratory practicals

Authors: Louw, Tobias Muller; Wolff, Karin

Organisations: Stellenbosch University,South Africa

53

Laboratory experiments form an integral partof engineering education, providing a space inwhich students are given the opportunity tolink theoretical concepts to real-world appli-cations. However, students are often unableto engage in the experiments in a meaningfulway as the underlying physical principles arenot directly measurable but must be inferredthrough data analysis, even more so in thecontext of chemical engineering compared tothe other engineering disciplines. In this work,Legitimation Code Theory was applied to in-vestigate student learning in a typical chem-ical engineering laboratory module, both onthe time-scale of individual experiments (ana-lyzed in terms of the semantic plane) as wellas over the course of the entire semester (an-alyzed in terms of the epistemic plane). Thelaboratory experiment as a translation devicewas considered and an intervention was pro-posed to enhance the efficacy thereof by pro-viding laptops to facilitate instant data process-ing. The structure of the module provided aunique opportunity to effectively assess the im-pact of the intervention without unduly disad-vantaging any participants. Quantitative em-pirical results confirmed that the interventionimproved the learning opportunity provided bythe laboratory experiment by ensuring that theunderlying concepts become self-evident. Fur-thermore, it was established that students en-gaged more effectively with experiments whenthe underlying theory (ontic relations) are em-phasized above the experimental approach (dis-cursive relations).

(2F) Gamification tools and frame-works

Chairs: Utesch, Matthias


Date and time: 2018-04-18 15:00

Towards the Improvement of ADHDChildren through Augmented RealitySerious Games: Preliminary Results

Authors: Avila-Pesantez, Diego; Rivera,Luis; Vaca-Cardenas, Leticia; Aguayo, Sttef-fano; Zuniga, Lourdes

Organisations: San Marcos National Univer-sity, Peru; Polytechic School of Chimborazo,Ecuador; North Fluminense State University,Brazil; San Marcos National University, Peru;Polytechic School of Chimborazo, Ecuador

Serious games have recently shown great po-tential to be adopted in the psychotherapeuticarea. One critical challenge is developing se-rious games using emerging technologies likeAugmented Reality (AR) focus on cognitive-behavioral therapies for children with mentaldisorders in school-age. This paper aims forimprovement of ADHD children’s attention tobe trained using an Augmented Reality SeriousGames (ARSG) prototype. This was designedwith the help from experts, workshops with de-signers, guidance from psychologists and med-ical doctors specialized on ADHD, and by us-ing a methodical game design approach alongwith natural user interface (Kinect). The find-ings of the study case showed that children in-crease in play-time, retention of player’s atten-tion, improvement the tolerance for frustrationand persistence.

A methodology for gamifying of the ed-ucational process

Authors: Mozgaleva, Polina; Zamyatina, Ox-ana; Cabral, Pedro; Mozgaleva, Alena

Organisations: Tomsk Polytechnic Univer-sity, Russian Federation; Tomsk State Univer-sity, Russian Federation; NOVA IMS - Univer-sidade Nova de Lisboa, Lisbon, Portugal

In this research study, the authors designed,proposed, tested, and partially researched amethodology for the gamification of academic

54

disciplines through the example of the Elite En-gineering Education (EEE) program in TomskPolytechnic University (TPU). Gamificationimplies augmenting the process of training inacademic disciplines by introducing game el-ements that motivate students to gain newknowledge, develop their competencies, and, inthe end, improve a university graduate’s knowl-edge and skill levels.

Experiencing Musical Rhythm throughInteractive Installation and AR/VRGame Development

Authors: Chung, Szu-Ming; Lin, Hui-Guan;Tsou, Tsai-Ling; Wu, Chun-Tsai; Huang,Chun-Hsiung

Organisations: Dept. of Digital Content De-sign, Ling Tung University, Taichung, Taiwan

To better perceive and internalize rhythmicfeeling and understand its relation to musi-cal ideas, and furthermore create music cop-ing with visual production, this game devel-opment includes 3 stages of training, think-ing/designing and creating, The stage I isto realize and feel the rhythm and pulsationthrough body movements with a device on footstepping boards with a game interface on com-puter. On Stage II and III, a simple AR/VRsimulation system offers basic ideas of rhyth-mic pattern related to melodic line through cre-ating virtual instruments and improvising mu-sic on them.

Let’s Learn With Kahoot!

Authors: Seralidou, Eleni; Douligeris, Chris-tos; Gkotsiopoulos, Panagiotis

Organisations: University of Piraeus, Greece

Blended and computer supported collaborativelearning (CSCL) are rapidly evolving fields,passing through many and lasting changes.Also, the use of digital games as a tool for teach-ing and learning is now considered a way to en-

gage students and make classes more interest-ing. For example games like Kahoot! are an ex-cellent choice for teaching university students.In this study we are exploiting Kahoot!’s sup-ported features by implementing in the learn-ing process the “quiz” and “jumble” types ofgames, within the “Web Technologies” work-shop, that is taught in the University of Pi-raeus, settings. Also, we use the “challenge”feature to assign homework for further engage-ment. At the end we gather the students’ opin-ions about this blended type of teaching andlearning, by using suitably adjusted question-naires, with results of great interest.

Computer Decision Simulation Gamesfor Logistic Training of Engineers

Authors: Milosz, Marek; Milosz, Elzbieta

Organisations: Lublin University of Technol-ogy, Poland

Digital natives are now reaching universities.They change the approach to the learning pro-cess and its implementation. Serious computergames have become a regular part of engineer-ing education in the digital environment. Theyhave been included in the postgraduate studyprogramme “Logistics Processes Management”for non-logistics specialists. This programmeis the response to the growing demand for lo-gistic specialists in Poland. It allows the acqui-sition of new knowledge and skills by engineersof other specialties in less time than the normalhigher education cycle. Specially designed com-puter decision-making simulation games are in-tensively used in this programme. This arti-cle presents logistic games involving computersimulation and decision-making in three differ-ent areas: market and competitor analysis, sup-ply chain processes, and activity based costingin logistic processes. The methodology of us-ing the games during the didactic process isalso presented. This methodology uses Kolb’sLearning Cycles. It was developed on the basisof experience from the implementation of thepostgraduate study programme.

55

Developing Gaming Activities for Con-ceptualising Aspects of Rate of Change

Authors: Avgerinos, Evgenios P.; Re-moundou, Demetra

Organisations: Mathematics, MathematicsEducation and Multimedia Laboratory, Univer-sity of the Aegean, Rhodes,Greece

The “Rate of change” is used in everydaylife and in different scientific contexts be-sides mathematics, such as physics, economicsand engineering. Its various practical aspects,make rate of change stand as a bridge betweentheory and practice in mathematics education.Moreover, the understanding of the concept of“rate of change” is considered critical for theperception of other concepts of mathematicsand especially in calculus [1].

The findings of researches on the understand-ing of rate of change indicate that although stu-dents can solve problems algorithmically, theyhave not conquered the concept [1]. As a re-sult, the earlier introduction of the concept inthe curriculum by an intuitive approach hasbeen proposed [2].

In the current study, a game activity was de-signed, developed and evaluated, aiming to in-troduce an intuitive approach of aspects of rateof change. The developed activity intends tohelp pupils and even students understand themeaning of a rate and its properties, focusingon the impact of a decreasing rate, by a re-alistic situation, without formal definitions orcalculations.


Chairs: Santos, Henrique


Date and time: 2018-04-18 15:00

Study Motivation and Academic Emo-tions in Engineering Students

Authors: Fritzsche, Eva Susanne; Schlingen-siepen, Joern; Kordts-Freudinger, Robert

Organisations: Technical University of Mu-nich, Germany; University of Applied Science(TH) Ingolstadt, Germany; Paderborn Univer-sity, Germany

Student dropout is an important topic, withdropout rates around 36 % being particularlyrelevant for engineering students. Universitiesneed more knowledge about the determinantsof finishing a study program without a degree.The paper assumes that motivation to studyand current emotional states are highly impor-tant for achievement as well as for student re-tention. In a first attempt to investigate theseaspects with engineering students, the paperinvestigates relations between motivations tostudy, emotions, and the self-reported achieve-ment. The results indicate that emotions, self-efficacy and subscales of motivation explainvariance in student achievement, supportingthe importance of these aspects.

Towards the construction of a question-naire for the identification of learning ob-stacles

Authors: Reuter, Rebecca; Hauser, Florian;Gold-Veerkamp, Carolin; Stark, Theresa; Kis,Juliane; Mottok, Jürgen; Abke, Jörg; Meyer,Dany

Organisations: OTH Regensburg, Germany;University of Applied Sciences Aschaffenburg,Germany; University of Regensburg, Germany;University of Applied Sciences Neu-Ulm, Ger-many

To improve current learning settings, especiallyfor software engineering courses, it is importantto show an interest in students’ needs and theirobstacles while learning.

This paper deals with the identification oflearning obstacles in two iterations using the

56

questionnaire method: The first one was partof a survey that was carried out at four loca-tions at universities of applied sciences.

In a second step, we use the “Motivated Strate-gies for Learning Questionnaire” which was de-veloped by Pintrich as a basis to develop a ques-tionnaire that extracts learning obstacles. Inits original version, the MSLQ was intendedto measure students’ learning strategies, butas the obstacle dimensions were partly derivedfrom learning strategy classification we chosethis already validated questionnaire.

This paper contributes with insights regardingthe structure and generation of a questionnairethat extracts learning obstacles in general andwith special focus on epistemological ones forsoftware engineering courses.

The order of skills development for atechnician and a technologist trainingcurriculum

Authors: Gqibani, Samuel; Nel, Andre;Clarke, Norah


The Department of Mechanical EngineeringTechnology at the University of Johannesburg(UJ) is offering a National Diploma (NDip)and a Bachelor of Engineering Technology(BEngTech). The National Diploma is a quali-fication that is aimed at training technicianswhile the BEngTech is for training technolo-gists. During the first year of study of bothqualifications, students are taught Mechani-cal Engineering Drawing and Mechanical En-gineering Manufacturing. Mechanical Engi-neering Manufacturing has a handskills projectwhere students are required to use basic toolsto make a component (like a file, hacksaw, en-gineers square, taps and so on). Students areexpected to read, interpret and understand thedrawing so that they can be able to producethe required product. The skills of understand-ing a drawing are taught in the Mechanical

Engineering Drawing module. The NationalDiploma students are taught drawing and man-ufacturing simultaneous, so they do the hand-skills project while doing drawing. While theBEngTech students learn drawing in the firstsemester and then do the handskills projectduring the second semester. The BEngTechcurriculum is designed such that drawing pre-pares students for the handskills project thatwill follow in the second semester. This paperis exploring the benefits of designing a curricu-lum such that knowledge is taught to the stu-dents at the appropriate time. A qualitative re-search method is used where students and labtechnicians are interviewed. From data gath-ered, the NDip students alluded to the fact thatlab technicians had to teach them how to readand interpret a drawing. The BEngTech stu-dents had a clear advantage. They understoodthe project because they were better preparedin the drawing class. Lab technicians felt thatthe BEngTech students produced a better prod-uct and were fully prepared for the task.

Development of Intercultural Compe-tences of Students in Engineering Dis-ciplines

Authors: Poulova, Petra; Cerna, Miloslava

Organisations: University of Hradec Králové,Czech Republic

Various mobility programs form an insepara-ble part of modern university studies. Thosemobility programs are both intersector and in-ternational ones. International stays in for-eign countries are organized as internships orstudy stays. The aim of intersector and inter-national stays is to gain new experience, practi-cal skills, and to widen a specific relatively nar-row academic perspective. This paper showsnew approaches to incorporate internationalexperiences into higher engineering education.First, it analyzes the current situation of in-ternational student mobility, before emphasiz-ing the general motivation for international stu-dent exchange

57

An Industry - Academia Model for Re-search

Authors: Bustamante, Rogelio; Izquierdo,Javier; Ramirez-Mendoza, Ricardo A.

Organisations: Tecnologico de Monterrey,Mexico

This study presents a simple projectized orga-nization used in the Research Center on Mi-crosystems and Biodesign at Tecnologico deMonterrey. The proposed work model aimsto increase the interaction between undergrad-uate and postgraduate students in a project-management based industrial model applied toresearch. The main purpose of this study isto demonstrate how this organizational struc-ture helps to increase innovation, speed-up re-search, and increase the students’ skills. The

roles assigned to students and advisors in mul-tidisciplinary groups create a synergic inter-action among members that allows for aninterruption-free working environment. Thestrengths of this model and the methodologyto implement it are presented. The model addsvalue to the curricula and helps to comply withthe metrics established by national and inter-national accreditation institutions. Knowledgetransfer is an important aspect in the develop-ment of projects because of the high turnoverrate in academia during the development ofglobal products. Therefore, it is important toavoid repetitive tasks to save time. The imple-mentation of this model has provided the de-velopment of functional prototypes, the grad-uation of participating students with projectmanagement experience, and a global increasein scientific production.

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Chairs: Sabitzer, Barbara


Date and time: 2018-04-18 16:30

Work in Progress: Contributing to be-coming aware of the value of Open Edu-cation

Authors: Tovar, Edmundo; Martin, Sergio;Llamas, Martin; Caeiro, Manuel; MartinezBonastre, Oscar; Strachan, Rebeca; Castro,Manuel

Organisations: Universidad Politécnica deMadrid, Spain; UNED; Universidad de Vigo;Universidad Miguel Hernández; NorthumbriaUniversity

This paper shows the design, approach andfirst collection of data of the MOOC “Founda-tions to Open Education and OERs reposito-ries”. This is the first MOOC of the IEEE Edu-cation Society, and it has been delivered freelyand open available through IEEEx, a channelof edX.

The Students’ Perspective on Mixed Re-ality in Higher Education. A Status andRequirement Analysis

Authors: Willicks, Freya; Stehling, Valerie;Richert, Anja; Isenhardt, Ingrid

Organisations: IMA/ZLW der RWTHAachen, Germany

The twenty-first century is highly influenced bydigitalization and rapid technology advances.Deriving from these trends, the evolution ofVirtual and Mixed Reality worlds is a fur-ther development. Mixed Reality (MR) in thiscontext “describes the combination of virtual

environments and natural user interfaces” [1,p. 407].

With the emergence of studies showing thatthe use of Virtual and Mixed Reality ele-ments in learning processes positively influencethe students’ motivation and their control oflearning-outcomes, these technologies are be-coming more and more popular practices ineducation and learning contexts [2,3,4]. Nev-ertheless, studies about the students’ perspec-tive in Germany are rarely conducted. There-fore, a status and requirement analysis of thestudents’ demands on MR in higher educationhas been developed and conducted. Questionsof research are composed of the students’ gen-eral attitude towards MR in higher educationand the influence of user factors on their atti-tude. Furthermore, the study covers the partic-ipants’ perception of the current usage of MRin higher education.

The PACE experience: Global Collab-orative Engineering Course and GlobalProjects

Authors: Orta, Pedro; Ahuett, Horacio;Ramirez-Mendoza, Ricardo A.

Organisations: Tecnologico de Monterrey,Mexico

Since 2004 we have been working with the uni-versities in the USA, Canada, Mexico, Ger-many, Brazil, Korea and China developing dif-ferent projects. Some of them with a large num-ber of team members and universities. In somecases, we had worked with small teams, whichare more easy to manage.

Some challenges that we had found in theseprojects are related to the communication andcultural issues. Although we define English asour communication language sometimes, com-munication is difficult for the students sincethey do not have all proficiency in English andcommunication is difficult, and there are mis-understandings. Another challenge found inthis projects is the cultural diversity, as an

59

example students from Mexico and Germanyhave different meanings for punctuality, thesedifferences create problems between team mem-bers. Also, Differences in academic calendarsare other problem, schools start and end at dif-ferent dates and months. China and Europehave different schedules than USA or Mexico.In this section, we intend to present more detailon these projects.

Discovery of potential collaboration net-works from open knowledge sources

Authors: Chicaiza, Janneth; Piedra, Nelson;López, Jorge; Tovar, Edmundo

Organisations: Universidad Técnica Partic-ular de Loja, Ecuador; Universidad Politécnicade Madrid, Spain

Scientific publishing conveys the outputs of anacademic or research activity, in this sense,it also reflects the efforts and issues in whichpeople engage. The achievements made fromacademic and scientific work can help organi-zations to lead better resources managementwhere they invest and can help researchers tofind peers or networks with whom to share de-velopment of a particular line of work. In thispaper, the second topic is tackled.

To identify potential collaborative networksone of the simplest approaches is to leveragethe co-authorship relations. Traditional meth-ods applied to detect collaborative networksdon’t use open sources of knowledge. Seman-tic and hierarchic relationships defined by aKnowledge Organization System (KOS) canhelp improve the system’s ability to recom-mend potential networks beyond the lexical orsyntactic analysis of the topics or concepts thatare of interest to academics.

In this paper, this issue is undertaken throughthe semantic enrichment of the concepts asso-ciated with scholarly production. Open KOSspublished under Linked Data Design Issues areused to find hidden or implicit relations be-tween concepts that two researchers may be

interested, so it is possible to identify poten-tial collaboration communities. An inferencemechanism based-on semantic relationship isenabled to discover communities that share theinterest in a particular topic.

The proposal was validated with a subset ofScopus’ papers with at least one author of anyEcuadorian affiliation. The analysis disclosedsome features of the structure of the collabo-rative networks between authors, institutionsand involved countries. Also, through the en-richment of concepts, main issues on which theresearcher’s work was discovered.

Experimenting in PILAR Federation: aCommon Path for the Future

Authors: Garcia-Loro, Felix; Macho, Ale-jandro; San Cristobal, Elio; Diaz, Gabriel;Castro, Manuel; Kulesza, Wlodek; Gustavs-son, Ingvar; Nilsson, Kristian; Fidalgo, Andre;Alves, Gustavo; Marques, Arcelina; Hernandez-Jayo, Unai; Garcia-Zubia, Javier; Kreiter,Christian; Oros, Ramona; Pester, Andreas;Garbi-Zutin, Danilo; Auer, Michael; Garcia-Hernandez, Carla; Tavio, Ricardo; Valtonen,Kati; Lehtikangas, Elina

Organisations: UNED, Spain; BTH, Swe-den; IPP, Portugal; UDEUSTO, Spain; CUAS,Austria; IAOE, Austria; EVM, Spain; OMNIA,Finland

PILAR (Platform Integration of Laboratoriesbased on the Architecture of visiR) ErasmusPlus project development started in Septem-ber 2016 and will last three years. The core ofPILAR project is VISIR remote laboratory —Virtual Instruments System In Reality—. Theproject aims for a federation of five of the ex-isting VISIR nodes, sharing experiments, ca-pacity and resources among partners, and toprovide access to VISIR remote lab, throughPILAR consortium, to students from other ed-ucational institutions.

PILAR will be the framework from which man-agement tasks will be performed and laborato-

60

ries/experiments will be shared. PILAR willalso foster the Special Interest Group of VISIRunder the Global Online Laboratory Consor-tium (GOLC) of the International Associationof Online Engineering (IAOE).

Work in Progress: Communication Chal-lenges in International Education

Authors: Zilora, Stephen J.; Žagar, Martin;Raza, Ali

Organisations: RIT, NY, USA; RIT Croatia,Croatia; RIT Dubai, Dubai, U.A.E

Distance and collaborative education has manypotential benefits, most notably is the abilityto overcome the temporal and spatial restric-tions of traditional educational settings, butchanges in general communication processes be-tween educators and students, educators them-selves and students themselves are also predom-inant. With both business and personal life be-coming more collaborative and less geo-centric(examples of social networks like Facebook orLinkedIn, or collaborative economy like Uberor Airbnb), the authors’ institution, along withits international campuses in Europe and theMiddle East, is setting a new level of distanceand collaborative education that enables stu-dents form different cultures and time-zones towork together on real projects in a controlled,academic setting, but in a manner that mir-rors business and industry projects to a veryhigh degree. Three instructors and more than50 students are working jointly on the sameprojects and relying greatly on effective com-munication. In this work, the authors addressand describe their experiences and challengesin communication and collaborative educationfrom both their perspective and the students’perspective. The main intention is to makethe educational process more efficient and to in-troduce more interaction between the studentsand their teachers, who act more as project ad-visors.


Chairs: AbuShanab, Shatha


Date and time: 2018-04-18 16:30

Conception of a LEGO® MindstormsEV3 Simulation for Programming in C

Authors: Haak, Valentin; Abke, Jörg;Borgeest, Kai

Organisations: University of Applied Sci-ences Aschaffenburg, Germany

Based on the didactical concept that was devel-oped to integrate a robot-platform into teach-ing and learning of Computer Science in en-gineering courses at the university of AppliedSciences Aschaffenburg the Lego MindsormsEV3 [1] robots were integrated into the practi-cal lessons. In these Computer Science lessonsthe students (Bachelor of Engineering) learnthe programming-language ANSI C. To pro-gram the robots in this language a dedicatedtoolchain [2] was developed. A major problemthat was mentioned many times in a regularsemester evaluation, after integrating the EV3,is the fact that the students cannot use therobots outside of the laboratory. So they arenot able to learn and program the EV3 indepen-dently from the laboratory opening hours andpractical lessons. To solve this problem and im-prove the success with this platform, it will nowbe analysed if a simulation could advance theprocess of deepening the learned skills in prac-tical and theoretical computer science lessons.Also a concept for the realisation of such a sim-ulation will be shown. This will be done basedon the developed didactical concept for inte-grating a robot-platform in teaching and learn-ing of Computer Science in engineering courses[3].

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Aligning Student and Educator Cap-stone Project Preferences Algorithmi-cally

Authors: Greeff, Jacob Jacobus; Heymann,Reolyn; Nel, Andre Leon; Carroll, Johnson

Organisations: North-West University,South Africa; University of Johannesburg,South Africa

This paper reviews recent attempts by re-searchers at the University of Johannesburg toincrease the level of engagement experiencedby students in a final year capstone projectby allowing for a greater level of autonomy inproject selection and assignment.

The text introduces the context, followed by ajustification from current literature on the ap-proach taken, introduction to the approach andfinally a summary of the outcomes obtained bythe project. In this study an authentic learningapproach was followed which allowed studentsto propose and tender for capstone projects ina BEng course, and following a period of ten-der also give active input into the selection oftenders based on their personal knowledge asengineers. From this process, a preference listwas obtained from both students and facultyon their opinions of the best way assignmentscan happen, and following this a Gale-Shapleyalgorithm was employed to attempt to selectthe optimal assignment of projects to students.It is hoped that this study will inspire other ed-ucators in similar situations to consider hand-ing over some measure of control to studentsduring their undergraduate studies in engineer-ing to increase the level of responsibility andthoughtful reflection experienced by studentsbefore they enter the profession.

The use of WhatsApp in design-basedmodules

Authors: Hertzog, Pierre Eduard; Swart,Arthur James

Organisations: Central University of Tech-nology, Free State (CUT), South Africa

WhatsApp is used by 1.2 billion users world-wide. This social media platform is also usedas an educational tool and has been the focus ofmany studies in higher education. WhatsAppwas used as an educational tool to improve com-munication, to promote student engagementand to provide better student support in twodesign-based modules, namely Projects II andDesign Project III, at the Central University ofTechnology (CUT) in South Africa. The pur-pose of this paper is to present a case studywith descriptive statistics of quantitative dataregarding student perceptions on the use ofWhatsApp in these design-based modules. Stu-dent perceptions are important when new tech-nologies are introduced and can be used to as-sess such teaching innovations. The researchquestion thus arises, what are the perceivedadvantages and disadvantages of using What-sApp in design-based modules at CUT? Theresults suggest that students have a generallypositive view of WhatsApp as an educationaltool that helps them to connect with othersand collect information in a quicker and easierfashion (these are identified advantages). Dis-advantages, listed by a minority of respondents,included the cost of airtime in South Africa,limited bandwidth and being distracted by us-ing WhatsApp for other purposes. Althoughthis study has focused on the use of WhatsAppin design-based modules, it will be interestingto investigate the use of several social mediaplatforms over a range of modules offered atCUT.

Quantifying the impact of a new SoTLprogramme in Engineering Education ata University of Technology in SouthAfrica



A drive towards the establishment of vari-

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ous Scholarship of Teaching and Learning pro-grammes at institutions of higher learning havebeen observed over the past decade. The pri-mary aim of such programmes is to improve theteaching and learning process, which may beachieved by using the SoTL unicycle metaphor.The objectives of this unicycle are twofold:first, it outlines the process that academicsneed to engage in on a regular basis withina SoTL programme; second, it may createawareness among non-participating academicsof what such SoTL programmes really entails.The research question arises “What impact hasthe introduction of a SoTL programme in 2014made on faculty members in Engineering Edu-cation at a University of Technology in SouthAfrica? The purpose of this paper is to quan-tify this impact by focusing primarily on thepublications of the members which forms oneof the spokes of the SoTL unicycle. Quanti-fying the impact of SoTL programmes involveconsidering many variables that are discussedin the paper. The discussions are groundedin the humanistic theoretical framework whichasserts that learning about one’s practice is apersonal act in order to change one’s own per-ceptions and actions. A case study is used withquantitative data. Results indicate that, on av-erage, for every three academics that join theprogramme, one leaves within a year. However,the academics who stuck with the programmesince 2014 where able to increase their publica-tion research outputs, with one staff memberachieving nine peer-reviewed full conference pa-pers and one accredited journal article overa three-year period. It is recommended thatat least one faculty member from each depart-ment be represented in the SoTL programme,that will lead to more awareness being createdamong other departmental members of the im-pact and meaning of such programmes.

The Impact of Video Clips on Teachingin Technical Study Programs – LearningFaster or Learning Desaster?

Authors: Großkreutz, Damian; Logofatu,Doina; Schott, Anna


Video-sharing websites like YouTube are verypopular, their usage can particularly be seenby younger people, the so called “Digital Na-tives”. For example about a billion of peo-ple visit YouTube every month and about abillion of hours is spent there daily to watchvideos. This enthusiasm for videos in principleoffers the opportunity to use them as a didac-tical tool. But even the medium is availablesince decades the usage of videos in didacticsis still an expandable field and scientific publi-cations are drawing a very complex scheme onthis topic. Quantitative findings of the effectin teaching are very rare. Therefore a projectteam at the Frankfurt University of AppliedSciences carried out a project to analyze the sit-uation and define strategies for the own needsfocusing on the engineering subject of study“manufacturing technology”.

Based on literature and own considerations aquestionnaire was designed asking for prefer-ences in learning media comparing chalkboard,powerpoint and video based lectures. In par-allel around 900 written examinations were an-alyzed over a period of 7 years. The analysiscompared examination results on topics whichwere taught by video clips to results on top-ics which were taught in powerpoint and chalk-board lectures. The results in numbers did notshow a significant advantage by video teachingbut gave interesting hints for follow-up projects.Regarding the different didactic tools a clearpreference could be found for video based lec-tures. Notable was that female students tendeda little to the chalkboard lectures.

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Blended learning and Pedagogical Evo-lution Toolbox - examples from CleanFossil and Alternetive Fuels Energy – In-noenergy MSc Program

Authors: Pikoń, Krzysztof; Bogacka, Mag-dalena; Czop, Monika

Organisations: Silesian University of Tech-nology, Poland

Clean Fossil and Alternative Fuels Energy isone of 7 programs of Innoenergy Master School.The program construction is based on interna-tional network of Innoenergy. Innoenergy is anorganization which aims at changing the educa-tion towards strengthening entrepreneurial andinnovative potential in European universities.The structure of the program is based on in-novative approach of multidimensional blendedlearning. The expert knowledge is accompa-nied by shaping behavioural skills and compe-tencies like presentation skills, problem solving,teamwork, leadership in order to culture stu-dents of high level capabilities and high inno-vative potential. In addition the competenciesin business and management are delivered aswell. The program include activities strength-ening entrepreneurial potential. The programis in large part practical and based on activelearning methods. This includes internships,study visits, participation in challenge projects.Additionally new pedagogical methods are im-plemented – like case teaching. The programwas developed taking into account the currentrequirements of the labour market and it pro-vides students with knowledge in a communica-tive way, to teach them how to bring togetherfacts, show connection with real life. The wholeprogram is shaped with extensive support fromindustrial partners and is based on learningoutcomes approach and additionally Overar-ching Learning Outcome by EIT. The specialOLOs evaluation system was introduced. The6 years of program execution proved that theconcept is efficient and delivers significant re-sults.

(3C) Data and Learning in Engi-neering Education

Chairs: Preciado Babb, A. Paulino


Date and time: 2018-04-18 16:30

New Factors to Predict Dropout at theUniversities:A case of study in Ecuador

Authors: Alban, Mayra; Mauricio, David

Organisations: Technical University of Co-topaxi; State University of San Marcos; StateUniversity of San Marcos

The dropout at the universities has become aconcern in several countries around the world.Based on the analysis of the educative and or-ganizational theories, and the logic reasoningwere established 11 factors that influence in thedropout. The present research as an objectiveto design a model to determine new factors topredict the dropout in which the dimension ofanalysis included were the students, the insti-tutions, the academic context and the socialand economic environment. Additionally, testthrough the use of Logistical Regression, De-cision Tree and Support Vector Machine if theproposed factors are related and or may to con-tribuite for predicting the dropout at the uni-versities of Ecuador.

Workplace Learning Analytics in HigherEngineering Education

Authors: van der Stappen, Esther

Organisations: HU University of Applied Sci-ences Utrecht, The Netherlands

Learning in the workplace is crucial in higherengineering education, since it allows students

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to transfer knowledge and skills from univer-sity to professional engineering practice. Work-place learning can have different representa-tions, the most common being internships,work placements and traineeships. Many (pro-fessional) Bachelor programs, especially thoseat universities of applied sciences, have inte-grated some form of workplace learning in theircurricula. Learning analytics is defined as “themeasurement, collection, analysis and report-ing of data about learners and their contexts,for purposes of understanding and optimizinglearning and the environment in which it oc-curs”. Learning analytics endeavors in highereducation have primarily focused on classroom-based learning. Recently, workplace learninganalytics has become an emergent researcharea, with target users being workers, studentsand trainers. The field of workplace learninganalytics is still in an early stage of develop-ment and the number of contributions is rela-tively small. We present a new type of technol-ogy for workplace learning analytics that allowsprogram managers of higher engineering edu-cation programs to get insight into the work-place learning of their students, while ensuringprivacy of students’ personal data by design.Using a design-based agile methodology, we de-signed and developed a customizable workplacelearning dashboard. From the evaluation withprogram managers in the computing domain,we can conclude that such technology is feasi-ble and promising. Program managers use thedashboard as an exploratory tool to check pre-conceived opinions on workplace learning andto evaluate the alignment between workplacelearning assessment criteria and the actual con-ducted activities in workplace learning. Theproposed technology was designed to be gener-alizable to other engineering domains. A nextlogical step would be to evaluate and improvethe proposed technology within other engineer-ing domains.

Using Hyperdata in a Laboratory ofElectronics

Authors: Sánchez-Azqueta, Carlos; Gimeno,Cecilia; Celma, Santiago; Cascarosa, Esther;Aldea, Concepción

Organisations: Universidad de Zaragoza,Zaragoza, Spain; Université catholique de Lou-vain, Louvain-la-Neuve, Belgium

The evolution of education is associated withthe incorporation of information and communi-cation technologies, as it can be inferred fromthe different strategies adopted at all levels ofeducation. Another tool available for teach-ing innovation is augmented reality, which al-lows the combination of digital and physicalinformation in real time, using different tech-nological devices. A key advantage brought byaugmented reality to the field of education isthat it offers contextualized information, whereand when the student needs it, which signif-icantly enriches the learning process. A QRcode (Quick Response) is a system that storesand provides a quick access to information. Inthis work, we propose the use of QR codes asa complementary educational resource to carryout laboratory sessions in the field of Electron-ics, aiming at improving the learning processof experimental skills. In this respect, a setof QR codes are generated to be used in thelaboratory sessions to achieve a more efficientuse of the time spent and a more meaningfullearning. Two types of QR codes are devel-oped: ones that are placed directly on the in-strumentation used in the development of thepractice, which contain hyperlinks to manuals,data sheets, etc., with the goal of facilitatingthe consultation of information regarding theoperation and management of the instrumenta-tion required in the laboratory; and others thatappear in the documentation of the practice,and through them they have access to some de-mos on the measurement of parameters in themost complex steps of the development of thepractice. This allows a better use of the timein the laboratory improving their instrumentalskills and allowing the student to focus on the

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analysis of the results and their relationshipwith the theoretical framework.

Methodology for Systematic LiteratureReview applied to Engineering and Edu-cation

Authors: Torres-Carrion, Pablo; González-González, Carina Soledad; Aciar, Silvana;Rodríguez-Morales, Germania

Organisations: Universidad Tecnica Partic-ular de Loja, Ecuador; Universidad de la La-guna, España; Universidad Nacional de SanJuan, Argentina

A systematic review of the scientific literaturein a specific area is important for identifying re-search questions, as well as for justifying futureresearch in said area. This process is complexfor beginners in scientific research, especially ifyou have not developed skills for searching andfiltering information, and do not know whichhigh-level databases are relevant in their fieldof study. The method proposed leads the re-searcher from “My” to “The” current state ofthe problem; we propose an adaptation of themethod by Kitchenham and Bacca, which di-vides the process into three sub-parts: plan-ning, conducting and reporting results. Fromthe approach of the research problem in thepreliminary phase research questions (recom-mended between 3 to 5) and “mentefacto con-ceptual” is drawn; this last one gives originalityto the method and facilitates the developmentof the thesaurus for searches and inclusion andexclusion criteria. Early research requires do-ing a basic systematic study to identify workdone to review the literature in the area and, ifany is found, to verify if those results yield ananswer to our research questions. As part ofplanning the search process, general and spe-cific inclusion and exclusion criteria were de-fined, along with some complementary inclu-sion and exclusion parameters. The methodfollowed with rigor, returns to the researcher alist of impact journals in the study area, anda detail of articles that are related to each cat-

egory of the research questions. A study casehas been considered as a guide to expose eachof the phases of the methodology in a practicalway, with results that support the proposal.

Increasing Interactivity and Collabora-tiveness in MOOCs: A Pedagogical So-lution to meet 21st century goals

Authors: Gamage, Dilrukshi; Perera, Indika;Fernando, Shantha

Organisations: University of Moratuwa, SriLanka

Massive Open Online Courses (MOOCs) areeducation technologies which capable of teach-ing thousands of students synchronously. Thepedagogy in MOOCs are focus on decentral-ized learners where students watch videos, takequizzes, submit assignments and discuss usingforums. This pedagogy is focusing on the di-dactic method of teaching. However, the stu-dents in 21st century are more connected andnetworked to learn effectively. Present and fu-ture workforce require critical thinking, com-munication, collaborative and creative skills,yet MOOC pedagogy does not support to up-skill the required. This research introduces afacilitator driven group learning pedagogy in-spired by cMOOCs. Pedagogies behind 7 differ-ent MOOC platforms were analyzed to under-stand existing models. Surveyed literature onempirical research of MOOCs success factors inorder to propose and conceptually design themodel “GroupMOOC”. This will increase thestudent interactivity, provide a medium wherethey can collaborate and be creative. The pa-per explains the detail design goals and analo-gies behind features.

Integrated Assessment of Course andProgram Learning Outcomes for Accred-itation Process

Authors: Marey, Mohamed Fawzy; Mansour,Yasser El-Husseini Ibrahim; Sancristobal, Elio

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Organisations: Prince Sultan University,Saudi Arabia; Menoufia University, Faculty ofElectronic Engineering; Prince Sultan Univer-sity, Saudi Arabia; Zagazig University, Struc-tural Engineering Department; UNED, Spain

One of the significant aspects of quality assur-ance of learning and teaching in higher educa-tion is the assessment of the course learningoutcomes (CLOs) and program learning out-comes (PLOs). This assessment ensures achiev-ing the intended developmental goals and pro-tects the quality of education delivered to stu-dents from falling down.

The aim of this study is to develop a methodol-ogy to assess the CLOs and PLOs for Commu-nications and Networking program. A courseof information theory and coding is chosen asa case study in this paper to illustrate the pro-posed methodology. Our attention also focuseson developing a rubric which employs to pre-cisely define students’ expectations. In addi-tion, a mapping between the CLOs and PLOsis introduced. Moreover, indirect assessment isalso used. The proposed methodology is gen-eral in a sense that it can be applied in anyengineering program.

The results are used for corrective decisions tobe taken on both course and program levels toassure the best delivery of education.

(3D) Project and Problem baseLearning

Chairs: Barada, Hassan


Date and time: 2018-04-18 16:30

Enriching engineering education with di-dactics of mathematics

Authors: Florensa, Ignasi; Bosch, Marianna;Gascón, Josep

Organisations: EUSS-Univ. Autònoma deBarcelona, Spain; IQS School of Management- Univ. Ramon Llull, Spain; Univ. Autònomade Barcelona, Spain

Project Based Learning in Engineering Educa-tion is still facing challenges in research. Two ofthese challenges are the systematization of theconstruction and selection of the project andthe lack of tools allowing to manage generatedknowledge. We hypothesize that a methodol-ogy (didactical engineering) and an epistemo-logical tool (Question – Answer maps) with itsorigins in didactics of mathematics can be ap-plied in engineering education in order to par-tially overcome these issues.

We present the design, analysis and experi-mentation of two exploratory case studies ina General Elasticity course in the 3rd year ofa Mechanical Engineering Degree in an En-gineering School in Barcelona. The resultsseem to validate the initial hypothesis and re-veal that didactical engineering and Question-Answer maps can be successfully applied undercertain conditions in Engineering Education.

Agile Projects to Foster CooperativeLearning in Heterogeneous Classes

Authors: Kastl, Petra; Romeike, Ralf

Organisations: Friedrich-Alexander Univer-sität Erlangen-Nürnberg, Germany

Teaching programming novices in secondary ed-ucation is often described as a challenge, be-cause student groups are often quite heteroge-neous. Teachers react with special methodse.g. with individualized teaching, group workor project-based learning. As such a methodfor computer science education, that supportsproject-based learning agile projects are beingdiscussed more recently. In the context of adesign-based research work, experienced teach-ers have adapted and applied a theory-derivedagile model in a wide range of contexts. Inthis qualitative case-study, we analyze 11 in-terviews with 6 teachers on their observations

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from 20 agile projects with over 400 students.The aim is to gain insight into how agile prac-tices and artifacts assist individual learningprocesses and how they help teachers to designand organize agile projects in order to supportstudents individually. A structured contentanalysis shows that agile teams face similar ob-stacles as teams in plan-driven projects, butthat they can overcome them better in agileprojects. Additionally, the analysis indicatesthat in agile projects the quantity and qual-ity of interactions increases, which has posi-tive effects on the construction of sustainableskills and that students furthermore are fre-quently involved in feedback processes and re-flections, which makes their learning more goal-oriented. Moreover, the data shows that teach-ers can identify their students’ strengths andweaknesses better and also observe their indi-vidual learning processes better throughout ag-ile project. Based on that knowledge they candesign their agile project in a way that eachstudent is challenged systematically and pur-posefully.

Capstone-based mentoring and the ac-quisition of professional skills.

Authors: Bermudez, Alejandro Jose;Pacheco, Alfredo; Izquierdo, Dennis; Ugalde,Franklin

Organisations: TECSUP, Peru; UTN. CostaRica.

Our educational innovation is based on the“Triple Helix” Model that demonstrates theeffectiveness and efficiency of the CapstoneProject applied in the Industry, for the acquisi-tion of professional skills in 6th - cycle in TEC-SUP (Higher Technological - Peru) and thatcould be replicated in institutions of higher ed-ucation according to their own characteristics.We focus on ensuring the competitiveness offuture graduates in the global labor market byplanning and executing activities where the stu-dent will have the opportunity to meet hours ofend-of-career practice in flexible hours, assisted

by an academic mentor (professor), with theassignment of hours of accompaniment in theinternship and support the presence of the in-stitution in the companies. We incorporate anindustrial mentor assigned by the companies,which will provide business orientation to thestudents, in problems of industrial interest. Itis intended that these put into practice and con-solidate their soft skills as well as skills and abil-ities in both verbal and non-verbal communi-cation, being able to establish relationships be-tween what has been learned in the institutionand the execution of such learning in the laborfield; this will allow them to design projects ofsocial impact to culminate and present thesis.

Student Perceptions of the Use ofProject-Based Learning in Civil Engi-neering Courses

Authors: El-Maaddawy, Tamer; El-Hassan,Hilal; Al Jassmi, Hamad

Organisations: UAE University, United ArabEmirates

Project-based learning (PBL) is a student-centered approach in which students learn bysolving real-life problems in a teamwork envi-ronment. Little is known about how studentsin different academic levels perceive the effec-tiveness of PBL approach. This study aims tocompare and analyze students’ perceptions ofthe use of PBL in different undergraduate- andgraduate-level civil engineering courses. Stu-dents’ perceptions of the effectiveness of thepartial use of PBL in civil engineering coursesto improve their understanding of course top-ics and develop their life skills were collectedthrough a questionnaire distributed at the endof the semester. Data was collected from 104students enrolled in five different undergradu-ate and graduate civil engineering courses. Re-sults showed that students of the junior-levelcourse held more positive attitude towards col-laboration and teamwork rather than studentsof senior-level or graduate-level courses. Themean scores of the survey questions related to

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teamwork, collaboration, and communicationskills tended to decrease with an increase in thecourse level. Junior-level students exhibitedthe highest degree of satisfaction in responseto the survey question related to the degreeof enjoyment when working in groups. Dueto the difficulty in scheduling meetings, inef-fective communications were noted by gradu-ate students. They recorded the lowest meanscores for the survey questions related to team-work/collaboration skills and degree of enjoy-ment when working in groups. Survey resultsindicated, however, that PBL was more effec-tive in improving understanding of course top-ics, self-regulation and self-learning skills of thegraduate students rather than undergraduatestudents.

A Project-based Learning Design forTeaching and Learning of MechatronicsEngineering

Authors: Nieh, Tsung Hsuan; Chou, Jui Jen

Organisations: National Taiwan University,Taiwan; National Taiwan University, Taiwan;National Ilan University, Taiwan

This article aims to design a richly educational,project-based teaching and learning riderlessbicycle scenario. The riderless bicycle scenariois not only close to students’ lives and richin a large number of theoretical and practi-cal research topics but also integrates mecha-tronics engineering subjects from the freshmanyear to the senior year. Through a series ofcourses, students are allowed to have project-based learning in this scenario so as to cultivatethe necessary professional knowledge and corecompetencies for entering the industry in thefuture. The series of courses include the intro-duction, in-depth, and transformation courses.The introduction courses guide students aboutthe scenario and establish their framework re-lation and basic understanding about the vari-ous subjects of mechatronics engineering. Thein-depth courses allow the students to gradu-ally design and actually fabricate the riderless

bicycle. During the process, they can studyand integrate the various subjects and disci-plines in depth as well as develop indepen-dent learning, innovative thinking, problem-solving, teamwork, and communication skillsand other core competencies. The transfor-mation courses help the students internalizetheir knowledge and experience in the scenario,translating them into other practical applica-tions and connecting with the industry. Thisstudy designed a learning workshop for actualimplementation and conducted a survey after-ward on to make a preliminary assessment ofthe feasibility and learning outcomes of the rid-erless bicycle as a project-based learning andteaching scenario and to collect feedback fromstudents to serve as the reference for the de-sign and improvement of follow-up curriculumseries.

Implementation of case study method asan effective teaching tool in engineeringeducation

Authors: Zuwała, Jarosław

Organisations: AGH University of Scienceand Technology, Poland

KIC Innoenergy M.Sc. “Clean Fossil and Al-ternative Fuels Energy” course gives studentsan unique offer of studying subjects related tofuels and energy, combined with gaining the en-trepreneurial skills and focused on innovativethinking This blend gives a perfect blend of en-gineering knowledge and project managementskills. However, current job market puts theemphasis on graduates’ skills such as criticalthinking, insight, and analysis capabilities, in-cluding experiential learning that gives promi-nence to soft skills - such as the ability to col-laborate, work in groups, read social cues andrespond adaptively”.

To approach this and in the end to give stu-dents the possibility to gain the required abil-ities, traditional teaching methods based onlectures and individual one-for-term projectsshould have to be gradually replaced by case

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study teaching. Even though they were pri-marily developed in business and law contexts,nowadays it is strongly postulated that theycan be very productively used also in teachingengineering subjects.

This paper presents first the methodology ofbuilding exemplary engineering case studieswhich are then illustrated by a complete exam-ple of a case, created fully by the Author andimplemented during his classes.

The presented case study entitled is based ona short scenario and on the questions “Whatwould you do now?”. It has been assigned as ateamwork so that participants are able to brain-storm and develop common solutions, but theycan also be used as an individual assignment.Main three basic components of a case studyare illustrated: a real world background anddata & fictive scenario, real world documenta-tion & data and an open-ended problem to besolved by the students.

The most common bottlenecks of preparingan interesting case – study are also illustratedand the discussion is given of how to overcomethem.


Chairs: Yousafzai, Jibran Khan


Date and time: 2018-04-18 16:30

Pilot experience applying an activelearning methodology in a Software En-gineering classroom

Authors: García-Holgado, Alicia; García-Peñalvo, Francisco José; Rodríguez-Conde,María José

Organisations: GRIAL Research Group,University of Salamanca, Spain

Software Engineering I is a mandatory subjectfor undergraduate students that is taught inthe second semester of the 2nd year of theDegree in Computer Sciences at the Univer-sity of Salamanca (Spain). This degree existssince 1989 but it has transformed over time ac-cording to the education law changes in Spainand Europe. Software Engineering I is thefirst subject related to the area of software en-gineering that is taught in the degree. Thenovelty of the concepts and the need to de-velop abstract thinking to acquire the differ-ent competences of the subject, implies a hand-icap to teach the subject. The final grades ob-tained by the students in the subject are fairlylow compared with other subjects in the de-gree. Moreover, the attendance to the face-to-face classes is continuously reduced through-out the semester, which affects to the continu-ous assessment. Some initiatives have been ap-plied during previous school years but a globalchange of the subject is necessary. In order toincrease the success rate of the subject and toachieve that students are involved in the learn-ing process, authors have implemented an ac-tive learning methodology based on team work-ing. Furthermore, two instruments have de-fined to measure the impact of the changes andevaluate the pilot.

Enhance Learning in a Video LectureArchive with Annotations

Authors: Malchow, Martin; Bauer, Matthias;Meinel, Christoph

Organisations: Hasso Plattner Institute,Germany

When students watch learning videos online,they usually need to watch several hours ofvideo content. In the end, not every minuteof a video is relevant for the exam. Addition-ally, students need to add notes to clarify issuesof a lecture. There are several possibilities to

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enhance the metadata of a video, e.g. a typi-cal way to add user-specific information to anonline video is a comment functionality, whichallows users to share their thoughts and ques-tions with the public. In contrast to commonvideo material which can be found online, lec-ture videos are used for exam preparation. Dueto this difference, the idea comes up to anno-tate lecture videos with markers and personalnotes for a better understanding of the taughtcontent. Especially, students learning for anexam use their notes to refresh their memo-ries. To ease this learning method with lec-ture videos, we introduce the annotation fea-ture in our video lecture archive. This function-ality supports the students with keeping trackof their thoughts by providing an intuitive in-terface to easily add, modify or remove theirideas. This annotation function is integratedin the video player. Hence, scrolling to a sepa-rate annotation area on the website is not nec-essary. Furthermore, the annotated notes canbe exported together with the slide content toa PDF file, which can then be printed easily.Lecture video annotations support and moti-vate students to learn and watch videos froman E-Learning video archive.

Implementation of Active LearningMethod in Transportation EngineeringSeminar Course: Case Study at SanDiego State University

Authors: Ghanipoor Machiani, Sahar; Mlade-novic, Milos

Organisations: San Diego State University,USA; Aalto University, Finland

The challenges of retiring workforce, attract-ing new students, and high educational require-ments for dealing with transportation systemscomplexities have been highlighted in the pastdecades. In response, transportation engineer-ing (TE) education has been developing bothcurricula and teaching practices. However, theneed for further development and implementa-tion of active leaning techniques remains, espe-

cially with regard to specific learning context ofthe graduate level education. The meaningfulimplementation of known active learning tech-niques can make effective use of opportunitiesarising from information-communication tech-nologies. In particular, this research focuseson development of writing-based in-class activ-ity in a seminar graduate course at San DiegoState University. The research builds uponthe theoretical framework of learning in en-gineering education, emphasizing the learner-centered methods. Implementation of in-classactivity explains the writing tool deployed andthe details of the learning context. Evaluationmethodology includes mid- and end-term stu-dent survey as well as assessment rubric. Over-all, results indicate that this innovation is in-strumental in evaluating students’ learning inthe class, and in helping them with develop-ment of motivation and metacognition prac-tices. Concluding implications provide lessonsfor further implementation and development ofactive-learning techniques in TE and engineer-ing graduate education in general.

Living Persona Technique applied toHCI Education

Authors: Warin, Bruno; Kolski, Christophe;Toffolon, Claudine

Organisations: Université du Littoral Côted’Opale, LISIC, 50 rue F. Buisson, Calais,France; Université de Valenciennes, LAMIH-UMR CNRS 8201, Le Mont-Houy – Valenci-ennes, France; Le Mans Université, LIUM, In-stitut Claude Chappe – Le Mans, France

This paper aims to present an experience re-port on a new pedagogical technique which ap-plies to the teaching of interactive systems: theLiving Persona technique. First, we remind thewell-known technique of Persona that is usedin some processes of realization of interactivesystems. In this technique, a Persona repre-sents an archetype of the users interacting inthe system to be produced. From this Per-sona technique, we define the Living Persona

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one. Within the framework of practical workstudents have to specify an interactive system,this technique consists in making the teacherplay the role of a personnel representative ofthe contracting authority, who is also poten-tially a future user of the system to be spec-ified. As a consequence, during his meetingswith the students, the teacher has to adopt abehavior in compliance with the state of mindof the users’ archetype defined by the Persona.Then we present a pedagogical scenario whichintegrates this Living Persona technique andwe apply it to practical work in which the stu-dents must produce an interactive system spec-ification using the Unified Modeling Language(UML). We show through a classroom experi-ence that the practical work set up providesstudents with work situations close to profes-sional realities. We evaluate the level of inter-actions between students and teacher and theextent to which this pedagogy influences somestudents behaviors. Finally, we draw a conclu-sion on influence of the results of this study onthe continuation of our research.

Exploring multicultural e-learningthrough a blended course across theMediterranean

Authors: Nascimbeni, Fabio; Burgos, Daniel;Aceto, Stefania; Wimpenny, Katherine; Maya,Isidro; Stefanelli, Cristina; Eldeib, Ayman

Organisations: Universidad Internacional dela Rioja, Spain; Coventry University, UK; Uni-versidad de Sevilla, Spain; UNIMED, Italy;Cairo University, Egypt

This paper presents and reflects upon thetraining course organized by the OpenMedproject, aimed at building capacity in OpenEducational Resources (OER) and Open Edu-cation approaches across universities from theSouth Mediterranean, namely in Egypt, Jor-dan, Lebanon, Morocco and Palestine. Thecourse, which is currently being piloted among10 universities, represents an example of anintercultural and multilingual learning experi-

ence, both from the way in which it was con-ceived and developed, to the way it is actuallybeing delivered. In this paper, we reflect onthe challenges and benefits of adopting such anopen approach towards intercultural learning.

Scratch Day to introduce robotics

Authors: Plaza, Pedro; Sancristobal, Elio;Carro, German; Castro, Manuel; Blazquez,Manuel

Organisations: PLAZA ROBOTICA, Spain;UNED, Spain

Scratch Day is a global network of events tocelebrate Scratch, the free coding platform andonline community for kids. Scratch Day eventsbring together young people from the Scratchcommunity to share projects, learn from eachother, and welcome newcomers. Robotics andcomputational thinking are ideal tools for de-veloping STEM (Science, Technology, Engi-neering and Mathematics) pedagogy. Nowa-days, robotic education tools arise with the aimof promoting the innovation and the motiva-tion of the students during the learning pro-cess. Robots are becoming more common inour daily life; thus, it is important to integraterobots at all levels of our society. This paperpresents a workshop which is focused on twomain objectives. The first one is to celebrateScratch Day promoting Scratch locally. On theother hand, this event is aimed to present arobotic educational tool for people as the firststep to get into robotics world. This workshopis aimed on those adults who want to discoverwhat possibilities Scratch brings in the intro-duction to robotics. Throughout this work-shop an initiation to Scratch is developed inthe context of educational robotics. The ob-tained outcomes from the educational roboticworkshop demonstrate how children and adultswithout previous experience in programming orrobotics can start learning both through expe-riences in the hands-on session. The result ofthis work shows that it is important to combinetheory and practice with the aim of including

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fun tasks intertwined with the challenges thatare posed to apply theory in problem solving.

(3F) Virtual and Remote Labs(V&RL) in Engineering Education

Chairs: Schwandt, Andrea


Date and time: 2018-04-18 16:30

Virtual Instruments and Experiments inEngineering Education Lab Setup withHydraulic Pump

Authors: Nedeljkovic, Milos Srecko; Cantrak,Djordje Svetislav; Jankovic, Novica Zvonko;Ilic, Dejan Bogoljub; Matijevic, Milan Slavko

Organisations: University of Belgrade, Fac-ulty of Mechanical Engineering, Belgrade, Ser-bia; University of Kragujevac, Faculty of Engi-neering, Kragujevac, Serbia

Hydraulic pumps are among the most fre-quently used machines and as such deserve spe-cial attention. They are studied in fluid me-chanics courses, as well as in more specific engi-neering subjects. At the University of BelgradeFaculty of Mechanical Engineering HydraulicMachinery and Energy Systems Department asmall demonstrational and educational setuphas been designed and manufactured with theaim to demonstrate application of many theo-retical issues, such as Bernoulli equation andEuler equation for turbomachinery, as well asto educate on fluid flow phenomena of cavita-tion and swirling flow. On the other hand, en-gineering issues, such as pump testing, char-acteristics of the hydraulic system, pump en-ergy efficiency, calibration of the Venturi me-ter, etc. are demonstrated. Many componentsof the installation are transparent and a flow

is always visualized. Calibrated pressure trans-mitters are built-in and implemented in Lab-VIEW application made for this purpose. Stu-dents perform experiments in the laboratoryand then generate diagrams and electronic re-port. In addition to these real experiments, twovirtual ones may be also performed – demon-strations of two pumps operating in a serial andparallel mode. Pump hydraulic curves can alsobe changed by variation of rotational number.This type of regulation may be compared tothe valve throttling regulation. Students canmeasure pump duty points and observe flowrates in each pipe. These issues follow lecturesand exercises on the pump topic in engineeringeducation study programmes.

Virtual Laboratory for Automation com-binig Inventor 3D models and Simulinkcontrol models

Authors: Brito, Julio; Alayón, Silvia; Toledo,Pedro

Organisations: University of La Laguna,Spain

The main goal of this paper is to show how,from a technical point of view, it is possibleto implement the control of virtual industrialplants. These plants can be used in virtuallaboratories for Engineering Education, specif-ically, in subjects related to Automation andControl.

Two software tools are needed: one for thegraphical implementation of the model of theindustrial plant (3D models), and the other forcontrolling the simulated movements of the ele-ments of this 3D model. In this case, AutodeskInventor and Simulink (of Matlab) have beenthe chosen tools.

The design and implementation of 3D modelsof industrial plants will be explained in thepaper. Afterwards,the conversion of these 3Dmodels into block diagrams of Simulink will bedetailed.

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In order to complete the virtual laboratory ex-perience, the connection between a PLC simu-lator and the proposed simulated plants is nec-essary. This connection can be carried out indifferent ways, and this aspect will be also tack-led in the article.

Augmented Reality Implementation asReinforcement Tool for Public Text-books Education in Ecuador

Authors: Paredes-Velastegui, Daniela;Lluma-Noboa, Amarilis; Olmedo-Vizueta,Diana; Avila-Pesantez, Diego; Hernandez-Ambato, Jorge

Organisations: Polytechnic School of Chimb-orazo, Ecuador

The present work releases on the methodol-ogy followed for the implementation and ex-perimentation of an Augmented Reality (AR)application as a reinforcement tool for teaching-learning activities. The study case was carriedout on a sample of 44 participants, who are stu-dents of the History subject of the second levelof a public high school in Ecuador. The samplewas divided into two groups. The AR tool wastested on the Experimental Group (EG), andits performance was compared with that of theControl Group (CG). Results obtained demon-strated that introduction of AR contents canefficiently support both activities and experi-ences academic, allowing for the enhancementof students grades significantly. In fact, the av-erage grade of the EG was 17.0% higher thanthat of the CG.

Work in Progress: The Application of aLaboratory Practical Training for Tech-nical Subjects in Engineering Educationwith E-learning

Authors: Khoroshko, Leonid Leonidovich;Ukhov, Peter Alexandrovich; Khoroshko,Alexey Leonidovich

Organisations: Moscow Aviation Institute(National Research University), Russian Fed-eration

The paper describes experience of applicationof the CAD/CAE systems, which are producedby various manufacturers, in the course of de-velopment of training courses of a research anddevelopment university. Efficiency of applica-tion of e-learning in the course of organisa-tion of the practice-oriented training is demon-strated. Examples of the developed trainingcourses for the engineering disciplines are pre-sented. Problems of application of various sys-tems of e-learning and technologies of develop-ment of the courses for e-learning are discussed.

SAPIE teaching strategy to develop lit-eracy through immersive virtual worlds

Authors: García Herrera, Darwin G.; PáezQuinde, Cristina; Sánchez Guerrero, Javier;Infante Paredes, Ruth

Organisations: Universidad Tecnica de Am-bato, Ecuador, Facultad de Ciencias Humanasy de la Educación

The design of educational activities in immer-sive virtual environments is one of the emergingprospects in the field of practice and researchwithin e-learning, as well as in the immersiveenvironments with the ability of interaction toprovide with a socio-educational dimension ofe-learning similarly to face-to-face education,therefore it motivates, stimulates and improvesthe e-learning educational proposal.

Immersive virtual worlds give the possibility ofobtaining a redesign in online traditional edu-cational communication, being its main contri-bution return the characteristics of a classicalface-to-face education. However, this type ofteaching has some negative aspects, such as thecost of optimal technical equipment requiredto access to these tools, the suitability of theinterface with the user, or at the same timethe problem arising from the place of learning.These aspects are important because they will

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allow the correct immersion of the user in theeducational process, such as disconnection, lackof motivation, loss of fidelity to the model orfrustration,


Chairs: Thurner, Veronika


Date and time: 2018-04-18 16:30

Evaluation of a Diagnostic Test for Com-petences that are Relevant in ComputerScience - Detailed Focus on MethodicalCompetences

Authors: Hammer, Sabine; Zehetmeier,Daniela; Böttcher, Axel; Thurner, Veronika

Organisations: University of Applied ScienceMunich, Germany

Especially at the beginning of university stud-ies, students form in many aspects a heteroge-neous group. Compared with other disciplines,there is a significant dropout in computer sci-ence. We ascribe this to the fact that first-semester students often have significant defic-its in cognitive competences - such as system-atically and logical thinking - which are crucialfor studying computer science successfully. Tocapture students’ learning capabilities, we de-veloped a diagnostic test containing tasks toevaluate the incoming students’ initial level ofrelevant important cognitive competences. Inthis paper, we evaluate the quality of the di-agnostic test from a statistical point of view.Particular emphasis will be placed on the anal-ysis of the methodical competence. We assumethat this component of students’ cognitive com-petences is of particular importance as it is rele-vant not only for a successful start in the study

phase but it is also essential for acquiring newskills and competences in computer science.

Expanding 1st year problem-solvingskills through unit conversions and es-timations

Authors: Tadie, Margreth; Pott, Robert;Wolff, Karin; Goosen, Neill; Van Wyk, Petrie

Organisations: Stellenbosch University,South Africa

Rapidly evolving technologies have placed achallenge on engineers to become more inno-vative in their thinking and driven an everincreasing need for ‘complex problem’ solvingabilities. The burden is placed on higher educa-tion to produce higher quality engineers thanbefore, and to ensure that all aspects of thecurriculum are adequately grasped by students.This is includes so called foundational knowl-edge/ base concepts, such as units conversions.Enabling students to understand what unitsrepresent, the relationship between the differ-ent systems, and the procedural conversion pro-cesses are essential to adequately equipping en-gineering students to engage with higher level,complex problem solving. This entails mak-ing explicit the differences between principles,procedures and possibilities. A useful analyti-cal framework to aid educators has emerged inthe shape of Legitimation Code Theory (LCT),which is proving invaluable in Science, Tech-nology, Engineering and Mathematics (STEM)educational research. One particular tool is theepistemic plane which differentiates between aphenomenon and its approaches. In this worka unit conversions and estimations online testis demonstrated as a tool to enable learning,and LCT as an analytical framework to informteaching practice for the achievement of engi-neering competence. The tool was developedand used as an assessment based learning op-portunity for engineering students in order toinstill the basic skill of unit conversions. Thetool also provided a further learning opportu-nity for students to engage with higher level

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(situational) thinking. The application of theepistemic plane to the entire exercise revealedinformation regarding lecturer’s and students’perceptions, as well as potential approachesto increasing students’ abilities to engage withmore complex problem-solving techniques frombase concepts at an earlier stage in their engi-neering education.

Introducing Storytelling to EducationalRobotic Activities

Authors: Angel-Fernandez, Julian Mauricio;Vincze, Markus

Organisations: Technische Universität Wien,Austria

Creativity is a skill that has been recognized asone of the 21st century skills. Likewise roboticshas been recognized as technology with severalfeatures to enthrall children and be used toteach a variety of topics (e.g. Mathematics andprogramming). This paper presents a studydone to verify the impact of introducing a story-telling session in an activity with children from6 to 18 years old in Austria. A total of 196 par-ticipants participated in the workshops, held inthe campus of the university. Quantitative andqualitative data were collected and analyzed.The results showed that the most difficult taskfor old participants was the collaboration be-tween groups created. Participants also did notmention the use of creativity during the designand implementation of the story. Instead par-ticipants referred to the work done with robotsand technology. Moreover, participants thinkthat working with robots is interesting and fun.

A Competency-based Approach towardCurricular Guidelines for InformationTechnology Education

Authors: Sabin, Mihaela; Alrumaih, Hala;Impagliazzo, John

Organisations: University of New Hamp-shire, United States of America; Al Imam Mo-

hammad Ibn Saud Islamic University, Riyadh,Saudi Arabia; Hofstra University, United Statesof America

The Association for Computing Machinery andthe IEEE Computer Society have launched anew report titled, Curriculum Guidelines forBaccalaureate Degree Programs in InformationTechnology (IT2017). This paper discussessignificant aspects of the IT2017 report andfocuses on competency-driven learning ratherthan delivery of knowledge in information tech-nology (IT) programs. It also highlights an ITcurricular framework that meets the growingdemands of a changing technological world inthe next decade. Specifically, the paper out-lines ways by which baccalaureate IT programsmight implement the IT curricular frameworkand prepare students with knowledge, skills,and dispositions to equip graduates with com-petencies that matter in the workplace. Thepaper suggests that a focus on competenciesallows academic departments to forge collab-orations with employers and engage studentsin professional practice experiences. It alsoshows how professionals and educators mightuse the report in reviewing, updating, and cre-ating baccalaureate IT degree programs world-wide.

On the Intrinsic Complexity of LogicalTransformation Problems

Authors: Shoufan, Abdulhadi; Alnaqbi, Ab-dulla

Organisations: Khalifa University, UnitedArab Emirates

The design of combinatorial and sequential cir-cuits relies on multiple logical transformationsteps.

This paper investigates the intrinsic complexityof eight logical transformation problems: (1)-from human-language statement into formalfunction, (2)-from formal function into truthtable, (3)-from truth table into formal func-tion, (4)-from formal function into k-map, (5)-

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from truth table into k-map, (6)-from k-mapinto minimized formal function, (7)-from for-mal function into minimized formal function us-ing Boolean algebra, and (8)-from formal func-tion into digital circuit. 27 potential complex-ity variables were first identified and specifiedand a total of 303 test items/problems weregenerated and solved by up to 43 students eachwith time recording. The level of intrinsic com-plexity was defined based on average solvingtime and error ratio. Regression models weregenerated to establish a predictive relationshipbetween the intrinsic complexity level and thecomplexity variables for each transformationproblem. Apart from Transformation 7, the re-gression models showed adjusted R-square val-ues between 81% and 94%. These models canbe used to predict the solving time of new prob-lems towards the development of reliable tests.

Coherence and Cohesion Issues in Argu-mentation Documents Written by Engi-neering Students

Authors: Candelo Becerra, John Edwin;Gabriela Calle, María; De Castro, Adela; SotoOrtíz, Jose Daniel; Torres, Luis; Schettini,Norelli; García, Lucy

Organisations: Universidad Nacional deColombia, Medellín; Universidad del Norte,Barranquilla, Colombia

This paper presents an evaluation of the co-herence and cohesion of argumentative textswritten by engineering students. The work isbased on a five-paragraph essay model, wherestudents must argument on a predefined topicassigned by the professor. The team detectedproblems in most students in the aspects of co-herence and cohesion when challenged to pro-duce argumentative texts. These problemsaffect the way future engineers communicatetheir ideas, affecting their performance in theworkplace. These results are valuable to helpstudents improve their communication skills.

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Chairs: Ashmawy, Alaa


Date and time: 2018-04-20 08:30

Motivation related predictors of engage-ment in mobile-assisted Inquiry-BasedScience Learning

Authors: Nikou, Stavros; Economides, Anas-tasios

Organisations: University of Macedonia,Greece

One of the major priorities of education sys-tems nowadays is to promote Inquiry-BasedScience Learning (IBSL). Research has shownthat mobile learning can support and enhanceinquiry-based science learning promoting learn-ing achievement and motivation. However, en-gagement, as a consequence of motivation, inthe context of mobile-assisted inquiry-basedscience learning, has not been adequately in-vestigated. The current study implements acollaborative mobile-assisted inquiry-based sci-ence learning intervention in the context of sec-ondary school science. The study is aiming atexplaining and predicting student engagementin terms of the motivational concepts of au-tonomy, competence and relatedness from theSelf-Determination Theory (SDT) of motiva-tion. Data collected for 80 secondary schoolstudents and analyzed with structural equationmodeling. The proposed model explains about63% of the variance in students’ engagementin mobile-assisted inquiry-based science learn-ing. Perceived autonomy was found to be thestrongest predictor of engagement, followed byperceived relatedness. Based on the researchfindings, implications for practice and sugges-tions for future studies are also discussed.

Engineering Education Lab Setup Readyfor Remote Operation - Pump SystemHydraulic Performance

Authors: Nedeljkovic, Milos {Srecko};Jankovic, Novica {Zvonko}; Cantrak, Djordje{Svetislav}; Ilic, Dejan {Bogoljub}; Matijevic,Milan {Slavko}

Organisations: University of Belgrade, Fac-ulty of Mechanical Engineering, Belgrade, Ser-bia; University of Kragujevac, Faculty of Engi-neering, Kragujevac, Serbia

Educational setup for demonstration of a pumpoperation and its full performance curves andflow meter calibration in students’ lab mea-surements is of great significance for practicalwork and research. Practical work, with con-cept “do it yourself”, awakens greater students‘enthusiasm for the studied topic. Upgradeddemonstration-educational hydraulic pump in-stallation is designed and built at the Univer-sity of Belgrade Faculty of Mechanical Engi-neering Hydraulic Machinery and Energy Sys-tems Department. The upgrade of this set hasbeen done towards more complex hydraulic sys-tem, data aquisition and computer control ofthe processes, as well as to the internet connec-tion and availability for remote operation.

The intention is to create a complex experi-ment which could be conducted via internet, sostudents can measure and calculate necessaryvalues, generate electronic report on distanceand discuss obtained results with the lecturer.This work is part of the well-established GoLabproject (EPFL).

Development of “KamiRepo” Systemwith Automatic Student Identificationto Handle Handwritten Assignments onLMS

Authors: Seiya, Shunya; Ito, Ryuya;Okamoto, Kosuke; Tanikawa, Ukyo; Ohira,Shigeki; Deguchi, Daisuke; Toda, Tomoki

Organisations: Graduate School of Infor-

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matics, Nagoya University, Japan; GraduateSchool of Information Science, Nagoya Uni-versity, Japan; Information Technology Center,Nagoya University, Japan; Information Strat-egy Office, Nagoya University, Japan

A Learning Management System (LMS) has be-come a fundamental tool for higher education,and a framework to leverage digital educationdata in the LMS has attracted attention. Onthe other hand, there is strong demand to dealwith various education data provided not onlyfrom electronic media but also non-electronicmedia, such as a handwritten assignment. Tosolve this problem, this paper describes the de-velopment of “KamiRepo” system to make itpossible to automatically upload handwrittenassignments to the LMS. In this system, opti-cal character recognition (OCR) is performedto identify scanned handwritten assignmentsof individual students and read their scores.Then, their scanned files automatically sepa-rated from the entire file of the scanned hand-written assignments are returned to the individ-ual students through LMS together with theircorresponding scores. Compared with a con-ventional system using the dedicated multifunc-tion printer, our developed system is capable of1) using general-purpose scanners, 2) using auser interface on Web browser, and 3) achiev-ing accurate student identification. We havelaunched this system in our university in April2017 and have evaluated its effectiveness. Theexperimental results using real data collectedfor 6 months showed that our system achieved99.7% of success rate in the automatic uploadprocess.

Location Based Games as the bridge be-tween Capstone Students, Junior Stu-dents and the public

Authors: Greeff, Jacob Jacobus; Heymann,Reolyn; Nel, Andre Leon; Carroll, Johnson

Organisations: North-West University,South Africa; University of Johannesburg,South Africa

This paper describes the design and implemen-tation of a location based Alternate RealityGame (ARG) as well as the results obtainedduring it’s first successful implementation in2016. In this ARG, players consist of CapstoneStudents, 3rd Year Students, Study Leadersand members of the public. During a one dayevent held every year, Capstone project stu-dents get to demonstrate the work they did dur-ing the academic year to obtain feedback froma much wider audience; including presentationsdone across various locations on the universitycampus. A QR code based system was usedfor physical location marking, and the gamewas deployed to a web based platform. A totalof 65 students, 17 Study Leaders and 51 Visi-tors took part across 6 campus locations with242 individual interactions recorded. Detailsare added about the design methodology andsystem developed.

Electrical Engineering course using PBL– the lighting of historical buildings

Authors: Travassos Valdez, Manuel;Machado Ferreira, Carlos; Maciel Barbosa,Fernando

Organisations: Instituto Superior de Engen-haria de Coimbra, Portugal; Faculdade de En-genharia da Universidade do Porto, Porto

In engineering skills are acquired, improvedand maintained through specific training toensure the best quality in the technical as-pects. However, cost constraints, limited in-structional time, and the complexity of techni-cal procedures have placed constraints, makingsystematic training in real situations unfeasi-ble.

Much of the electricity produced globally is con-sumed in lighting. Therefore, the need arisesto adopt energy efficient lighting systems. Theuse of LED technology, a low-emission lightingsystem, is an effective option with great reduc-tion of energy consumption.

In order to deal with the complexity of a Light-

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ing Design project, it is necessary to use learn-ing techniques and the right software to helpstudents deal with the problem.

The approach to a project using PBL invitesstudents to find a solution for a given problem,involving them in a process that is both mo-tivating and produces good results. Instead ofexpecting a solution to a problem, students arelearning by doing all the necessary studies andcalculations to reach an ideal conclusion.

Using a DIAlux software, a lighting system wassimulated for the exterior of the Law Court inCoimbra using light sources of the LED type.The Law Court is housed in the University Col-lege of St. Thomas Aquinas belonging to theOrder of St. Dominic (1549). This proposalwas compared with the existing lighting systemin order to supply quality lighting with less en-ergy consumption, thus making it more energyefficient.

This paper presents the study carried out inthe Electric Power Systems Project (EPSP) ofthe Electrical Engineering course using PBLunder a protocol between the Law Court andthe Instituto Superior de Engenharia de Coim-bra (ISEC / IPC).


Chairs: Langmann, Reinhard


Date and time: 2018-04-20 08:30

Development of a Signal-Toolkit to In-crease the Availability of MeasurementEquipment at Courses Dedicated toTechnical Sciences

Authors: Beneder, Roman; Lechner, Markus;Schmitt, Patrick

Organisations: UAS Technikum Wien, Aus-tria

Typically universities with a focus on technicalsciences provide courses where students haveto measure analog/digital signals and analyzedifferent types of embedded communication in-terfaces. Specifically, the University of Ap-plied Sciences Technikum Wien equips all stu-dents (full-time, part-time, and distance learn-ing), based on OPES (One Platform for EveryStudent), with embedded learning platforms totrain their technical skills and expertise exten-sively.

This availability of real embedded learning plat-forms implies that the appropriate measure-ment equipment has to be available as well.Of course, students have access to measure-ment equipment at the university, but to beable to complete the exercises and assignmentsat home, it is mandatory to have access tomeasurement equipment outside the univer-sity. Hence, students with special needs anddistance learning students, neither have timenor have easy access to complete their exer-cises and assignments with professional mea-surement equipment. To address this need ofaccess outside the university, a suitable signaltoolkit is necessary. To offer this measurementequipment for every student, it has to be af-fordable for the university. Furthermore, itshould provide convenient features and func-tions, should be executable on various operat-ing systems, and easy to maintain.

This paper describes the development of aversatile, low-cost, open-source signal toolkitwhich has the potential to increase the avail-ability of measurement equipment and closesthe lack of access. Moreover, this paper givesan overview of the signal toolkit architecture,the hardware components, and the graphicaluser interface.

A Documentation Approach for HigherEducation

Authors: Lehmann, Alexander

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Systematic documentation is an important as-pect in order to preserve information thatwould otherwise be lost over time. Documenta-tion is needed in different disciplines, but is notso common in education and especially in soft-ware engineering’s education. Education is avery diverse field, situations which are meaning-ful to document must be detected first, whichimplies a need for a flexible documentation en-vironment. One main problem is, we have dif-ferent situations and we need a concept to doc-ument each situation in a flexible way. Usuallydocumentation patterns (documentation tem-plates) are used to document a specific situa-tion or a group of specific situations, so theusage of one given pattern for many differentsituations could be problematic. That is whythere is a need for another concept to documentsuch situations. The paper presents an docu-mentation approach which reverses the typicalconcept of documentation patterns. Usuallypatterns are given first for specific problems.This paper presents an flexible approach whichlet documentarists create their own pattern fortheir specific situations which may solve thenamed problem.

Teaching Keylogging and NetworkEavesdropping Attacks: Student Threatand School Liability Concerns

Authors: Trabelsi, Zouheir; Saleous, Heba

Organisations: UAE University, United ArabEmirates; College of IT, UAEU

Nowadays, keylogging and network eavesdrop-ping are very common network attacks andimportant topics in information security edu-cation. This paper discusses what academicsneed to know about keylogging and networkeavesdropping attacks. The paper does so inthe hope that it will encourage the teachingof these security topics when offering moduleson information security. Then, the paper dis-cusses the threat of teaching keylogging and

network eavesdropping attacks and proposessteps to minimize the risk of inappropriate stu-dent behavior and reduce institutional liability.

Methodological proposal for automaticevaluation in collaborative learning

Authors: Moreno-Ruiz, Lorenzo;Castellanos-Nieves, Dagoberto; Popescu-Braileanub, Beatrice; González-González, Ca-rina

Organisations: Universidad de La Laguna,Spain; Instituto Astrofísico de Canarias, Spain

In this paper, a methodological approach basedon constructivism and collaborative work ispresented. In particular, a semi-automatic andautomatic validation of this methodology is de-scribed. A rubric has been defined with 4main indicators such as student role in thegroup, student level of participation and in-teraction, results and quality of messages ex-changed. Also, several technologies have beenused for the automatic evaluation like naturallanguage processing, social networks and fuzzyreasoning.

A “Laboratory” as an Approach to Fos-ter Writing Skills at Software Engineer-ing Studies

Authors: Kampmann, Matthias; Mottok, Jür-gen

Organisations: Ostbayerische TechnischeHochschule (OTH) Regensburg, Germany

This paper presents a new course format toincrease the reading/writing skills of students.It is named c*lab (Writing Laboratory for C-Language Learners) and is a means to fosterthe quality of student’s writing at the facultyof Electric and Information Science at the OTHRegensburg. It is based on the concept of“Writing Across the Curriculum/Writing in theDiscipline”. Organized parallel to a lectureof learning to program the language C, andaddressing students of the first semester, the

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course is a complete voluntary offer in addi-tion to general courses and lectures of the fac-ulty. Students not only practice writing. Theyalso learn the basic use of LaTeX to write afirst paper. Agile education methods are usedto enrich the course based on the experiencesof the contructivist learning theory.

Semantics and service technologies forthe automatic generation of online MCQtests

Authors: Álvarez, Pedro; Baldassarri, San-dra

Organisations: University of Zaragoza,Spain

New e-learning methodologies require assess-ment procedures that automatically measurethe students’ achievements during the teachingand learning process. Multiple-Choice Ques-tions (MCQ) tests have been widely used as anassessment tool by these methodologies. Basi-cally, a MCQ consists of a question text anda few choices, from which one is the correctanswer and the rest are incorrect alternatives(called distractors).

Recent efforts have focused on the automaticgeneration of well-constructed MCQs. Mostof the MCQ automatic creation systems arebased on the use of the semantics. Their goalis to generate distractors that are somehow se-mantically similar to the correct answer and,subsequently, using these distractors to createthe assessment test. Nevertheless, these sys-tems present a set of disadvantages that re-strict their applicability: they require as inputa predefined knowledge base (a corpus or an on-tology that represents the contents of a course),their strategies for generating distractors areonly based in the notion of semantic similaritybetween the knowledge base’s concepts and thecorrect answer, and, finally they delegate in theteacher the final composition of the tests fromthe generated distractors (exceptionally, someof these systems create simple tests from tem-plates).

In this paper, we propose a service-oriented sys-tem to generate online MCQs automatically.The system has been implemented using Web,semantics and cloud technologies. Unlike otherexisting systems, our solution interacts witha set of online semantic services (WordNet,Wordnik and Wikipedia) in order to create anew specialized knowledge base for the gen-eration of each MCQ. Then, the distractorsare automatically generated combining a set ofheuristics that analyze the semantic similarity,the relevance and quality of the distractor inthe question’s context, and the difficulty levelof tests. Finally, the system automatically cre-ates a test from the questions and the gener-ated distractors using Google Forms.

(4C) Engineering diversity and in-clusiveness

Chairs: Dalipi, Fisnik


Date and time: 2018-04-20 08:30

Technical aspects of preparing museumexpositions for the visually impaired byusing 3D technologies

Authors: Montusiewicz, Jerzy; Miłosz,Marek; Kęsik, Jacek


People with visual impairment, deprived oftheir most important sense, are excluded fromexperiencing the cultural heritage presented bymuseums in a traditional manner. Proper ex-perience of an exposition for these people couldonly be available by approaching the exhibitsliterally in a hands-on fashion. In most cases,however, such direct contact with them is notpossible due to the risk of damage.

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The alternative is to prepare “touchable” mod-els of exhibits. An exposition containing suchexhibits would be a way to provide cognitivebenefits for visually impaired people. 3D tech-nologies can greatly facilitate the creation ofsuch models and expositions that have so farbeen produced manually.

From the cultural institution point of view, thepreparation of copies of exhibits adapted to theneeds of the visually impaired is divided intothe following stages: selecting objects for theexposition, preparing the documentation, ob-ject description and model requirements, mak-ing a “touchable” copy of the object by one ofthe available methods and preparing objects forpresentation and constructing the exposition.

Up to now, the most laborious and costly stagewas that of preparing copies of museum ex-hibits. The study describes in detail the selec-tion of 3D scanning technologies, the processparameters, the tools applied or issues to dowith postprocessing the obtained point cloudbeing a rough reflection of the exhibit surface.Moreover, choosing the 3D printing technologyis presented with a view of the safety of theperson interacting with the copy, the producedobject’s durability and the cost of its produc-tion.

The article also presents applying the above 3Dtechnologies in an attempt to build expositionsfor the visually impaired, realised in collabora-tion with the Zamoyski Museum in Kozłówka,based on a set of sculptures from the mid 20thcentury.

Predicting Engineering Students’ Needsand Optimal Group Size using K-meansClustering on Socio-Educational Fea-tures

Authors: Mohammad, Walid; Afrose,Sharmin; Sharmin, Sadia

Organisations: Bangladesh University of En-gineering and Technology, Dhaka, Bangladesh.

In engineering education, students’ perception

of their learning environment plays a vital rolein their success. That is why it is impor-tant to understand the perceptions and opin-ions of the students’ regarding different mat-ters of the university in order to provide agood engineering education. Such perceptionsand opinions, which are critical towards thesuccess of an engineering student, are very of-ten influenced by the socio-educational back-ground of the students. May et al. showedthat background factors such as pre-collegepreparation are correlated with the successof an engineering student. In the develop-ing countries like Bangladesh, which has acomparatively higher income inequality, thestudents attending the universities have moresocio-educational dissimilarities in their back-grounds. Many students may attend a pre-university institute having a different mediumof instruction such as Bangla language or En-glish language. Some may come from villagewhereas some may have an urban background.Again, some stay with their family whereassome may have to stay all alone in a hos-tel. These differences in socio-educational fea-tures form the basis of their opinion aboutdifferent aspects of their education. In thesework, we surveyed the engineering students ofBRAC University of Bangladesh (N=237) andclustered the students using K-means cluster-ing algorithm based on their socio-educationalfeatures such as gender, credit earned, pre-university education medium, previous resi-dence, current residence etc. Then we usedthe clusters to predict what kind of perceptionsa student of certain socio-educational featuresmight have about different engineering educa-tional aspects. We also determined an opti-mal number of clusters for the surveyed dataset. The resultant clustering can, thus, work asa good predictor to predict notions and viewsof engineering students having different socio-educational features from the perspectives ofthird world countries such as Bangladesh.

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The Influence of German Schools on Het-erogeneity of Knowledge in Informaticsin the Study

Authors: Klopp, Marco; Haak, Valentin;Abke, Jörg

Organisations: University of applied sciencesAschaffenburg, Germany

This Paper deals with heterogeneity and theinfluence of the school system on the differentstudents’ knowledge in informatics in the study.Goal of the paper is to analyse the Germanschool system and the curricula of 16 federalstates.

First, this paper describes heterogeneity andits relevance in education. The focus is on theknowledge-base of students. The next step is totake a closer look at the subject of computer sci-ence in the German school system. In this con-text, the recommendations of the “Gesellschaftfür Informatik” plays an important role.

In order to investigate the influence that schooleducation has on heterogeneity in students’knowledge levels, the 16 curricula of the federalstates are presented in a clear way. These arecompared with examples with the informationof four students generated by a survey. Afterthe results, the procedure and the analysis willbe reflected. Finally, heterogeneity is consid-ered from a pedagogical point of view.

REVIEW OF RETENTION PRO-GRAMMES FOR FEMALE INDUS-TRIAL ENGINEERING STUDENTS

Authors: Mouchou Tchamdjeu, Rosine


Due to constrained resources South Africanuniversities are aware and focused on tryingto improve retention. This is also true atthe University of Johannesburg where by in-dustrial engineering has a higher intake of fe-male students than some of the other engineer-

ing fields. Retention of female engineering stu-dents is therefore an important aspect to inves-tigate. However at the University of Johannes-burg in general female students are retainedbetter than male students. This article willlook into whether or not female engineering stu-dents are retained better than male students.The study will add to the knowledge on theeffectiveness of retention of female industrialengineers in South Africa institution.

Improving Access to Online LectureVideos

Authors: Bauer, Matthias; Malchow, Martin;Meinel, Christoph

Organisations: Hasso-Plattner-Institut, Ger-many

In university teaching today, it is commonpractice to record regular lectures and specialevents such as conferences and speeches. Withthese recordings, a large fundus of video teach-ing material can be created quickly and easily.Typically, lectures are held for about one and ahalf hours and usually take place once or twicea week depending on the credit hours. Depend-ing on the number of lectures and other eventsrecorded, the number of recordings availableis increasing rapidly, which means that an ap-propriate form of provision is essential for thestudents. This is usually done in the form oflecture video platforms.

In this work, we have investigated how the lec-ture videos and the contained knowledge canbe improved and accessed more easily by morestudents. We came up with a multistep processwe have applied at our own lecture video webportal that can be applied to other solutions aswell.


Chairs: García-Holgado, Alicia

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Date and time: 2018-04-20 08:30

Agile methodologies applied in theteaching-learning process in engineering:A case of study.

Authors: Soto Guerrero, Fernanda Maricela;Sucunuta España, Manuel Eduardo; RodríguezMorales, Germania del Rocío; Cueva Carrión,Samanta Patricia; Jaramillo Hurtado, DaniloRubén; Abad Espinoza, Marco Patricio

Organisations: Universidad Técnica Partic-ular de Loja, Ecuador

To espouse the principles, values and agile prac-tices in the academic scope, it is proposedto use the Scrum methodology as a referencemodel for teamwork, where the results are ob-tained incrementally, established short periodsof works referenced by a pattern. The prior-itized requirements list are given by applicant(teacher), who at the beginning of the academicperiod (6 months) together with the team (stu-dents and teachers) decide the possible pointsof the list to make in that lapse of time. Thesame team determines the tasks necessary yourassignment. once the academic period is overthe results are presented and who requestedthem will validate the compliance with the re-quirements. Then, the team reflects togetherabout the work done highlighting positive andnegative aspects, improvement proposal and ifnecessary make a new interaction.

This is repeated until the result meets the ex-pectations of the applicant, who is in constantcommunication with the team being able to in-troduce changes in both the requirements andthe priority of these.

Introducing Competitiveness and Indus-try Involvement as Learning Tools

Authors: Llopis Pascual, Fernando; Guer-rero, Fernando

Organisations: University of Alicante, Spain;Solid Q, Spain

Continuous changes in the real world of tech-nology involve adapting the learning contentand models to the new requirements of the in-dustry. To keep up with these changes, the in-dustry must be deeply involved in the trainingexperience of new students. On the other hand,increasing competitiveness in the learning ex-perience improves students motivation and in-spire them to reach higher levels of excellence..In this paper, we describe a learning environ-ment that is being used to engage and empowerstudents following an undergraduate softwareengineering course. The methodology is a com-bination of three main ideas: competition be-tween student teams, Project Based Learning(PBL) with competition between teams andusing industry experts as product owners, oproject managers, of students teams. The goalis that four teams of students will design anddevelop s software project based on the sameRequirements. Each team is composed by overten students and is led by an industry expert,as project manager or product owner.

Learning analytics for location-based se-rious games

Authors: Pérez Colado, Victor Manuel; Ro-taru, Dan Cristian; Martínez-Ortiz, Iván;Freire Moran, Manuel; Fernández Manjon,Baltasar

Organisations: Universidad Complutense deMadrid, Spain

Pervasive gaming has experimented a hugeCommercial growth with location-based gamessuccesses such as Pokémon GO or Ingress. Theserious game industry has an opportunity to

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take advantage of these location-based me-chanics to better connect games with the realworld, creating highly immersive learning en-vironments. Games such as historical tours,story-based exploration, laboratories, or floraexplorations can greatly benefit from location-based mechanics. Locationbased games usuallyinclude an augmented map to provide gamecontext, which includes, as overlays, both tradi-tional gamedependent elements such as avatars,and location-based elements such as areas orpoints of interest. For players, interacting withthese elements may involve reaching a certainlocation and looking in a given direction; orentering or exiting specific areas.

To allow standards-based learning analytics forlocation-based serious games, we have addedsupport for player movement and location-based interactions to the xAPI serious gameprofile. We have validated this approachthrough an experiment that guided play-ers through different sports-related facilitieswithin a large outdoor area, and have made itavailable as part of the analytics infrastructureused in two EU H2020 serious game projects.

Active Project Based Learning Pedago-gies: Learning hardware, software designand wireless sensor instrumenatation

Authors: Banakhr, Fahd Ahmed; Iqbal,Muhammad Javed; Shaukat, Nabil

Organisations: Yanbu Research Center,Royal Commission Yanbu Colleges and Insti-tutes, Saudi Arabia

Abstract— Project based active learning is stu-dent centered approach of teaching in whichproject based on certain problems is given tostudents. Teacher breakdowns this projectinto some driving questions and gets involvestudents into individual or group based ac-tivities to solve these questions. This paperdiscusses four stage processes to implementProject Based Learning methodology to teachelectronics hardware, software and wireless sen-sor instrumentation to the students. The role

of teacher to divide project into different tasksand driving questions for successful implemen-tation of the project is also discussed in this pa-per. The observations based on students’ per-formance showed that they takes more inter-est in their work and enjoy more in individualor group based learning to solve certain prob-lems. Later this project won 1st prize in Stu-dent Project Competition 2013 organized byNational Instruments Arabia.

(4E) Attracting and retainingpractices in Engineering Education

Chairs: Seralidou, Eleni


Date and time: 2018-04-20 08:30

Scaffolding Students on ConnectingSTEM and Interaction Design

Authors: Matias, Igor; Pombo, Nuno; Lamas,David; Garcia, Nuno; Tomberg, Vladimir

Organisations: Instituto de Telecomuni-cações, Lisboa, Portugal; Universidade da BeiraInterior, Covilhã, Portugal; Instituto de Tele-comunicações, Lisboa, Portugal; Universidadeda Beira Interior, Covilhã, Portugal; Universi-dade Lusófona de Humanidades e Tecnologias,Lisboa, Portugal; Tallinn University, Tallinn,Estonia

Fusion multidisciplinary subjects in order topresent a unique and complementary perspec-tive may enhance and extend the knowledgeacquisition, and consequently, the student ex-perience. In this paper we report a case studyon methodology, which interlinks various sub-jects creating and engaging learning processby combining Science, Technology, Engineer-ing and Mathematics (STEM) and Design. Inline with this, an Experimental Interaction De-sign summer course was designed and imple-

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mented based on a multi-cultural, defiant andcreative environment in order to provide an ef-fective learning on solving the real-world chal-lenges. Twelve students were involved in thisinitiative, which resulted in the developmentof several projects such as a pets’ tracking andbehavior analysis, a smart home for elderlies,and a medication reminder device, in whichdesign, prototyping, usability evaluation andprogramming concepts were combined. In thisreport, we focus on the study design with theaim to provide scaffolding for multidisciplinaryteams of students in design-based projects thatrequire STEM competences.

Discovering children’s competences incoding through the analysis of Scratchprojects

Authors: Papavlasopouloou, Sofia; Gian-nakos, Michail; Jaccheri, Letizia

Organisations: Norwegian University of Sci-ence and Technology, Norway

Computational thinking and coding has re-ceived considerable attention over the past sev-eral years. Considerable efforts worldwide sug-gest the need for more empirical studies provid-ing evidence-based practices to introduce andengage children with coding activities. Themain goal of this study is to examine whichprogramming concepts students use when theywant to develop a game, and what is the in-terrelation among these concepts. To achieveour goal, a field study was designed and datawere collected from coding activities. In detail,during a two-week period, one-day workshopswere organized almost every day on which 44children participating in, with ages between 8-17. The workshops follow a constructionist ap-proach and comprise of two parts. First thechildren interact with robots, and then developa game using Scratch. The findings provide adeeper understanding on how children code byshowing the use of specific programming con-cepts to develop their projects and their cor-

relations. Hence, we improve our knowledgeabout children’s competences in coding.

System Dynamics Modelling to AttractStudents to STEM

Authors: Alyammahi, Sohailah; Zaki,Rachad; Barada, Hassan; Al-Hammadi,Yousof

Organisations: Khalifa University, UnitedArab Emirates

The paper demonstrates how a K-12 educa-tional system can be modeled using system dy-namics in order to recommend policies changeswith the objective to increase the number ofstudents interested in STEM subjects in highschools and beyond. Although we use dataand variables from the United Arab Emirates(UAE) education system, the system dynamicsmodels apply to many education system in theworld with minimum modifications.

Validity evidence for STEM problemsolving MCQs

Authors: Buckle, Jane V; Shannon, Mark;Robson, David; Devine, Amy; Housden, Mike;Cheung, Kevin; McElwee, Sarah

Organisations: University of Cambridge,United Kingdom

This paper presents the development of anadmissions assessment supporting applicationsto engineering undergraduate courses of study.The role of an assessment and construct valid-ity considerations for test development are dis-cussed, drawing on a review of the skills neededfor engineering study at undergraduate level.

First-Year Computer Science StudentsPerception of Lecturing in Relation tothe Type of High-School Education

Authors: Standl, Bernhard; Guenther, Elis-abeth Anna; Wetzinger, Elisabeth; Futschek,

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Gerald

Organisations: Vienna University of Tech-nology, Austria; Cranfield School of Manage-ment, United Kingdom

During the first year of computer science stud-ies, students frequently experience difficulties,which can have multiple reasons. We have ob-served a tendency that students with computerscience education at high-school seemed to bemore confident and successful in their studiesthan students with a regular high-school edu-cation. As we experienced differences in par-ticular during lectures, we were interested inboth groups’ perception during lectures thatnudges students’ way towards success or fail-ure in order to identify possible pitfalls for stu-dents without computer science pre-education.To this end, we set up a mixed-methods re-search consisting of a pre- and post-term ques-tionnaire as well as interviews and group dis-cussions. We asked students about their expe-riences with teaching and during the first-yearat our university. First results indicate thatthere are no significant differences in both stu-dent groups regarding the perception of teach-ing and teaching methods. However, studentswith no computer science high-school educa-tion are more likely to struggle with introduc-tory coding classes, in particular at the begin-ning of their first term.

The Lack of Preparation of Students thatEnter Engineering Courses in Brazil

Authors: Madeira, Viviane; Mello, AndréaJustino Ribeiro; Mello, José André Villas Boas;Afonso, Herlander Costa Alegre da Gama;Souza, Ana Luiza Lima de; Koleilat, Musbah;Peixoto, Aruquia

Organisations: CEFET/RJ, Brazil

Engineering course starts with the basic dis-ciplines: mathematics, physics, programmingand chemistry. Many students have difficul-ties in Engineering due these basics disciplines.From all these disciplines, mathematics is the

one that requires most years of preparation be-fore enter the university, and Calculus I is usu-ally the biggest barrier to these students. InBrazil the most important high education sys-tem are the public universities, with the fed-eral universities and technological institutes asthe main system that covers the entire countrywith at least one unity in each of the twenty-six states. They are public institutions thatprovide undergraduate and graduate courses,and are some of more prestigious institutionsin the country. In junior and high school thesystem that provides education are the stateand municipality, they offer public schools, butthe families that can afford a private school paythese schools to their sons have a better educa-tion. To enter the university, the students com-pete in a national test, where the content of thejunior and high school is tested, and the stu-dents from private schools have better resultsin this test. The students with higher resultsenter the federal institutions of high education.When the students enter an Engineering course,the number of students that fail in Calculus ishigh, reflecting the lack of preparation duringthe junior and high school years. This workstry to identify the knowledge of students in thefirst semester in Calculus, and how much theyimprove their knowledge during this semester,to identify the impact of the university in thesestudents.

(4F) Curricula Developments andProject base Learning

Chairs: Sabin, Mihaela


Date and time: 2018-04-20 08:30

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Reflective team meetings: a learning ex-perience for first-year engineering stu-dents in joint projects

Authors: Havenga, Marietjie

Organisations: North-West University,South Africa

The aim of this research was to report on re-flective team meetings as a learning experi-ence for first-year engineering students in jointprojects. To some extent, working in jointprojects is new to first-year students since theyhad been exposed mainly to the direct teach-ing method in a well-defined school environ-ment previously, which required of them to re-member instead of to construct knowledge andmanage their learning. Moreover, in schoolsettings, students are not used to solve prob-lems collaboratively. In engineering, address-ing problem-based projects in teams requiresfrequent formal meetings to enable students tomake decisions, coordinate tasks and reflect ontheir actions. Reflection as a rigorous intel-lectual and emotional action takes time to de-velop and is a means of guiding and supportingstudents’ collaboration and professional prac-tice. Reflective practices are of particular im-portance when addressing ill-structured prob-lems in engineering, which have multiple, some-times conflicting goals, are solved in differentways, and sometimes require extensive collab-oration where knowledge is distributed amongteam members. A qualitative research method-ology was employed. The population consistedof 380 first-year engineering students who en-rolled in 2016 for a compulsory introductorycourse, which covered team collaboration andmeeting procedures, assessment, safety and se-curity, project management and practical work-shop activities. Data collection comprised stu-dents’ reflective project sheets and written nar-ratives regarding their experiences. Data weremanually analyzed, coded and organized intothemes. Results indicated that, although stu-dents initially experienced challenges, such astime constrains and management of teams, for-mal team meetings provided the likelihood of

developing reflective skills as a learning expe-rience in joint projects. Implications for engi-neering education are also highlighted.

A Proposal for an Inductive Approachto Teaching and Learning About EnergyLoss

Authors: Simpson, Zach; Meyer, Johan


Energy is an important topic in science andengineering. Yet, clear definitions of this con-cept are difficult to come by and, as a result,students often develop a limited understandingof energy and energy-related concepts. Thisis exacerbated by traditional, deductive meansof teaching. In this paper, the authors pro-pose an inductive approach to the teachingand learning of energy-related concepts, includ-ing conservation of energy. This approach wasadapted from an article in the literature whichaddressed flight energy management trainingfor pilots. It is argued that the inductive ap-proach proposed fostered a deeper understand-ing of energy flows within a system and thatit placed the learners in good stead for theirsubsequent design of an ultra-energy efficienthydrogen-powered vehicle. Further attentionneeds to be given to how such an inductivelearning approach can be incorporated into for-mal curricula at both school and university lev-els, with a diverse range of students.

The employer perspective on employa-bility

Authors: Lundberg, Gunhild Marie; Gaustad,André; Krogstie, Birgit Rognebakke


Employability is a term used for describing theskills, knowledge and personal qualities a grad-uate should possess to get a job. In this pa-per we suggest what these skills and qualities

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are for IT undergraduates specializing in net-work administration. We have interviewed 10recruitment managers from 9 different compa-nies who have employed candidates from an ITnetwork administration study program. Theysuggest that personal qualities are the most im-portant aspect they look for in the graduates.We found that several of the recruiters wantthe graduates to have an interest in technologyalso outside of the curricular activities or worksetting. This type of interest is taken as a signthat the graduate/job seeker is able to employtheir knowledge in practice and engage in con-tinuous self-development and lifelong learning,validating their employability. We discuss howthe university can cater for curricular as wellas extra-curricular activities, thus leveraging aswell as developing the interest in the field val-ued by employers.

Development of ‘Soft Skills’ ThroughExtra-Curricular Project Work: TheCase of the Jozi Digital AmbassadorsProject in Johannesburg, South Africa

Authors: Simpson, Zach; Benecke, DalienRene; Janse van Rensburg, Nickey


The primary focus of engineering curricula istechnical competence. However, literature sug-gests that a common shortcoming of engineer-ing graduates pertains to so-called ‘softer’ skillssuch as leadership, team work, time manage-ment and communication. Although not coreto Engineering activity, these competencies areimportant in the workplace and included inthe exit level outcomes of accredited degrees.Development of these competencies can occurby giving Engineering students the opportu-nity of involvement in extra-curricular projectsthat develop such complementary competen-cies. This paper discusses the Jozi DigitalAmbassadors Project as one such opportunity.The project was launched by the City of Jo-hannesburg, and aimed to roll-out free Wi-Fi

to 700 000 Johannesburg residents who previ-ously had no access to free public internet. Afurther aim was to provide training to theseresidents regarding how to access the free Wi-Fi and the online services offered by the City.‘Digital Ambassadors’, unemployed young peo-ple who reside in the areas concerned, wereappointed to undertake this training on be-half of the City. The University of Johan-nesburg, tasked with providing mentorship tothese ambassadors, identified Engineering stu-dents who were appointed as mentors. Struc-tured interviews with the mentors were con-ducted at different stages of the project. Thefocus of the interviews was on the students’ mo-tivation to participate in the project and theirskills development. The development of com-plementary competencies was one of the factorsthat motivated the students to join the projectand their involvement in the Digital Ambas-sadors project gave them opportunities to de-velop leadership and communication skills in away that the formal university curriculum didnot.

Developing a comprehensive teachingportfolio – A scholarly personal narra-tive



Academic teaching portfolios may be requiredby universities when they review the experienceand skills of a prospective faculty member orwhen they review the application for promotionby current faculty members. Teaching portfo-lios are furthermore a significant contributor tothe scholarship of teaching and learning, as itprovides tangible proof of engagement. How-ever, not all academics compile comprehensiveteaching portfolios due to a lack of awareness ofwhat is required or due to ignorance of its per-ceived value. The research question thereforearises: “How may academics develop a compre-hensive teaching portfolio to accurately reflect

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their experiences and skills”. The purpose ofthis paper is to present an academics personalperspective of how to structure and formulatesuch a portfolio that will provide tangible ev-idence of good teaching, personal experienceand skills. The academic received a Commen-dation for Teaching from the Council of HigherEducation in South Africa during 2015, therebyvalidating his submitted teaching portfolio asbeing comprehensive.

A scholarly personal narrative is used that maybe linked to a constructivist research methodol-ogy that recognizes the validity and usefulnessof a researcher’s personal experience on a spe-cific topic. The first-person voice is used in thedevelopment, gathering and analysis of infor-mation.

Three critical subsections of the teaching port-folio relates to one’s own teaching philosophy,practice and evidence. The last subsection,teaching evidence, presents many sketches andphotographs of the academic’s teaching prac-tice and achievements, accounting for morethan 75% of the teaching portfolio. Each ofthe subsections are elaborated in the paper inan attempt to provide a guideline to new orstruggling academics of how to develop a com-prehensive teaching portfolio. A key implica-tion of this study is that it may mitigate mis-conceptions of fellow academics regarding thestructure and importance of teaching portfo-lios.

Student perceptions on academic feed-back – a case study from Mechanical En-gineering

Authors: Olwagen, Lienie; Swart, ArthurJames


Engineering students need to receive effectiveacademic feedback on their theoretical assess-ments, as it reinforces appropriate student be-havior or thinking, informs students of their

academic progress and provides further oppor-tunities for student engagement and learning.However, some academics are prone to just pro-vide a final grade on student written assess-ments, with no specific written comments onwhere the student succeeded, faltered or canimprove! This environment may negativelyaffect student perspectives of what academicfeedback really should entail, thereby disadvan-taging students from recognizing their rights torequest additional comments on their markedassessments.

The purpose of this paper is to highlight theperceptions of African engineering studentswith regard to what they think academic feed-back really entails. A case study is employedalong with descriptive statistics of the quanti-tative data. 66% of the 38 respondents believethat academic feedback entails brief and to thepoint comments. The majority of the students(76%) agreed that they do receive oral feedbackon how to improve for their next assessment.However, 63% indicated that they received nowritten academic feedback at all! Results (75%of the respondents) further indicate that morestudents value constructive feedback than criti-cal feedback, as it will help them to avoid mak-ing the same mistakes in the future. It will alsoprovide them with the opportunity to reflect onthe quality of their assessments.

The gathered results may assist academics toidentify ways of rectifying student misconcep-tions of what academic feedback really entails.This has the potential of empowering studentswith the knowledge regarding what type of aca-demic feedback they may request with regardto their submitted assessments. It further hasthe potential of motivating academics to putforth more effort in providing constructive feed-back on the assessments of undergraduate en-gineering students, to the benefit of studentsand universities.

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(4G) Other Applications in Engi-neering Education

Chairs: Vaca-Cardenas, Leticia Azucena


Date and time: 2018-04-20 08:30

English-medium instruction groups onInformatics Engineering. Results andcomparison to conventional groups.

Authors: Más-Estellés, Jorge; Benlloch-Dualde, José V.; Gil-Vicente, Pedro J.; Gil-Salom, Daniela

Organisations: Universitat Politècnica deValència, Spain

Since the School of Informatics at the Univer-sitat Politècnica de València launched on 2010the Bachelor’s Degree in Informatics Engineer-ing, a special teaching group (called ARA thatstands for High Academic Performance) wasset up, in order to attract high performing stu-dents. This group was characterized by highscores on previous years, by using English asthe medium of instruction, and a lower num-ber of students. In return, the students arepreferred when asking for a mobility grant andthey have a merit mention on their degrees.

The number of enrolled students, their av-erage admission mark, dropout, academicperformance and success rates were com-puted throughout the last five academic years.These results were compared with conventionalgroups and with a control group on two first-year subjects.

Even though teaching methodology, teachersand assessment are independent on both sub-jects, their performance evolves in a paral-lel way. Then, the only reasons we foundto explain the different academic performanceare those coming from the lower number ofstudents on ARA groups, enabling a higher

student-teacher interaction. We think that thegreater quantity of material available in En-glish could also contribute to their best results.

We also think that belonging to this group, thestudents are encouraged due to the major atten-tion of teacher, and the high performing class-mates, some of them coming from foreign uni-versities.

Our conclusion is that ARA groups help to in-crease the academic performance of studentsand they should be promoted on all the de-grees.

Introducing Lean and Agile Methodolo-gies into Engineering Higher Education

Authors: Caeiro Rodríguez, Manuel; Tsalap-atas, Hariklia; Heidman, Olivier; Vaz de Car-valho, Carlos; Jesmin, Triinu; Manso, Mario

Organisations: Universidade de Vigo, Spain;University of Thessaly, Greece; Instituto Supe-rior de Engenharia do Porto, Portugal; TallinUniversity, Stonia

Lean and Agile are currently the most pop-ular and extended methodologies in engineer-ing. They have been widely adopted in indus-try to reduce production costs, improve prod-uct quality and team efficiency, etc. Nowadays,it is desirable if not required that any gradu-ate knew these methodologies in order to beprepared to work, as well as Information andCommunication Technologies (ICT), as leanand agile methodologies are commonly imple-mented through ICT tools. This is actuallyone of the goals of Higher Education: prepar-ing students to effectively transition into theprofessional world. In this regard, the LEAPproject is aimed at achieving this by provid-ing the students experience in emerging leanand agile methodologies, developing their skillsand effectively integrating industry practicesinto higher education. In this paper and asa first step towards this goal, we present astudy of the current situation of adoption oflean and agile methodologies in higher educa-

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tion in four european countries: Greece, Esto-nia, Spain and Portugal. This study is dividedin two main parts: first, we attend to nationalpolicies, practices and strategies regarding link-ing of learning processes to industrial practices,specifically lean and agile. Second, we presentcurrent practices for exposing students to realworld industry practices using ICT. This studyset the basement for the design of ICT toolswithin the LEAP project.

A control system framework for reflec-tive practice

Authors: Auret, Lidia; Wolff, Karin

Organisations: Department of Process Engi-neering, Stellenbosch University, South Africa;Centre for Teaching and Learning, StellenboschUniversity, South Africa

Reflective practice in teaching is an impor-tant requirement for continuous improvementin professional education. In this work, wereport on an approach to reflective practicewhich leverages the technical domain knowl-edge of the teacher - specifically that of en-gineering control systems. The structure, el-ements and properties of a typical control sys-tem are appropriated as a model (Control Sys-tems Framework) for the teaching and learn-ing of control systems in a Chemical Engineer-ing qualification in South Africa. By consid-ering the analogies of the various control sys-tem elements (and where these analogies breakdown) in the teaching and learning environ-ment, reflection on teaching activities, as wellas potential intervention design, is achieved.The CSF model is demonstrated in a particu-lar case study, and the approach is shown tofit within the broader frame of design-based

research methods. The desirable propertiesof successful design-based research are deter-mined from literature, and reflected on for thiswork.

Evaluation of Exer Learning Technologyfor Teaching Refugees. Teaching Ger-man as Foreign Language to Pupils withMigrant Background

Authors: Breitbarth, Kati; Menz, Monika;Grodd, Sarah; Lucht, Martina

Organisations: Fraunhofer Institut fo Digi-tale Media Technology IDMT, Germany

This paper describes the benefits of the con-nection between exercise, gaming and learningand examines the positive effects of so calledexer-learning games – like HOPSCOTCH. Itexplores the research question wether HOP-SCOTCH could be a significant tool in educa-tional institutions to support young refugeesin German language acquisition. Firstly, acloser look at the benefits of the connectionsbetween exercise and learning is taken. In asecond step, these benefits will be examinedby the exer-learning technology HOPSCOTCH.For the evaluation, an application was designedto learn German language. HOPSCOTCH wasdeployed in special language classes for youngrefugees at two schools, and in mixed groupsat one kindergarten with a high rate of chil-dren with migrant background. After a pe-riod of five months, several positive learning,social, phycological and cognitive effects havebeen observed. HOPSCOTCH proved to be atool which supports the learning outcome andthe formation of new social groups consistingof different nationalities and religions.

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Chairs: Al-Bahi, Ali M.


Date and time: 2018-04-20 15:00

Work in Progress: Modernizing Labora-tories for Innovative Technologies in Au-tomotive

Authors: Kastelan, Ivan; Popovic, Miroslav;Vranjes, Mario; Velikic, Gordana

Organisations: University of Novi Sad, Fac-ulty of Technical Sciences, Serbia; Faculty ofElectrical Engineering, Computer Science andInformation Technology, Osijek, Croatia; RT-RK Institute of Computer Based Systems, Ser-bia

Automotive industry is one of the fastest grow-ing fields adopting the information and com-munication technologies (ICT). Responding tothe needs of the automotive industry requiresimproving the education in ICT fields. This pa-per describes the recently started project withgoals to modernize laboratories and developgraduate-level curriculum and study materialsfor automotive software engineering.

Low Cost Supportive Tool for Teach-ing Assistance in Formative AssessmentStrategy

Authors: Daneti, Marllene

Organisations: Politehnica University ofTimisoara, Romania

Formative assessment plays an important rolefor achieving a relevant education, due to itscontrolling function of the learning process.Yet, when working with a large number of

students concomitantly, it is difficult to pro-vide continuous feedback to the teacher, dueto time limitations. This paper proposes a lowcost, supportive technical system based on datalogging and serial communication, which im-proves efficiency by reducing timings requiredfor some routine operations in the evaluationwork.

Sustainability SMART Indicators of En-gineering Education for Sustainable De-velopment

Authors: Al-Bahi, Ali M.; Soliman, Abdelfat-tah Y.

Organisations: King Abdulaziz University,Saudi Arabia

The purpose of this paper is to develop a co-herent framework of SMART indicators for as-sessing and monitoring the sustainability of en-gineering educational process that targets sus-tainable development of the society. The in-dicators address the sustainability of the pro-cess as well as its impact on the sustainabledevelopment of the society. The approach isto find ways to achieve the sustainability goalsof the society via a sustainable process by con-structing measurable reliable indicators, whichcombine factors that affect the sustainabilityof an engineering education process, and thosethat which represent the impact of engineer-ing educational process on the sustainable de-velopment of the society. The indicators re-flect measures of the sustainability of the educa-tional process starting from institutional strate-gic planning to the delivery of trained profes-sionals and development leaders, while measur-ing the impact of the process itself on the en-vironment, society, and economy. Developedindicators are intended to help in achieving thesustainability goals via sustainable high qualityeducational process. Indicators are constructedto map all the engineering institutions’ activ-ities and their impact on environment, soci-ety, and economy. The framework of indica-tors gives a broad picture of sustainability of

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engineering education in general and the engi-neering education for sustainable development,in particular. Developed indicators facilitatesassessment and monitoring of the institutionalstrategic planning and daily activities for sus-tainability.

Using the Visualization Tool SimReal toOrchestrate Mathematical Teaching forEngineering Students

Authors: Hadjerrouit, Said; Gautestad, Har-ald H.

Organisations: University of Agder, Kris-tiansand, Norway; Tangen upper secondaryschool, Kristiansand, Norway

Mathematics plays a crucial role in engineeringeducation. It helps engineers to build the math-ematical competence that is needed in a varietyof engineering contexts. The recent develop-ment of visualization tools has created new op-portunities for teaching mathematics in an en-gineering educational setting. SimReal is a newvisualization tool for teaching mathematics. Itprovides opportunities for orchestrating class-room and individual teaching. This study usesa framework in the form of an ‘orchestrationchart’ to assemble, configure, and exploit vari-ous artifacts with the intention of performing adidactic purpose. The intention of this paperis to use the framework to identify orchestra-tions that emerge in teaching mathematics forengineering students.

On Teaching Calculus for ProspectiveEngineers and Computer Scientists - ACase Study Monitoring of Six SemesterCalculus at Frankfurt UAS

Authors: Logofatu, Doina; Andersson,Christina; Großkreutz, Damian; Muharremi,Fitore; Falkenberg, Egbert


It is a common held perception that nowadaysyoung engineers and computer scientists sufferfrom a lack of mathematical knowledge, espe-cially capabilities to cope with practical tasks.This becomes quiet obvious when they are con-fronted with the assignment to practical tasksor while presenting their achievements. Nowa-days, the math teacher faces complex issueslike regarding the heterogeneity of the students’groups, the society’s views towards mathemat-ics, the overall workload, expectance, constantattendance or work behavior. In our Com-puter Science Study Program, the Calculusmodule was inserted starting with the winterterm 2012/2013, additional to Algebra modulefor the first semester. The main reason wasthe missing knowledge in math basics towardsthe concepts needed for teaching other mod-ules like Algorithms Analysis, Statistics, Opti-mization Techniques. Calculus was providedsix times in our and the outcome is increas-ingly better, since the content, methods andframework became a standard. Especially thestudents’ evaluation in the first runs provideduseful insights how to improve the teaching at-tempt. We present in this paper methods andtools, as well as contents and statistics to thetopic, by visualizing the methods, tools andactivities implemented in this large class ap-proach. We use charts and pictures took dur-ing the teaching to illustrate parts of the issuesaddressed in the teaching attempt.

(5C) Open Education and MachineLearning

Chairs: Leisenberg, Manfred


Date and time: 2018-04-20 15:00

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MOOC Dropout Prediction Using Ma-chine Learning Techniques: Review andResearch Challenges

Authors: Dalipi, Fisnik; Imran, Ali; Kastrati,Zenun

Organisations: Linnaeus University, Swe-den; Norwegian University of Science and Tech-nology (NTNU), Norway

MOOC represents an ultimate way to delivereducational content in higher education set-tings by providing high-quality educational ma-terial to the students throughout the world.Considering the differences between traditionallearning paradigm and MOOCs, a new researchagenda focusing on predicting and explainingdropout of students and low completion ratesin MOOCs has emerged. However, due todifferent problem specifications and evaluationmetrics, performing a comparative analysis ofstate-of-the-art machine learning architecturesis a challenging task. In this paper, we providean overview of the MOOC student dropoutprediction phenomenon where machine learn-ing techniques have been utilized. Further-more, we highlight some solutions being used totackle with dropout problem, provide an anal-ysis about the challenges of prediction models,and propose some valuable insights and recom-mendations that might lead to developing use-ful and effective machine learning solutions tosolve the MOOC dropout problem.

ACE Assisted Communication for Edu-cation: Architecture to support Blind &Deaf

Authors: Ulisses, João; Oliveira, Tiago; Es-cudeiro, Paula Maria; Escudeiro, Nuno; Ma-ciel Barbosa, Fernando

Organisations: ISEP /GILT, Portugal;FEUP, Portugal

Deaf and blind students face serious challengesin education settings. Communication barri-ers are constantly present and arise naturally

due to the use of different languages and differ-ent forms and channels of communication bythe deaf community, the blind community andthe rest of the students and teachers. Somedeaf can read without difficulties but they oftenmust resort to work arounds and context dueto different grammar and semantics betweensign and oral languages. Blind people rely onvoice to communicate while deaf people rely onvisual representations; these channels are inde-pendent and prevent any type of communica-tion between these two communities.

An approach to design of the cyber-physical systems for engineering educa-tion

Authors: Veljovic, Aleksandra Milic; Matije-vic, Milan Slavko; Nedeljkovic, Milos Srecko;Cantrak, Djordje Svetislav

Organisations: Faculty of Engineering atUniversity of Kragujevac, Serbia; Faculty ofMechanical Engineering, University of Bel-grade, Serbia

Cyber-physical systems are integration of phys-ical and virtual reality. In this paper wepropose design and use of one kind of cyber-physical systems in engineering education. Inlimited condition of use physical plants for ex-perimental educational purpose, we can designand use virtual plants in real-time interactionwith hardware for control, measurement, con-ditioning and acquisition of signals, etc. In ourcase hardware part of the system is PLC/HMIdevices with connected DC or AC motors withintegrated gear boxes and encoders. Virtualcontrolled plant is designed by LabVIEW soft-ware package and implemented on PC whichis connected with PLC/HMI via NI USB 6008AD/DA card and designed physical interface.Proposed approach is tested on several exam-ples which include designing of experimentalsetup and virtual plant, and generating andimplementing control law. The examples are:1) typical discrete event system, 2) processcontrol system, and 3) mechatronics system.

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These exercises are prepared for implementa-tion in Go-Lab repository via local WEB Lab-oratory and for educational materials. Our in-tention is that students can find on the Inter-net portal a detail tutorial how can produceand use cyber-physical system for educationalneeds.

A Study of Integrating Remote Labora-tory and On-Site Laboratory for Low-Power Education

Authors: AbuShanab, Shatha; Winzker,Marco; Brück, Rainer; Schwandt, Andrea

Organisations: Bonn-Rhein-Sieg Universityof Applied Science, Germany; Siegen Univer-sity, Germany; Bonn-Rhein-Sieg University ofApplied Science, Germany; Siegen University,Germany

This paper investigates how the learning ob-jectives can be complemented by employinga remote system in order to improve teach-ing low-power digital circuits design. The low-power design laboratory system that has beendeveloped at the Bonn-Rhine-Sieg Universityof Applied Sciences is composed of two typesof laboratories: the on-site (hands-on) and theremote laboratories to teach low-power tech-niques with laboratory exercises. The labora-tory system offers online experiments that canbe performed via the internet, using physicalinstruments, and obtaining real data. Powerdissipation of the digital systems is influencedby specification, design, technology used, aswell as operating temperature. Digital circuitdesigners can observe most factors during labo-ratory exercises in the on-site system and sup-plement the other factors during the remotesystem. The assessment methodology of thiscontribution describes teaching activities car-ried out during the summer semester 2015 us-ing only the on-site system, and the summersemester 2016 using the on-site and the re-mote systems. The aim of this assessment isto study the achieved learning objectives, toevaluate the laboratory reports with and with-

out the support of the remote system, as wellas to analyse the usage of the remote systemby the students. The assessment process andthe students’ opinions provide a very positivefeedback on this approach and verify that theremote laboratory system is indeed a success-ful and effective complement learning tool toreuse the on-site laboratory remotely and alsoto achieve additional learning objectives thatcover most conceptual theories in low-powerdigital circuits design.

MOOC Affordances Model

Authors: Economides, Anastasios A.; Peri-fanou, Maria

Organisations: University of Macedonia, In-formation Systems IPPS, Greece

Although there is a great interest on MOOCs,it is not clear what a MOOC should provideto learners enabling them to achieve their ob-jectives. This paper proposes the MOOC Af-fordances Model (MOOC-AM) for character-izing a MOOC. The MOOC-AM consists ofeight dimensions of affordances: 1) Massive-ness, 2) Openness, 3) Interaction, Communica-tion, Cooperation & Collaboration, 4) Person-alization & Adaptation, 5) Autonomy, Choice& Control, 6) Support, Scaffolding, Help, Facil-itation, Assistance, Feedback & Recommenda-tions, 7) Mobility & Ubiquity, and 8) Accred-itation, Certification & Assessment. In orderto illustrate the application of the MOOC-AM,MOOCs on Programming in Python were ex-amined regarding the affordances they provide.The findings reveal that none MOOC excelsin all eight affordances. Learners, educators,designers, developers, and policy makers couldconsider this MOOC-AM to make appropriatedecisions.

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Chairs: Rasteiro, Maria Graca


Date and time: 2018-04-20 15:00

Understanding the usage of online fo-rums in engineering. A case study inindustrial organization

Authors: Castillo Tello, Juan; Verdú Përez,Elena; Rainer, Javier

Organisations: Universidad Internacional deLa Rioja, Spain

Conceptual understanding of the managementof real situations and heterogeneous problemsin manufacturing and engineering in generalis one important competence in industrial or-ganization. This paper describes a series ofpractical experiments conducted to determinehow online discussion forums make an influencein the behavior of the students, the quality ofthe discourse and improve the learning perfor-mance.

The aim of this paper is to determine a practi-cal and feasible way of using discussion forumsas a learning complement in on-site classroomsin engineering. Research continues to focus onhow to establish a procedure to implement fo-rums as a learning tool in the School of Engi-neering.

Best Practises in E-Assessments

Authors: Pradarelli, Beatrice, Severine;Magid, Amani; Cieliebak, Mark; Benites, Fer-nando; von Grünigen, Dirk

Organisations: University of Montpellier,France; New York University Abu Dhabi; Uni-versity of Applied Sciences

This paper presents helpful guidance for lec-turers who want to introduce e-assessments intheir class. It is based on literature review andon an international survey that gathers insightsand experiences from lecturers who are using e-assessment in their class.

Digitalization in Engineering EducationResearch and Practice

Authors: Block, Brit-Maren

Organisations: Leuphana University ofLüneburg, Germany

Digitalization is the ongoing trend of recentyears. It covers all areas of business, soci-ety and research. This paper makes a con-tribution to that discourse focusing on engi-neering education research and practice. Thecontribution aims at generating new insightsin a threefold way: (1) by analyzing the sig-nificance of digitalization in the research area,(2) by describing an example of the implemen-tation of digital methods in education prac-tice, and (3) by presenting the theoretical andmethodological framework of a course that cov-ers the digital transformation and backlash ef-fects on society. This approach generates em-pirically grounded knowledge on the state-of-the-art and contributes to the translation ofengineering education research to practice.

Towards more efficiency in tutorials: Ac-tive teaching with modular classroomfurniture and movie-making project

Authors: Absi, Rafik; Lavarde, Marc; Jean-nin, Laurent

Organisations: EBI, France

This contribution aims to share teaching expe-rience in higher education. Methods were ap-plied and assessed to improve teaching through

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active tutorials with modular classroom fur-niture and learning through play pedagogywith the movie-making project. These meth-ods were evaluated from the analysis of bothstudents’ evaluation of teaching and modulemarks. In our tutorials with mobile furni-ture, students become active and actors. In aproblem-based learning (PBL) approach, stu-dents work in group, they discuss about theproblem and try to find the best way to finda solution with certain constraints (time, avail-able help, …). In the same way, making a movieto record the experiment and to find the ade-quate editing to make the movie clear is a veryuseful exercise to better understand the courseand to give it meaning.

Tangible Programming Mechatronic In-terface for Basic Induction in Program-ming

Authors: Cardenas Caceres, Pablo; ParedesVenero, Renato; Cuellar Cordova, Francisco

Organisations: Pontificia UniversidadCatolica del Peru , Peru

The programming field is mostly taughtthrough visual programming interfaces com-plemented with traditional computer hardwaresuch as mice, keyboards, and others. Careersof the future will require strong programingskills, and nowadays around the world theseskills are developed since childhood. In de-veloping countries such as Peru, the program-ing skills are mostly acquired during university,and, in high school, the students use roboticskits that could be expensive to afford for pub-lic institutions. From the research literatureit is observed that the concept of tangible pro-graming instead of visual virtual programmingcould have a strong impact in the learning ex-perience, particularly for children around sixyears old. The present work details the designof a platform called FYO (Follow Your Ob-jective), a low-cost tangible programing plat-form composed of a physical intuitive program-ming board, puzzle-based tangible blocks and

a zoomorphic mobile robot, which could beused for children around six years old, in orderto teach and improve programing skills. Thepreliminary experiments and result of platformare evaluated and presented; results show thata tangible platform puzzle-based can improvechildren programming skills. Finally, futurework for improvement is discussed.

(5E) Attracting and retainingpractices in Engineering Education

Chairs: Kusmin, Marge


Date and time: 2018-04-20 15:00

The socio-economic characteristics of thehometowns of the students. A basisfor designing adequate strategies in or-der to atract, engage and retain studentsin UNITECs Faculty of Engineering andArchitecture

Authors: Mena Arzú, Dania Valentina; Cas-tro Valle, Claudia María

Organisations: Universidad TecnológicaCentroamericana (UNITEC); Universidad deExtremadura; Universidad Tecnológica Cen-troamericana (UNITEC)

This paper presents the results of an analysismade of the demographic and socioeconomiccharacteristics of the hometowns of the stu-dents belonging to UNITEC’s Faculty of Engi-neering and Architecture. These specific char-acteristics may influence their possibility of en-rolling and finishing their undergraduate stud-ies. Therefore, they should be taken into ac-count when designing specific strategies to at-tract, engage and retain such students.

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Didactical Experiments with Smart-phone Sensors

Authors: Langmann, Reinhard

Organisations: Duesseldorf University of Ap-plied Sciences, Germany

The paper deals with the concept and imple-mentation of an Android smartphone applica-tion in order to make the sensory data of asmartphone available in the IoT and then touse it for didactic experiments. After an in-troduction, the communication concept, imple-mentation and some application examples forlearning purposes are described. The paperconcludes with evaluation results and an out-look on further planned work.

Motivating Students to Avoid Aca-demic Dishonesty in Learning Engineer-ing Courses

Authors: Raud, Zoja; Vodovozov, Valery;Petlenkov, Eduard; Serbin, Aleksandr

Organisations: Tallinn University of Tech-nology, Estonia

The paper separates positive academic activi-ties from deliberate fraud and offers an edu-cational framework aimed to avoid academicdishonesty in engineering education, to re-move factors that induce tricks, and to mit-igate cheating incidents. The roots of mis-conduct are studied and their unintentionaltypes are displayed. The measures and meth-ods are demonstrated designed to prevent nega-tive sides of plagiarism using motivation of stu-dents to learn engineering disciplines with com-petent involvement of copying, cloning, andother effective tools fostering education. Appli-cation of the designed approach in the coursessupported by both the online and the tradi-tional classroom modules show that students’self-motivation in learning has been greatly pro-moted, and their practical proficiency has beensignificantly improved. The insights from this

paper could be used by educators and learn-ers to determine when it is pedagogically moreeffective to involve copying and cloning in in-struction; by educational course managers – toadapt their systems; and by assessment toolsdevelopers – to provide better learning out-comes.

The support of European programmes inthe Internationalization process of Engi-neering Courses

Authors: Jiménez-Castañeda, Rafael; Cipri,Katiuscia; Clavijo-Blanco, José Antonio;Moreno-Ruiz, Jesús

Organisations: Cadiz University, Spain; LaSapienza, Roma, Italy

The Internationalization process of Higher Ed-ucation Institutions can find in the specific Eu-ropean programmes the instruments for theachievement of required objectives; the mod-ernization of the didactic offer, the respect oftransnational high quality standards, the pro-motion of the mobility of staff and students, ac-cessibility and equity. DIEGO project, fundedby the ERASMUS+, KA2 Capacity building inthe field of higher education, aims at establishn. 6 innovative courses in n. 6 Latin AmericanUniversities in close collaboration with Euro-pean partners. The new didactic offer, basedon a preliminary analysis of local needs, hasbeen elaborated jointly sharing the technicaland economical knowledge of all partners, de-signing a suitable pedagogical approach basedon theoretical technical and practical activities,including lessons in distance way provided di-rectly by the European professors. DIEGO pro-motes the use of innovative tools, planning thedevelopment of n. 2 MOOCs on renewable en-ergies and Innovative technologies that will beuploaded on one of the International Platformon distance learning.

Climate Change Mitigation Game

Authors: Wyrwa, Artur

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Organisations: AGH University of Scienceand Technology, Poland

This paper presents a game-based learningused to familiarize students with the climatechange mitigation strategies. The main toolused in the game is a paper form, which consti-tutes a scaffold providing the supportive learn-ing material. It helps the students to betterstructure and understand the possible humanresponses to climate change considering polit-ical, technological and economical dimensions.The way the game is organized incentives themto take an active role. They are both collab-orating and competing, which enhances inter-action and results in their strong engagementin the learning process. Different scaffoldingstrategies such as peer interaction, questioning,repetitions, structuring, etc. have been incor-porated in the game to achieve effective lectur-ing.

(5F) Games Engineering

Chairs: Ariadurai, Samuel Anbahan


Date and time: 2018-04-20 15:00

Designing and Developing a NarrativeDriven Serious Game for Teaching Infor-mation Theory

Authors: Heymann, Reolyn; Greeff, JacobJacobus

Organisations: University of Johannesburg,South Africa; North-West University

A serious game called “Codebreakers” was de-veloped and designed for a fourth year Telecom-munications module at University X. The goalof the game was to assist students to preparefor tests. The game was played for the firsttime in 2017 and received positive feedback.

During a collaborative design session with stu-dents, educational specialists, developers andthe lecturer, it emerged that students wouldalso gain from a serious game that not onlyallows them to prepare for tests, but also toexplore and understand the content from thestart. A linear and narrative driven seriousgames called “EnigmAI” was designed and

developed with this goal in mind. This paperexplores the design and development of the newgame, based on the experience gained from theprevious game and from collaborative designsessions.

Interactive Serious Games as ElectronicEngineering Capstone Projects

Authors: Heymann, Reolyn; Greeff, JacobJacobus

Organisations: University of Johannesburg,South Africa; North-West University

Capstone projects are projects that engineer-ing students undertake in their final year ofstudy. The capstone project gives the stu-dent the opportunity to showcase what she haslearned during her studies, and gives the aca-demic study leader the opportunity to test im-portant skills necessary to be an engineer.

In this project, interactive, serious games forchildren are proposed as capstone projects forelectrical and electronic engineering final yearstudents. Students created an electronic devicethat would be attached to a child, record mo-tion and then transmit that data to a computergame where the motion gets transformed intoappropriate game interaction. The child thusplays the game by moving around. The aimof the game is to encourage the child to be anactive participant and, in some cases, may alsobe used for therapeutic intervention. In addi-tion to meeting the required exit level outcomesand contributing to the growth of graduate at-tributes, these students’ experiences were en-hanced by being exposed to problems

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outside the realm of engineering, being con-fronted by ethical and usability issues, beingexposed to multi-disciplinary interactions andan opportunity to use their engineering abilityin different engineering fields.

This paper describes the experiences of thestudy leaders and students in using a projectof this nature in 2017.

Serious Games: Using Abstract StrategyGames in Computer Science 2 An expe-rience report and lessons learned

Authors: Friss de Kereki, Ines; Adorjan, Ale-jandro

Organisations: Universidad ORT Uruguay,Uruguay

In this paper, we describe the use and lessonslearned of “serious games”, in particular “ab-stract strategy games”, at freshmen-level inComputer Science 2 (CS2) course. In thiscourse, the goals are that the student can an-alyze non trivial domains using methodology;design solutions, and implement them underthe object oriented paradigm (OOP).

Since some years ago, we included this kind ofgames as a tool to teach the main concepts ofthe course. Here, we describe the CS2 courseand abstract strategy games, including how touse them in the course and some examples.Moreover, we collected students’ results andopinions, and also teachers’ perspective. Ac-cording to these data, its use is highly motivat-ing and promotes learning. We offer also somelessons learned.

Gamification of Physics Themes to Nur-ture Engineering Professional and LifeSkills

Authors: Panthalookaran, Varghese

Organisations: Rajagiri School of Engineer-ing & Technology, India

Gamification is a new generation tool for en-gaging students at different levels of education,motivating them to achieve the expected learn-ing outcomes with greater ease. The fun ele-ment of gamification invites students to play-fully engage and appropriate the concepts theylearn at a higher level of educational achieve-ment as stipulated in the Bloom’s Taxonomyof Education. Further, the next generationstudents of engineering are expected to mas-ter their profession at a superior level in or-der to be able to match the requirements of fu-ture workspace, which are expected to be fullytechnology-driven, making the content of theirlearning subservient to the skills they imbibe.Hence they need to be equipped with adequateprofessional and life skills, which prepare themto easily adapt to the fast changing global jobscenarios of the future. With the advance ofindustrial revolution version 4.0, powered byArtificial Intelligence, Internet of Things and 3-D printing, large number of jobs that demandshuman intervention is systematically delegatedto the modern machines. Such paradigm shiftin manufacturing in particular and engineeringin general anticipates that the future engineerswill need to equip themselves both in profes-sional and life skills, so that their career asengineers and technologists are not criticallychallenged by the modern technology invasion.It will push future engineers to further focuson their human core-competence, which maynot easily be taken over by autonomous ma-chines. These changes will necessarily bringa paradigm shift in engineering education too,making many of the contemporary practices re-dundant. Creative thinking skills are expectedto reign supreme. Along with that the conflictresolution skills, communication skills, teamwork, etc. will also assume importance. Cor-respondingly, engineering education has to bere-imagined, supporting the contemporary re-quirements of professional development of thestudents of engineering. The current paperreports some concepts developed in view ofgamification of various themes and conceptsrelated to Engineering Physics taught at Ra-jagiri School of Engineering & Technology, In-

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dia. A novel approach of identification of theaction verb behind a physical concept, prior tothe development of appropriate games, is sug-gested in this paper, whereby students are al-lowed to experientially appropriate the conceptbehind the physical concept playfully. Care isalso taken to develop games that will simultane-ously cater to the development of both the pro-fessional and personal skills of the engineeringstudents. Thus, gamification is visualized hereas a project to engineer a deeper and experien-tial understanding of the physical concepts aswell as to nurture the required skills of modernstudents of engineering, simultaneously. Thepaper does not present games that are fully de-veloped. Rather, it presents a novel approachtowards developing games based on themes ofEngineering Physics, meant for developing bet-ter understanding of those concepts and at thesame time aid the development of soft-skills,values and attitudes suitable for a successfullife and career of an engineer.

Gamification as a didactic strategy indigital literacy Case study for incarcer-ated individuals

Authors: Páez Quinde, Cristina; AcurioMaldonado, Santiago; Infante Paredes, Ruth;Sanchez Guerrero, Javier; Viteri Toro, MariaFernanda

Organisations: Universidad Tecnica de Am-bato, Ecuador, Facultad de Ciencias Humanasy de la Educación; Pontificia UniversidadCatólica del Ecuador Sede Ambato, Escuela deIngenieria de Sistemas

Nowadays gamification has achieved to im-prove the commitment, performance, and moti-vation of users by taking place on the develop-ment on a specific task using and incorporatinggame elements and interactivity allowing thateach of the tasks be more attractive. Therefore,it has been able to apply gamification into soft-ware engineering; this with the goal of definingthe results obtained with the use of gamifica-

tion tools that promote the job market re-entryfor incarcerated individuals.

Gamification has been attracting attention inall academic and professional fields; in differ-ent areas. Also, it has turned into a partlycontradictory concept as it faces a division inits underdeveloped theoretical basis, academicvalue, and defined guidelines, which are stan-dardized for an environmentally independentapplication, as in the technology that reflectsthe actions that human beings take in creatinga system of social, cultural and labor interac-tions.

Therefore, education as a social fact looks forthe integral formation of human beings; espe-cially vulnerable groups such as the incarcer-ated individuals; cast away from society for vi-olating some law or rule, doing time in correc-tional facilities where they are barred from ac-tivities that can improve their life project andlife reinsertion. In this context, education rep-resents a strategy for human development, asit can be done from the enhancement of tech-nology in digital literacy to fulfill a predomi-nant competency towards the management ofentrepreneurship projects to diminish the levelof recidivism; as well as that of the tutoringprograms that are a fundamental support forthe teaching practice inside correctional facili-ties.

(5G) Lifelong Learning, SpecialNeeds and Non-Traditional Stu-dents

Chairs: Peixoto, Aruquia


Date and time: 2018-04-20 15:00

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Thinking about inclusion: Assessment ofmultiplatform apps for People with Dis-ability

Authors: Larco, Andrés; Yanez, Cesar; Al-mendáriz, Vanessa; Luján-Mora, Sergio

Organisations: Escuela Politécnica Nacional,Ecuador; Universidad de Alicante

The use of Information and CommunicationTechnology for People with Disability has be-come an opportunity to improve their educa-tion, however, the information and quality as-sessment of apps is unreliable. The objectiveof this research was to identify multiplatformapps quality assessed with Mobile App RatingScale that could help People with Disability intheir learning process. A systematic search wasconducted with Preferred Reporting Items forSystematic Reviews and Meta-Analyses in spe-cialized catalogs, Google, Google Play Store,and Apple App Store to identify apps for peo-ple with disabilities, such as autism, Down syn-drome and cerebral palsy. Sixty apps were eval-uated according to MARS items. The resultswere classified by disability, platform, and com-petences of life, each app has their own MARSscore. The MARS total mean score had a goodreliability which means the work of evaluatorswas objective according to MARS items andsubscales. The list of apps with their respec-tive MARS scores can be used to encouragetherapists, parents, and People with Disabilitythe use of them. The evaluation revealed appshad an absence of customization and interac-tivity, these features are important to improvethe learning process for People with Disability.

Video reports by students in designbased modules

Authors: Hertzog, Pierre Eduard; Swart,Arthur James

Organisations: Central University of Tech-nology, Free State (CUT), South Africa

In design based modules many students find it

hard to highlight the finer details of their com-plex designs via written reports to the exam-iner. Video reporting was used by students ina design based module at the Central Univer-sity of Technology in South Africa to presentthe working of their electronic projects to theexaminer. The question may thus be asked“what are the student’s perspectives of the useof video reports in a design based module andwhat benefits can be derived?”. In this paper acase study was used in an investigation whereboth quantitative and qualitative data were col-lected regarding the use of Video reporting bystudents in the module Projects II at a univer-sity of technology in South Africa. The datacollection instrument was an online question-naire that was administered via Google forms.Quantitative data was gathered using a 5-pointLikert-Scale, with the results presented in sev-eral bar graphs. Qualitative data was also gath-ered which sought to obtain student personalcomments on the use of Video reporting. Ben-efits to the use of video reporting as indicatedby students included better student satisfac-tion, better time utilisation, better presenta-tions and reduced stress or anxiety among thestudents. These benefits have a positive influ-ence on the learning process and can lead to anincreased academic performance by students.

The Human Side of Big Data: Under-standing the skills of the data scientistin education and industry

Authors: Mikalef, Patrick; Giannakos,Michail; Pappas, Ilias; Krogstie, John


The past few years have seen an unprece-dented explosion in the interest of organiza-tions around the areas of big data and analytics.Yet, despite the great potential of new tech-nologies, analytics tools and applications, thebiggest problem practitioners face in leveragingthese technologies is finding employees with therequired skills. The objective of this paper is to

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empirically examine if there is a discrepancy inthe skills that are required in today’s organiza-tions, compared to those available from gradu-ates, and to provide a clearer understanding onthe core areas that are of importance. To doso, we employ a mixed-methods approach usingprimary survey data from industry executivesof 113 organizations, and a complementary 27interviews from Information Technology (IT)and digital innovation managers. Results indi-cate that there is a wide gap between the needsof skills in the market, and those that are pro-duced in academic curricula. We conclude ourstudy by discussing how our findings can in-form research, practice, and the developmentof market-suited curricula.

First Results of a new digitalized conceptfor teaching control theory as minor sub-ject at a university of applied science

Authors: Rösel, Birgit; Köhler, Thomas

Organisations: OTH Regensburg, Germany;Martin-Luther-Universität Halle-Wittenberg,Germany

This paper presents a digitalized concept forteaching control theory as minor subject withan integrated approach for lectures, exercisesand practical sessions and first results of theimplementation at the department of electricalengineering.

The concept uses activating methods likeblended learning and possibilities of digitaliza-tion of teaching implementing Just in TimeTeaching and Peer Instruction. The base ofthe new concept is the concept of constructivealignment. The paper shows the use of thisconcept for the development of the exam.

According to the new concept for the wholemodule the author created specific teachingtexts for the blended learning units. The paperexplains the base for the decision which contextwill be handled by blended learning units. Fur-thermore there are lectures without blendedlearning and additional lessons and practical

work units for further improvement of the com-petencies. The overall structure of the teachingmodule as well as the structure of the texts andthe specifics of the practical work units are pre-sented in the paper.

Furthermore this paper presents also the feed-back of the students along with an accompa-nying scientific research over several semesters.The data obtained from the presented moduleis compared with the data from other blendedlearning approaches in Germany.

Cybersecurity Education and Training inHospitals: Proactive Resilience Educa-tional Framework (Prosilience EF)

Authors: Rajamäki, Jyri; Nevmerzhitskaya,Julia; Virág, Csaba

Organisations: Laurea University of AppliedSciences, Finland; Cyber Services Plc, Hun-gary

Healthcare is a vital component of every na-tion’s critical infrastructure, yet it is one of themost vulnerable sector for cyber-attacks. Toenforce the knowledge on information securityprocesses and data protection procedures, ed-ucational and training schemes should be es-tablished for information technology (IT) staffworking in healthcare settings. However, onlytraining IT staff is not enough, as many of cy-bersecurity threats are caused by human errorsor lack of awareness. Current awareness andtraining schemes are often implemented in silos,concentrating on one aspect of cybersecurityat a time. Proactive Resilience EducationalFramework (Prosilience EF) provides a holis-tic cyber resilience and security framework fordeveloping and delivering a multilateral educa-tional and training scheme based on a proac-tive approach to cybersecurity. The frame-work is built on the principle that educationand training must be interactive, guided, mean-ingful and directly relevant to the user’ opera-tional environment. The framework addressescapacity mapping, cyber resilience level mea-suring, utilizing available and mapping miss-

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ing resources, adaptive learning technologiesand dynamic content delivery. Prosilience EFlaunches an iterative process of awareness andtraining development with relevant stakehold-ers (end users – hospitals, healthcare author-

ities, cybersecurity training providers, indus-try members), evaluating the framework viajoint exercises/workshops and further develop-ing the framework.

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Special Sessions

(SS01A) Gamification of Learning(Gamilearn’18)

Chairs: Arnedo-Moreno, Joan


Date and time: 2018-04-19 08:30

The inclusion of game experiences in learningprocesses has been positively shown as a tech-nique to motivate learners. Thus, experiencesare introduced in courses by considering gamedesign principles in non-leisure environmentslike the course structure layout (gamification orgameful design). This topic has garnered greatinterest in both academia and industry, as re-flected by the amount of academic publicationsin the recent years, especially those showingcase studies, hands-on experiences, or businessgrowth of the enterprises specialized in gami-fication. This Special Session (Gamilearn’18)aims to cover all aspects of gamification in-cluding user studies, design frameworks, tech-niques and strategies, methodologies, tools andapplications, ecosystems, analysis and assess-ment, personalization approaches, systems in-tegrations, data management, architectures, in-novations to market, as well as any work inprogress. Our main goal is to bring togetherstakeholders for exchanging ideas and expe-riences and encouraging networking betweenacademia and industry.

Effect of personalized gameful design onstudent engagement

Authors: Mora Carreño, Alberto; Tondello,Gustavo F.; Nacke, Lennart E.; Arnedo-Moreno, Joan

Organisations: Open University of Catalo-nia, Spain

Many recent studies of gamification appliedto higher education have demonstrated a widerange of positive results. However, most ofthem fail to consider any personalization factorfor the student experience, despite recent stud-ies having shown that gameful systems may bemore engaging when they are personalized toeach user. Therefore, the goal of this work isto investigate if gameful learning experiencescan better motivate and engage students if theyare personalized. In this way, we present thedesign and analysis of a personalized gamefullearning experience within a Computer Net-work Design course. The general purpose ofthis study is to determine whether a personal-ized gameful learning experience affects boththe students’ behavioral and emotional engage-ment. The results of a descriptive analysisreveal that personalization works better thangeneric approaches in all items regarding thebehavioral and emotional engagement of thestudents, being a promising standpoint to fur-ther investigate in subsequent studies.

Designing Effective Serious Games forPeople with Intellectual Disabilities

Authors: Tsikinas, Stavros; Xinogalos, Ste-lios


Educating people with intellectual disabilities(ID) is a challenging process. Educators andresearchers promote new methods to enhancethe learning process of improving skills thatpeople with intellectual disabilities have limi-tations. Serious games (SG) used in special ed-ucation are considered a successful tool to bene-fit learning. To develop effective serious games,however, it is important to plan properly thedesign process. Therefore, design guidelinesand principles should be thoroughly examinedand accordingly selected. This paper aims to:

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(a) study existing serious games design frame-works; (b) extract design guidelines and princi-ples from existing serious games for people withintellectual disabilities (c) analyze the guide-lines and principles, based on the elements ofthe design frameworks, which will then be usedas basis of a design framework dedicated to se-rious games for people with intellectual disabil-ities.

Adapting LEGO® SERIOUS PLAY®methodology in Higher Education

Authors: Alzaghoul, Ahmad Fawaz; Tovar,Edmundo

Organisations: UPM-POLYTECHNIC UNI-VERSITY OF MADRID, Spain

Abstract— The huge amount of knowledgesharing in the process of education is increas-ing day by day. The typical normal methods ofteaching courses remain the same even of thevariety of techniques that are been used. Thispaper presents an attempt to find new learningmethods, with the objective of improving theprocess of learning by measuring the changesin the behavior of learner. The approach is toapply the LEGO® SERIOUS PLAY® method-ology to a designed online task to enhance thequality of learning process which can lead usto capture some quality attributes by study-ing the behavior of different learners while per-forming the task. This involves using tech-niques rooted in LEGO® SERIOUS PLAY® asexploratory tools for supporting student learn-ing and change his behavior toward solving thetask.

Interfaces and Services for Integrat-ing Games and Game Componentsinto Competence Based Courses withinLearning Management Systems

Authors: Then, Matthias; Nussbaumer,Alexander; Wallenborn, Benjamin; Fuchs, Si-mon; Fuchs, Michael; Hemmje, Matthias

Organisations: FernUniversität in Hagen,Germany; Technische Universität Graz, Aus-tria; FernUniversität in Hagen; Germany; Wil-helm Büchner University of Applied Sciences,Pfungstadt; Germany

Development of an educational game that canbe integrated into a course within a LearningManagement System (LMS) is a challengingtask both from the didactic and from the tech-nical point of view. A thorough evaluationof a student’s playing performance on LMS-side requires informative user-specific data thathave to be collected during gameplay andthen transferred to the LMS. Standardized in-teraction technologies like Learning Tools In-teroperability (LTI) specify mechanisms thatcan be applied for implementing functional-ity to exchange students’ competence profilesand traces. The Knowledge-Management Eco-System Portal of the European funded RAGE(Realizing an Applied Gaming Ecosystem) Re-search and Innovation Action project providescapable utility packs for developing such func-tionality: besides a toolkit for creating compe-tence based games that meet the requirementsof Qualifications Based Learning (QBL), as-sets for storing individual player profiles andtraces are available. Furthermore, tools for cre-ating game-specific analytics are provided thatcan be embedded by LTI-compatible LMSs likeMoodle. This paper is concerned with the in-tegration of QBL-compliant competence basedgames into LMS-courses. A major topic isthe description of an exemplar Moodle-pluginwith its required functionality and interfacesto the above-mentioned RAGE assets. As theapproach is not yet implemented, this paperremains on a conceptual level.

Opportunities and challenges of mobilelocation-based games in education, Ex-ploring the integration of authoring andanalytics tools

Authors: Xanthopoulos, Spyridon; Xinogalos,Stelios

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Mobile technology is becoming an integral partof student’s life. The new mobile landscapeshifts the educational ground demanding for in-novative ways to create games for educationalpurposes. Location-based games provide newopportunities for effective learning in authenticenvironments. On the other hand, this gamegenre poses new challenges to educational prac-titioners that are closely related to technologi-cal advances and established pedagogical prac-tices. The aim of this study is to investigateon the limitations and challenges of authoringtools regarding the support of new trends andstandards. In the first place, we explore edu-cational scenarios implemented in the form oflocation-based games and a general conceptualmodel that comprises common game elementsis formulated. Secondly, two typical authoringtools that actively support location-based ex-periences and games are presented with a criti-cal view with regard to the model presented.Finally, we draw conclusions in order to in-form the design of next generation authoringtools. The platforms have been used success-fully in educational settings by non-technicaleducational practitioners, however they missthe opportunity arising from integrating cur-rent trends and emerging standards focused onincreasing learning technologies interoperabil-ity. Such trends afford game-learning analyticsas the next generation move and new ways ofintegrating authoring and analytics tools needto be explored in order to make educationalgames even more impactful.

Exploring Digital Careers, Stereo-types and Diversity with Young Peoplethrough Game Design and Implementa-tion

Authors: Strachan, Rebecca; Dele-Ajayi,Opeyemi; Emembolu, Itoro; Shimwell, Joe;Peers, Matthew

Organisations: Northumbria University,

United Kingdom

A key issue for the digital sector is how toattract more young people, particularly thosefrom under-represented groups to study com-puter science and digital technologies at highereducation and beyond. The main aim of thisstudy was to evaluate if a gaming environmentcan be used to generate interest and engage-ment among young people. Two further aimswere to see if this approach could also be usedto create a greater awareness of professional ca-reer roles in the sector and to explore diversityand stereotypes. Using an action research ap-proach, a workshop was designed for use withyoung people where they were asked to de-sign and develop a game. Embedded withinthis were activities to introduce career rolesand challenge stereotypes, with a specific fo-cus on gender and ethnicity. The results showthat young people have a limited understand-ing of the roles involved in the game indus-try. The male children created male game char-acters while the female children created bothmale and female characters for their games. Fe-males aspired to jobs in the health scienceswhile males aspired to a greater range of STEMcareers. The workshop is currently being ex-tended and developed to create a more in-depthintervention, building on the results from theresearch to date.

(SS02) Open Educational Re-sources

Chairs: Llamas Nistal, Martín


Date and time: 2018-04-19 08:30

Open Educational Resources (OER) are teach-ing, learning and research materials, deliveredin any media, that are under public domain orlicensed openly, allowing them to be used oradapted by third parties.

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OER had been developed for more than 15years in the educational field, based on theprinciples of open movement and inspired byfree software. International institutions such asUNESCO or the European Union are makinga major effort to develop this concept, whichinvolves not only a new type of resource, buta model of personal, institutional and guberna-mental involvement. OER are seen as an op-portunity for teacher innovation through theirempowerment as co-creators, who are offeredthe opportunity to reuse and adapt existing re-sources. From a practical point of view, theconcept of OER is being favored by the devel-opment of new applications and solutions thatpromote the user’s adoption: open formats,open source applications, open licenses such asCreative Commons, social networks, reposito-ries, etc.

OER Special Session seeks to bring togetherOER researchers, activists, teachers and stake-holders, to present theoretical, methodological,technical or empirical research on OER and re-lated issues. We seek, in particular, a look atOER current main challenges.

The 2017 Ljubljana OER Action Plan providesrecommendations to stakeholders in five strate-gic areas, namely: building the capacity ofusers to find, re-use, create and share OER;language and cultural issues; ensuring inclusiveand equitable access to quality OER; develop-ing sustainability models; and developing sup-portive policy environments.

OER Special Session it is hoped to be able togive visibility to the actions that in these fivestrategic areas are being developed in differentcontexts and languages, giving global diffusion,as well as greater international articulation tothem.

Learning Microelectronics with OpenEducational Resources in the Cloud

Authors: Raleva, Katerina; Stankovski, Mile;Gochev, Ivan; Nadzinski, Gorjan; Chavdarov,Risto

Organisations: Sts Cyril and Methodius Uni-versity , Faculty of Electrical Engineering andITs, Skopje, Macedonia, Macedonia, FormerYugoslav Republic of

The Micro-Electronics Cloud Alliance (MECA)is a European project in which eight higher ed-ucation institutions and 8 enterprises are devel-oping e-learning materials in the field of micro-and nano-electronics. Ss. Cyril and MethodiusUniversity – Skopje, Macedonia as a partnerorganization in the project participates in al-most all project activities such as, need analy-sis, specification and development of the cloudteaching system, development of courses, con-duction of pilot tests and local dissemination.The paper describes the development of twocourses for learning microelectronics with openeducational resources shared in the cloud.

Educational Needs and Open EducationResources in Micro- and Nanotechnology

Authors: Imenes, Kristin; Aasmundtveit,Knut E.

Organisations: University College of South-east Norway, Norway

To keep up with the rapid development withinmicro- and nanotechnology, and to cover thewide range of specialized topics, there is a needfor higher education institutions to collaborateand to share knowledge to give the studentsthe competences and skills that the industryrequires. The NanoEl project aims to sharecourses between European and Asian highereducation institutions, in total 11 partners,through open education resources. The paperreports on results from three surveys target-ing the industry needs for competence, the uni-versities’ need for and motivation to use openeducation resources and students’ desires andinterests in utilizing open education resourceswithin micro- and nanotechnology. The resultsprovide valuable insights and input to the de-velopment of the open educational courses inthe NanoEl project.

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Educational resources with digital con-tents for pedagogical and research for-mation in technologies of knowledge andlearning}

Authors: Caviativa Castro, Yaneth Patricia;Jaramillo, Valentino; Menéndez Mora, RaúlErnesto; Ramírez, Germán Augusto; Beltrán,Adan

Organisations: Universidad Manuela Bel-trán, Colombia

When teaching in education, we often con-front pedagogical challenges due to continu-ous changes in technologies and adjustments tocurriculum in academic programs of informa-tion technologies and computational sciences.These emerging technologies require of a stu-dent to appropriate of new challenges, conceptsand models for their performance in their la-bor. An approach to achieve this is throughcourses or diplomats, looking for having a pro-fessional and informed future according to thevanguard of changes in new technology. Herein,a cooperative learning centered educational ex-perience is presented with design, developmentand implementation of a diplomat. Five virtualobjects were used. A case of study was usedas qualitative and descriptive research model.Results were positive in the construction of sig-nificant knowledge as well as in the character-ization of collaborative learning in evaluatingcategory.

Recommendation of educational re-sources to groups: a game-theoretic ap-proach

Authors: Papamitsiou, Zacharoula; Econo-mides, Anastasios A.


In collaborative learning contexts, recommend-ing those educational resources to groups oflearners that will satisfy all group members, is

more complex than recommending to individ-uals.Instead of merging individual profiles orfusing individual recommendations, this paperfollows a game-theoretic perspective for solv-ing conflict of interest among students and rec-ommending resources to groups in online col-laborative learning contexts: the group mem-bers are the players, the resources comprise theset of possible actions, and maximizing eachindividual member’s satisfaction from the se-lected resources is a problem of finding theNash Equilibrium. The comparative evalua-tion of the suggested approach to other state-of-the-art methods provided statistically signif-icant results regarding the error in predictedgroup and individual satisfaction from the rec-ommendation and the goodness of the rankedlist of recommendations.

Using Laboratory Examination to AssessComputer Programming Competences -Questionnaire-based Evaluation of theImpact on Students

Authors: Hammer, Sabine; Hobelsberger,Martin; Braun, Georg

Organisations: University of Applied ScienceMunich, Germany

The main goal of an introductory programmingcourse for computer scientists is to develop pro-gramming competences. The question ariseshow to assess those competences. As thereare concerns, if written and oral examinationsare valid exam environments for students todemonstrate their programming skills, thereis a need for an alternative exam type. Aslab exams represent a valid, reliable, efficientand competence-oriented assessment method,we assume that they provide an important con-tribution to our presently existing set of as-sessment methods. In this paper, we presentthe motivation and goals for the use of lab ex-ams and provide background information onthe course and environment we applied it on.Furthermore, results of a questionnaire-basedstudy are demonstrated, where we analyzed

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how students experience this new exam type,as for example if they value the benefit of va-lidity, accuracy and fairness and how they eval-uate the lab exam as a possibility to measureaction-related competences. In addition, weidentified factors related to the students’ possi-bility to show their programming competencesin the lab exam. Finally, we will concludethat computer based laboratory examination isa meaningful way to assess relevant computerprogramming competences.

(SS03) Computational Thinking(CompThink)

Chairs: Robles, Gregorio


Date and time: 2018-04-19 08:30

The inclusion of computer programming andcomputational thinking (CT) skills in theschool curriculum is one of the main trendsin the educational landscape worldwide. Themovement to bring these skills to educationhas been led by different stakeholders, includ-ing governments, policy makers, main figuresof the software industry, non-profit organiza-tions, educators and families, among others.

This Special Session (CompThink’18) aims tocover all aspects of CT including user studies,design frameworks, techniques and strategies,methodologies, tools and applications, ecosys-tems, analysis and assessment, personalizationapproaches, systems integrations, data man-agement, architectures, innovations to market,as well as any work in progress. Our main goalis to bring together stakeholders for exchang-ing ideas and experiences and encouraging net-working between academia, public administra-tions and industry.

Learning Programming through De-sign: An Analysis of Parametric DesignProjects in Digital Fabrication Labs andan Online Makerspace

Authors: Chytas, Christos; Tsilingiris,Alexandros; Diethelm, Ira

Organisations: University of Oldenburg,Germany; Aristotle University of Thessaloniki

Abstract—The introduction of programmingin K-12 can also include elements of otherSTEAM (Science, Technology, Engineering,Arts, Mathematics) subjects like engineeringdesign and mathematics. Parametric Designis a design paradigm which is often related toarchitecture. Emerging technologies like addi-tive manufacturing (3D printing) and modernCAD (Computer Aided Design) tools have en-abled manufacturing of complex parametric de-signs not only by professionals but hobbyistsand youth as well. In this paper we presentour empirical investigation on how parametricdesign and digital fabrication tools can sup-port programming learning actions. To investi-gate the potential of parametric design in pro-gramming learning activities, we analyzed codeof parametric design projects from a popularonline makerspace and workshops that tookplace in two digital fabrication labs and aninformatics school lab. In total 45 studentsparticipated in our workshops and developedcode to generate more than 100 3D models,while each participant had the opportunity to3D print at least one artifact. We designed,implemented and evaluated the workshops us-ing mixed qualitative methods to triangulatethe data. The results showed that the para-metric design tools that we used were wellsuited for participants to understand core prin-ciples of programming (loops, conditions, vari-ables, functions) and engineering design, bring-ing unique advantages to understanding pro-gramming concepts through the visualizationof the generated 3D models. Moreover, theparticipants seem to have understood how touse programming concepts like decompositionand indentation to designate logical blocks in

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the parametric design code. However, in somecases more advanced concepts were understoodonly on a surface level with the participants us-ing commands without understanding the fullfunctionality of their projects. Therefore, wepresent some critical remarks on parametric de-sign and digital fabrication in educational con-text and their integration with programming,engineering design and mathematics.

Computational Thinking Through Mod-eling In Language Lessons

Authors: Sabitzer, Barbara; Jarnig, Maria;Demarle-Meusel, Heike

Organisations: Johannes Kepler UniversitätLinz, Austria; Alpen-Adria-Universität Klagen-furt, Austria

In contrast to the field of computer-supportedor computer-assisted language learning(CALL), which has been investigated inten-sively for the last decades since the beginningof e-learning and technology-enhanced learn-ing, computational thinking and computer sci-ence concepts are not quite common in thecontext of language lessons. Computationalthinking is a problem solving process that, atfirst sight, has not much to do with languagelearning. However, as demanded by JeannetteWing in 2006, it should be taught to everyonelike reading, writing and mathematics. By in-troducing computational thinking in languagelessons e.g. through modeling we could “killtwo birds with one stone”: On the one hand,we can teach computational thinking and ba-sics of computer science at all school levels evenif there is no related subject, e.g. in primaryschools. On the other hand, computationalthinking tools like modeling can support lan-guage learning in different ways and help totrain text comprehension, to acquire and elab-orate vocabulary or to visualize grammar rulesetc. This paper describes some creative possi-bilities of introducing computational thinkingthrough modeling in language lessons in pri-mary and secondary education. Besides best

practices, it further presents some experiencesand results gained from teacher observation, in-terviews and informal feedback from studentsand teachers.

Perceptions of Computing among Chil-dren after a Hands-On Activity: a PilotStudy

Authors: Henry, Julie; Dumas, Bruno

Organisations: Université de Namur, Bel-gium

Many children hold an incomplete perceptionof what computing is, leading to a lack of inter-est in Information and Communication Tech-nology (ICT) studies. In order to addressthis challenge, a workshop was developed toexpose children aged 12-14 years to core con-cepts in computing by letting them manip-ulate widespread tangible embedded systems.With the help of qualitative surveys, the ef-fects of this workshop on middle school stu-dents’ perceptions of computing were exam-ined. The results indicate that children, espe-cially girls, perceived the computer as a centralelement of computing and not primarily as atool. However, the proposed two-hours longworkshop seems to influence the children’s per-ceptions: they spoke about programming, elec-tronic/electricity and creativity.

Integration of Computational ThinkingSkills in STEM-Driven Computer Sci-ence Education

Authors: Burbaite, Renata; Stuikys, Vytau-tas; Drasute, Vida

Organisations: Kaunas University of Tech-nology, Lithuania

In the context of Computer Science (CS) educa-tion, one of the most important goals is the de-velopment of computational thinking (CT) andproblem solving skills. Computational think-ing skills are closely related to the CS concepts

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and approaches. These skills cover fundamen-tal programming concepts such as task decom-position, abstractions and generalization, datastructures and algorithms. On the other hand,CS education challenges, promote the searchfor new educational tools, methods, activitiesand resources. Consequently, CS educationshould be extended by adding the STEM (Sci-ence, Technology, Engineering and Mathemat-ics) paradigm principles. The aim of this pa-per is to show how STEM-driven CS educa-tion supports and ensures the development ofcomputational thinking at the high school. Wepresent the already published STEM-driven CSeducation approach aiming at extending it byintroducing a model to assess student achieve-ments, according to the revised Bloom’s tax-onomy in the connection with CT skills. Asa practical implementation, we describe a cur-riculum of Programming Basics at the highschool with respect to STEM-driven aspectsand CT skills. We introduce two case studiesimplemented in the real educational environ-ment. They provide the evidence of availabilityof our approach.

Keywords— Computational Thinking; STEM;STEM-Driven education; Computer Scienceeducation; STEM-driven CS education, Re-vised Bloom’s Taxonomy.

Development and Assessment of Com-putational Thinking: A MethodologicalProposal and a Support Tool

Authors: Fuentes Pérez, Alexis Daniel; Mi-randa Valladares, Gara


Currently there are several platforms and ini-tiatives to promote computational thinking.However, no one has been found that coversall the concepts and requirements involved inthe development and later quantitative evalua-tion of the achieved development. In this work,we propose not only a software tool but also amethodology which goes from the development

and monitoring of activities to the measure-ment of the skills developed by the students.Such a methodology will allow us for the gen-eration of reports about the progress observedthroughout the process. Once the methodologi-cal framework was defined, a web platform hasbeen developed, thus providing a global sup-port for the implementation of this methodol-ogy. The web platform has a simple and intu-itive design that allows an easy use of it forpre-university students and teachers who donot necessarily have advanced computer skills.The tool will allow quantitative results to beobtained on the possible advantages that com-putational thinking offers in relation to the de-velopment of some cognitive abilities such usthose related to problem solving.

(SS04) Inclusion and Diversity inEngineering Education – IDEE’18

Chairs: Peixoto, Aruquia


Date and time: 2018-04-19 08:30

Engineering should attract, promote, fosterand retain talents, considering that individualsare different and they can have characteristicsthat can require flexibility in the education sys-tem in order to

guarantee equal opportunities of anyone re-gardless their gender, race or condition. Thesecharacteristics can make the developing of theirskills more challenging for the students and alsofor the educational institutions and their pro-fessionals.

Some of these characteristics can have a physi-cal reason, such as deafness or blindness, othercan be neurological, like autism or attentiondeficit hyperactivity disorder (ADHD), andother students can be part of groups that arestill underrepresented in academia, like women,

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or they belong to some minorities or ethnicalgroups.

The IDEE’18 at EDUCON 2018 aims to start adiscussion and a reflection about the diversityand inclusion in Engineering Education (EE),identifying the problems and proposing solu-tions. It also wants to create a bridge fromschools to universities, highlighting that manyproblems that are visible in universities are theresults of base problems that appear in earlystages of education.

This special track wants to promote new waysto face and deal with the problem of the lack ofrepresentativeness in science, technology, engi-neering and math (STEM).

3D printing of microscope slides for vi-sually impaired university students

Authors: Marenzi, Elisa; Danese, Giovanni;Gandolfi, Roberto

Organisations: University of Pavia, Italy

The paper presents a collaboration between theMicrocontrollers and Biomedical Instrumenta-tion Laboratory and the University Service incharge of providing assistance to disabled stu-dents (in Italian, Centro Servizio Assistenzae Integrazione Studenti Disabili e con DSA –SAISD). The aim is to give visually impairedstudents additional tactile tools to integratetheir residual visual information. In particu-lar, 3D printing techniques allow developingmodels of 2D images by enhancing useful de-tails with different levels of height. Students ofMedicine Faculty have evaluated the first proto-typical 3D printed objects with positive results.In fact, microscope images of tissues are partic-ularly complex due to their high level of detailsand thus they represent a good starting pointto verify the approach. Moreover, the samekind of figures, together with organs (healthyand pathological) can be used not only in themedical area, but also for biomedical engineer-ing students; therefore, it can be consideredas a first outcome for the successive step of 3D

printing images in additional different engineer-ing areas.

Knowlegde management for the co-creation of educational material by highability students, teachers and parents

Authors: Meneses-Ortegón, Juan Pablo;Jové, Teodor; Fabregat, Ramon; Uribe-Rios,Mery Yolima

Organisations: Universitat de Girona, Spain

Implement a co-creation process in order to cre-ate resources for high ability students involvea set of activities, tools, documents and docu-ment version control but also create informa-tion and knowledge with the interaction be-tween teachers, students and parents.

When the knowledge of a co-creation processis managed the processes or activities devel-oped create innovative resources that supportthe needs of students. In this project was usedthe knowledge management to manage impor-tant items of process like communication be-tween all member of process, storing and visu-alization of knowledge and manage of activitiesand contributions so that the information andknowledge can be share.

For manage the contributions of the partici-pants of process and the activities, an approachwith two perspectives is presented. The firstperspective is a theoretical model where it isshowed the way to capture and store the knowl-edge of educational material co-creation pro-cess as contributions and activities in order toshare this and the second perspective is a tech-nological perspective which uses informationtechnologies to support the educational mate-rial co-creation process.

Co-CreHAs: Co-creation process for en-richment activities to high ability stu-dents

Authors: Uribe-Rios, Mery Yolima; Jové,Teodor; Fabregat, Ramon; Meneses-Ortegón,

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Juan Pablo

Organisations: Universitat de Girona, Spain

Motivating the average student to learn is al-ready a challenge, but motivating the high abil-ity student can be even more so. This paper de-scribes an effort to support and motivate thesestudents in particular, through the design of aco creation process. In this process high abilitystudents help to create their own learning ac-tivities and where some of their special charac-teristics and skills can be empowered by givingthem activities and responsibilities, and includ-ing their own personal data, such as interests,in the co creation process.

Research-based Recommendations forCreating an Inclusive Culture for Diver-sity and Equity in Engineering Educa-tion

Authors: Walden, Susan E; Trytten, DeborahA; Shehab, Randa L

Organisations: University of Oklahoma,United States of America

The Research Institute for STEM Education(RISE) brings together a multi-disciplinary re-search team whose mission is to study the com-plex array of factors contributing to diversestudents’ successful academic experiences inscience, technology, engineering, and mathe-matics majors (STEM) in the United States(U.S.). Utilizing a combination of narrativeand artifact analysis, RISE develops recom-mendations to educators and academic policymakers based on those factors. RISE alsostrives to promote a more equitable and di-verse cultural climate within engineering edu-cation. This paper will review the recommen-dations made during fifteen years of researchon equity in U.S. engineering education forconsideration by engineering educators work-ing in other cultural contexts. The recommen-dations can be loosely categorized into sevendomains: communication, college culture, de-partment culture, classroom culture, faculty-

student interactions, student-peer interactions,and academic pathway.

Inclusion of gender perspective in Com-puter Engineering careers: Elaborationof a questionnaire to assess the gendergap in Tertiary Education

Authors: García-Holgado, Alicia; Mena,Juanjo; García-Peñalvo, Francisco J.;González, Carina

Organisations: GRIAL Research Group,University of Salamanca, Spain; Institute forWomen’s Studies, University of La Laguna,Spain

Gender inequality is a global problem presentin all facets of life to a greater or lesser de-gree. In the fields of Sciences, Technology,Engineering and Mathematics, both in careerand work contexts, the gender gap continues.The percentage of women who study or workin the technology sector is around 25% accord-ing to different international reports. The in-corporation of gender studies in the curriculais considered one of the main actions to closethe gender gap in tertiary education. Edu-cation programs should approach conceptualmismatches between gender or sex and changeits foundations to guarantee equal educationfor any person by limiting the influence of so-cial stereotypes and dominant culture. Thereare few studies that aim at describing whatis the main stream viewpoints among studentsfrom research instruments previously validated.This work describes the process to elaboratea questionnaire on gender perspectives and itsvalidation in order to describe what students ofComputer Engineering careers think and whatchanges can be implemented accordingly in fu-ture education programs to close the gendergap.

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Coaching Program for Academic Suc-cess: Promoting Equal Opportunities forEngineering Students

Authors: Shacham, Miri; Ben-Yehuda, Mar-galit

Organisations: ORT Braude College of Engi-neering, Israel

The paper examines a new Personal-AcademicCoaching (PAC) Program for promoting stu-dents’ self-efficacy and academic success, whichwas developed and implemented in a leading en-gineering college in Israel located in northernperiphery, and seeking to increase accessibilityto academic education. The college accepts stu-dents from diverse, multicultural backgrounds.

The PAC program has two main goals: to pro-mote students’ personal and academic success,and to reduce dropout rates.

The Coaches are 25 college lecturers who wereespecially trained in this coaching program.

Population: 222 Engineering students who hadfailed in their first year, participated in theresearch during 2015-2016. 46 students hadparticipated in the PAC in individual weeklycoaching encounters with a lecturer-coach, forone semester.

Research aim: The research investigates thePAC program’s contribution to students’ learn-ing skills and academic achievements.

Research design: The research examined theacademic achievements of students who partic-ipated in the PAC and those who did not, inthe end of the first year, and in the end of thefollowing two semesters.

In-depth interviews were conducted with 15students to examine their perceptions regard-ing the PAC contribution to their academic suc-cess

The research findings :

1. The PAC program contributed to improv-ing academic achievements of students-

changing from an unsatisfactory aca-demic status to a solid one that allowedthem to continue their Engineering stud-ies, thus preventing drop-out .

2. PAC allows students to develop toolsfor efficient learning, effective self-management and constructive copingwith situations of pressure and overloadin academic studies as well as on a per-sonal level.

The Teaching and Learning Center and CollegeManagement find these findings to be of the ut-most importance in supporting the policy andthe reasons to allocate resources to these pro-grams for promoting equal opportunities andadvance students from diverse backgrounds inthe periphery.

(SS05) IT and Engineering Peda-gogy” – ITEP’18

Chairs: Restivo, Maria Teresa


Date and time: 2018-04-19 08:30

I t’s a good tradition that, the InternationalSociety for Engineering Pedagogy (IGIP), orga-nizes Special Tracks @ EDUCON Conferences– the ITEP series, ITEP’xx.

ITEP’18 @ EDUCON 2018 traditionally aimsto offer an open discussion and a reflection inthe use of Information Technologies in Engi-neering Education (EE) and their appropriatePedagogy. It also intends to foster the involve-ment in continuing education, bridging the gapbetween higher education and learning on theworkplace by also focusing on the IT use in life-long learning and training. At K-12 level thissession intends to evaluate the progress of ITin fostering the engagement of younger peoplein the field of science, technology, engineeringand math (STEM).

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It is also important to understand and to dis-cuss the role of EE in order to promote the tech-nological, product and industrial innovation,developments for people with special needs, forhealth and for ageing, not ignoring the Keycomponents of any M2M system within IoT.

At any level it is important to evaluate the ITpower in facilitating the collaborative work ev-erywhere.

Guidelines for Effective Online Lab As-signments: A Contribution to the Dis-cussion

Authors: Zvacek, Susan; Restivo, MariaTeresa

Organisations: Higher Education Consul-tant, United States; University of Porto, Por-tugal

This article proposes a set of guidelines toinform the development of high quality lab-oratory assignments for implementation withvirtual- or augmented-reality applications or re-motely located equipment. The suggested cri-teria are based on validated instructional de-sign practices and accreditation standards forengineering degree programs, and can be usedto evaluate the design of laboratory instruction,as well. An example assignment is used to illus-trate how the specific components of the pro-posed guidelines might be operationalised todesign a new assignment or to improve an exist-ing one. The authors anticipate multiple itera-tions of these criteria and welcome constructivefeedback for their improvement.

Physical Computing, ComputationalThinking, and Computational Experi-ment in Engineering Pedagogy An im-plication for the Engineering EducationEpistemology

Authors: Psycharis, Sarantos; Kalovrektis,Konstantinos; Sakellaridi, Eva; Chatzarakis,George; Oikonomopoulou, Martha

Organisations: ASPETE and Visting Pro-fessor Huddersfield University, Greece; SchoolTeacher, Levadeia; Doctoral Researcher, UCL,Institute of Education; ASPETE; Mathematicsteacher

The aim of the present article is to investigatethe impact of physical computing on engineer-ing education epistemology when the method-ology of the computational science is imple-mented. We argue that computational experi-ment can be applied to engineering pedagogy,when physical computing activities are embed-ded in the curriculum for postgraduate stu-dents and in-service teachers and can be alsobe applied effectively to pedagogical trainingof prospective teachers. In order to investi-gate the impact on engineering education epis-temology, physical computing software appli-cations were developed by students that com-bined algorithms, pattern recognition and de-composition activities embedded in the applica-tions as dimensions of the computational think-ing according to the STEM epistemology. Thepresent article contributes to rigorous researchconducted in engineering education and STEMeducation by putting forward a set of ques-tions asked in structured interviews, which canbe answered empirically through a postgrad-uate course, linking in this way, research torelevant theoretical concepts. The results, al-though preliminary in nature, show that by en-gaging teachers through their existing pedagog-ical courses in the practical epistemology formof the computational experiment methodology,is a strategy that is much more likely to suc-ceed in increasing the interest and appeal ofengineering pedagogy and strengthen teachers’epistemological beliefs about STEM and engi-neering epistemology.

Entrepreneurial Intentions in the field ofIT: The role of gender typed personalityand entrepreneurship education

Authors: Sitaridis, Ioannis; Kitsios, Fotis

Organisations: University of Macedonia,

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Greece

Entrepreneurship is considered as a major mo-tor behind economic development and innova-tion. Tertiary students are one step away fromtaking serious career decisions and as a result,a large number of articles try to decipher themechanisms behind the development of theirentrepreneurial intentions. Personality traits,factors of the social environment and the roleof entrepreneurship education are among thefactors investigated by previous research. How-ever, entrepreneurial intentions in the field ofInformation Technology remain understudied.In this research drawing from gender schemastheory and the theory of planned behavior, weinvestigate the impact of gender typed person-ality and social norms in conjunction with therole of entrepreneurial education. The sam-ple consists of tertiary Information Technol-ogy students. In contrast to previous research,social norms have a significant impact on en-trepreneurial intentions, in comparison to en-trepreneurial education which has a marginallyweaker effect. Additionally, certain personal-ity traits stereotypically associated with themasculinity have a major predicting ability onthese intentions. The findings have valuableimplications for educators and entrepreneur-ship course designers.

Solar Decathlon ME18 Competition as a“learning by doing” experience for stu-dents. The case of the team HAAB

Authors: Fantozzi, Fabio; Leccese, Francesco;Salvadori, Giacomo; Spinelli, Nicola; Moggio,Martina; Pedonese, Chiara; Formicola, Luca;Mangiavacchi, Elena; Baroni, Marco; Vegnuti,Stefano; Baldanzi, Valeria; Fontani, Marina;Mori, Giulia; Forassiepi, Roberto

Organisations: University of Pisa, Italy

HAABitat is the name of the project developedby a team of students from three different Ital-ian Universities: the University of Pisa, theUniversity “D’Annunzio” of Pescara, and theSecond University of Naples. The aim of the

project is to design, build and test an innova-tive self-sufficient house, which works with thesun as the only source of energy, employingadvanced technologies and sustainable materi-als. HAABitat is one of the finalist projects ofthe Solar Decathlon Middle East competition,where students from all over the world chal-lenge, to achieve the best “solar house”, whichcombine efficiency, comfort, engineering, andarchitectural design to sustainability. Studentsof Team HAAB, supported by professors of thethree Universities, have the chance to completethe knowledges learned in their course of stud-ies with a practical application, relating to pro-fessionals and companies, in order to learn howto deal with responsibilities and challenges theworld of work introduces. The aim is to reach athorough education, which involves the wholeaspects of the product design and realization,with a “learning by doing” experience.

ACTIVE METHODOLOGIES IN ED-UCATION OF ELECTRONIC IN-STRUMENTATION USING VIRTUALINSTRUMENTATION PLATFORMBASED ON LABVIEW AND ELVISII

Authors: Quezada Pena, Jose Roberto;Cunha de Oliveira, Jefferson William; DaCosta Neto, Manuel Leonel; Neves Rodrigues,Luis Henrique

Organisations: Federal University of Maran-hao - Brazil, Brazil

There are numerous publications on the needto introduce innovative teaching methodologiesin the classroom, seeking greater commitmentand involvement of students in the teaching-learning process. To make effective the method-ological reformulation of a certain subject ofstudy is not a trivial task for teachers of theareas of Sciences and Technology, particularlywith respect to Engineering Education. Theprocess demands the appropriation of academicand methodological techniques in the areasof teaching and pedagogy. After overcoming

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the pedagogical reformulation of a given disci-pline, through the elaboration of a new Instruc-tional Design (ID) project, a new and challeng-ing stage arises, to operationalize the new IDProject through the use of Learning Manage-ment Systems (LMS). This paper presents aproposal for the application of ID techniquesand Bloom Taxonomy, together with DigitalInformation and Communication Technologies(DICTs), to promote an Active Learning in thecontents of practical teaching of the ElectronicInstrumentation discipline. Active Methodolo-gies such as the Flipped Classroom and the Vir-tual Instrumentation concept, consolidated bythe use of NI LabVIEW software integratedwith the National Instruments NI-ELVIS IIBenchtop, which make up an efficient set fordata acquisition and analysis, instrumentation,systems control and consequently for engineer-ing teaching. In order to implement the ID Ma-trix in the classroom, its integration with anLMS (MOODLE) is presented, to establish alink between MOODLE and the teacher’s needsin terms of implementing the instructional de-sign proposal. This experimental teaching pro-poses to innovate when trying to take the stu-dent out of his passive state and put him in anactive state, making him the protagonist of hiseducation and changing the scenario of studyin the classroom.

(SS06) Learning Analytics Trendsand Challenges in Engineering Ed-ucation. SNOLA Special Session

Chairs: Caeiro Rodríguez, Manuel


Date and time: 2018-04-19 08:30

Learning analytics brings together a series ofmethodologies and tools that allow teachersand researchers to obtain a lot of informationabout the learning of our students from thedata collected in learning systems. Thanks to

the learning analytics, teachers can carry out amonitoring of the actions in the learning envi-ronments, in order to detect students who needattention, problems in the development of les-son plans, difficulties with the resources offered,etc.

During the last years, learning analytics hasbecome increasingly present in educational set-tings, but it is still a recent research field. Tech-niques, tools and methods are still under devel-opment and experimentation in order to applythem in educational environments, also in en-gineering education. Education in engineeringdisciplines usually involves practical and col-laborative activities, such as team-project de-velopment or the use of simulators, that intro-duce specific conditions and opportunities forthe application of learning analytics solutions.Learner actions and progression need to be con-sidered in a broader way, involving the useof tools to support the management and per-formance of open and collaborative activities.Also, assessment is many times approached innew ways, for example with rubrics of peer-assessment. These are trends that are beingexplored in the context of learning analytics inengineering education and that can bring manybenefits both for learners and teachers.

The goal of this special session is to gather newresearch about the development and applica-tion of learning analytics solutions in the con-text of engineering education. Researchers andeducational technologists are invited to submitoriginal research and work in progress that fur-ther contributes to advances in the field. Bothqualitative and quantitative work related tothe topics are welcomed.

SIMPLIFY ITS An Intelligent Tutor-ing System based on Cognitive DiagnosisModels and spaced learning

Authors: M. Villanueva, Nora; EstévezCostas, Andrés; Fernández Hermida, David;Cañas Rodríguez, Agustín

Organisations: Gradiant

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In this paper we introduce Simplify ITS, anovel approach to an adaptive and IntelligentTutoring System (ITS) aimed to support teach-ers in enhancing the student knowledge andskills. Unlike other approaches, our proposaldoes not intend to replace the teachers’ role,but rather provides teachers with actionableinformation to make decisions about how toadapt the learning experience to the studentneeds. Also, it addresses two of the more im-portant challenges in Learning Analytics solu-tions: building robust connections to the learn-ing sciences and focusing on the student. Inour approach, a student’s skill profile is auto-matically estimated from the student’s actionsusing Cognitive Diagnosis Models. Then, Sim-plify ITS uses the information contained in stu-dent profile to recommend activities during thelearning process but also, it provide reviewsand practices of those concepts that have beenlearned previously.

Supporting Competence-based Learningwith Visual Learning Analytics and Rec-ommendations

Authors: Villamane, Mikel; Alvarez, Ainhoa;Larranaga, Mikel

Organisations: UPV/EHU, Spain

Currently, competence-based learning is be-coming very popular and systems that sup-port this process are needed. Technology en-hanced educational systems can notably im-prove the teaching and learning processesin the context of competence-based learn-ing. In this paper, we present a systemcalled COBLE (Competence-Based LearningEnvironment) that supports competence-basedlearning and combines visual learning analyticsand recommendation aspects in order to pro-mote the students’ and lecturers’ self-reflectionabout the learning and teaching processes.

Sentiment Analysis in MOOCs: A casestudy

Authors: Moreno-Marcos, Pedro Manuel;Alario-Hoyos, Carlos; Muñoz-Merino, PedroJ.; Estévez-Ayres, Iria; Delgado Kloos, Carlos

Organisations: UNIVERSIDAD CARLOSIII DE MADRID, Spain

Forum messages in MOOCs (Massive Open On-line Courses) are the most important sourceof information about the social interactionshappening in these courses. Forum messagescan be analyzed to detect patterns and learn-ers’ behaviors. Particularly, sentiment anal-ysis (e.g., classification in positive and nega-tive messages) can be used as a first step foridentifying complex emotions, such as excite-ment, frustration or boredom. The aim of thiswork is to compare different machine learningalgorithms for sentiment analysis, using a realcase study to check how the results can pro-vide information about learners’ emotions orpatterns in the MOOC. Both supervised andunsupervised (lexicon-based) algorithms wereused for the sentiment analysis. The best ap-proaches found were Random Forest and onelexicon based method, which used dictionariesof words. The analysis of the case study alsoshowed an evolution of the positivity over timewith the best moment at the beginning of thecourse and the worst near the deadlines of peer-review assessments.

Exploring the Application of Pro-cess Mining to Support Self-RegulatedLearning

Authors: Caeiro Rodríguez, Manuel; LlamasNistal, Martin; Lama Penin, Manuel; Mu-cientes, Manuel; Mikic Fonte, Fernando A.

Organisations: Universidade de Vigo, Spain;Universidade de Santiago de Compostela, Spain

Self-regulated learning involves students tak-ing the responsibility of their own learning.Self-regulated learning students usually adopt

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a variety of learning strategies and behav-iors, such as the performance of forethought-performance-reflection cycles or the regularand sequenced work over time, that eventuallyenable them to achieve a more significant andlong-lasting learning. In this paper, we exploreif these particular behaviors and strategies canbe analyzed through the application of processmining techniques taking as data the eventsregistered during the performance of learningactivities. The discovery of the underlying pro-cesses followed by students can open new waysof studying the real self-regulated developmentof students. The paper reviews the techniquesand tools available to perform the process min-ing of events related to self-regulated learningand describes some initial works in this area.Furthermore, as an initial empirical study, weanalyze the process followed by students re-garding the visualization of videos providedin a first-year engineering subject. The ob-tained results are studied taking into accountthe grades obtained by the students.

Scenarios for the application of learninganalytics and the flipped classroom

Authors: Rubio Fernández, Aarón; MuñozMerino, Pedro José; Delgado Kloos, Carlos

Organisations: Universidad Carlos III deMadrid, Spain

This work aims to define and present some sce-narios to use learning analytics with flippedclassroom models. We selected some impor-tant indicators and visualizations widely usedin learning analytics and analyze how to ap-ply them in different types of flipped classroom.Besides, we specify some activities that stu-dents and teachers can do in these types offlipped classroom based on the use of learn-ing analytics in order to improve the learn-ing process. We also discuss the advantagesof the combination of learning analytics withthe flipped classroom, in comparison with onlyusing the flipped classroom.

A Proposal to a Decision Support Sys-tem Using Learning Analytics

Authors: González Crespo, Rubén; NietoAcevedo, Yuri Vanessa; Montenegro-Marín,Carlos Enrique; Gaona, Paulo Alonso

Organisations: Universidad Internacional deLa Rioja (UNIR), Spain; Corporación Unifi-cada Nacional de Educación Superior CUN;Universidad Distrital Francisco José de Caldas

The latest attention that Learning Analyticshas received, in part is because it encountershidden patterns in educational data that onceis processed and integrated into a specific caseof use, offers to stakeholders assistance to im-prove their task into educational context. Dueto it highly application, Learning Analyticstechniques are integrated into a Decision Sup-port System proposed to help administratorsto develop decision making process and collat-erally enhance student performance. In this pa-per, we define a Decision Support System andhow it has been use in educational institutions;we present the functionalities of Learning Ana-lytics and present a survey of how can be inte-grated to produce a Learning Decision SupportSystem to help faculty or departments adminis-trators to improve their decision impact in theacademic community.

(SS01B) Gamification of Learning(Gamilearn’18)

Chairs: Mora Carreño, Alberto


Date and time: 2018-04-19 15:00

The inclusion of game experiences in learningprocesses has been positively shown as a tech-nique to motivate learners. Thus, experiencesare introduced in courses by considering gamedesign principles in non-leisure environments

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like the course structure layout (gamification orgameful design). This topic has garnered greatinterest in both academia and industry, as re-flected by the amount of academic publicationsin the recent years, especially those showingcase studies, hands-on experiences, or businessgrowth of the enterprises specialized in gami-fication. This Special Session (Gamilearn’18)aims to cover all aspects of gamification in-cluding user studies, design frameworks, tech-niques and strategies, methodologies, tools andapplications, ecosystems, analysis and assess-ment, personalization approaches, systems in-tegrations, data management, architectures, in-novations to market, as well as any work inprogress. Our main goal is to bring togetherstakeholders for exchanging ideas and expe-riences and encouraging networking betweenacademia and industry.

Gamification in MOOCs: A Review ofthe State of the Art

Authors: Khalil, Mohammad; Wong, Jacque-line; de Koning, Björn; Ebner, Martin; Paas,Fred

Organisations: Delft University of Technol-ogy, Netherlands, The; Erasmus UniversityRotterdam, Netherlands, The; Graz Univer-sity of Technology, Austria; Erasmus Univer-sity Rotterdam, Netherlands, The; Early StartResearch Institute, University of Wollongong,Australia

A Massive Open Online Course (MOOC) isa type of online learning environment thathas the potential to increase students’ accessto education. However, the low completionrates in MOOCs suggest that student engage-ment and progression in the courses are prob-lematic. Following the increasing adoption ofgamification in education, it is possible thatgamification can also be effectively adopted inMOOCs to enhance students’ motivation andincrease completion rates. Yet at present, theextent to which gamification has been exam-ined in MOOCs is not known. Considering

the myriad gamification elements that can beadopted in MOOCs (e.g., leaderboards and dig-ital badges), this theoretical research study re-views scholarly publications examining gami-fication of MOOCs. The main purpose is toprovide an overview of studies on gamificationin MOOCs, types of research studies, theoriesapplied, gamification elements implemented,methods of implementation, the overall impactof gamification in MOOCs, and the challengesfaced by researchers and practitioners when im-plementing gamification in MOOCs. The re-sults of the literature study indicate that re-search on gamification in MOOCs is in its earlystages. While there are only a handful of em-pirical research studies, results of the experi-ments generally showed a positive relation be-tween gamification and student motivation andengagement. It is concluded that there is aneed for further studies using educational the-ories to account for the effects of employinggamification in MOOCs.

NO-RPG, A Game Interface to Com-mon Core Sequenced Third-Party Edu-cational Games

Authors: Berkling, Kay; Incekara, MehmetAli; Wolske, Tom

Organisations: Cooperative State University,Germany

This work is part of a series of publicationson enabling education for children without ac-cess to schools, teachers and who have littleparental guidance.

New estimates by UNESCO reveal that 263million children and youth are out of school.

At the moment there exist no open source freeonline schools that do not expect a teacher toaccompany the student journey. Without ateacher to help, a game environment can pro-vide motivation, sequencing and content. Theplatform that we have been working on imple-ments the framework for sorting educationalgames along the US common core standards.

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The current publication continues this work byadding the game interface that connects theexternal content with the child. A prototypi-cal Role Playing Game (RPG) allows childrento discover third party educational games lev-eled by grade and subject. The resulting gamecan be classified as a MOOC because it is anonline course aimed at unlimited participationand open access via the web. The result of thiswork is the open source code of a game and aninstalled instance that can be used to connectthird party games. The next step is to fill theunderlying framework with educational gamesthat hook into the various standards and eval-uate the game with children.

Creating Engaging Experiences inMOOCs through In-Course RedeemableRewards

Authors: Ortega-Arranz, Alejandro; Kalz,Marco; Martínez-Monés, Alejandra

Organisations: GSIC-EMIC ResearchGroup, Universidad de Valladolid, Spain; UN-ESCO Chair of Open Education, Faculty ofManagement, Science and Technology & Wel-ten Institute, Open University of the Nether-lands, Netherlands

Gamification strategies have been proposed tomitigate student disengagement and dropoutsin massive online environments, due to the pos-itive results shown by these strategies at lowerscales. Among various gamification strategies,redeemable rewards have been identified as aneffective element to intrinsically motivate stu-dents and increase their engagement in educa-tional settings, including MOOCs. Yet, effec-tive design, implementation and enactment ofthis gamification strategy in MOOC contextsmight face new challenges, given the uniquecharacteristics of these learning settings suchas massiveness. As an attempt to help teachersuse redeemable rewards in MOOCs, this paperanalyzes the characteristics of MOOCs that in-fluence its integration and presents a proposalof a system supporting the design, implemen-

tation and enactment of such rewards. Theenvisioned system is illustrated by a scenariothat describes the main features of this systemfor teachers and students.

Electric Circuit Olympics: games asevaluation tools in engineering

Authors: Calle, Maria; Oliveros, Ingrid;Soto, Jose Daniel; Schettini, Norelli; Ripoll,Lacides

Organisations: Universidad del Norte,Colombia

Electric Circuits courses include topics usuallydifficult for engineering students, where theymust apply their knowledge of mathematicsand physics. Additionally, students do not feelmotivated to participate in traditional classes,where they have a passive role receiving theinformation provided by the professor. Conse-quently, course fail rates may be around 30%or higher. The paper presents one strategy tohelp students acquire knowledge and improvetheir performance in the course: evaluationthrough a competition game named ElectricCircuit Olympics. For part of their grade, stu-dents compete, both in physical activities andsolving problems in electric circuits. Resultsshow that motivation improved, course fail ratedecreased to 15% and average final grades in-creased from 3.4 to 3.7 when comparing a tradi-tional class to the course tested with the Elec-tric Circuit Olympics.

Practical Security Education on Combi-nation of OT and ICT using Gamifica-tion Method

Authors: Yonemura, Keiichi; Komura, Ry-otaro; Sato, Jun; Matsuoka, Masato

Organisations: National Institute of Tech-nology, Kisarazu College, Japan; National In-stitute of Technology, Ishikawa College, Japan;National Institute of Technology, Tsuruoka Col-lege, Japan; Kaspersky Lab

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We utilized KIPS (Kaspersky Industrial Pro-tection Simulation) to KOSEN students as ameans to learn practical OT security educa-tional contents with gamification. KIPS is theboard game is that players have to protectICT system and OT system from cyber threats.KOSEN is the institution of higher educationin Japan which has the unique educational sys-tem that students study professional skills andknowledge from fifteen years old. We found thepossibility that our students can learn practi-cal OT security and ICT security with KIPSbased on which they have already learned ba-sic ICT security skills and knowledge. Fur-thermore, this learning made our students no-tice that the importance of practical OT secu-rity and it stands on the availability. More-over, we have to examine more effective educa-tional method by analyzing whether what skillsand thoughts influence to learning method withKIPS, and create the way to insert the contentsappropriately. We also found that our studentshave great motivation on playing KIPS and af-ter. From analyzing the scenario and the ten-dency of action and selection on playing KIPS,we can organize the skills which students canlearn in a considerable form. The educationalmethod using KIPS with gamification has ex-tremely high effect. In order for KOSEN stu-dents to be strong engineer and keep the potboiling on industry, it is necessary that we haveto examine the educational framework for thenext stage.

Gamification technique for teaching pro-gramming

Authors: Carreño León, Mónica Adriana; Al-varez Rodriguez, Francisco Javier; SandovalBringas, Jesús Andrés; Camacho Gonzalez,Yolanda

Organisations: Universidad Autónoma deBaja California Sur, Mexico; UniversidadAutónoma de Aguascalientes, México; Univer-sidad Autónoma de Nayarit, México

This paper presents the application of a gamifi-

cation technique applied to the teaching of pro-gramming to students of introductory courses.The experiences were applied to an introduc-tory course in the teaching of programmingin Software Development Engineering at theAutonomous University of Baja California Sur(UABCS). They present some theoretical refer-ences that support the proposal and a descrip-tion of the application context is made. Finally,the results of the use and conclusions obtainedare presented.

(SS07A) Evaluating EngineeringCompetencies

Chairs: Queiruga-Dios, Araceli


Date and time: 2018-04-19 15:00

The change in the educational paradigm overthe past few years demands a profound revi-sion of the teaching and learning methodology.This new methodology must be applied in thedifferent scenarios that the technological rev-olution allows, and should reach a consensusin the way the acquisition of competencies isevaluated at different educational levels.

As it is well known, the regulatory frameworkof the European Higher Education Area hashighlighted the need to develop new qualityteaching systems, different methodologies, anddifferent educational processes to be used byteams of professors, lecturers and trainers inthe universities involved in these changes.

This special session will focus on specific waysto evaluate and assess the acquisition of com-petencies by engineering students.

Since current lecturers are much more familiarwith the content view, it is a major challengefor us to deal with competencies-oriented as-sessment goals. The collaboration in this ses-sion may provide ideas and material for sup-

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porting them in this respect. Furthermore, thedevelopment of a new approach is being de-manded by engineering and science trainers tomotivate students, and also for students to bemotivated with mathematics learning.

Acquiring Mathematical Competencestowards Modelling: Example UsingCluster Analysis

Authors: Gocheva-Ilieva, Snezhana; Kulina,Hristina; Voynikova, Desislava; Ivanov,Atanas; Iliev, Anton; Atanasova, Pavlina

Organisations: University of Plovdiv PaisiiHilendarski, Bulgaria

The further development of a unified approachfor competence-based teaching and learningof mathematics is an important step towardscreating European standards, including assess-ment standards. A necessary stage when solv-ing this ambitious problems is the performanceof an in-depth analysis of the current state invarious European countries. The article con-siders some issues in this regard, related to thecompetence of first-year university students inthe context of acquiring competences for math-ematical modeling of level one. As an example,the topic of data modeling using cluster anal-ysis and software is presented and analyzed.The results of a survey among students are pre-sented.

Analysis of student feedback when usinggamification tools in Math subjects

Authors: Hernández Encinas, Ascensión;Santos Sánchez, María Jesús; Bullón Pérez,Juan José; Gayoso Martínez, Víctor

Organisations: University of Salamanca,Spain; Spanish National Research Council(Spain), Spain

As a result of the Bologna Accord and thecreation of a European area of higher educa-tion, computers and other information tech-

nologies have been increasingly used in aca-demic studies with the aim of improving theperformance of students. This paper presentsthe results of a teaching experience using mo-bile phones and gamification services in engi-neering degrees as a tool for leveraging the com-prehension of mathematical concepts.

Teaching and assessing Discrete Mathe-matics

Authors: Queiruga-Dios, Araceli; Demlova,Marie; Rodríguez Sánchez, Gerardo; Martíndel Rey, Ángel

Organisations: University of Salamanca,Spain; The Czech Technical University inPrague, Czech Republic

In recent the acquisition of mathematical com-petencies and engineers training in mathemat-ics is a major concern of university teachers.It is well known that mathematics is not a fa-vorite subject of engineering students and stu-dents in general sciences. We present and an-alyze in this paper the specific situation thatwe have encountered in two different Euro-pean universities: The University of Salamanca(Spain) and the Czech Technical University inPrague. As in many other universities DiscreteMathematics courses are parts of the engineer-ing bachelor degree curriculum. We will de-tail both situations, compare the assessmentmethodology and propose new goals for the fu-ture.

Basic mathematics assessment in engi-neering degrees: case study

Authors: Martín-Vaquero, Jesús; Cáceres,Mª José; Yilmaz, Fatih; Rodríguez, Gerardo;Queiruga Dios, Araceli

Organisations: University of Salamanca(Spain); Gazi Universitesi (Turkey)

With the general objective of highlighting thechanges produced in the teaching of mathemat-ics in European engineering studies, this paper

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presents examples of the University of Sala-manca (Spain) and Gazi University (Turkey).The use of technological tools for the teach-ing and learning of Calculus or Algebra hasallowed a change in the objectives and formof content-based teaching such as integral cal-culus, differential equations or linear algebra,where we have move from training in calcula-tion strategies to reasoning processes for theapplication of those contents to engineering sit-uations. However, these changes are not alwaysvisible in the assessment instruments that areused, therefore, it is considered necessary to godeeper into diverse assessment ways and instru-ments, that are valid in the different Europeancountries, as proposed in the RULES_MATHproject.

Integrating of Competences in Mathe-matics through Software - Case Study

Authors: Kulina, Hristina; Gocheva-Ilieva,Snezhana; Voynikova, Desislava; Atanasova,Pavlina; Ivanov, Atanas; Iliev, Anton

Organisations: University of Plovdiv PaisiiHilendarski, Bulgaria

Providing young people with key competencesto help them adapt to the rapidly changinginterconnected world is a key part of the Eu-ropean Union’s strategies for delivering jobgrowth and sustainable development. The arti-cle discusses the issue of developing, expandingand enriching the set of mathematical compe-tences in learners by using specialized mathe-matical software. It presents the experience ofthe authors of a particular course in SoftwareSystems in Mathematics in the context of theintegration of computer-based and competence-based teaching and learning in mathematics aswell as some special assessment methods.

Changing teaching: competencies versuscontents

Authors: Dias Rasteiro, Deolinda; GayosoMartinez, Víctor; Caridade, Cristina; Martin-

Vaquero, Jesús; Queiruga-Dios, Araceli

Organisations: Instituto Superior de Engen-haria de Coimbra (Portugal), Portugal; Span-ish National Research Council (CSIC), Madrid,Spain; University of Salamanca

Due to the changes created by the Bologna Ac-cord, future engineers must learn not only howto model processes, but also how to analyseevents and situations using mathematical tools.Even though problem solving is unanimouslyconsidered an important part of their educa-tion, sometimes students feel that the prob-lems they are requested to solve are not re-lated to those of the real world, making diffi-cult for them to envision how they will applytheir mathematical knowledge in their futureworking life. As part of a European projectproposal, and in order to remove that psycho-logical barrier, we have started to implementa new methodology in our Statistics classes, sostudents can benefit from a learning model bet-ter adapted to their professional needs.

In this contribution, we describe the initialsteps of a project whose goal is to teach thesubject of Statistics in a more practice way, us-ing real data to enable our students to achievethe competencies set for this matter in an eas-ier way better adapted to the current times.

(SS08A) Innovative Pedagogies inTechnology Education – IPTE’18

Chairs: Ktoridou, Despo; Doukanari, Elli


Date and time: 2018-04-19 15:00

We live and work in a Technology-centric, eco-nomic and social changing world. Organiza-tions are becoming more demanding in request-ing additional skills beyond specialization fromtheir employees in order to come up with solu-tions to complex issues. As today’s future grad-uate technologists are already involved with

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the demands of this changing Knowledge Age,they need to further develop their knowledge,skills and competencies in order to succeed intheir future careers. Unfortunately, these skillsare not included in many Higher TechnologyEducation learning outcomes. The question ishow can these skills be associated with the edu-cational standards and be effectively integratedin the teaching and learning process. This spe-cial session aims to address practices that willhelp educators and training professionals toequip students with new skills in order to meetthe needs of today’ s demanding workplace.

Case-based Learning: Offering a PremierTargeted Learning Experience for Tech-nology Management Students

Authors: Doukanari, Elli; Ktoridou, De-spo; Epaminonda, Epaminondas; Karayiannis,Achilleas

Organisations: University of Nicosia,Cyprus; Kes College

Over the past years, one of the most commonlyused student-centered approaches to teachinghas been Case-Based Learning (CBL). In par-ticular, CBL is used in engineering, sciences, so-cial sciences, and professional education. Thistype of learning ensures active participationand leads to innovative solutions to problems.This study investigates the implementationof CBL in the multidisciplinary, undergradu-ate Management of Innovation and TechnologyCourse (MGT-372) at the University of Nicosia.For the purpose of the study, the data wereelicited through student questionnaires, as wellas the lecturer’s journal observation notes onCBL. The results indicate that CBL can be aneffective learning method helping students todevelop their analytical, critical thinking andcollaboration skills, which help them under-stand how to manage technology and innova-tion within an organizational context.

Quality Measures Incorporated in theRe-Engineering of an UndergraduateComputer Science Degree Program

Authors: Domenach, Florent; Savva, An-dreas; Stylianou, Vasso; Portides, George

Organisations: Akita International Univer-sity, Japan; University of Nicosia, Cyprus

This paper reports on the re-engineering pro-cess, and its quality control, leading to ac-creditation of an undergraduate program inComputer Science at the School of Sciencesand Engineering of the University of Nicosia.It presents how quantitative assessment toolshave been used to re-engineer a Computer Sci-ence program, while maintaining a balancebetween the requests of a Visiting Team ofacademics that was appointed by the CyprusEvaluation Committee for Private Universities(the national body supervising private universi-ties), the university officials trying to minimizecosts/maximize income in a recessive economicenvironment, and other constraints imposedby the regulatory framework of the Universitywhile maintaining high quality assurance stan-dards.

Business and Management of Games: AnIndustry Driven Learning Experience forMIS Students

Authors: Christou, Charalambos Stephanou;Doukanari, Elli; Epaminonda, Epaminondas;Ktoridou, Despo; Karayiannis, Achilleas

Organisations: University of Nicosia,Cyprus, Cyprus; Kes College

Industry employers have traditionally been in-volved with the academia serving in advisoryboards and as internship providers. In bothcases, their involvement contributes to the de-velopment of undergraduate and graduate pro-gram curriculums and offering general adviceon workforce skills and competencies. This pa-per describes the collaboration efforts amongthe Department of Management and MIS of

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the University of Nicosia, guest lecturers fromvarious disciplines and Game Industry Ex-perts in the creation and implementation ofthe new industry-driven MIS-465 Business andManagement of Games Course. More specifi-cally, the study reports on the design, develop-ment and implementation of the course withGame Industry Experts and guest lecturersfrom other fields playing an active role. Or-ganizational, pedagogical and practical ideasassociated with the immersion of students inan industry-driven course are addressed. Asuggested framework is presented for educatorswho want to deliver industry-driven courses.

Recognizing Student Facial Expressions:A Web Application

Authors: Savva, Andreas; Stylianou, Vasso;Kyriacou, Kyriacos; Domenach, Florent

Organisations: University of Nicosia,Cyprus; Basic Education, Akita InternationalUniversity, Akita, Japan

The project described in this paper investigatesthe idea of performing emotion analysis of astudent population participating in active face-to-face classroom instruction. Machine learn-ing algorithms are employed on live recordingscollected by webcams that are installed in class-rooms. The visualization application requiredto be remotely accessible by the lecturer so theapplication was engineered as a web applica-tion. The output, being a timeline of studentemotions monitored throughout and in parallelwith the lecture, serves to enable the lecturerand other interested parties to improve the de-livery of education.

Smart Schoolhouse – Designing IoTStudy Kits for Project-based Learning inSTEM Subjects

Authors: Kusmin, Marge; Saar, Merike;Laanpere, Mart

Organisations: Tallinn University, Estonia

Abstract— STEM (Science, Technology, Engi-neering and Math) subjects are of critical im-portance to students but too few students aregenuinely interested in them. There is also acommon belief that STEM education is compli-cated and not suitable for girls, which makesit a source of fear. This article introducesSTEM education in Estonia, outlines some bot-tlenecks, and describes the activities we planto implement in order to raise the awarenessof teachers about teaching STEM subjects andto offer students the opportunity to apply theirknowledge of different subjects to solve every-day problems through practical activities, in-tegrating IoT opportunities in their learningprocess. We will present an overview of theproject, involving 8 basic schools and 10 uppersecondary schools, with nearly 3,100 studentsinvolved (from grades 6, 9 and 10-12).

(SS09A) Education, Engineeringand Microelectronics

Chairs: Tzanova, Slavka


Date and time: 2018-04-19 15:00

Microelectronics is the most rapidly develop-ing industry sector in the last decades. Weneed a new partnership between education andwork to address the need of synergy betweenthe education and industry, to foster the devel-opment of competencies, technological and en-trepreneurial skills for the new jobs. This fieldranges over a variety of subjects, includes alarge number of disciplines dealing with multi-media presentation of the content, simulations,real problems solving and high-order thinking.

On the other hand, there are few individ-ual research teams, laboratories or companiesthat can reasonably claim to be able to re-spond to the technological challenges. Noone university can afford the necessary in-frastructure, clean rooms, technology and ex-

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perts in all fields of the multidisciplinary micro-/nanoelectronics. The solution is closer cooper-ation in the university sector and transparencyof qualifications and recognition methods.

This Special Session aims to discuss the bestpractices in microelectronics education, prepa-ration of students for industry, entrepreneur-ship, as well as collaborative teaching. The Ses-sion aims also to exchange good experiences ininteruniversity and international collaboration,in sharing resources, laboratories, teachers andstudents, recognition of curricula.

Development of Two Cycle InnovativeCurricula in Microelectronic Engineer-ing

Authors: Tzanova, Slavka

Organisations: Technical University of Sofia,Bulgaria

The paper presents the activities and results ofthe on-going Erasmus+ Competence Buildingin Higher Education project DOCMEN in thedevelopment and delivery of innovative curric-ula in microelectronics.

The project started with a survey for need anal-ysis involving 20 partner higher education in-stitutions and many industry stakeholders inKazakhstan, Armenia and Israel to analyzethe situation in the educational programs onmicro- nanoelectronics education. The prob-lems concerning curriculum development wereidentified, as increasing requirements in thetraining of personnel with a high degree ofspecialized knowledge and the ability to con-duct creative, interdisciplinary curriculum ondevelopment and manufacturing of new, high-tech electronics. Besides that, the universitiesdon‘t maintain close ties with the industry forthe purpose of pushing forward practical com-petence of their graduates. To address theproblems and challenges identified, nineteenuniversities and companies from Poland, Ger-many, Bulgaria, Italy, Armenia, Kazakhstanand Israel share infrastructure, technological

and human resources to develop new curricula,based on the European Credit Transfer Systemto be used in the corresponding partners’ ed-ucational programs in micro-nanotechnologies.The project is on the stage of the pilot test ofinnovated curricula.

Joint International Master in Smart Sys-tems Integration - University Collabora-tion for Improved Education

Authors: Aasmundtveit, Knut E.; Wang,Changhai; Ender, Ferenc; Desmulliez, MarcP.Y.; Rencz, Marta; Imenes, Kristin

Organisations: University College of South-east Norway, Norway; Heriot-Watt University,Scotland; Budapest University of Technologyand Economics, Hungary

The Joint International Master in Smart Sys-tems Integration (SSI) graduates candidatesfor the ever-growing industry of Smart Sys-tems, ubiquitous in all sectors of society includ-ing healthcare, transport, environment protec-tion, energy and security. SSI is given jointlyby three universities in three European coun-tries: Heriot-Watt University (HWU) (Edin-burgh, Scotland), University College of South-east Norway (HSN), and Budapest Universityof Technology and Economics (BME) (Hun-gary), utilizing the complementary expertiseand laboratory facilities of the three partners tocreate a unique programme with a more holis-tic approach than a single university could give.The programme is run in close collaborationwith industry, to assure its relevance. SSI hasErasmus Mundus status, and the graduates re-ceive a Joint Degree.

SSI students benefit from the extended com-petence the consortium can provide, as wellas from the extended socio-cultural knowledgeobtained by living in three different Europeancountries that represent distinctively differentaspects of the diverse Europe. The studentsin the programme show excellent performance,and the employability of graduates has proven

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to be very high. The partner universities ben-efit from the high performance of the students,and from the intimate interaction with thepartners allowing exchange of best practice ineducation, teaching and evaluation.

MECA, the MicroElectronics Cloud Al-liance

Authors: Ruo Roch, Massimo; Klossek, Mar-tin; Demarchi, Danilo; Tzanova, Slavka

Organisations: Politecnico di Torino, Italy;eWorks GmbH, Germany; Technical Universityof Sofia, Bulgary

The MicroElectronics Cloud Alliance (MECA)is a European funded project where 18 highereducation institutions, and small and mediumenterprises, sited in nine different Europeancountries, have the aim of developing a Cloud-based European infrastructure for improvingthe education in microelectronics. In MECAopen educational resources, educational andprofessional softwares, remote access to virtuallaboratories are shared, all based on modulesand learning facilities remotely available.

MECA wants to be the one-stop platform of ref-erence for the microelectronics education andthe useful tool for sharing resources amonginstitutes working in microelectronics designtraining. In fact, thanks to the Cloud systembuilt inside MECA Consortium, the resourcesof all the partners are shared, both hardwareand software, excluding licensing of course, forclear legal reasons.

The targets of MECA are several. The goal isnot to conceive the system for students only,but to take the opportunity of developing acommon platform in which training institutescan take material, ideas and, the most impor-tant aspect, to share the knowledge.

Project target categories and their related ac-tions, derived from the results of a Need Analy-sis done with industrial partners and academia,can be listed as: (i) Students in microelec-tronics, with the goal of providing them high–

quality educational materials and up–to–datecourses; (ii) Lecturers, that will take benefitof modern course delivery approaches and ofthe teaching materials shared inside the MECACloud; (iii) University System, exploiting theEuropean vision in higher education given byMECA; (iv) Future Employers of the Students,who will find young specialists more empow-ered by the new learnt skills, ready for the newjobs in microelectronics design.

Big players like Amazon Web Services (AWS),Microsoft Azure or Google are engaged in theCloud market. And on the other side thereare private Clouds inside of institutes. Alsoa mixed flavour exists where private Cloudsare extended with computing power, additionalfeatures like high performance computing andmachine learning, or just storage from the pub-lic Cloud. This mix can be used for examplewhen there are peak usage requirements dur-ing a short period of time – e. g. a summercamp at a university for which it would not beworth to buy several new computers. Theselayers of virtualization and packaging of com-puter resources leads automatically to thinkingnot so much in single computers anymore, butthinking in applications for the end user.

The solutions that can be implemented, listedin an ascending path, are: Infrastructure asa Service (IaaS), where it is implemented afull access to virtual computers; Platform asa Service (PaaS), where the software develop-ment layer is fully administrated by the Cloudprovider, e. g. a PHP/MySQL web server;Software as a Service (SaaS), where the com-plete application is fully administrated by theCloud provider like a WordPress website or aMoodle e-learning installation.

In MECA, all the different levels will be ex-ploited, depending on the application needs.The basic pillar of the infrastructure is theOpen Source Solution of Apache Foundationnamed CloudStack. For MECA purposesCloudStack is the open source Cloud manage-ment software that fits the needs and supportsall important hypervisors (KVM, VMware,

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Hyper–V, XenServer). CloudStack controlsthe virtual machines with agents or APIs andso can be connected to vendor specific hypervi-sors, or even extended to satisfy new needs. Itworks with any client as desktops, notebooks,tablets and its configuration is very transpar-ent because it is stored in a MySQL database,easily accessible for obtaining the needed in-formation, and the management interface is aJava Web Application.

In a first step each university will install itsown technical infrastructure, without imemdi-ately converting the whole existing universityequipment to be under control of CloudStack.A step–by–step strategy will be applied, start-ing from the services that the institute consid-ers more critical using a classical infrastructure,for moving to the rest of the training servicesin further steps.

Multi-Stakeholder Ecosystems inRapidly Changing Educational Environ-ments

Authors: Barokas, Jack; Barth, Ingrid

Organisations: Tel Aviv University, Israel

This short paper will describe two cases ofeducational ecosystems created to help educa-tional institutions best adapt their teachingand learning materials to rapidly changing highschool/academia/industry environments. TheEduNano National TEMPUS project and theHorizons 2020 Up2University (UP2U) projectboth represent cases in which collaboration be-tween industry, universities and high schoolsfacilitates rapid response to constantly chang-ing conditions. First, we describe how, in bothcases, working together for mutual benefit canenable all stakeholders to adapt more effec-tively to the challenges of change. We showhow similar mutual dependencies and sharedinterests emerge from different configurationsof high-school – university – industry in bothprojects. Next, we discuss some essential condi-tions that need to be in place in order for stake-holders to overcome their traditional tenden-

cies to work as isolated entities, instead of asmutually dependent parts of the same ecosys-tem. Finally, we conclude with some essentialprerequisites and ‘lessons learned’ from bothprojects to help other educational ecosystemsfind their way forward and formulate their ownrapid-response roadmaps for optimal adaptionto changing conditions

(SS10) Multi-Learning: Experi-ences from the eMadrid ExcellenceNetwork

Chairs: Delgado Kloos, Carlos


Date and time: 2018-04-19 15:00

Learning has had many modifiers due to tech-nology, such as e-learning, m-learning, etc.Also, it has tended to be inclusive in themultiple ways. Multimedia, multimodal, mul-tichannel, multi-scale, multi-language, multi-institution, and for multiple intelligences areways in which educational technology is ap-plied. In this session of the eMadrid network,we will present how education is embracingtechnology in multiple ways.

eMadrid <www.emadridnet.org> is the Excel-lence Network about educational technologyfunded by the Regional Government of Madrid.Its members are the Universidad Carlos IIIde Madrid (UC3M), who acts as a coordina-tor, Universidad Autónoma de Madrid (UAM),Universidad Complutense de Madrid (UCM),Universidad Politécnica de Madrid (UPM),Universidad Rey Juan Carlos (URJC) and Uni-versidad Nacional de Educación a Distancia(UNED). The aim of the network is to provideleadership and perform advanced research inthe area of educational technology, includingtechnology transfer to companies.The eMadridNetwork has organized special sessions in all-previous EDUCON events. In thisyear’s spe-cial session, an overv iew is given about the

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research carried out by eMadrid partners thatreflects the multiple ways education is embrac-ing technology.

Game Learning Analytics is not infor-magic!

Authors: Perez-Colado, Ivan; Alonso-Fernandez, Cristina; Freire, Manuel; Martinez-Ortiz, Ivan; Fernandez-Manjon, Baltasar

Organisations: Faculty of Informatics, Com-plutense University of Madrid, Spain

Game learning analytics has a great potentialto provide insight and improve the use of gamesin different educational situations. However, itis necessary to clearly establish what the re-quirements are and to set realistic expectations.Application of game learning analytics requirespedagogically informed policies that establishlearning goals and relates them to analysis andvisualization; and a supporting infrastructurethat provides the mechanism on top of whichit is executed. Both concerns can be separated:on the one hand, there is a Learning Analyt-ics Model (LAM) which describes how analyt-ics is to be carried out, interpreted as learn-ing, and presented to stakeholders; and on theother hand, an underlying analytics system canconcentrate on performance, security, flexibil-ity and generality. An important advantageof this separation is that it allows LAM au-thors to concentrate on their area of expertise,limiting their exposition to the actual mecha-nism used underneath. However, LAMs builtfor a single game fail to account for the fre-quent case where games and their analyticsare aggregated into larger, overarching plots,games or courses. This work describes an ex-tension to an existing game learning analyticssystem, used in the RAGE and BEACONINGH2020 projects, which manages multilevel an-alytics through improvements to both policyand mechanism; and introduces meta-LearningAnalytic Models, which characterize learningin hierarchical structures.

The Hybridization Factor of Technologyin Education

Authors: Delgado Kloos, Carlos; Muñoz-Merino, Pedro J.; Alario-Hoyos, Carlos;Estévez-Ayres, Iria; Ibáñez, María Blanca;Crespo-García, Raquel M.

Organisations: Universidad Carlos III deMadrid, Spain

Education has undergone numerous changesover the last few years. The number and va-riety of technologies that can be used nowto access education and enrich teaching andlearning scenarios, as well as the number andvariety of people that are connected some-how to education entail that we have increas-ingly complex educational settings. This pa-per reflects on different aspects of current ed-ucation and how these relate to multiple fac-tors, which lead to the definition of multi-education. To this end, several terms relatedto multi-education, such as multi-media, multi-channel, multi-scale, multi-modal, and multi-intelligence will be analyzed, presenting relatedworks, and trying to find out where we areheading.

LOD-CS2013: Multilearning through aSemantic Representation of ComputerScience Curricula

Authors: Piedra, Nelson; Tovar, Edmundo

Organisations: Universidad Técnica Particu-lar de Loja; Universidad Politécnica de Madrid,Spain

In this proposal, the authors present an on-tological approach of the essentials necessaryfor Computer Science Curricula (CS2013), se-mantic data integration across complementarysub-domains. The ontological definitions (con-cepts, data properties data and data objects)can be useful to impose and preserve a logicalstructure for new types of curricula data, whichmay appear due to autonomous Higher Educa-tion Institutions (HEI), protocols and analyses.

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This semantic representation can be used inmultiple modes of learning and to interoperatedifferent curricula of departments of computerscience or enable the convergence and interop-erability of other disciplines.

An Exploratory Analysis on MOOCs Re-tention and Certification in Two Coursesof Different Knowledge Areas

Authors: Cobos, Ruth; Jurado, Francisco

Organisations: Universidad Autonoma deMadrid, Spain

The massive quantity of learners generatinginformation related to Massive Open OnlineCourses (MOOCs) make researchers analyzelarge datasets about the learners’ profile, in-teraction, satisfaction, etc. and these datasetscan come from multiple data sources relatedto the same or different courses. This paperdetails the conducted exploratory analysis per-formed with data from two different MOOCs ofdifferent knowledge areas to check the factorsthat influence the learners’ retention and certi-fication. The preliminary results we obtainedallow us to provide some conclusions with theaim to keep researching in order to generalizeour achievements.

Using Text Mining and Linked OpenData to assist the Mashup of EducationalResources

Authors: Vallejo-Figueroa, Santa; Rodriguez-Artacho, Miguel; Castro-Gil, Manuel; SanCristobal, Elio

Organisations: Universidad de Veracruz,Mexico; Universidad Nacional de Educacion aDistancia UNED, Spain

In the process of searching for open educationalresources, the use of ontologies is a key aspectin the reusability of resources for instructionalpurposes. In this paper, we address the issue of

automatic tagging and classifying open educa-tional resources by means of text mining tech-niques. The purpose is to set up a semanticframework in order to be used in the process ofauthoring educational material. Thus, author-ing can be turned from a simple aggregationprocess into a dynamic and automatic selectionof appropriate resources based on instructionalneeds and learning design.

On Computational Thinking as a Univer-sal Skill

Authors: Moreno León, Jesús; Robles, Gre-gorio; Román González, Marcos

Organisations: Instituto Nacional de Tec-nologías Educativas y Formación del Profe-sorado, Spain; Universidad Rey Juan Carlos,Spain; Universidad Nacional de Educación aDistancia, Spain

In recent years we are witnessing movementsaround the world to bring computer program-ming to schools. Lots of these initiatives, how-ever, have been conceived to address the short-age of professionals in the technology sector, anapproach that is encouraged by the softwareindustry. On the contrary, this article arguesthat the focus should swift towards computa-tional thinking, an ability that goes far beyondcomputer science or technology, fostering fun-damental skills for the citizens of the twenty-first century. In this paper we summarizethe findings of recent investigations that studycomputational thinking from different perspec-tives, explaining what this new skill is madeof, presenting outcomes of school interventionsshowing relationships between the developmentof this ability and improvements in differentsubjects and soft skills, presenting technologiesto foster its development, and reviewing toolsthat support educators in the assessment ofthis skill.

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(SS11) Applications of Game-Based Learning

Chairs: Utesch, Matthias


Date and time: 2018-04-19 15:00

Young adults in our postmodern society aresubject to the effects of media and influencesof the internet. Young adults view the accessto the internet as a substantial part of theirsociety, and in return they feel “left out” if notinvolved in the social room “internet”. Studiesshow that a big part of education and learn-ing happens outside of the classroom. Aboveall, young adults primarily use the Internetfor access to knowledge; the online media thushave an educational and political function forthe young generation. No wonder that stu-dents would rather turn to video games than tolearning, as video games create such higher lev-els of motivation, engagement and satisfaction!Therefore, our educational system is in need toprovide more engaging, stimulating scenariosfor students in school.

Games offer an ‘ice-breaking’ introduction toa new topic and inspire interest in the learner.Games also help to establish a dialogue, breaksocial boundaries, and even encourage personaldevelopment and improve self-esteem. By thecreation of real-world objects or artefacts - likea computer program - the learners not only re-flect on their creative experience but also onthe active role they take. They organize theirown understanding of the topic and become in-trinsically motivated to participate further.

Today, electronic games are more than just pas-times – they are platforms through which weexperience virtual situations, try out strategies,and develop respectively simulate new ideas.Their wide range of engineering applications in-clude automotive, aerospace and systems engi-neering, medicine, banking, and management.

Thus, the special session Applications of Game-

Based Learning within the EDUCON 2018Conference, focuses on discussing theoreticalconcepts and successful applications that aimat game-based learning and industry orientedgame learning in the context of engineering ed-ucation or further studies in this field.

Simulation Games for the Digital Trans-formation of Business Processes: Devel-opment and Application of Two Proto-types from the Automotive and OnlineRetail Sector

Authors: Löffler, Alexander; Prifti, Loina;Levkovskyi, Borys; Utesch, Matthias; Krcmar,Helmut

Organisations: Technical University of Mu-nich, Germany; Staatliche Fachober- undBerufsoberschule Technik München, Germany

The goal of this paper is to discuss and evalu-ate the approach of applying simulation gamesas a tool for teaching and learning businessprocesses in the context of the digital trans-formation. For this purpose, we defined learn-ing objectives and based on them, developedtwo separate simulation games with a differ-ent scenario for the digital transformation ofbusiness processes. While one game is basedon automation in the automotive sector, theother one focuses on the digital transforma-tion in the online retail sector. Both gameswere applied in class and evaluated afterwards.Thereby, this paper offers concrete examplesof simulation games for teaching business pro-cesses in the context of the digital transforma-tion and discusses characteristics and scenar-ios that are important in this context. Fur-thermore, the paper serves as basis for futureresearch in the area of simulation games andtherefore provides a novel contribution to thistopic of education.

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Teaching Programming Skills in PrimarySchool Mathematics Classes: An Evalu-ation using Game Programming

Authors: Förster, Emmy-Charlotte; Förster,Klaus-Tycho; Löwe, Thomas

Organisations: Hastily Assembled Games,Germany; University of Vienna, Austria

The integration of programming into the schoolcurriculum has become increasingly important,especially in places and class levels where com-puter science is not yet available as a subject ofits own. In this paper we investigate the per-formance of a class of sixth grade students whowere trained in programming as part of theirregular mathematics curriculum following themethod of Foerster [ACM SIGITE’16], whichuses programming as a teaching tool for ge-ometry skills. As a final project the studentswere tasked to program a computer game inScratch, by which we gauge the student’s pro-gramming skills using the methodology pro-posed by Funke et al. [IEEE EDUCON’17],as well as the automatic quality assessmenttool Dr. Scratch. We compare our results withthe results reported by Funke et al. fromover 50 students, and with the automatic qual-ity assessment scores of a data set of 250KScratch programs published by Aivaloglou etal. [MSR’17]. Our pilot study shows that in-troductory programming skills taught as partof mathematics classes, aiming at the improve-ment of geometry skills, also satisfy the com-puter science requirements of an introductoryprogramming course.

Game-Based Learning Efficiency – StudyResults of Using the ComputerisedBoard Game “Architectural Jewels ofLublin”

Authors: Milosz, Marek; Montusiewicz, Jerzy


The game “Architectural Jewels of Lublin” is a

response to the low level of knowledge amongschool children about the architectural monu-ments of the city of Lublin, which they aremostly inhabitants of. The article presentsthe game and the results of a study of the ef-fectiveness of its use in the process of teach-ing students about the architectural monu-ments of the city of Lublin. The main ob-jective of the game “Architectural Jewels ofLublin” is interactive game-based learning ofhistory. It was developed as a board game,using modern computer technologies: RFIDsystems, 3D modeling and printing, and realtime programming. The hardware and soft-ware used in the game design can help in theprocess of multi-disciplinary engineer training.This game-based learning efficiency study ap-plied a methodology using the A/B testingtechnique in conjunction with survey research.The level of knowledge about monuments wasassessed on the basis of the survey conductedamong pupils using the developed indicator.The survey was filled by various, albeit statisti-cally similar, groups of learners before and afterthe game. The main result of the study is thefinding of an over 31% increase in the level ofknowledge among pupils as a result of playingthe game “Architectural Jewels of Lublin”.

Design of an educational game aimed atteaching SCRUM planning and prioriti-zation

Authors: Gomez, María Clara; Ospina Car-vajal, Juan José; Vesga Vesga, Luis Rodrigo

Organisations: Universidad de Medellín,Colombia; Universidad Nacional de Colombia

Scrum is currently one of the most popular ag-ile framework in software industry, it is basedon iterative and incremental development of aproject. Because of its use in the market, alot of methods have been developed for teach-ing Scrum, from detailed guides to educationalgames. When we talk about Scrum, a criticalpart is prioritization and planning of each it-eration, known as sprints. This is important

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because a great part of success or failure ofa project depend on this topic, but the mostpopular educational games only focus their at-tention in the effort estimation, without think-ing on the different events that could affect asprint. In this paper we present the educationalgame call ScrumTados, which emphasizing theimportance of prioritization, planning, and in-cludes possible setbacks that could happen ina software project based in Scrum is designed.Such game reinforces acquired knowledge andimproves planning and prioritization skills.

Games as Auxiliary Tool in Teaching ofStudents within Energy Sector

Authors: Jodłowski, Grzegorz Stefan; Sztek-ler, Karol; Mirowski, Tomasz

Organisations: AGH University of Scienceand Technology, Poland; Polish Academy ofSciences, Mineral and Energy Economy Re-search Institute, Cracow, Poland

The aim of the authors’ activities was to intro-duce new didactic tools and to make classesmore attractive for students. The articlepresents experiences related to the introduc-tion of games on two slightly different objects.A strategy game was used to teach issues re-lated to the energy market, first in its originalform and then modified for the needs of the lo-cal market. In the second case, it was decidedto use a labyrinth-like game to improve knowl-edge and skills in organic chemistry. Studentsappreciated such forms of learning, althoughtheir game rating is different for both games.The strategy game for the energy market washighly rated by students while the labyrinthwas slightly worse.

(SS01C) Gamification of Learning(Gamilearn’18)

Chairs: Mora Carreño, Alberto

Room: 140 people, theater style, 3 people pres-idency table, video projector and computer, lo-

cated in the basement at the right of the recep-tion

Date and time: 2018-04-19 16:30

The inclusion of game experiences in learningprocesses has been positively shown as a tech-nique to motivate learners. Thus, experiencesare introduced in courses by considering gamedesign principles in non-leisure environmentslike the course structure layout (gamification orgameful design). This topic has garnered greatinterest in both academia and industry, as re-flected by the amount of academic publicationsin the recent years, especially those showingcase studies, hands-on experiences, or businessgrowth of the enterprises specialized in gami-fication. This Special Session (Gamilearn’18)aims to cover all aspects of gamification in-cluding user studies, design frameworks, tech-niques and strategies, methodologies, tools andapplications, ecosystems, analysis and assess-ment, personalization approaches, systems in-tegrations, data management, architectures, in-novations to market, as well as any work inprogress. Our main goal is to bring togetherstakeholders for exchanging ideas and expe-riences and encouraging networking betweenacademia and industry.

The Use of Digital Games to TeachingComputer Graphics: an Open Opportu-nity

Authors: Gonzalez, Jose Saul; Moreno, JoanArnedo; Navarro, Jórdi Sánchez

Organisations: Universidad Autonoma deCd. Juarez, Mexico; Universitat Oberta deCatalunya, Barcelona, Spain

The use of digital games for learning in thehigher education is a current trend that ismainly motivated by their pedagogical at-tributes if they are designed with specific learn-ing objectives in mind. In the specific case ofcomputer graphics, the intrinsic interactive, vi-sual, and addictive nature of games seems tobe a valuable coincidence for learning a disci-

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pline which is also highly visual and interactive.In this work, it is presented an overview of theefforts of educators and practitioners to teachcomputer graphics at the undergraduate levelwith a special emphasis on the application ofdigital games as a learning strategy. Authorsaim to increase awareness about the detectednecessity of diversifying the current offering ofdigital games in this particular area, which inturn can lead to improvements on how com-puter graphics is taught in the classroom.

Gamified educational programme forchildhood obesity

Authors: Gómez del Río, Nazareth; GonzálezGonzález, Carina; Martín González, Raquel;Navarro Adelantado, Vicente; Toledo Delgado,Pedro; Barrios Fleitas, Yeray


Physical and active games can attract youngpeople and children to have regular physicalexercise and to promote healthy habits. ThePROVITAO project has developed a gamifiededucational program for healthy habits, basedon video games assets and motor games. Thedeveloped program consists of a plan of activi-ties specifically designed on healthy habits withmotor games, commercial video games (WII fitplus and apps) and own such as TANGO:H,that they can be developed at home and ingroup face-to-face sessions. PROVITAO wasapplied to a total of 45 children and girls withchildhood obesity and their caregivers duringthe school year, in two phases. The design ofthe research used It was a mixed type withtwo control groups (GC) and two experimen-tal groups (GE). The project has created andvalidated a frame of reference for emotional in-tervention, monitoring and evaluation, biomed-ical, interactive, social, psychological and edu-cational, based on games, applied to the treat-ment of childhood obesity and prevention ofcomplications associated, in addition, with dif-ferent technological products (exergames, seri-

ous games, webapps, sensory libraries, ware-able devices, etc.).

Integration of Gamification to Assist Lit-eracy in Children with Special Educa-tional Needs

Authors: Pinedo Rivera, Dafne Ifigenia;Muñoz Arteaga, Jaime; Broisin, Julien; PonceGallegos, Julio Cesar

Organisations: Autonomous Universityof Aguascalientes, Mexico; Université deToulouse, France

Nowadays, the use of mobile applications isgaining popularity among people, spreading todifferent areas. Specifically, the use of mobileapplications has boomed in the field of educa-tion, being increasingly common to find appli-cations in the app stores (PlayStore, AppStore,etc) educational applications that address spe-cific problems such as: reading problems , writ-ing, mathematics and many other topics. Sim-ilarly, special education has begun to incorpo-rate the use of mobile applications in the class-room, as parents increasingly allow their chil-dren to reinforce knowledge by making use ofthese applications in their homes. These ap-plications often contain various elements thathelp the student in their learning process, en-couraging and motivating.

In this context, we believe that teaching strate-gies based on game dynamics can contribute tothe development of competences, both specificand transversal, in special education students,at the same time as they can increase students’motivation for learning. These elements areknown as gamification techniques. There are anumber of gamification techniques that can beincorporated into the learning process of chil-dren depending on their needs. The presentwork exposes the gamification techniques incor-porated in a playful way in mobile applications,as well as a methodological proposal for the in-tegration of these techniques in special educa-tion environments, carrying out a case study.

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Space Chain: A math game for trainingGeometric and Arithmetic Progressions

Authors: Gomes, Ane Caroline Santos; Ro-drigues, Gustavo Soares Mascarenhas; Abo-boreira, Brendoon Ryos Rocha; Pessoa Filho,Joaquim

Organisations: Mackenzie Presbyterian Uni-versity, Brazil

Abstract - This paper presents an educationalmobile game: Space Chain. Developed for theiOS platform, the objective of the game is tohelp teenagers/students to learn in a relaxedand fun way about arithmetic and geometricprogression - as it reduces the need for guidedstudy and therefore facilitates students’ routineas they have to deal with several subjects at thesame time. During the game’s creation pro-cess and its completion, several studies wereconducted through the use of CBL frameworkas well as its validation as a teaching toolby an evaluation with mathematical specialists.The evaluation consisted in analyzing their ex-perience as users of the game and validatingthrough heuristics the quality of math teaching.Given the result it was possible to understandthe target audience, as well as having percep-tion about what can be increased and to provethe efficiency of the tool as a complementarystudy outside the classrooms.

A Mobile Game to Practice ArithmeticOperations Reasoning

Authors: Cruz, Bruno; Marchesini, Piera;Gatto, Guilherme; Concilio, Ilana

Organisations: Mackenzie Presbyterian Uni-versity, Brazil

Arithmetic operations are the basis for knowl-edge of fractions that support the learning ofalgebra and proficiency in algebra prepare stu-dents for higher education and some careersin STEM (Science, Technology, Engineeringand Mathematics). This paper presents the

proposal and development of a mobile educa-tional game for the iOS platform to stimulatethe logical reasoning of Arithmetic Operations,named Puts. In order to stimulate the reason-ing of basic operations such as addition, sub-traction, multiplication and division, the appli-cation consists of a multiplayer card game inwhich the user, at each round, must performbasic mathematical operations to defeat theiropponents. Throughout the process, there wasa collaboration with teachers of the graduationcourse in Mathematics of a Higher EducationInstitution and, in the end, to validate the us-ability and instructional design of the game,tests were carried out with five of these spe-cialists.

(SS07B) Evaluating EngineeringCompetencies

Chairs: Queiruga-Dios, Araceli


Date and time: 2018-04-19 16:30

The change in the educational paradigm overthe past few years demands a profound revi-sion of the teaching and learning methodology.This new methodology must be applied in thedifferent scenarios that the technological rev-olution allows, and should reach a consensusin the way the acquisition of competencies isevaluated at different educational levels.

As it is well known, the regulatory frameworkof the European Higher Education Area hashighlighted the need to develop new qualityteaching systems, different methodologies, anddifferent educational processes to be used byteams of professors, lecturers and trainers inthe universities involved in these changes.

This special session will focus on specific waysto evaluate and assess the acquisition of com-petencies by engineering students.

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Since current lecturers are much more familiarwith the content view, it is a major challengefor us to deal with competencies-oriented as-sessment goals. The collaboration in this ses-sion may provide ideas and material for sup-porting them in this respect. Furthermore, thedevelopment of a new approach is being de-manded by engineering and science trainers tomotivate students, and also for students to bemotivated with mathematics learning.

Selection and evaluation of mobile math-ematical learning applications

Authors: Venter, Marisa Isabel; Swart,Arthur James


The poor performance of learners in math inSouth Africa is seriously hampering the abilityof Higher Education Institutions to provide sci-ence, technology, engineering and math gradu-ates. It has been confirmed by various stud-ies that the use of math learning apps offers awide range of benefits to learners. A currentproblem with the use of math learning appsis that more than 50% of South African par-ents reported that they are experiencing trou-ble searching for and finding appropriate mathlearning apps for their children. The aim ofthis paper is twofold. Firstly, guidelines are tobe presented of how two online platforms canbe used by parents and educators to find ap-propriate math learning apps for learners. Sec-ondly, the paper reports on how learners eval-uated some math learning apps that were rec-ommended by these online platforms. A quan-titative research methodology, using a purpo-sive sampling technique, was employed wheredata was gathered in 2016 from sixty children,aged 8 to 12, from selected schools in one ofSouth Africa’s provinces. The results revealedthat Balefire Labs and Common Sense Mediaare the online platforms that provide the mostcomprehensive rating and evaluation systemfor math learning apps. Results further indi-

cate that math learning apps that were highlyrecommended by the two platforms received astatistically significant higher evaluation scorefrom learners. In addition, learners wanted tocontinue using 82% of the math learning appsthat were recommended by the two platforms.The contribution that this study is making to-wards higher education in engineering is thatit is providing teachers and educators with amethodology to use in selecting pedagogicallysound and appropriate math learning apps thatmay better prepare learners for higher educa-tion in science, technology, engineering andmath education.

Evaluating Engineering Competencies inCurricular Internships

Authors: Lopez-Martin, Antonio; Sanchis,Pablo; Perez-Artieda, Gurutze; Gubia, Eu-genio; Astrain, David; Barrenechea, Edurne;Lopez-Taberna, Jesus; Matias, Ignacio R.

Organisations: Public University of Navarre,Spain

A framework for validating key competencies tobe acquired during curricular company intern-ships in Engineering degrees is presented. Suchcompetencies are essential in the EHEA initia-tive but their evaluation is a challenge due tothe non-cognitive nature of many of them andthe diverse and informal learning environments.The proposed framework has been successfullyemployed since 2013 at the School of Indus-trial and Telecommunications Engineering ofthe Public University of Navarre.

Learning based on 3D photogrammetrymodels to evaluate the competences invisual testing of welds.

Authors: Rodríguez-Martín, Manuel;Rodríguez-Gonzalvez, Pablo

Organisations: TIDOP Research Group Uni-versity of Salamanca (Spain), Spain; CatholicUniversity of Avila (Spain); TIDOP Research

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Group University of Salamanca (Spain), Spain;University of Leon (Spain)

The present work describes a new learningmethodology based on the latest scientific re-search aimed at the three-dimensional macro-photogrammetric reconstruction of welds,which allows the generation of teaching ma-terials aimed at the acquisition and evalua-tion of competencies in the non-destructivetesting laboratory activities without the needfor a physical displacement to the physical in-stallation. This methodology, which can becataloged within those based on virtual labo-ratories, is applicable in e-learning courses orcan also be used as support material for face-to-face programs, mainly in the bachelor’s andmaster’s related to mechanical, naval and aero-nautical engineering. The distribution of thepackages is easy to load in learning manage-ment system in order to work with the modelswith open software, easily and without theneed for additional costs.

University Engineering Education inSaudi Arabia: Evaluation of the Grad-uates’ Competencies

Authors: Albadr, Hamad

Organisations: KSA, Saudi Arabia

A growing shift in focus on quality and out-put encourages universities to meet the labormarket needs by producing highly skilled andwell-trained graduates. This paper identifiesstudents’ competencies on University led engi-neering programs in Saudi Arabia. Workingtowards mastering mathematical skills and ex-ploring their relationship with innovation anddesign. In this study, 902 people took partfrom three universities; King Saud, King AbdulAziz, and King Fahd University of Petroleumand Minerals. Participants were split into fourcategories: faculty members of administrativeand technical bodies, final level students, andgraduates from the program. The study dealtwith five axes: 1. The program provides stu-dents with knowledge, theories and engineering

principles related to their profession, 2. Theprogram helps students to be aware of scientificand technical developments in their field of pro-fession, 3. Students use logical and logical rea-soning to solve the engineering problems theyface, 4. Students can use appropriate math-ematical and computer techniques in analysisand reasoning. 5. Students can design, imple-ment and evaluate engineering projects. Theresearch found the presence of semantics andstatistical differences between students’ com-petences in Saudi Arabian universities. Theyshowed a strong link between mathematicalskills and an increased ability to design andundertake engineering projects. The researchfound students were well equipped with theknowledge, theories and principles they neededin relation to their competences. And enabledthem to use these methods of reasoning andlogical thinking to solve engineering problems.They demonstrated the ability to innovate andpush boundaries in design and product imple-mentation. The research recommended thenecessity to provide students with the knowl-edge and theories of engineering principles toincrease their competences. Teaching them us-ing deductive reasoning and logical thinking tosolve engineering problems. Focusing on in-creasing their ability to use the appropriatemathematical and computational methods intheir analysis. Thus, it will allow Saudi Ara-bian universities to identify and develop tal-ented individuals in their field and stay at thecutting edge of the engineering design industry.

A Six-Sigma Approach to Improve theAcquisition of Engineering Competen-cies

Authors: Al-Bahi, Ali M.; Soliman, Abdelfat-tah Y.

Organisations: King Abdulaziz University,Saudi Arabia

An assessment and evaluation strategy of theacquisition of engineering competencies that isbased on the six sigma approach is presented.

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The main objective is to decrease the chance ofhaving a passing student who failed to attain aspecific competency identified by the programas a required outcome of the engineering cur-riculum. These competencies are identified bythe profession as important for the correct per-formance of the job of engineers and for thefulfillment of their role in the society. The pro-posed process is expected to help the studentsto improve their attainment of engineering com-petencies in successive courses while minimiz-ing the faculty workload associated with assess-ing and evaluating the attainment of these out-comes.

Learning Analytics and Evaluative Men-toring to increase the students’ perfor-mance in Computer Science

Authors: Ruiz-Ferrández, Miriam; Ortega,Gloria; Roca, Javier

Organisations: University of Almería, Spain

This work is devoted to presenting some strate-gies aimed at incrementing the students’ com-mitment with their formative process and, atthe same time, achieving a satisfactory evalua-tive procedure. The strategies described in thiswork have been applied in the subject “Com-puter Structure and Technology”, which cor-responds to the BSc in Computer Science syl-labus at the University of Almería. Broadlyspeaking, the subject delves into internal as-pects of computer operation, such as severaldevices found in the computer data path, mem-ory organization, and the control unit. Theseissues are frequently very unpopular among stu-dents because they are not familiar with thedeepest level of the operations and, therefore,they usually need to dedicate a huge amountof time and effort to understand them. Forthese reasons, a student’s level of competencyat the endo of the course is not usually veryhigh and many students even drop out of thesubject in its early stages. To overcome this sit-uation, we have introduced two novelties in thelearning methodology. On the one hand, we

have taken advantage of possibilities that theLearning Management System of our university(Blackboard) offers using Learning Analytics tofind out what activities are more relevant froman academic result point of view. On the otherhand, we have proposed evaluative mentoringto personally deal with the students’ necessities.Thus, the methodology combines the advan-tages of both, online and on-site activities. Asan obtained result, we have studied the validityof the methodological strategies, detecting theissues that have more impact on the assessmentresults. This fact is very helpful to focus ourattention on these issues in the following aca-demic years. Moreover, we have demonstrateda significative improvement in students’ compe-tency levels with respect to previous academicyears in the same subject and other subjects ofthe same course.

(SS08B) Innovative Pedagogies inTechnology Education – IPTE’18

Chairs: Ktoridou, Despo; Doukanari, Elli


Date and time: 2018-04-19 16:30

We live and work in a Technology-centric, eco-nomic and social changing world. Organiza-tions are becoming more demanding in request-ing additional skills beyond specialization fromtheir employees in order to come up with solu-tions to complex issues. As today’s future grad-uate technologists are already involved withthe demands of this changing Knowledge Age,they need to further develop their knowledge,skills and competencies in order to succeed intheir future careers. Unfortunately, these skillsare not included in many Higher TechnologyEducation learning outcomes. The question ishow can these skills be associated with the edu-cational standards and be effectively integratedin the teaching and learning process. This spe-cial session aims to address practices that will

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help educators and training professionals toequip students with new skills in order to meetthe needs of today’ s demanding workplace.

Patent documents in STEM and PhD ed-ucation

Authors: Reymond, David; Quoniam, Luc

Organisations: Université de Toulon, France

Patents are an unused informational source inresearch and education. We state that patentdocuments are an information source openinga wide variety of usage (monitoring, strategicpositioning, technical document for innovationand state of the art) for a wide variety ofusers (researchers, Small and medium Enter-prises (SME) and start-ups) a key resource ineducation but difficult to read.

The European Patent Database (EspaceNet)offers 100 millions of demands viewed as a tech-nological encyclopedia, for most of its contentfree of rights. As-it, Patent2Net, a free open-source patent analysis tool offer the potentialto extract patents from the worldwide databaseand to explore huge sets of patents documentsusing several data mining tools and visualiza-tion techniques (dynamic networks, textome-try application, classification). Scenarios ofanalysis are provided here to consider patentdocuments as a technical resource. We showsome instances for using these to several key in-formational objectives for technical education:to provide cartographies of a technology usingmindmaps, to decompose an invention, to mapthe network of actors, and many other featuresdirectly in concern with innovation, knowledge,and education.

Use of Remote Laboratories in theTeaching of Technological Degree

Authors: Baez Ramos, Heyson; Espejo Mo-jica, Oscar Gabriel

Organisations: Corporación Minuto de Dios,Colombia

This paper presents the proposal, design,methodology and implementation processes ofRemote Labs for the development of courses inProfessional, Technological and Technical de-grees in the fields of Electronics engineeringand its related topics. These Remote Labs aimto solve some of the current problems of thestudents regarding their mobility, accessibilityand learning processes. This research projectis based on preliminary works as referenced in[1] and its main goal is to improve the formermodels documented in those theses, so they canbe used functionally in an educational environ-ment that addresses subjects like instrumenta-tion, digital circuits theory and analog circuitstheory in the Technology in Electronics pro-gram held in the UNIMINUTO University inColombia. This paper includes a brief forewordwhere the main subjects and the related doc-uments reviewed are presented, then describesthe methodology applied in the development ofthe Remote Labs, along with the virtualizationprocesses and applications in the selected sub-jects, to finish with an exposition of the prelim-inary results, the upcoming tasks and the con-clusions of this phase of the research project.

Promoting Innovation and En-trepreneurship skills in Professionals inSoftware Engineering Training: An ap-proach to the Academy and Bodies ofKnowledge context.

Authors: Quezada-Sarmiento, Pablo Alejan-dro; Mengual Andres, Santiago; Enciso, Lil-iana; Mayorga Díaz, Monica Patricia; Her-nandez Perdomo, Wilmar; Vivanco Ochoa, Jo-hanna Vanessa; Torres- Carrion, Pablo Vi-cente

Organisations: Universidad Internacionaldel Ecuador; Universitat de ValEncia; Uni-versidad Tecnica Particular de Loja, Ecuador;Universidad Regional Autónoma de Los AndesUNIANDES,Facultad de Sistemas Mercantiles;Universidad de las Americas

Bodies of Knowledge (BOK) contain the most

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relevant knowledge for a discipline. BOK mustembody the consensus reached by the commu-nity for which a specific BOK will be applied.This consensus is a prerequisite for the adop-tion of the BOK by the community. In thiscontext, at the level of higher education, es-pecially in the field of software engineering,the academic world shows a significant enthu-siasm for the development of various compe-tencies related to entrepreneurship and inno-vation, focusing on both the promotion of op-portunities and the strengthening of existingconnections between university and software in-dustry. The reality is that one of the mainchallenges in software engineering is to findthe correct entrepreneurship competencies thatshould be promoted when training profession-als, once the latter have finished their studiesand started working in either the national orinternational software industry. In this sense,this paper is aimed at generating innovationand entrepreneurship skills in professionals insoftware engineering training. These compe-tences are based on BOK principles.

Empowering Social Innovators throughCollaborative and Experiential Learning

Authors: Pappas, Ilias; Mora, Simone; Jac-cheri, Letizia; Mikalef, Patrick

Organisations: Norwegian University of Sci-ence and Technology (NTNU), Norway

Educating social innovators in higher educa-tion is of great importance as many societalchallenges exist. This study combines expe-riential learning with collaborative learningto provide students with the needed compe-tences and experiences to solve societal chal-lenges. We employ this approach in an in-novative course, named Experts in Teamwork(EiT), which follows the experiential learningcycle. The participants of this study are un-dergraduate students interested to learn howthey can solve societal challenges. Specifically,26 students with various background and na-tionalities participated. A collaborative plat-

form was developed that supports teamworkand cooperation, as well as the social innova-tion process. The findings show that this ap-proach can influence positively learning out-comes and increase students’ engagement andmotivation with both social innovation and thelearning process. Also, students’ creativity wasincreased leading to the development of bettersolutions. The overall outcomes contribute totheoretical and practical development, to alloweducators to take appropriate measures to en-hance students’ learning experience and fostersocial innovation through contemporary learn-ing technologies.

Shared curriculum at KTH and UPCuniversities: Blended learning experi-ence at the Msc SELECT programme

Authors: Valderrama, César; Hagström, Pe-ter; Nordgreen, Thomas

Organisations: Universitat Politècnica deCatalunya·Barcelona Tech, Spain; Royal In-stitute of Technology (KTH)

The paper focuses on the experience andlessons learned of experimental implementingof blended learning methodology in the TheMaster programme “Environomical Pathwaysfor Sustainable Energy Systems” (SELECT)at the Royal Institute of Technology (KTHin Stockholm) and the Universitat Politèc-nica de Catalunya · BarcelonaTech (UPC inBarcelona), in common and remotely taughtcourses (shared curriculum) under a transna-tional framework. Shared curriculum has beendesigned and strongly connected to the in-tended learning outcomes (ILO’s) of the pro-gramme. The aim of blended learning ap-plication is to improve the efficiency of thelearning process by means of up-to-date highly-technological means of instruction and to havethe same curriculum with equally shared teach-ing load to ensure that students by the endof year 1 have the same competence and back-ground. It can be noted that, at least from theperspective of academic performance, the im-

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plementation of blended learning in the sharedSELECT curriculum does not have a signif-icant impact, although local students showslightly higher grade point average (GPA). Fi-nally, and from our general experience with stu-dents, it is possible to identify the interactionof communication as one of the key challengesand factors in blended education.

(SS09B) Education, Engineeringand Microelectronics

Chairs: Tzanova, Slavka


Date and time: 2018-04-19 16:30

Microelectronics is the most rapidly develop-ing industry sector in the last decades. Weneed a new partnership between education andwork to address the need of synergy betweenthe education and industry, to foster the devel-opment of competencies, technological and en-trepreneurial skills for the new jobs. This fieldranges over a variety of subjects, includes alarge number of disciplines dealing with multi-media presentation of the content, simulations,real problems solving and high-order thinking.

On the other hand, there are few individ-ual research teams, laboratories or companiesthat can reasonably claim to be able to re-spond to the technological challenges. Noone university can afford the necessary in-frastructure, clean rooms, technology and ex-perts in all fields of the multidisciplinary micro-/nanoelectronics. The solution is closer cooper-ation in the university sector and transparencyof qualifications and recognition methods.

This Special Session aims to discuss the bestpractices in microelectronics education, prepa-ration of students for industry, entrepreneur-ship, as well as collaborative teaching. The Ses-sion aims also to exchange good experiences ininteruniversity and international collaboration,

in sharing resources, laboratories, teachers andstudents, recognition of curricula.

Initiating Pilot Research About En-hanced Physics 1 for Electrical and Elec-tronic Engineering Students

Authors: Sabag, Nissim; Pundak, David;Trotskovsky, Elena

Organisations: ORT Braude College, Israel;ORT Braude College, Israel & Kinneret College,Israel

I. INTRODUCTION

Difficulties in studying the enhanced physicscourses with the EEE (Electrical and Elec-tronic Engineering) students are a worldwideproblem. The same situation is in a prestigiouscollege of engineering in the north of Israel overthe last 25 years. The EEE students are re-quired to study the enhanced physics 1 (me-chanics), enhanced physics 2 (electricity andmagnetism) and enhance physics 3 (modernphysics). The EEE students’ grades in physicscourses are dramatically lower than in othercourses even comparable to very complicatedcourses like Random Signals and Noise, or Elec-trical Fields. For example, the average gradeon the final exam of the last semester (secondsemester 2017) is 34 (out of 100). Our previ-ous research (conducted in 2014-2015) revealedthat students that succeeded the EnhancedPhysics 1 spent more than 40% of their studytime to reinforce theoretical issues and read thequestions of the exam at least twice. It also re-vealed that all students claim that their math-ematics knowledge is not strong. Nevertheless,the EEE students’ achievements in physics (es-pecially Enhanced Physics 1) are disappointing.Therefore, the authors of the current paper con-tinue to find efficient methods to improve thestudents’ achievements and reduce the numberof failing students. We believe the current re-search, in which physicians and EEE lecturersare working together to find efficient methodsto cope with a worldwide difficulty (improving

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the students’ achievements in physics) deserveto report at an international conference.

Enhancing the Teaching Effect of ESPfor Engineering Students with Interac-tive Tools Based on WeChat

Authors: Gu, Haiyun; Ren, Lei

Organisations: Department of ElectronicEngineering, Shanghai Maritime University,China

As a prerequisite for EMI (English as Mediumof Instruction) specialized courses, ESP (En-glish for Specific Purposes) is supposed to helpthe engineering students learn the academic vo-cabulary and terms, discuss the related topics,and improve their research skills. Besides, com-paring to the EMI specialized courses in whichthe teachers usually have pressure to cover alot of academic contents, ESP might be themost suitable course for Chinese engineeringstudents to improve the interacting and pre-senting skills in English. Nowadays, WeChat isthe most popular social app in China. WeChatpublic platform provides an efficient way toshare and spread information. In order to en-hance the teaching effect and the student en-gagement, two WeChat-based interactive tools,Rain classroom and Formtalk, were adopted inthe ESP classroom for 40 electronic engineer-ing students. The students’ feedbacks were alsocollected by the interactive tools before, duringand after the lectures. The purpose of this pa-per is to describe the methods and share theexperiences.

Teachers’ Perceptions of ProfessionalDevelopment in Integrated STEM Edu-cation in Primary Schools

Authors: Zheng, Shudan; Wong, Gary K. W.

Organisations: The University of HongKong, Hong Kong S.A.R. (China)

Abstract—The promotion of STEM (Science,Technology, Engineering, Mathematics) educa-

tion aims to provide students with chancesof solving real-world problems based on theirdisciplinary knowledge and skills. One teach-ing approach in STEM is through integration,which may enable students to understand theinterconnection among disciplines and formu-late a solution with consideration of multipledisciples. To implement STEM education inprimary schools, an attention has been paid toteachers’ professional development (PD), andone particular interest is to develop an effec-tive way to elevate the teachers’ knowledge inengineering to become capable in teaching inthe integrated approach. In order to guidepolicymakers to design an effective PD work-shop/course, our work aims to first gain an un-derstanding of teachers’ expectations towardthe PD and then develop a conceptual PDmodel for integrated STEM. This paper con-ducts a qualitative case study to deeper ana-lyze primary school teachers’ perception of PDand STEM education, as well as their poten-tial challenges. The data came from the indi-vidual interview with eight in-service primaryteachers (n = 8), the result shows that teachers’challenges in attending PD lie in the intrinsicchallenge of a lack of knowledge in 1). how toapply knowledge learned into practical teach-ing, 2). differentiation of needs and skills, and3). their values while extrinsic challenges arereflected in aspects of 4). a lack of support, 5).vague school decision and 6). a lack of guid-ance of direction. Regarding their expectationof STEM PD, suggestions could be made ona focus of content & pedagogical knowledge ofSTEM subjects, practical activities and contex-tualisation.

Educational Platform for Reliability As-sessment of Power Quality

Authors: Moreno-Garcia, Isabel; Gil-de-Castro, Aurora; Moreno-Munoz, Antonio;Pallares-Lopez, Victor; Medina-Gracia, Ri-cardo; Matabuena, David

Organisations: Universidad de Cordoba,Spain

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Power quality (PQ) has been increasing inter-est in recent years due to the high integrationof sources of distributed generation (DG) inthe electricity market. This interest has con-tributed to the fact that there is now a consider-able amount of research into early detection offaults and their in processes in operation. Thispaper presents the design and implementationof an educational platform based on embeddedelectronic systems to operate in real time inDG framework. We contend that the causalrelationship between building model solutionsand developing products from these solutionsprovides a sound basis for industrial strengthsoftware engineering. The test bench proposedenables both undergraduate and graduate elec-trical and electronics engineering students toanalyze the modelling techniques developed forevent analysis. The architecture has been spe-cially configured to assess the efficiency of al-gorithms when they are executed in real time.A case study, as well as the experimental re-sults, are presented, which show and addressthe performance of the educational platform.

(SS12) Internet of Things Educa-tion (IoT-Edu)

Chairs: Assante, Dario


Date and time: 2018-04-19 16:30

Internet of Things (IoT) is widely consideredas the next step towards of the digital society,where objects and people are interconnectedand interact through communication networks.IoT not only has a huge social impact, butcan also support the employability and boostthe competitiveness of companies. It is widelyconsidered as one of the most important keydrivers for the implementation of the so-calledIndustry 4.0 and for the digital transformationof the companies. Relevant impact of this tech-nology is expected in a wide range of sectors.

The rapid diffusion of IoT technologies hascreated an important educational challenge,namely the need to train a large number of pro-fessionals able to design and manage IoT baseddevices, networks and systems for a large num-ber of different sectors.

The special session “Internet of Things Edu-cation” within the EDUCON 2018 Conferencefocuses on all the educational activities relatedto IoT, including academic and VET programs,work-based education, virtual and remote labsfor didactic porpoises, national and interna-tional educational policies and instruments, in-ternational projects.

A novel platform for the experimentaltraining on Internet of Energy

Authors: Capasso, Clemente; Veneri, Ot-torino; Assante, Dario

Organisations: Consiglio Nazionale delleRicerche - Istituto Motori, Italy; Uni-versità Telematica Internazionale UNINET-TUNO, Italy

This paper deals with the use of laboratory testbenches as a novel platform for educational pur-poses. In this regard, some laboratory facilitiesof National Research Council of Italy – Isti-tuto Motori (in Naples) are analyzed as casestudy of an experimental learning platform forengineers and operators in the field of Inter-net of Energy (IoE). In particular, these facili-ties are devoted to study the main componentsof a smart grid, with particular attention onelectric power-trains, energy storage systems,renewable energy sources and fast charging ar-chitectures for electric vehicles. The laboratorytools can be locally and remotely controlled byeach learner, involved in training courses basedon this platform, through acquisition and con-trol devices, which can be managed by meansof programmable software interfaces. In thisway, the proposed learning platform representsa novel educational instrument to train newprofessional profiles, with particular skills on

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ICT technologies, software programming andhardware management for IoE applications.

Internet of Things education: labor mar-ket training needs and national policies

Authors: Assante, Dario; Romano, El-pidio; Flamini, Marta; Martin, Sergio; Cas-tro, Manuel; Lavirotte, Stephane; Rey, Gaetan;Leisenberg, Manfred; Migliori, Marco Oreste;Bagdoniene, Irma; Tavio Gallo, Ricardo; Pas-coal, Alcino; Spatafora, Mario

Organisations: Università Telematica In-ternazionale UNINETTUNO, Italy; UNED -Spanish University for Distance Education,Italy; Université Nice-Sophia Antipolis, France;Fachhochschule des Mittelstands, Germany;Cedel Cooperativa Sociale ELIS, Italy; Kau-nas Science and Technology Park, Lithua-nia; EVM Ecosistemas Virtuales y Modulares,Spain; Madan Parque, Portugal; AssociazioneEffebi, Italy

Small and medium sized enterprises (SMEs)are a pillar of European economy. Nowadaysthe acquisition of new e-competences is essen-tial to follow the digital transformation for thesociety and the market, and to keep an ad-equate level of competitiveness. Internet ofThings (IoT) are producing a relevant impactin several economic sectors (industry, trans-portations, energy, agriculture, home automa-tion, etc.). This technology has a high poten-tial in terms of new business opportunities andnew job positions. Several national and Euro-pean policies have been set-up to train the EUcompanies to the adoption and diffusion of theIoT technologies. This is also the main aim ofthe European project IoT4SMEs. In this paper,we describe the early activity of the project, fo-cused on an assessment of the labour markettraining needs related to the IoT technologies.

Teaching cloud computing using Web ofThings devices

Authors: Pastor Vargas, Rafael; RomeroHortelano, Miguel; Tobarra Abad, Llanos;Cano Carrillo, Jesus; Hernandez Berlinches,Roberto

Organisations: Department of Communi-cation and Control System, UNED, Madrid,Spain; San Pablo CEU University, Madrid,Spain

This work deals with the teaching of the inno-vative technology, named cloud computing, us-ing the Web of Things (WoT) platform modelbased on web services. These services are de-signed and programmed by the students to han-dle embedded hardware devices (things) on In-ternet. The course is carried out within a mak-erspace where our students can take advantageof valuable on-line tools which are available ina collaborative learning environment. The in-troduction of these innovative technological el-ements improves the students’ interest and en-gagement leading to achieve better learning re-sults

IoE-a solution for improving the effi-ciency of reversible energy

Authors: Doost Mohammadian, Hamid

Organisations: University of Applied Sci-ences (FHM), Germany

Increasing consumption of energy and numer-ous extraction obstacles which most of coun-tries worldwide currently are facing, caused re-searchers and consumers in different era includ-ing commercial, industrial and household do-main to seek for new and optimum solutionsto increase productivity and decrease destruc-tive effects of consumption. These obstacles in-clude: completion of fossil fuels and tendencyto renewable energy, environmental changes,tendency to network information systems, ris-ing of the energy costs and technologies devel-opment. The ultimate goal of the most efforts

148

and researches is to decrease energy consump-tion and increase consumers’ welfare in all ar-eas. Internet of energy (IoE) technology as oneof the latest method in the world has created in-telligent environment by equipping different en-vironment with advanced sensors. These tech-nologies provide intelligent connection betweenusers, providers and suppliers with energy con-sumption environment and monitoring systemswhich consequently leads to efficiency in energyconsumption. Beside, users’ behaviors andtheir consumption behavior patterns can bepredicted and then be modified using enablersof this technology which is based on sensors.The results of this paper demonstrate that IoEtechnology is capable to recognize temperature,light, sound, heat and proper humidity in envi-ronment, manage energy in smart environment,decrease CO2 gas, and prevent from environ-mental damages.

Industry-University Collaboration onIoT Cyber Security Education: Aca-demic Course: “Resilience of Internet ofThings and Cyber-Physical Systems”

Authors: Rajamäki, Jyri

Organisations: Laurea University of Appliedsciences, Finland

Internet of Things (IoT) and Cyber-PhysicalSystems (CPS) are an expansive heterogeneousfield, where technologies are replaced fasterthan the engineering staff. As a consequence,traditions for education and graduation of en-gineers of IoT and CPS are not yet estab-lished. Cybersecurity is essential for new in-novations, economic growth and public safety.On the other hand, Center for Cyber Safetyand Education estimates that by 2022 thereis a deficit of 350 000 cybersecurity specialistsin the private sector in Europe. This paperhas two contributions: First, it presents anexample how an industry-university collabora-tion on IoT cyber security education could beorganized. Then, the data be produced dur-ing the collaboration course is analyzed and

compared to literature for answering to themain research question: How can future edu-cational competences with regard to resilientcyber-physical systems be understood? Due tothe multifaceted nature of the cybersecurity,previous development of degree programmestend to synthesize either technical or societalsubjects. Real multi-disciplinary synthesis hasremained complicated. Our main conclusionis that future competences with regard to CPSare multidisciplinary including many industrialsectors and academic disciplines as well as mul-tiple theories. On the other hand, traditionalsecurity thinking is not possible within newheavily interconnected systems of systems, andwe should move towards resilience thinking.

OERs for improving European SMEscompetitiveness: from video-lectures toremote labs

Authors: Martin, Sergio; Assante, Dario;Castro, Manuel

Organisations: UNED - Spanish Universityfor Distance Education, Spain; InternationalTelematic University Uninettuno, UTIU

This article describes the different Open Educa-tional Resources included in several VocationalEducation and Training qualifications designedby the authors. The aim of these coursesis to foster European SMEs competitivenessthrough new technologies such as Cloud Com-puting, Internet of Things and Internet of En-ergy. The main resources included in the di-dactic courses designed are video lectures, in-terviews, showcases, webinars and demonstra-tors.

(SS13) Technical Didactics Soft-ware Engineering (TDSE)

Chairs: Mottok, Juergen


149

Date and time: 2018-04-19 16:30

This Special Session (TDSE) within the IEEEEDUCON 2018 Conference aims for the sev-enth time to foster the discussion on “Experi-ences in Learning and Teaching Software Engi-neering” by providing a forum for experimentsand experiences and the lessons learned in linewith the mission of the Workgroup TechnicalDidactics Software Engineering.

The mission of the workgroup Technical Didac-tics Software Engineering is:

• Goal oriented Learning and Teaching Soft-ware Engineering

• Evaluating new teaching concepts for Soft-ware Engineering

• Transfer of our findings and insights in a bet-ter teaching and learning of Software Engineer-ing

Algorithmically Supported Team Com-position for Software EngineeringProject Courses

Authors: Dzvonyar, Dora; Henze, Dominic;Alperowitz, Lukas; Bruegge, Bernd

Organisations: Technical University of Mu-nich, Germany

Composing project teams of students for soft-ware engineering courses is a challenging prob-lem for instructors: they need to take into ac-count objectives and constraints such as projectmotivation, balance of experience in the teams,team size and cultural criteria. In this paper,we present TEASE, a system that algorithmi-cally supports instructors in creating projectteams. TEASE proposes possible assignmentsand enables the instructor to manually adaptthem based on their experience. The sys-tem also visualizes the effects of these changeson the previously defined objectives and con-straints.

Our evaluation in a multi-project capstonecourse shows that TEASE helps instructors cre-

ate teams with better mean project prioritywhile enabling them to satisfy constraints thatwere broken during manual assignment. More-over, TEASE reduced the time needed for teamcomposition by over 60%, making especiallythe beginning of large project courses moremanageable for instructors.

Yes We CAN: A Low-Cost Approach ToSimulate Real-World Automotive Plat-forms In Systems Engineering Educationfor Non-Computer Science Majors

Authors: Meyer, Dany; Bergande, Bianca;Seyser, Dominik

Organisations: University of Applied Sci-ences Neu-Ulm, Germany

In system engineering education, physical com-puting and problem-based learning are usedsuccessfully for some time. These conceptsare especially suitable for programming novicesand computer science non-major students.However, their broad adoption in universitiesrequires access to affordable low-cost hardware.But for courses specific to the automotive do-main, usually specific and expensive hardwareand toolchains are required. Therefore, in thispaper an approach is presented simulating real-world embedded systems by low-cost single-board computer hardware and allowing the stu-dents to focus on the essential elements of thesystem design. A customized teaching scenarioincluding a laboratory vehicle based on low-cost hardware enables practical lessons in thearea of “Connected Car Applications” (Car2x).The evaluation results demonstrate the prac-tical feasibility and its strong acceptance andpositive influence on the learning success.

Improving the Experience of TeachingScrum

Authors: Perez-Castillo, Ricardo; Caballero,Ismael; Rodríguez, Moisés

150

Organisations: Institute of Technology andInformation Systems, University of Castilla-LaMancha; Institute of Technology and Informa-tion Systems, University of Castilla-La Man-cha; AQCLab Software and Data Quality Lab-oratory

Scrum dramatically shortens the feedback loopbetween customer and developers as well asbetween requirement list and functional imple-mentations. Scrum poses to turn small teamsinto self-managers of their own work. De-spite the increasing importance of Scrum inthe software development Industry, Academiais not providing a suitable response to meetthe demand of professionals. This is be-cause, in many cases, reference curricula donot consider Scrum with a great relevance inknowledge areas nor in time scheduled for it.Even so, Academia should be able to educateand provide software engineers with enoughScrum knowledge and skills. To collaborateto this aim, we present our efforts for improv-ing the teaching/learning experience when deal-ing with time limitations: we have verifiedthat when using a comparison strategy (regard-ing traditional software development method-ologies like Unified Process, (UP)), studentsimprove their learning process. To validateour results, students were assessed through atwofold assessment: (i) based on Scrum certi-fication exams plus, and with (ii) a question-naire based on the previously mentioned com-parison (Scrum vs UP). The main conclusionraised from this investigation is that students’learning experience is really more satisfactorywhen Scrum concepts are introduced after acomparison with UP ones.

Teaching Agile Principles and SoftwareEngineering Concepts through Real-LifeProjects

Authors: Heberle, Andreas; Neumann,Rainer; Stengel, Ingo; Regier, Stefanie

Organisations: University of Applied Sci-ences Karlsruhe, Germany

Today employees in IT related areas are ex-pected to know the newest technologies andto be able to apply it independently in theirprojects. This requires a deeper understand-ing and additional competences that are nottaught in lectures or addressed by ProjectBased Learning (PBL) approaches. In this pa-per, an approach to teach software engineeringconcepts using the Scrum framework in real lifeprojects is presented. It extends the PBL con-cept with respect to competences. Feedbackfrom students, customers as well as our own ex-perience confirm the benefits of the presentedapproach.

Karel relearns C – Teaching good soft-ware engineering practices in CS1 withKarel the Robot

Authors: Heckner, Markus; Scherzinger, Ste-fanie; Bazo, Alexander; Wolff, Christian

Organisations: Technical University of Ap-plied Sciences Regensburg, Germany; Univer-sity of Regensburg, Germany

This paper describes our implementation,teaching philosophy, and experiences with ourown C-version of the widely known Karel theRobot graphical introductory programmingmicro-language. Karel enables students to pro-grammatically solve problems, using the C lan-guage, in a two-dimensional world by movingthe robot around while checking and manipu-lating its surroundings. We use Karel to solvethe dilemma of either demanding too much ornot enough from students during the first weeksof an introductory CS course, since interestingproblems can be solved with limited input fromlectures. Karel enables problem solving fromday one of CS1, and encourages good softwareengineering practices such as top-down designfrom the beginning. We outline typical prob-lems in the first weeks of CS1.

We present a short overview of existing Karelimplementationsin various programming lan-guages and our rationale for reimplementingKarel. We demonstrate how Karel is being

151

used from a student perspective, along with atypical programming task. We outline how weuse Karel in the classroom and discuss prelim-

inary results of a survey and interviews withstudents from a first course in which Karel wasused.

152

Authors

• Aasmundtveit, Knut E.University College of Southeast Norway, Nor-way

• Abad Espinoza, Marco PatricioUniversidad Técnica Particular de Loja,Ecuador

• Abdullah, Abdul HalimUniversiti Teknologi Malaysia, Malaysia

• Abeyweera, Ruchira RohanajithThe Open University of Sri Lanka (OUSL),Sri Lanka

• Abke, JörgUniversity of Applied Sciences Aschaffenburg,Germany

• Aboboreira, Brendoon Ryos RochaMackenzie Presbyterian University, Brazil

• Absi, RafikEBI, France

• AbuShanab, ShathaBonn-Rhein-Sieg University of Applied Sci-ence, Germany; Siegen University, Germany

• Aceto, StefaniaUniversidad Internacional de la Rioja, Spain

• Aciar, SilvanaUniversidad Nacional de San Juan, Ar-gentina

• Acurio Maldonado, SantiagoPontificia Universidad Católica del EcuadorSede Ambato, Escuela de Ingenieria de Sis-temas

• Adorjan, AlejandroUniversidad ORT Uruguay, Uruguay

• Afonso, Herlander Costa Alegre daGamaCEFET/RJ, Brazil

• Afrose, SharminBangladesh University of Engineering andTechnology, Dhaka, Bangladesh.

• Aguayo, StteffanoPolytechic School of Chimborazo, Ecuador

• Ahuett, HoracioTecnologico de Monterrey, Mexico

• Ahuett-Garza, HoracioTecnologico de Monterrey México

• Ajanovski, Vangel V.Ss. Cyril and Methodius University inSkopje, Macedonia, Macedonia, Former Yu-goslav Republic of

• Ajhoun, RachidaNational high school of Computer scienceand System Analysis (ENSIAS), Morocco

• Akharraz, LailaIRF-SIC Laboratory IBN ZOHR UniversityB.P.28 / S - Agadir - Morocco

• Al Jassmi, HamadUAE University, United Arab Emirates

• Al-Bahi, Ali M.King Abdulaziz University, Saudi Arabia

• Al-Hammadi, YousofKhalifa University, United Arab Emirates

• Alario-Hoyos, CarlosUNIVERSIDAD CARLOS III DE MADRID,Spain

• Alayón, SilviaUniversity of La Laguna, Spain

• Albadr, HamadKSA, Saudi Arabia

153

• Alban, MayraTechnical University of Cotopaxi; State Uni-versity of San Marcos

• Alblawi, AdelShaqra University, Saudi Arabia

• Aldea, ConcepciónUniversidad de Zaragoza, Zaragoza, Spain

• Ali, MarlinaUniversiti Teknologi Malaysia, Malaysia

• Almendáriz, VanessaEscuela Politécnica Nacional, Ecuador

• Alnaqbi, AbdullaKhalifa University, United Arab Emirates

• Alonso Yáñez, GabrielaUniversity of Calgary, Canada

• Alonso-Fernandez, CristinaFaculty of Informatics, Complutense Univer-sity of Madrid, Spain

• Alperowitz, LukasTechnical University of Munich, Germany

• Alptekin, MesutUniversity of Paderborn, Germany

• Alrumaih, HalaAl Imam Mohammad Ibn Saud Islamic Uni-versity, Riyadh, Saudi Arabia

• Alsayyari, AbdulazizShaqra University, Saudi Arabia

• Alvarez, AinhoaUPV/EHU, Spain

• Alvarez Rodriguez, Francisco JavierUniversidad Autónoma de Aguascalientes,México

• Alves, GustavoIPP, Portugal

• Alyammahi, SohailahKhalifa University, United Arab Emirates

• Alzaghoul, Ahmad FawazUPM-POLYTECHNIC UNIVERSITY OFMADRID, Spain

• Andersson, ChristinaFrankfurt University of Applied Sciences,Germany

• Angel-Fernandez, Julian MauricioTechnische Universität Wien, Austria

• Arnedo-Moreno, JoanOpen University of Catalonia, Spain

• Assami, SaraNational high school of Computer scienceand System Analysis (ENSIAS), Morocco

• Assante, DarioInternational Telematic University Uninet-tuno, UTIU

• Astrain, DavidPublic University of Navarre, Spain

• Atanasova, PavlinaUniversity of Plovdiv Paisii Hilendarski, Bul-garia

• Auer, MichaelIAOE, Austria

• Auret, LidiaDepartment of Process Engineering, Stellen-bosch University, South Africa

• Avgerinos, Evgenios P.Mathematics, Mathematics Education andMultimedia Laboratory, University of theAegean, Rhodes,Greece

• Avila-Pesantez, DiegoSan Marcos National University, Peru; Poly-techic School of Chimborazo, Ecuador

• Azzouzi, ElMehdiISMEP-Supmeca, France

154

• Baez Ramos, HeysonCorporación Minuto de Dios, Colombia

• Bagdoniene, IrmaKaunas Science and Technology Park,Lithuania

• Baizan Alvarez, PabloUNED - Spanish Open University, Spain

• Baldanzi, ValeriaUniversity of Pisa, Italy

• Baldassarri, SandraUniversity of Zaragoza, Spain

• Baltanyan, SarkoCarinthia University of Applied Sciences,Austria

• Banakhr, Fahd AhmedYanbu Research Center, Royal CommissionYanbu Colleges and Institutes, Saudi Arabia

• Barada, HassanKhalifa University, United Arab Emirates

• Barokas, JackTel Aviv University, Israel

• Baroni, MarcoUniversity of Pisa, Italy

• Barrenechea, EdurnePublic University of Navarre, Spain

• Barrios Fleitas, YerayUniversidad de La Laguna, Spain

• Barth, IngridTel Aviv University, Israel

• Bauer, MatthiasHasso Plattner Institute, Germany

• Bazo, AlexanderUniversity of Regensburg, Germany

• Beltrán, AdanUniversidad Manuela Beltrán, Colombia

• Ben-Yehuda, MargalitORT Braude College of Engineering, Israel

• Benecke, Dalien ReneUniversity of Johannesburg, South Africa

• Beneder, RomanUAS Technikum Wien, Austria

• Benites, FernandoUniversity of Applied Sciences

• Benlloch-Dualde, José V.Universitat Politècnica de València, Spain

• Berg, YngvarUniversity College of Southeast Norway

• Bergande, BiancaUniversity of Applied Sciences Neu-Ulm,Germany

• Berkling, KayCooperative State University, Germany

• Bermudez, Alejandro JoseTECSUP, Peru

• Blazquez, ManuelUNED, Spain

• Blazquez-Merino, Manuel P.UNED - Spanish Open University, Spain

• Block, Brit-MarenLeuphana University of Lüneburg, Germany

• Boehmer, CorneliaHochschule Aschaffenburg, Germany

• Boesch, ChrisNational University of Singapore, Singapore

• Bogacka, MagdalenaSilesian University of Technology, Poland

155

• Bolodurina, IrinaOrenburg State University, Russian Federa-tion

• Borgeest, KaiUniversity of Applied Sciences Aschaffenburg,Germany

• Bosch, MariannaIQS School of Management - Univ. RamonLlull, Spain

• Braun, GeorgUniversity of Applied Science Munich, Ger-many

• Breitbarth, KatiFraunhofer Institut fo Digitale Media Tech-nology IDMT, Germany

• Brito, JulioUniversity of La Laguna, Spain

• Broisin, JulienUniversité de Toulouse, France

• Bruegge, BerndTechnical University of Munich, Germany

• Brück, RainerSiegen University, Germany

• Buckle, Jane VUniversity of Cambridge, United Kingdom

• Bullón Pérez, Juan JoséUniversity of Salamanca, Spain

• Burbaite, RenataKaunas University of Technology, Lithuania

• Burgos, DanielUniversidad Internacional de la Rioja, Spain

• Bustamante, RogelioTecnologico de Monterrey, Mexico

• Böttcher, AxelUniversity of Applied Science Munich, Ger-many

• Böttcher, Axel C.H.niversity of Applied Sciences Munich, Ger-many

• Caballero, IsmaelInstitute of Technology and Information Sys-tems, University of Castilla-La Mancha

• Cabeza-Azpiazu, LuisTecnologico de Monterrey México

• Cabral, PedroNOVA IMS - Universidade Nova de Lisboa,Lisbon, Portugal

• Caeiro, ManuelUniversidad de Vigo

• Caeiro Rodríguez, ManuelIEEE-ES Spanish Chapter, University ofVigo, Spain

• Caeiro Rodríguez, ManuelUniversidade de Vigo, Spain

• Calle, MariaUniversidad del Norte, Colombia

• Camacho Gonzalez, YolandaUniversidad Autónoma de Nayarit, México

• Candelo Becerra, John EdwinUniversidad Nacional de Colombia, Medellín

• Cano Carrillo, JesusSan Pablo CEU University, Madrid, Spain

• Cantrak, Djordje {Svetislav}University of Belgrade, Faculty of Mechani-cal Engineering, Belgrade, Serbia

• Capasso, ClementeConsiglio Nazionale delle Ricerche - IstitutoMotori, Italy

156

• Cardenas Caceres, PabloPontificia Universidad Catolica del Peru ,Peru

• Caridade, CristinaInstituto Superior de Engenharia de Coimbra(Portugal), Portugal

• Carrera Rivera, AbdonUniversidad de Guayaquil, Ecuador

• Carreño León, Mónica AdrianaUniversidad Autónoma de Baja CaliforniaSur, Mexico

• Carro, GermanUNED, Spain

• Carroll, JohnsonUniversity of Johannesburg, South Africa

• Cascarosa, EstherUniversidad de Zaragoza, Zaragoza, Spain

• Castellanos-Nieves, DagobertoUniversidad de La Laguna, Spain

• Castillo Tello, JuanUniversidad Internacional de La Rioja, Spain

• Castro Valle, Claudia MaríaUniversidad Tecnológica Centroamericana(UNITEC)

• Castro-Gil, ManuelUniversidad Nacional de Educacion a Distan-cia UNED, Spain

• Caviativa, Yaneth PatriciaUniversidad Manuela Beltrán, Colombia

• Caviativa Castro, Yaneth PatriciaUniversidad Manuela Beltrán, Colombia

• Cañas Rodríguez, AgustínGradiant

• Celma, SantiagoUniversidad de Zaragoza, Zaragoza, Spain

• Cerna, MiloslavaUniversity of Hradec Králové, Czech Republic

• Chapman, OliveUniversity of Calgary, Canada

• Chatzarakis, GeorgeASPETE

• Chavdarov, RistoSts Cyril and Methodius University , Facultyof Electrical Engineering and ITs, Skopje,Macedonia, Macedonia, Former YugoslavRepublic of

• Cherkowski, GinaUniversity of Calgary, Canada

• Cheung, KevinUniversity of Cambridge, United Kingdom

• Chicaiza, JannethUniversidad Técnica Particular de Loja,Ecuador

• Chicaiza Espinosa, JannethUniversidad Técnica Particular de Loja,Ecuador

• Chou, Jui JenNational Taiwan University, Taiwan; Na-tional Ilan University, Taiwan

• Christou, Charalambos StephanouUniversity of Nicosia, Cyprus, Cyprus

• Chung, Szu-MingDept. of Digital Content Design, Ling TungUniversity, Taichung, Taiwan

• Chytas, ChristosUniversity of Oldenburg, Germany

• Cieliebak, MarkUniversity of Applied Sciences

• Cipri, KatiusciaLa Sapienza, Roma, Italy

157

• Clarke, NorahUniversity of Johannesburg, South Africa

• Clavijo-Blanco, José AntonioCadiz University, Spain

• Cobos, RuthUniversidad Autonoma de Madrid, Spain

• Cocu, AdinaUniversity “Dunarea de Jos” of Galati, Ro-mania, Romania

• Concilio, IlanaMackenzie Presbyterian University, Brazil

• Crespo-García, Raquel M.Universidad Carlos III de Madrid, Spain

• Crusat, XavierInnoEnergy

• Cruz, BrunoMackenzie Presbyterian University, Brazil

• Cruz-Matus, LorenaTecnologico de Monterrey México

• Cuellar Cordova, FranciscoPontificia Universidad Catolica del Peru ,Peru

• Cueva Carrión, Samanta PatriciaUniversidad Técnica Particular de Loja,Ecuador

• Cunha de Oliveira, Jefferson WilliamFederal University of Maranhao - Brazil,Brazil

• Czop, MonikaSilesian University of Technology, Poland

• Cáceres, Mª JoséUniversity of Salamanca (Spain)

• Da Costa Neto, Manuel LeonelFederal University of Maranhao - Brazil,Brazil

• Dalipi, FisnikLinnaeus University, Sweden

• Damaj, IssamAmerican University of Kuwait, Kuwait

• Danese, GiovanniUniversity of Pavia, Italy

• Daneti, MarllenePolitehnica University of Timisoara, Roma-nia

• Daoudi, NajimaNational high school of Computer scienceand System Analysis (ENSIAS), Morocco

• De Castro, AdelaUniversidad del Norte, Barranquilla, Colom-bia

• Deguchi, DaisukeInformation Strategy Office, Nagoya Univer-sity, Japan

• Dele-Ajayi, OpeyemiNorthumbria University, United Kingdom

• Delgado Kloos, CarlosUNIVERSIDAD CARLOS III DE MADRID,Spain

• Demarchi, DaniloPolitecnico di Torino, Italy

• Demarle-Meusel, HeikeAlpen-Adria-Universität Klagenfurt, Austria

• Demlova, MarieThe Czech Technical University in Prague,Czech Republic

• Desmulliez, Marc P.Y.Heriot-Watt University, Scotland

• Devine, AmyUniversity of Cambridge, United Kingdom

158

• Dias Rasteiro, DeolindaInstituto Superior de Engenharia de Coimbra(Portugal), Portugal

• Diaz, GabrielUNED, Spain

• Diethelm, IraUniversity of Oldenburg, Germany

• Diez Orueta, GabrielUNED - Spanish Open University, Spain

• Divitini, MonicaNorwegian University of Science and Tech-nology, Norway

• Dodsworth, DianneUniversity of Calgary, Canada

• Domenach, FlorentBasic Education, Akita International Univer-sity, Akita, Japan

• Doost Mohammadian, HamidUniversity of Applied Sciences (FHM), Ger-many

• Doukanari, ElliUniversity of Nicosia, Cyprus, Cyprus

• Douligeris, ChristosUniversity of Piraeus, Greece

• Drasute, VidaKaunas University of Technology, Lithuania

• Dumas, BrunoUniversité de Namur, Belgium

• Dumitriu, LuminitaUniversity “Dunarea de Jos” of Galati, Ro-mania, Romania

• Dzvonyar, DoraTechnical University of Munich, Germany

• Ebner, MartinGraz University of Technology, Austria

• Economides, AnastasiosUniversity of Macedonia, Greece

• El mezouary, AliIRF-SIC Laboratory IBN ZOHR UniversityB.P.28 / S - Agadir - Morocco

• El ouali, MehdiInternational University of Rabat, Morocco

• El-Abd, MohammedAmerican University of Kuwait, Kuwait

• El-Hassan, HilalUAE University, United Arab Emirates

• El-Maaddawy, TamerUAE University, United Arab Emirates

• Eldeib, AymanCairo University, Egypt

• Emembolu, ItoroNorthumbria University, United Kingdom

• Enciso, LilianaUniversidad Tecnica Particular de Loja,Ecuador

• Ender, FerencBudapest University of Technology and Eco-nomics, Hungary

• Engelbrecht, LisaUniversity of Applied Sciences and ArtsCoburg, Germany

• Epaminonda, EpaminondasUniversity of Nicosia, Cyprus, Cyprus

• Escudeiro, NunoISEP /GILT, Portugal

• Escudeiro, Paula MariaISEP /GILT, Portugal

• Espejo Mojica, Oscar GabrielCorporación Minuto de Dios, Colombia

159

• Estévez Costas, AndrésGradiant

• Estévez-Ayres, IriaUNIVERSIDAD CARLOS III DE MADRID,Spain

• Evangelidis, GeorgiosUniversity of Macedonia, Greece

• Fabregat, RamonUniversitat de Girona, Spain

• Falkenberg, EgbertFrankfurt University of Applied Sciences,Germany

• Fan, HuaUniversity of Electronic Science and Technol-ogy of China, China, People’s Republic of

• Fantozzi, FabioUniversity of Pisa, Italy

• Feldmann, NinaHochschule Aschaffenburg, Germany

• Fernando, ShanthaUniversity of Moratuwa, Sri Lanka

• Fernández Hermida, DavidGradiant

• Fernández Manjon, BaltasarUniversidad Complutense de Madrid, Spain

• Fidalgo, AndreIPP, Portugal

• Fischer, TimHeilbronn University, Germany

• Flamini, MartaUniversità Telematica InternazionaleUNINETTUNO, Italy

• Florensa, IgnasiEUSS-Univ. Autònoma de Barcelona, Spain

• Fontani, MarinaUniversity of Pisa, Italy

• Francis, KristaUniversity of Calgary, Canada

• Francois, AlexisUniversity of Cergy-Pontoise, France

• Fransson, Torsten HenryEIT InnoEnergy, Netherlands

• Freire, ManuelFaculty of Informatics, Complutense Univer-sity of Madrid, Spain

• Freire Moran, ManuelUniversidad Complutense de Madrid, Spain

• Friesen, SharonUniversity of Calgary, Canada

• Friss de Kereki, InesUniversidad ORT Uruguay, Uruguay

• Fritzsche, Eva SusanneTechnical University of Munich, Germany

• Froyd, JeffreyOhio State University, United States ofAmerica

• Fuchs, MichaelWilhelm Büchner University of Applied Sci-ences, Pfungstadt; Germany

• Fuchs, SimonFernUniversität in Hagen; Germany

• Fuentes Pérez, Alexis DanielUniversidad de La Laguna, Spain

• Futschek, GeraldVienna University of Technology, Austria

• Förster, Emmy-CharlotteHastily Assembled Games, Germany

• Förster, Klaus-TychoUniversity of Vienna, Austria

160

• Gabriela Calle, MaríaUniversidad del Norte, Barranquilla, Colom-bia

• Gaile-Sarkane, ElinaRiga Technical University, Latvia

• Gamage, DilrukshiUniversity of Moratuwa, Sri Lanka

• Gamer, SergeiTechnion - Israel Institute of Technology, Is-rael

• Gandolfi, RobertoUniversity of Pavia, Italy

• Gaona, Paulo AlonsoUniversidad Distrital Francisco José de Cal-das

• Garbi-Zutin, DaniloIAOE, Austria

• Garcia, NunoInstituto de Telecomunicações, Lisboa, Por-tugal; Universidade da Beira Interior, Cov-ilhã, Portugal; Universidade Lusófona deHumanidades e Tecnologias, Lisboa, Portu-gal

• Garcia Loro, FelixUNED - Spanish Open University, Spain

• Garcia-Hernandez, CarlaEVM, Spain

• Garcia-Loro, FelixUNED, Spain

• Garcia-Zubia, JavierUDEUSTO, Spain

• García, LucyUniversidad del Norte, Barranquilla, Colom-bia

• García Herrera, Darwin G.Universidad Tecnica de Ambato, Ecuador,Facultad de Ciencias Humanas y de la Edu-cación

• García-Holgado, AliciaGRIAL Research Group, University of Sala-manca, Spain

• García-Peñalvo, Francisco J.GRIAL Research Group, University of Sala-manca, Spain

• Gascón, JosepUniv. Autònoma de Barcelona, Spain

• Gatto, GuilhermeMackenzie Presbyterian University, Brazil

• Gaustad, AndréNorwegian University of Science and Tech-nology, Norway

• Gautestad, Harald H.Tangen upper secondary school, Kris-tiansand, Norway

• Gayoso Martinez, VíctorSpanish National Research Council (CSIC),Madrid, Spain

• Gereluk, DianneUniversity of Calgary, Canada

• Ghanipoor Machiani, SaharSan Diego State University, USA

• Giannakos, MichailNorwegian University of Science and Tech-nology, Norway

• Gianni, FrancescoNorwegian University of Science and Tech-nology, Norway

• Gil, Rosa MariaUniversitat de LLeida, Spain

• Gil-Salom, DanielaUniversitat Politècnica de València, Spain

• Gil-Vicente, Pedro J.Universitat Politècnica de València, Spain

161

• Gil-de-Castro, AuroraUniversidad de Cordoba, Spain

• Gimeno, CeciliaUniversité catholique de Louvain, Louvain-la-Neuve, Belgium

• Gkotsiopoulos, PanagiotisUniversity of Piraeus, Greece

• Gochev, IvanSts Cyril and Methodius University , Facultyof Electrical Engineering and ITs, Skopje,Macedonia, Macedonia, Former YugoslavRepublic of

• Gocheva-Ilieva, SnezhanaUniversity of Plovdiv Paisii Hilendarski, Bul-garia

• Gold-Veerkamp, CarolinUniversity of Applied Sciences Aschaffenburg,Germany

• Gomes, Ane Caroline SantosMackenzie Presbyterian University, Brazil

• Gomez, María ClaraUniversidad de Medellín, Colombia

• Gonzalez, Jose SaulUniversidad Autonoma de Cd. Juarez, Mex-ico

• González, CarinaUniversidad de la Laguna, Spain

• González Crespo, RubénUniversidad Internacional de La Rioja(UNIR), Spain

• González González, CarinaUniversidad de La Laguna, Spain

• Goosen, NeillStellenbosch University, South Africa

• Gqibani, SamuelUniversity of Johannesburg, South Africa

• Grammatikou, MaryNational Technical University of Athens,Greece

• Greeff, Jacob JacobusNorth-West University, South Africa

• Grodd, SarahFraunhofer Institut fo Digitale Media Tech-nology IDMT, Germany

• Grotz, NorbertKempten University, Germany

• Großkreutz, DamianFrankfurt University of Applied Sciences,Germany

• Gruber, HansUniversity of Regensburg, Germany; Univer-sity of Turku, Finland

• Gruhler, GerhardHeilbronn University, Germany

• von Grünigen, DirkUniversity of Applied Sciences

• Gu, HaiyunDepartment of Electronic Engineering,Shanghai Maritime University, China

• Gubia, EugenioPublic University of Navarre, Spain

• Guenther, Elisabeth AnnaCranfield School of Management, UnitedKingdom

• Guerrero, FernandoSolid Q, Spain

• Gumaelius, LenaKTH Royal Institute of Technology, Sweden

• Gustavsson, IngvarBTH, Sweden

• Gómez del Río, NazarethUniversidad de La Laguna, Spain

162

• Haak, ValentinUniversity of Applied Sciences Aschaffenburg,Germany

• Haberstroh, MaxIMA/ZLW - RWTH Aachen University, Ger-many

• Hadjerrouit, SaidUniversity of Agder, Kristiansand, Norway

• Hagström, PeterRoyal Institute of Technology (KTH)

• Hammer, Sabineniversity of Applied Sciences Munich, Ger-many

• Hauser, FlorianOTH Regensburg, Germany

• Havenga, MarietjieNorth-West University, South Africa

• Heberle, AndreasUniversity of Applied Sciences Karlsruhe,Germany

• Heckner, MarkusTechnical University of Applied Sciences Re-gensburg, Germany

• Heidman, OlivierUniversity of Thessaly, Greece

• Hemmje, MatthiasFernUniversität in Hagen, Germany

• Henao, AlvinUniversidad del Norte, Colombia

• Henry, JulieUniversité de Namur, Belgium

• Henze, DominicTechnical University of Munich, Germany

• Hernandez Berlinches, RobertoDepartment of Communication and ControlSystem, UNED, Madrid, Spain

• Hernandez Perdomo, WilmarUniversidad de las Americas

• Hernandez-Ambato, JorgePolytechnic School of Chimborazo, Ecuador

• Hernandez-Jayo, UnaiUDEUSTO, Spain

• Hernandez-Luna, AlbertoTecnologico de Monterrey México

• Hernández Encinas, AscensiónUniversity of Salamanca, Spain

• Herring, George K.Stanford University, United States of Amer-ica

• Hertzog, Pierre EduardCentral University of Technology, Free State(CUT), South Africa

• Hesselink, LambertusStanford University, United States of Amer-ica

• Heymann, ReolynUniversity of Johannesburg, South Africa

• Hobelsberger, MartinUniversity of Applied Science Munich, Ger-many

• Housden, MikeUniversity of Cambridge, United Kingdom

• Huang, Chun-HsiungDept. of Digital Content Design, Ling TungUniversity, Taichung, Taiwan

• Högfeldt, Anna-KarinKTH Royal Institute of Technology, Sweden

• Ibrahim, Nor HasnizaUniversiti Teknologi Malaysia, Malaysia

• Ibsen, MichaelXisio Informationssysteme GmbH

163

• Ibáñez, María BlancaUniversidad Carlos III de Madrid, Spain

• Ilic, Dejan {Bogoljub}University of Belgrade, Faculty of Mechani-cal Engineering, Belgrade, Serbia

• Ilic, Dejan BogoljubUniversity of Belgrade, Faculty of Mechani-cal Engineering, Belgrade, Serbia

• Iliev, AntonUniversity of Plovdiv Paisii Hilendarski, Bul-garia

• Imenes, KristinUniversity College of Southeast Norway, Nor-way

• Impagliazzo, JohnHofstra University, United States of America

• Imran, AliNorwegian University of Science and Tech-nology (NTNU), Norway

• Incekara, Mehmet AliCooperative State University, Germany

• Infante Paredes, RuthUniversidad Tecnica de Ambato, Ecuador,Facultad de Ciencias Humanas y de la Edu-cación

• Iqbal, HafizTecnológico de Monterrey, México

• Iqbal, Muhammad JavedYanbu Research Center, Royal CommissionYanbu Colleges and Institutes, Saudi Arabia

• Isenhardt, IngridIMA/ZLW - RWTH Aachen University, Ger-many

• Isenhardt, IngridIMA/ZLW der RWTH Aachen, Germany

• Ito, KazunariAoyama Gakuin University, Japan

• Ito, RyuyaGraduate School of Information Science,Nagoya University, Japan

• Ivanov, AtanasUniversity of Plovdiv Paisii Hilendarski, Bul-garia

• Izquierdo, DennisTECSUP, Peru

• Izquierdo, JavierTecnologico de Monterrey, Mexico

• Jaccheri, LetiziaNorwegian University of Science and Tech-nology (NTNU), Norway

• Jankovic, Novica {Zvonko}University of Belgrade, Faculty of Mechani-cal Engineering, Belgrade, Serbia

• Jankovic, Novica ZvonkoUniversity of Belgrade, Faculty of Mechani-cal Engineering, Belgrade, Serbia

• Janse van Rensburg, NickeyUniversity of Johannesburg, South Africa

• Jaramillo, ValentinoUniversidad Manuela Beltrán, Colombia

• Jaramillo Hurtado, Danilo RubénUniversidad Técnica Particular de Loja,Ecuador

• Jarnig, MariaAlpen-Adria-Universität Klagenfurt, Austria

• Jayasuriya, Jeevan Perera WeeraratneRoyal Institute of Technology (KTH), Stock-holm, Sweden; EIT InnoEnergy, Stockholm,Sweden

• Jeannin, LaurentEBI, France

164

• Jesmin, TriinuTallin University, Stonia

• Jiménez-Castañeda, RafaelCadiz University, Spain

• Jodłowski, Grzegorz StefanAGH University of Science and Technology,Poland

• Jové, TeodorUniversitat de Girona, Spain

• João, Isabel M.ISEL - Instituto Superior de Engenharia deLisboa, Instituto Politécnico de Lisboa; CEG-IST, Instituto Superior Técnico, Universi-dade de Lisboa, Portugal

• Jurado, FranciscoUniversidad Autonoma de Madrid, Spain

• Kalovrektis, KonstantinosSchool Teacher, Levadeia

• Kalz, MarcoUNESCO Chair of Open Education, Fac-ulty of Management, Science and Technol-ogy & Welten Institute, Open University ofthe Netherlands, Netherlands

• Kampmann, MatthiasOstbayerische Technische Hochschule (OTH)Regensburg, Germany

• Karayiannis, AchilleasKes College

• Kassou, IsmailMohammed V University , Rabat, Morocco

• Kastelan, IvanUniversity of Novi Sad, Faculty of TechnicalSciences, Serbia

• Kastl, PetraFriedrich-Alexander Universität Erlangen-Nürnberg, Germany

• Kastrati, ZenunNorwegian University of Science and Tech-nology (NTNU), Norway

• Khalil, MohammadDelft University of Technology, Netherlands,The

• Khaouja, ImaneInternational University of Rabat, Morocco;Mohammed V University , Rabat, Morocco

• Khoroshko, Alexey LeonidovichMoscow Aviation Institute (National Re-search University), Russian Federation

• Kis, JulianeOTH Regensburg, Germany

• Kitsios, FotisUniversity of Macedonia, Greece

• Kleftodimos, AlexandrosWestern Macedonia University of AppliedSciences, Greece

• Klinger, ThomasCarinthia University of Applied Sciences,Austria

• Klopp, MarcoUniversity of applied sciences Aschaffenburg,Germany

• Klossek, MartineWorks GmbH, Germany

• Knowlton Cockett, PollyUniversity of Calgary, Canada

• Koleilat, MusbahCEFET/RJ, Brazil

• Kolski, ChristopheUniversité de Valenciennes, LAMIH-UMRCNRS 8201, Le Mont-Houy – Valenciennes,France

• Komura, RyotaroNational Institute of Technology, IshikawaCollege, Japan

165

• de Koning, BjörnErasmus University Rotterdam, Netherlands,The

• Kordts-Freudinger, RobertPaderborn University, Germany

• Krcmar, HelmutTechnical University of Munich, Germany

• Kreiter, ChristianCarinthia University of Applied Sciences,Austria

• Krogstie, Birgit RognebakkeNorwegian University of Science and Tech-nology, Norway

• Krogstie, JohnNorwegian University of Science and Tech-nology, Norway

• Ktoridou, DespoUniversity of Nicosia, Cyprus, Cyprus

• Kulesza, WlodekBTH, Sweden

• Kulina, HristinaUniversity of Plovdiv Paisii Hilendarski, Bul-garia

• Kunicina, NadezhdaRiga Technical University, Latvia

• Kurdia, AnastasiaTulane University, United States of America

• Kusmin, MargeTallinn University, Estonia

• Kvittem, Dag R.Markaplassen Ungdomsskole, Norway

• Kyriacou, KyriacosUniversity of Nicosia, Cyprus

• Köhler, ThomasMartin-Luther-Universität Halle-Wittenberg,Germany

• Kęsik, JacekLublin University of Technology, Poland

• Laanpere, MartTallinn University, Estonia

• Lama Penin, ManuelUniversidade de Santiago de Compostela,Spain

• Lamas, DavidTallinn University, Tallinn, Estonia

• Landes, DieterCoburg University of Applied Sciences andArts, Germany

• Langmann, ReinhardDuesseldorf University of Applied Sciences,Germany

• Lanthony, AntoineISMEP-Supmeca, France

• Lantz, AnnKTH Royal Institute of Technology, Sweden

• Larco, AndrésEscuela Politécnica Nacional, Ecuador

• Larranaga, MikelUPV/EHU, Spain

• Lavarde, MarcEBI, France

• Lavirotte, StephaneUniversité Nice-Sophia Antipolis, France

• Leccese, FrancescoUniversity of Pisa, Italy

• Lechner, MarkusUAS Technikum Wien, Austria

• Legashev, LeonidOrenburg State University, Russian Federa-tion

166

• Lehmann, AlexanderCoburg University of Applied Sciences andArts, Germany

• Lehtikangas, ElinaOMNIA, Finland

• Leisenberg, ManfredFachhochschule des Mittelstands, Germany

• Leleito, EmanuelNagoya University, Japan

• Levkovskyi, BorysTechnical University of Munich, Germany

• Lin, Hui-GuanDept. of Digital Content Design, Ling TungUniversity, Taichung, Taiwan

• Llamas, MartinUniversidad de Vigo

• Llamas Nistal, MartínIEEE-ES Spanish Chapter, University ofVigo, Spain

• Llopis Pascual, FernandoUniversity of Alicante, Spain

• Lluma-Noboa, AmarilisPolytechnic School of Chimborazo, Ecuador

• Logofatu, DoinaFrankfurt University of Applied Sciences,Germany

• Lopez-Martin, AntonioPublic University of Navarre, Spain

• Lopez-Taberna, JesusPublic University of Navarre, Spain

• Louw, Tobias MullerStellenbosch University, South Africa

• Lucht, MartinaFraunhofer Institut fo Digitale Media Tech-nology IDMT, Germany

• Lujara, SuzanDIT, Dar Es Salam Institute of Technology,Tanzania

• Luján-Mora, SergioUniversidad de Alicante

• Lundberg, Gunhild MarieNorwegian University of Science and Tech-nology, Norway

• López, JorgeUniversidad Técnica Particular de Loja,Ecuador

• Löffler, AlexanderTechnical University of Munich, Germany

• Löwe, ThomasHastily Assembled Games, Germany

• M. Carley, KathleenCarnegie Mellon University

• M. Villanueva, NoraGradiant

• Machado Ferreira, CarlosInstituto Superior de Engenharia de Coim-bra, Portugal

• Macho, AlejandroUNED, Spain

• Macho Aroca, AlejandroUNED - Spanish Open University, Spain

• Maciel Barbosa, FernandoFaculdade de Engenharia da Universidade doPorto, Porto

• Madeira, VivianeCEFET/RJ, Brazil

• Madritsch, ChristianCarinthia University of Applied Sciences,Austria

• Magid, AmaniNew York University Abu Dhabi

167

• Mahani, ZouhirLASIME Laboratory IBN ZOHR UniversityB.P.28 / S - Agadir - Morocco

• Malchow, MartinHasso Plattner Institute, Germany

• Mangiavacchi, ElenaUniversity of Pisa, Italy

• Manseur, RachidSUNY Oswego, United States of America

• Manso, MarioUniversidade de Vigo, Spain

• Mansour, Yasser El-Husseini IbrahimPrince Sultan University, Saudi Arabia;Zagazig University, Structural EngineeringDepartment

• Marchesini, PieraMackenzie Presbyterian University, Brazil

• Marenzi, ElisaUniversity of Pavia, Italy

• Marey, Mohamed FawzyPrince Sultan University, Saudi Arabia;Menoufia University, Faculty of ElectronicEngineering

• Marques, ArcelinaIPP, Portugal

• Martinez, María de los AngelesTech and ladies, Spain; Women Techmakers,United States of America

• Martinez Bonastre, OscarUniversidad Miguel Hernández

• Martinez Diaz, MarKU Leuven, Belgium

• Martinez-Ortiz, IvanFaculty of Informatics, Complutense Univer-sity of Madrid, Spain

• Martín, SergioUNED, Spain

• Martín González, RaquelUniversidad de La Laguna, Spain

• Martín del Rey, ÁngelUniversity of Salamanca, Spain

• Martín-Vaquero, JesúsUniversity of Salamanca (Spain)

• Martínez-Monés, AlejandraGSIC-EMIC Research Group, Universidadde Valladolid, Spain

• Matabuena, DavidUniversidad de Cordoba, Spain

• Matias, Ignacio R.Public University of Navarre, Spain

• Matias, IgorInstituto de Telecomunicações, Lisboa, Por-tugal; Universidade da Beira Interior, Cov-ilhã, Portugal

• Matijevic, Milan {Slavko}University of Kragujevac, Faculty of Engi-neering, Kragujevac, Serbia

• Matsuoka, MasatoKaspersky Lab

• Mauricio, DavidState University of San Marcos

• Mavroudi, AnnaNorwegian University of Science and Tech-nology, Norway

• Maya, IsidroUniversidad de Sevilla, Spain

• Mayorga Díaz, Monica PatriciaUniversidad Regional Autónoma de Los An-des UNIANDES,Facultad de Sistemas Mer-cantiles

• McElwee, SarahUniversity of Cambridge, United Kingdom

168

• Medina-Gracia, RicardoUniversidad de Cordoba, Spain

• Meinel, ChristophHasso Plattner Institute, Germany

• Mello, Andréa Justino RibeiroCEFET/RJ, Brazil

• Mello, José André Villas BoasCEFET/RJ, Brazil

• Mena, JuanjoGRIAL Research Group, University of Sala-manca, Spain

• Mena Arzú, Dania ValentinaUniversidad Tecnológica Centroamericana(UNITEC); Universidad de Extremadura

• Menacho, AntonioUNED, Spain

• Meneses-Ortegón, Juan PabloUniversitat de Girona, Spain

• Mengual Andres, SantiagoUniversitat de ValEncia

• Menz, MonikaFraunhofer Institut fo Digitale Media Tech-nology IDMT, Germany

• Menéndez Mora, Raúl ErnestoUniversidad Manuela Beltrán, Colombia

• Meyer, DanyUniversity of Applied Sciences Neu-Ulm,Germany

• Meyer, JohanUniversity of Johannesburg, South Africa

• Mezzour, GhitaInternational University of Rabat, Morocco

• Migliori, Marco OresteCedel Cooperativa Sociale ELIS, Italy

• Mihova, MarijaSs. Cyril and Methodius University inSkopje, Macedonia, Macedonia, Former Yu-goslav Republic of

• Mikalef, PatrickNorwegian University of Science and Tech-nology (NTNU), Norway

• Mikic Fonte, Fernando A.IEEE-ES Spanish Chapter, University ofVigo, Spain

• Milosz, ElzbietaLublin University of Technology, Poland

• Milosz, MarekLublin University of Technology, Poland

• Miranda Valladares, GaraUniversidad de La Laguna, Spain

• Mirmotahari, OmidUniversitetet i Oslo, Norway

• Mirowski, TomaszPolish Academy of Sciences, Mineral andEnergy Economy Research Institute, Cracow,Poland

• Mladenovic, MilosAalto University, Finland

• Moggio, MartinaUniversity of Pisa, Italy

• Mohammad, WalidBangladesh University of Engineering andTechnology, Dhaka, Bangladesh.

• Montenegro-Marín, Carlos EnriqueUniversidad Distrital Francisco José de Cal-das

• Montusiewicz, JerzyLublin University of Technology, Poland

• Mora, SimoneNorwegian University of Science and Tech-nology, Norway

169

• Mora Carreño, AlbertoOpen University of Catalonia, Spain

• Morales-Menendez, RubenTecnológico de Monterrey, México

• Moreno, Joan ArnedoUniversitat Oberta de Catalunya, Barcelona,Spain

• Moreno León, JesúsInstituto Nacional de Tecnologías Educativasy Formación del Profesorado, Spain

• Moreno-Garcia, IsabelUniversidad de Cordoba, Spain

• Moreno-Marcos, Pedro ManuelUNIVERSIDAD CARLOS III DE MADRID,Spain

• Moreno-Munoz, AntonioUniversidad de Cordoba, Spain

• Moreno-Ruiz, JesúsCadiz University, Spain

• Moreno-Ruiz, LorenzoUniversidad de La Laguna, Spain

• Mori, GiuliaUniversity of Pisa, Italy

• Moscinska, KatarzynaSilesian University of Technology, Poland

• Mottok, JürgenOTH Regensburg, Germany

• Mouchou Tchamdjeu, RosineUniversity of Johannesburg, South Africa

• Mozgaleva, AlenaTomsk State University, Russian Federation

• Mozgaleva, PolinaTomsk Polytechnic University, Russian Fed-eration

• Mucientes, ManuelUniversidade de Santiago de Compostela,Spain

• Muharremi, FitoreFrankfurt University of Applied Sciences,Germany

• Muñoz Arteaga, JaimeAutonomous University of Aguascalientes,Mexico

• Muñoz Cruz, VanesaUniversidad de La Laguna, Spain

• Muñoz Merino, Pedro JoséUniversidad Carlos III de Madrid, Spain

• Más-Estellés, JorgeUniversitat Politècnica de València, Spain

• Nacke, Lennart E.Open University of Catalonia, Spain

• Nadzinski, GorjanSts Cyril and Methodius University , Facultyof Electrical Engineering and ITs, Skopje,Macedonia, Macedonia, Former YugoslavRepublic of

• Nascimbeni, FabioUniversidad Internacional de la Rioja, Spain

• Navarro, Jórdi SánchezUniversitat Oberta de Catalunya, Barcelona,Spain

• Navarro Adelantado, VicenteUniversidad de La Laguna, Spain

• Nawab, Mohammad SadiqueShaqra University, Saudi Arabia

• Nedeljkovic, Milos {Srecko}University of Belgrade, Faculty of Mechani-cal Engineering, Belgrade, Serbia

• Nel, AndreUniversity of Johannesburg, South Africa

170

• Nel, Andre LeonUniversity of Johannesburg, South Africa

• Neumann, RainerUniversity of Applied Sciences Karlsruhe,Germany

• Neustock, Lars ThorbenStanford University, United States of Amer-ica

• Neves Rodrigues, Luis HenriqueFederal University of Maranhao - Brazil,Brazil

• Nevmerzhitskaya, JuliaLaurea University of Applied Sciences, Fin-land

• Nieh, Tsung HsuanNational Taiwan University, Taiwan

• Nieto Acevedo, Yuri VanessaCorporación Unificada Nacional de Edu-cación Superior CUN

• Nikou, StavrosUniversity of Macedonia, Greece

• Nilsson, KristianBTH, Sweden

• Nishiyama, KiyohisaNagoya University, Japan

• Nofen, BarbaraUniversity of Paderborn, Germany

• Nordgreen, ThomasRoyal Institute of Technology (KTH)

• Nurjanah, DadeTelkom University, Indonesia

• Nussbaumer, AlexanderTechnische Universität Graz, Austria

• Ohira, ShigekiInformation Technology Center, NagoyaUniversity, Japan

• Oikonomopoulou, MarthaMathematics teacher

• Okamoto, KosukeGraduate School of Information Science,Nagoya University, Japan

• Oliveira, TiagoISEP /GILT, Portugal

• Oliveros, IngridUniversidad del Norte, Colombia

• Olmedo-Vizueta, DianaPolytechnic School of Chimborazo, Ecuador

• Olwagen, LienieCentral University of Technology, SouthAfrica

• Oros, RamonaCUAS, Austria

• Orta, PedroTecnológico de Monterrey, México

• Ortega, GloriaUniversity of Almería, Spain

• Ortega-Arranz, AlejandroGSIC-EMIC Research Group, Universidadde Valladolid, Spain

• Ospina Carvajal, Juan JoséUniversidad Nacional de Colombia

• Paas, FredErasmus University Rotterdam, Netherlands,The; Early Start Research Institute, Univer-sity of Wollongong, Australia

• Pacheco, AlfredoTECSUP, Peru

• Paderewski, PatriciaUniversidad de Granada, Spain

• Padilla, NataliaUniversidad de La Rioja, Spain

171

• Pallares-Lopez, VictorUniversidad de Cordoba, Spain

• Pancratz, NilsUniversity of Oldenburg, Germany

• Panthalookaran, VargheseRajagiri School of Engineering & Technology,India

• Papamitsiou, ZacharoulaUniversity of Macedonia, Greece

• Papavlasopouloou, SofiaNorwegian University of Science and Tech-nology, Norway

• Pappas, IliasNorwegian University of Science and Tech-nology (NTNU), Norway

• Pappas, IliasNorwegian University of Science and Tech-nology, Norway

• Paredes Venero, RenatoPontificia Universidad Catolica del Peru ,Peru

• Paredes-Velastegui, DanielaPolytechnic School of Chimborazo, Ecuador

• Parra-Saldivar, RobertoMassachusetts Institute of Technology, USA

• Pascoal, AlcinoMadan Parque, Portugal

• Pastor Vargas, RafaelDepartment of Communication and ControlSystem, UNED, Madrid, Spain

• Pawelczak, DieterUniBw Munich, Germany

• Pears, Arnold NevilleUppsala University, Sweden

• Pecheanu, EmiliaUniversity “Dunarea de Jos” of Galati, Ro-mania, Romania

• Pedonese, ChiaraUniversity of Pisa, Italy

• Peers, MatthewNorthumbria University, United Kingdom

• Peixoto, AruquiaCEFET/RJ, Brazil

• Perera, IndikaUniversity of Moratuwa, Sri Lanka

• Perez-Artieda, GurutzePublic University of Navarre, Spain

• Perez-Castillo, RicardoInstitute of Technology and Information Sys-tems, University of Castilla-La Mancha

• Perez-Colado, IvanFaculty of Informatics, Complutense Univer-sity of Madrid, Spain

• Perez-Molina, Clara MariaUNED, Spain

• Perifanou, MariaUniversity of Macedonia, Information Sys-tems IPPS, Greece

• Pessoa Filho, JoaquimMackenzie Presbyterian University, Brazil

• Pester, AndreasCarinthia University of Applied Sciences,Austria

• Pester, AndreasCUAS, Austria

• Petlenkov, EduardTallinn University of Technology, Estonia

• Peyret, NicolasISMEP-Supmeca, France; QUARTZ labora-tory – EA 7393, France

172

• Piedra, NelsonUniversidad Técnica Particular de Loja,Ecuador

• Pikoń, KrzysztofSilesian University of Technology, Poland

• Pinedo Rivera, Dafne IfigeniaAutonomous University of Aguascalientes,Mexico

• Plaza, InmaculadaIEEE-ES Spanish Chapter, University ofZaragoza, Spain

• Plaza, PedroPLAZA ROBOTICA, Spain

• Polezhaev, PetrOrenburg State University, Russian Federa-tion

• Polishuk, AlexTechnion - Israel Institute of Technology, Is-rael

• Pombo, NunoInstituto de Telecomunicações, Lisboa, Por-tugal; Universidade da Beira Interior, Cov-ilhã, Portugal; Universidade Lusófona deHumanidades e Tecnologias, Lisboa, Portu-gal

• Ponce Gallegos, Julio CesarAutonomous University of Aguascalientes,Mexico

• Popescu-Braileanub, BeatriceInstituto Astrofísico de Canarias, Spain

• Popovic, MiroslavUniversity of Novi Sad, Faculty of TechnicalSciences, Serbia

• Portides, GeorgeUniversity of Nicosia, Cyprus

• Pott, RobertStellenbosch University, South Africa

• Poulova, PetraUniversity of Hradec Králové, Czech Republic

• Pradarelli, Beatrice, SeverineUniversity of Montpellier, France

• Preciado Babb, Armando PaulinoUniversity of Calgary, Canada

• Prifti, LoinaTechnical University of Munich, Germany

• Psycharis, SarantosASPETE and Visting Professor HuddersfieldUniversity, Greece

• Pundak, DavidORT Braude College, Israel & Kinneret Col-lege, Israel

• Páez Quinde, CristinaUniversidad Tecnica de Ambato, Ecuador,Facultad de Ciencias Humanas y de la Edu-cación

• Pérez Colado, Victor ManuelUniversidad Complutense de Madrid, Spain

• Queiruga Dios, AraceliUniversity of Salamanca (Spain)

• Quezada Pena, Jose RobertoFederal University of Maranhao - Brazil,Brazil

• Quezada-Sarmiento, Pablo AlejandroUniversidad Internacional del Ecuador

• Quoniam, LucUniversité de Toulon, France

• Rahhal, IbrahimInternational University of Rabat, Morocco;Mohammed V University , Rabat, Morocco

• Rainer, JavierUniversidad Internacional de La Rioja, Spain

173

• Rajamäki, JyriLaurea University of Applied sciences, Fin-land

• Raleva, KaterinaSts Cyril and Methodius University , Facultyof Electrical Engineering and ITs, Skopje,Macedonia, Macedonia, Former YugoslavRepublic of

• Ramirez-Mendoza, Ricardo A.Tecnologico de Monterrey México

• Ramírez, Germán AugustoUniversidad Manuela Beltrán, Colombia;Universidad Nacional de Colombia

• Raud, ZojaTallinn University of Technology, Estonia

• Raveh, IraORT Braude College, Israel

• Raza, AliRIT Dubai, Dubai, U.A.E

• Rechkoski, LjupchoSs. Cyril and Methodius University inSkopje, Macedonia, Macedonia, Former Yu-goslav Republic of

• Regier, StefanieUniversity of Applied Sciences Karlsruhe,Germany

• Remoundou, DemetraMathematics, Mathematics Education andMultimedia Laboratory, University of theAegean, Rhodes,Greece

• Ren, LeiDepartment of Electronic Engineering,Shanghai Maritime University, China

• Rencz, MartaBudapest University of Technology and Eco-nomics, Hungary

• Restivo, Maria TeresaUniversity of Porto, Portugal

• Restivo, Maria TeresaUniversity of Porto, Portugal

• Restivo, TeresaUniversity of Porto, Portugal, Portugal

• Reuter, RebeccaOTH Regensburg, Germany

• Rey, GaetanUniversité Nice-Sophia Antipolis, France

• Reymond, DavidUniversité de Toulon, France

• Ribickis, LeonidsRiga Technical University, Latvia

• Richert, AnjaIMA/ZLW der RWTH Aachen, Germany

• Rios, HoracioTecnologico de Monterrey México

• Ripoll, LacidesUniversidad del Norte, Colombia

• Rivera, LuisNorth Fluminense State University, Brazil;San Marcos National University, Peru

• Robles, GregorioUniversidad Rey Juan Carlos, Spain

• Robson, DavidUniversity of Cambridge, United Kingdom

• Roca, JavierUniversity of Almería, Spain

• Rodrigues, Gustavo Soares Mascaren-hasMackenzie Presbyterian University, Brazil

• Rodriguez-Artacho, MiguelUniversidad Nacional de Educacion a Distan-cia UNED, Spain

• Rodríguez, GerardoUniversity of Salamanca (Spain)

174

• Rodríguez, MoisésInstitute of Technology and Information Sys-tems, University of Castilla-La Mancha; AQ-CLab Software and Data Quality Laboratory

• Rodríguez Morales, Germania delRocíoUniversidad Técnica Particular de Loja,Ecuador

• Rodríguez Sánchez, GerardoUniversity of Salamanca, Spain

• Rodríguez-Conde, María JoséGRIAL Research Group, University of Sala-manca, Spain

• Rodríguez-Gonzalvez, PabloTIDOP Research Group University of Sala-manca (Spain), Spain; University of Leon(Spain)

• Rodríguez-Martín, ManuelTIDOP Research Group University of Sala-manca (Spain), Spain; Catholic Universityof Avila (Spain)

• Rodríguez-Morales, GermaniaUniversidad Tecnica Particular de Loja,Ecuador

• Romano, ElpidioUniversità Telematica InternazionaleUNINETTUNO, Italy

• Romeike, RalfFriedrich-Alexander Universität Erlangen-Nürnberg, Germany

• Romero Hortelano, MiguelDepartment of Communication and ControlSystem, UNED, Madrid, Spain

• Román González, MarcosUniversidad Nacional de Educación a Distan-cia, Spain

• Rotaru, Dan CristianUniversidad Complutense de Madrid, Spain

• Rubio Fernández, AarónUniversidad Carlos III de Madrid, Spain

• Ruiz-Ferrández, MiriamUniversity of Almería, Spain

• Ruo Roch, MassimoPolitecnico di Torino, Italy

• Rutkowski, JerzySilesian University of Technology, Poland

• Rösel, BirgitOTH Regensburg, Germany

• Saar, MerikeTallinn University, Estonia

• Saavedra, Miguel AngelUniversidad Nacional de Colombia

• Sabag, NissimORT Braude College, Israel

• Sabin, MihaelaUniversity of New Hampshire, United Statesof America

• Sabitzer, BarbaraJohannes Kepler Universität Linz, Austria

• Sakellaridi, EvaDoctoral Researcher, UCL, Institute of Edu-cation

• Saleous, HebaCollege of IT, UAEU

• Salvadori, GiacomoUniversity of Pisa, Italy

• San Cristobal, ElioUNED - Spanish Open University, Spain

• Sanchis, PabloPublic University of Navarre, Spain

• Sancristobal, ElioUNED, Spain

175

• Sandoval Bringas, Jesús AndrésUniversidad Autónoma de Baja CaliforniaSur, Mexico

• Santos Sánchez, María JesúsUniversity of Salamanca, Spain

• Sato, JunNational Institute of Technology, TsuruokaCollege, Japan

• Savva, AndreasUniversity of Nicosia, Cyprus

• Scherzinger, StefanieTechnical University of Applied Sciences Re-gensburg, Germany

• Schettini, NorelliUniversidad del Norte, Barranquilla, Colom-bia

• Schiffeler, NinaIMA/ZLW - RWTH Aachen University, Ger-many

• Schipper, MarieckeHU University of Applied Sciences Utrecht,Netherlands, The

• Schlingensiepen, JoernUniversity of Applied Science (TH) Ingol-stadt, Germany

• Schmidt, AndreasUniversity of Applied Sciences, Germany;Karlsruhe Institute of Technology

• Schmitt, PatrickUAS Technikum Wien, Austria

• Schott, AnnaFrankfurt University of Applied Sciences,Germany

• Schwandt, AndreaBonn-Rhein-Sieg University of Applied Sci-ence, Germany

• Sedelmaier, YvonneCoburg University of Applied Sciences andArts, Germany

• Seiradakis, EmmanuelaUniversity of Crete ; Technical University ofCrete

• Seiya, ShunyaGraduate School of Informatics, Nagoya Uni-versity, Japan

• Senanayake, Nihal S.The Open University of Sri Lanka (OUSL),Sri Lanka

• Seralidou, EleniUniversity of Piraeus, Greece

• Serbin, AleksandrTallinn University of Technology, Estonia

• Seyser, DominikUniversity of Applied Sciences Neu-Ulm,Germany

• Shacham, MiriORT Braude College of Engineering, Israel

• Shanahan, Marie-ClaireUniversity of Calgary, Canada

• Shannon, MarkUniversity of Cambridge, United Kingdom

• Sharmin, SadiaBangladesh University of Engineering andTechnology, Dhaka, Bangladesh.

• Shaukat, NabilYanbu Research Center, Royal CommissionYanbu Colleges and Institutes, Saudi Arabia

• Shehab, Randa LUniversity of Oklahoma, United States ofAmerica

• Shimwell, JoeNorthumbria University, United Kingdom

• Shoufan, AbdulhadiKhalifa University, United Arab Emirates

176

• Shukhman, AlexanderOrenburg State University, Russian Federa-tion

• Siller, HectorUniversity of North Texas USA

• Silva, João M.ISEL - Instituto Superior de Engenhariade Lisboa, Instituto Politécnico de Lisboa;CATHPRO/CQE, Instituto Superior Téc-nico, Universidade de Lisboa, Portugal

• Simpson, ZachUniversity of Johannesburg, South Africa

• Sitaridis, IoannisUniversity of Macedonia, Greece

• Soliman, Abdelfattah Y.King Abdulaziz University, Saudi Arabia

• Soto, Jose DanielUniversidad del Norte, Colombia

• Soto Guerrero, Fernanda MaricelaUniversidad Técnica Particular de Loja,Ecuador

• Soto Ortíz, Jose DanielUniversidad del Norte, Barranquilla, Colom-bia

• Souza, Ana Luiza Lima deCEFET/RJ, Brazil

• Spantidakis, IoannisUniversity of Crete

• Spatafora, MarioAssociazione Effebi, Italy

• Spinelli, NicolaUniversity of Pisa, Italy

• Standl, BernhardVienna University of Technology, Austria

• Stankovski, MileSts Cyril and Methodius University , Facultyof Electrical Engineering and ITs, Skopje,Macedonia, Macedonia, Former YugoslavRepublic of

• van der Stappen, EstherHU University of Applied Sciences Utrecht,Netherlands, The

• Stark, TheresaUniversity of Regensburg, Germany

• Stefanelli, CristinaUNIMED, Italy

• Stehling, ValerieIMA/ZLW - RWTH Aachen University, Ger-many

• Stengel, IngoUniversity of Applied Sciences Karlsruhe,Germany

• Strachan, RebecaNorthumbria University

• Stuikys, VytautasKaunas University of Technology, Lithuania

• Stylianou, VassoUniversity of Nicosia, Cyprus

• Sucunuta España, Manuel EduardoUniversidad Técnica Particular de Loja,Ecuador

• Surif, JohariUniversiti Teknologi Malaysia, Malaysia

• Susnea, IoanUniversity “Dunarea de Jos” of Galati, Ro-mania, Romania

• Swart, Arthur JamesCentral University of Technology, SouthAfrica


177

• Swart, Arthur JamesCentral University of Technology, Free State(CUT), South Africa


• Swart, Arthur JamesCentral University of Technology, Free State(CUT), South Africa

• Szegedi, PeterGÉANT Association, Amsterdam, NL

• Sztekler, KarolAGH University of Science and Technology,Poland

• Sánchez Guerrero, JavierUniversidad Tecnica de Ambato, Ecuador,Facultad de Ciencias Humanas y de la Edu-cación

• Sánchez de la Rosa, José LuisUniversidad de La Laguna, Spain

• Sánchez-Azqueta, CarlosUniversidad de Zaragoza, Zaragoza, Spain

• Tadie, MargrethStellenbosch University, South Africa

• Takeuchi, MiwaUniversity of Calgary, Canada

• Tamilselvam, ShanthiSJK(T) Jalan Haji Manan, Kluang, Johor,Malaysia

• Tanikawa, UkyoGraduate School of Information Science,Nagoya University, Japan

• Tapia-Leon, MarielaUniversidad de Guayaquil, Ecuador

• Tavio, RicardoEVM, Spain

• Tavio Gallo, RicardoEVM Ecosistemas Virtuales y Modulares,Spain

• Temmen, KatrinUniversity of Paderborn, Germany

• Then, MatthiasFernUniversität in Hagen, Germany

• Thomas, ChristyUniversity of Calgary, Canada

• Thurner, Veronikaniversity of Applied Sciences Munich, Ger-many

• Tobarra Abad, LlanosDepartment of Communication and ControlSystem, UNED, Madrid, Spain

• Toda, TomokiInformation Technology Center, NagoyaUniversity, Japan

• Toffolon, ClaudineLe Mans Université, LIUM, Institut ClaudeChappe – Le Mans, France

• Tokunaga Contreras, Scarlett NadirKU Leuven, Belgium

• Toledo, PedroUniversity of La Laguna, Spain

• Toledo Delgado, PedroUniversidad de La Laguna, Spain

• Tomberg, VladimirTallinn University, Tallinn, Estonia

• Tondello, Gustavo F.Open University of Catalonia, Spain

• Torres, LuisUniversidad del Norte, Barranquilla, Colom-bia

• Torres- Carrion, Pablo VicenteUniversidad Tecnica Particular de Loja,Ecuador

178

• Torres-Carrion, PabloUniversidad Tecnica Particular de Loja,Ecuador

• Tovar, EdmundoIEEE-ES Spanish Chapter, UPM, Spain

• Tovar, EdmundoUPM-POLYTECHNIC UNIVERSITY OFMADRID, Spain

• Tovar, EdmundoUniversidad Politécnica de Madrid, Spain

• Trabelsi, ZouheirUAE University, United Arab Emirates

• Travassos Valdez, ManuelInstituto Superior de Engenharia de Coim-bra, Portugal

• Trotskovsky, ElenaORT Braude College, Israel

• Trytten, Deborah AUniversity of Oklahoma, United States ofAmerica

• Tsalapatas, HarikliaUniversity of Thessaly, Greece

• Tsikinas, StavrosUniversity of Macedonia, Greece

• Tsilingiris, AlexandrosAristotle University of Thessaloniki

• Tsou, Tsai-LingDept. of Digital Content Design, Ling TungUniversity, Taichung, Taiwan

• Turner, JeffUniversity of Calgary, Canada

• Tzanova, SlavkaTechnical University of Sofia, Bulgary

• Ugalde, FranklinUTN. Costa Rica.

• Ukhov, Peter AlexandrovichMoscow Aviation Institute (National Re-search University), Russian Federation

• Ulisses, JoãoISEP /GILT, Portugal

• Urbano, DianaUniversity of Porto, Portugal, Portugal

• Uribe-Rios, Mery YolimaUniversitat de Girona, Spain

• Ushakov, YuryOrenburg State University, Russian Federa-tion

• Utesch, MatthiasStaatliche Fachober- und BerufsoberschuleTechnik München, Germany

• Vaca-Cardenas, LeticiaPolytechic School of Chimborazo, Ecuador

• Valadares, Eduardo de CamposUFMG, Brazil

• Valderrama, CésarUniversitat Politècnica de Catalunya·BarcelonaTech, Spain

• Vallejo-Figueroa, SantaUniversidad de Veracruz, Mexico

• Valtonen, KatiOMNIA, Finland

• Van Wyk, PetrieStellenbosch University, South Africa

• Vasquez, ElisaTecnologico de Monterrey México

• Vaz de Carvalho, CarlosInstituto Superior de Engenharia do Porto,Portugal

• Vegnuti, StefanoUniversity of Pisa, Italy

179

• Velikic, GordanaRT-RK Institute of Computer Based Sys-tems, Serbia

• Veljovic, Aleksandra MilicFaculty of Engineering at University ofKragujevac, Serbia

• Veneri, OttorinoConsiglio Nazionale delle Ricerche - IstitutoMotori, Italy

• Venter, Marisa IsabelCentral University of Technology, SouthAfrica

• Verdú Përez, ElenaUniversidad Internacional de La Rioja, Spain

• Verner, IgorTechnion - Israel Institute of Technology, Is-rael

• Vesga Vesga, Luis RodrigoUniversidad Nacional de Colombia

• Villamane, MikelUPV/EHU, Spain

• Vincze, MarkusTechnische Universität Wien, Austria

• Virág, CsabaCyber Services Plc, Hungary

• Viteri Toro, Maria FernandaUniversidad Tecnica de Ambato, Ecuador,Facultad de Ciencias Humanas y de la Edu-cación

• Vivanco Ochoa, Johanna VanessaUniversidad Internacional del Ecuador

• Vodovozov, ValeryTallinn University of Technology, Estonia

• Voynikova, DesislavaUniversity of Plovdiv Paisii Hilendarski, Bul-garia

• Vranjes, MarioFaculty of Electrical Engineering, ComputerScience and Information Technology, Osijek,Croatia

• Walden, Susan EUniversity of Oklahoma, United States ofAmerica

• Wallenborn, BenjaminFernUniversität in Hagen, Germany

• Wang, ChanghaiHeriot-Watt University, Scotland

• Warin, BrunoUniversité du Littoral Côte d’Opale, LISIC,50 rue F. Buisson, Calais, France

• Wetzinger, ElisabethVienna University of Technology, Austria

• Willicks, FreyaIMA/ZLW der RWTH Aachen, Germany

• Wimpenny, KatherineCoventry University, UK

• Winzker, MarcoBonn-Rhein-Sieg University of Applied Sci-ence, Germany

• Wolff, ChristianUniversity of Regensburg, Germany

• Wolff, KarinStellenbosch University, South Africa

• Wolff, Karin ElizabethCape Peninsula University of Technology,South Africa

• Wolske, TomCooperative State University, Germany

• Wong, Gary K. W.The University of Hong Kong, Hong KongS.A.R. (China)

180

• Wong, JacquelineErasmus University Rotterdam, Netherlands,The

• Wu, Chun-TsaiDept. of Digital Content Design, Ling TungUniversity, Taichung, Taiwan

• Wyrwa, ArturAGH University of Science and Technology,Poland

• Xanthopoulos, SpyridonUniversity of Macedonia, Greece

• Xinogalos, SteliosUniversity of Macedonia, Greece

• Yanez, CesarEscuela Politécnica Nacional, Ecuador

• Yilmaz, FatihGazi Universitesi (Turkey)

• Yonemura, KeiichiNational Institute of Technology, KisarazuCollege, Japan

• Yousafzai, JibranAmerican University of Kuwait, Kuwait

• Zabasta, AnatolijsRiga Technical University, Latvia

• Zaki, RachadKhalifa University, United Arab Emirates

• Zamyatina, OxanaTomsk State University, Russian Federation

• Zehetmeier, DanielaUniversity of Applied Science Munich, Ger-many

• Zheng, ShudanThe University of Hong Kong, Hong KongS.A.R. (China)

• Zhiravecka, AnastsijaRiga Technical University, Latvia

• Zilora, Stephen J.RIT, NY, USA

• Zuniga, LourdesPolytechic School of Chimborazo, Ecuador

• Zuwała, JarosławAGH University of Science and Technology,Poland

• Zvacek, SusanHigher Education Consultant, United States

• Álvarez, PedroUniversity of Zaragoza, Spain

• Žagar, MartinRIT Croatia, Croatia

181

Reviewers

• Aalberg, Trond (Norway)Norwegian University of Science and Tech-nology

• Abdullah, Abdul Halim (Malaysia)Universiti Teknologi Malaysia

• Abeyweera, Ruchira Rohanajith (SriLanka)The Open University of Sri Lanka (OUSL)

• Abke, Jörg (Germany)University of Applied Sciences

• Absi, Rafik (France)EBI - Ecole de Biologie Industrielle

• AbuShanab, Shatha (Germany)Bonn-Rhein-Sieg University of Applied Sci-ence

• Aciar, Silvana (Argentina)Universidad Nacional de San Juan

• Acurio Maldonado, Daniel Marcelo(Ecuador)Pontificia Universidad Católica del EcuadorAmbato

• Acurio Maldonado, Santiago(Ecuador)Pontificia Universidad Catolica del EcuadorSede Ambato

• Adda Benattia, Abderrahmane (Alge-ria)University Ibn Khaldoun of Tiaret

• Afrose, Sharmin (Bangladesh)Bangladesh University of Engineering andTechnology

• Ahmed, Sohaib (Pakistan)Bahria University

• Aivaloglou, Efthimia (Netherlands)TU Delft

• Ajhoun, Rachida (Morocco)University Mohammed V-Rabat

• Akharraz, Laila (Morocco)university IBN ZOHR AGADIR

• Al Naqbi, Bushra Ali (United ArabEmirates)Jameela Bu Haired secondary school

• Al-Bahi, Ali M. (Saudi Arabia)King Abdulaziz University

• Alario-Hoyos, Carlos (Spain)Universidad Carlos III de Madrid

• Alayón, Silvia (Spain)University of La Laguna

• Alayón Miranda, Silvia (Spain)University of La Laguna

• Alban, Mayra (Ecuador)Technical University of Coopaxi

• Albert, Maria Jose (Spain)UNED

• Aldea, Concepción (Spain)Universidad de Zaragoza

• Allsop, Yasemin (United Kingdom)UCL

• Alonso, Cristina (Spain)Faculty of Informatics, Complutense Univer-sity of Madrid

• Alptekin, Mesut (Germany)University of Paderborn

• Alvarado Ortiz, Alberth Estuardo(Guatemala)Universidad Galileo

182

• Alves, Gustavo R. (Portugal)Polytechnic of Porto - School of Engineering

• Alves, Lynn (Brazil)University of Bahia

• Andone, Diana (Romania)Politehnica University of Timisoara

• Andreatos, Antonios S. (Greece)Hellenic Air Force Academy

• Angel-Fernandez, Julian Mauricio(Austria)Technische Universität Wien

• Area-Moreira, Manuel (Spain)University of La Laguna

• Arevalo, Zosimo (Colombia)CAT-HTC

• Arnedo-Moreno, Joan (Spain)Fundació per a la Universitat Oberta deCatalunya

• Arroyo Lopez, Dante Arturo (Peru)Pontificia Universidad Catolica del Peru

• Artusi, Alessandro (Cyprus)University of Cyprus

• Artyushina, Galina (Russia)MAI-National Research University

• Asiedu, Timothy (Ghana)TIM Technology Services Ltd.

• Assami, Sara (Morocco)3National high school of Computer scienceand System Analysis (ENSIAS),

• Assante, Dario (Italy)Università Telematica InternazionaleUNINETTUNO

• Auer, Michael (Austria)Carinthia Tech Institute

• Auret, Lidia (South Africa)Stellenbosch University

• Avgerinos, Evgenios P. (Greece)University of the Aegean

• Avila, Diego (Ecuador)Polytechic School of Chimborazo

• Azad, Abul (United States)Northern Illinois University

• BATCHAKUI, BERNABE (Cameroon)UNIVERSITY OF YAOUNDE I/ENSP

• Bachir, Elmagroud (Morocco)mohamed first university

• Balakrishnan, Balamuralithara(Malaysia)Sultan Idris Education University

• Barada, Hassan (United Arab Emi-rates)Khalifa University

• Barokas, Jack (Israel)Tel Aviv University

• Bartel, Alexander (Germany)University of Applied Sciences Kempten

• Basogain, Xabier (Spain)UPV/EHU

• Batlle, Jaume (Spain)Universitat de Barcelona

• Bauer, Matthias (Germany)Hasso-Plattner-Institut

• Benavides, David (Spain)University of Sevilla

• Beneder, Roman (Austria)FH Technikum Wien

• Benlloch-Dualde, José V. (Spain)Universitat Politècnica de València

183

• Bermudez, Alejandro Jose (Peru)TECSUP

• Berqia, Amine (Morocco)ENSIAS

• Berry, Miles (United Kingdom)University of Roehampton

• Block, Brit-Maren (Germany)Leuphana University of Lüneburg

• Blázquez-Merino, Manuel P. (Spain)UNED - Spanish Open University

• Boehmer, Cornelia (Germany)Hochschule Aschaffenburg

• Bollin, Andreas (Austria)Alpen-Adria Universität Klagenfurt

• Borgeest, Kai (Germany)Aschaffenburg University

• Borrás, Oriol (Spain)Universidad Politécnica de Madrid

• Boubakeur, Ahmed (Algeria)Ecole Nationale Polytechnique

• Buckle, Jane V (United Kingdom)University of Cambridge

• Bullón Pérez, Juan José (Spain)University of Salamanca (Spain)

• Burgos, Daniel (Spain)Universidad International de La Rioja(UNIR)

• Böttcher, Axel (Germany)University of Applied Sciences Munich

• Böttcher, Axel C.H. (Germany)University of Applied Sciences Munich

• Cabedo, Rosa (Spain)Technical University of Madrid

• Cabrera Loayza, María del Carmen(Ecuador)Universidad Técnica Particular de Loja

• Caeiro Rodríguez, Manuel (Spain)Universidade de Vigo

• Calle, Maria (Colombia)Universidad del Norte

• Calvet, Laura (Spain)Open University of Catalonia

• Caminero, Agustin C. (Spain)UNED

• Candela, Bernardo (Spain)University of La Laguna

• Candelo Becerra, John Edwin (Colom-bia)Universidad Nacional de Colombia

• Cano, Sandra (Colombia)University of San Buenaventura Cali

• Cantrak, Djordje Svetislav (Serbia)University of Belgrade, Faculty of Mechani-cal Engineering

• Capasso, Clemente (Italy)National Research Council of Italy - IstitutoMotori

• Cappelli, Eleonora (Italy)Università Roma Tre

• Cardenas, Pablo (Peru)Pucp

• Cardoso, Alberto (Portugal)University of Coimbra

• Caridade, Cristina M.R. (Portugal)Instituto Superior de Engenharia de Coimbra(Portugal)

• Carr, Michael (Ireland)Dublin Institute of Technology (Ireland)

184

• Casali, Ana (Argentina)Universidad Nacional de Rosario

• Castelan, Jovani (Brazil)SATC

• Castillo Tello, Juan (Spain)Universidad Internacional de La Rioja

• Castro, Manuel (Spain)UNED

• Castro Valle, Claudia María (Hon-duras)Universidad Tecnológica Centroamericana

• Cechinel, Cristian (Brazil)Federal University of Santa Catarina

• Chamoso Sánchez, José María (Spain)University of Salamanca (Spain)

• Charikinya, Edson (South Africa)University of Cape Town

• Chen, Chi-Hua (Taiwan)Chunghwa Telecom Co., Ltd.

• Chicaiza, Janneth (Ecuador)UTPL

• Chouzal, Fátima (Portugal)Univ Porto, PT

• Christou, Charalambos Stephanou(Cyprus)University of Nicosia, Cyprus

• Chung, Szu-Ming (Taiwan)Dept. of Digital Content Design

• Chytas, Christos (Germany)University of Oldenburg

• Clarisó, Robert (Spain)Universitat Oberta de Catalunya

• Cobos, Ruth (Spain)Universidad Autonoma de Madrid

• Codreanu, Norocel (Romania)POLITEHNICA University of Bucharest

• Collazos, Cesar (Colombia)Universidad del Cauca

• Conde González, Miguel Ángel(Spain)University of León

• Corbi, Alberto (Spain)Universidad Internacional de La Rioja(UNIR)

• Costa Alegre da Gama Afonso, Her-lander (Brazil)CEFET/RJ CAMPUS NOVA IGUAÇU

• Coto, Mayela (Costa Rica)Universidad Nacional

• Cruz-Benito, Juan (United States)IBM Research

• Csizmadia, Andrew Paul (UnitedKingdom)Newman University

• Cáceres Alvarado, José Miguel (Spain)University of La Laguna

• Cáceres García, María José (Spain)University of Salamanca (Spain)

• Cápay, Martin (Slovakia)Constatntine the Philosopher University

• D’Amato Nascimento, Stephanie(Brazil)UFF- Universidade Federal Fluminense

• Dalipi, Fisnik (Sweden)Linnaeus University

• Damaj, Issam (Kuwait)American University of Kuwait

• Daneti, Marllene (Romania)Politehnica University of Timisoara

185

• De Vleeschouwer, Bert (Belgium)BEST - Board of European Students of Tech-nology

• Deco, Claudia (Argentina)Universidad Nacional de Rosario

• Delgado Kloos, Carlos (Spain)Universidad Carlos III de Madrid

• Demarchi, Danilo (Italy)Politecnico di Torino

• Demlova, Marie (Czech Republic)The Czech Technical University in Prague(Czech Republic)

• Dias Rasteiro, Deolinda (Portugal)Instituto Superior de Engenharia de Coimbra(Portugal)

• Diaz, Gabriel (Spain)UNED

• Diaz-Redondo, Rebeca (Spain)Universidade de Vigo

• Diethelm, Ira (Germany)University of Oldenburg

• Dimitriadis, Yannis (Spain)University of Valladolid

• Divitini, Monica (Norway)Norwegian University of Science and Tech-nology

• Dodero, Juan Manuel (Spain)University of Cadiz

• Doost Mohammadian, Hamid (Ger-many)University of Applied Sciences (FHM)

• Dorta, Norena Martín (Spain)University of La Laguna

• Douligeris, Christos (Greece)University of Piraeus

• Dr., Fischer (Germany)TH Deggendorf

• El-Abd, Mohammed (Kuwait)American University of Kuwait

• El-Maaddawy, Tamer (United ArabEmirates)UAE University

• Elzabadani, Hicham (United ArabEmirates)American University in Dubai

• Engelbrecht, Lisa (Germany)University of Applied Sciences and ArtsCoburg

• Epaminonda, Epaminondas (Cyprus)University of Nicosia

• Er, Erkan (Spain)Universidad de Valladolid

• Escudeiro, Paula Maria (Portugal)ISEP

• Estévez-Ayres, Iria (Spain)Universidad Carlos III de Madrid

• Eyngorn, Elena (Germany)TU Berlin

• Fan, Hua (China)University of Electronic Science and Technol-ogy of China

• Feldmann, Nina (Germany)Hochschule Aschaffenburg

• Fernandez Manjon, Baltasar (Spain)Universidad Complutense de Madrid

• Fernández, Camino (Spain)University of León

• Ferreira, Golberi de Salvador (Brazil)IF-SC

186

• Fidalgo, Andre (Portugal)IPP

• Figueroa Barra, Juan Carlos (Chile)Universidad del Bío-Bío

• Fischer, Tim (Germany)Heilbronn University

• Flamini, Marta (Italy)International Telematic UniversityUNINETTUNO

• Florensa, Ignasi (Spain)EUSS-Univ. Autònoma de Barcelona

• Foerster, Klaus-Tycho (Austria)University of Vienna

• Forero, Edwin (Colombia)Universidad Santo Tomas - Colombia

• Fornaro, Claudio (Italy)Università Telematica InternazionaleUninettuno

• Frache, Ghassan (United Arab Emi-rates)Abu Dhabi Vocational Education and Train-ing

• Fragkou, Olga (Greece)Computer Technology Institute and Press-DIOPHANTUS

• Francis, Krista (Canada)University of Calgary

• Frango Silveira, Ismar (Brazil)Universidade Presbiteriana Mackenzie

• Fransson, Torsten Henry (Sweden)EXPLORE ENERGY Sweden AB

• Freire Morán, Manuel (Spain)Universidad Complutense de Madrid

• Freixenet, Jordi (Spain)University of Girona

• Friss de Kereki, Ines (Uruguay)Universidad ORT Uruguay

• Fritzsche, Eva Susanne (Germany)Technical University of Munich

• Gamage, Dilrukshi (Sri Lanka)University of Moratuwa

• Garbi Zutin, Danilo (Austria)Carinthia University of Applied Sciences

• Garcia Herrera, Darwin G. (Ecuador)Universidad Tecnica de Ambato

• Garcia-Zubia, Javier (Spain)University of Deusto

• García, Francisco J. (Spain)University of Salamanca

• García, Roberto (Spain)University of Lleida

• García Mundo, Lilia (Mexico)Tecnológico Nacional de México, InstitutoTecnológico de Ciudad Victoria

• García-Holgado, Alicia (Spain)University of Salamanca

• García-Pañella, Óscar (Spain)Cookie Box

• Gayoso Martínez, Víctor (Spain)Spanish National Research Council (Spain)

• Gericota, Manuel (Portugal)School of Engineering - Polytechnic of Porto

• Gerogiannis, Vassilis (Greece)Technological Education Institute (TEI) ofThessaly (University of Applied Sciences

• Gil, Cándido Caballero (Spain)University of La Laguna

• Gil, Rosa Maria (Spain)Universitat de LLeida

187

• Gil Ortego, Rosario (Spain)UNED

• Gocheva-Ilieva, Snezhana (Bulgaria)Plovdiv University (Bulgary)

• Gold-Veerkamp, Carolin (Germany)University of Applied Sciences Aschaffenburg

• González, Carina (Spain)Universidad de La Laguna

• González, Evelio González (Spain)ULL

• González Crespo, Rubén (Spain)Universidad Internacional de La Rioja(UNIR)

• González-Tablas, Ana I. (Spain)University Carlos III of Madrid

• Gqibani, Samuel (South Africa)University of Johannesburg

• Granado, Ernesto (Venezuela)Universidad Simón Bolívar

• Granollers, Toni (Spain)University of Lleida

• Greeff, Jacob Jacobus (South Africa)North-West University

• Grodd, Sarah (Germany)Fraunhofer-Institut für Digitale Medientech-nologie IDMT

• Gross, Sebastian (Germany)The MathWorks GmbH

• Grotz, Norbert (Germany)Kempten University

• Grout, Ian (Ireland)University of Limerick

• Gruhler, Gerhard (Germany)Heilbronn University

• Guerra, Hélia (Portugal)University of the Azores

• Gutiérrez, Francisco (Spain)Univesity of Granada

• Gütl, Christian (Austria)Graz University of Technology

• HOSSAIN, MOHAMMAD ALAM-GIR (Saudi Arabia)JAZAN UNIVERSITY

• Haak, Valentin (Germany)University of Applied Sciences Aschaffenburg

• Hadjidakis, Spyros (Cyprus)University of Nicosia

• Hagel, Georg (Germany)Kempten University of Applied Sciences

• Hagström, Peter Lars Gustaf (Swe-den)KTH

• Hammer, Sabine (Germany)University of Applied Science Munich

• Harris, Christopher (United States)University of Northern Colorado

• Hauck, Jean (Brazil)UFSC - Federal University os Santa Catarina

• Hauser, Florian (Germany)OTH Regensburg

• Havenga, Marietjie (South Africa)North-West University

• Heininger, Susanne (Germany)TU München

• Henke, Karsten (Germany)TU Ilmenau

188

• Heradio, Ruben (Spain)Universidad Nacional de Educación a Distan-cia

• Hernan, Isidoro (Spain)Universidad Rey Juan Carlos

• Hernandez, Rocael (Guatemala)Universidad Galileo

• Hernández Encinas, Ascensión (Spain)University of Salamanca (Spain)

• Hernández Encinas, Luis (Spain)Spanish National Research Council (Spain)

• Hernández-García, Ángel (Spain)Universidad Politécnica de Madrid

• Herring, George K. (United States)Stanford University

• Hertzog, Pierre Eduard (South Africa)Central University of Technology, Free State(CUT)

• Heymann, Reolyn (South Africa)University of Johannesburg

• Hijón Neira, Raquel (Spain)Universidad Rey Juan Carlos

• Hobelsberger, Martin (Germany)University of Applied Sciences Munich

• Howland, Kate (United Kingdom)University of Sussex

• Hume, Tim (Sweden)Universal Lerning Games

• Högfeldt, Anna-Karin (Sweden)KTH Royal Institute of Technology

• Ibrahim, Nor Hasniza (Malaysia)Universiti Teknologi Malaysia

• Ibrahim, Yasser (Saudi Arabia)Prince Sultan University

• Ibáñez, María Blanca (Spain)Universidad Carlos III de Madrid

• Impagliazzo, John (United States)Hofstra University

• Ito, Kazunari (Japan)Aoyama Gakuin University

• Jallad, Abdul-Halim (United ArabEmirates)American University of Ras Al Khaimah

• Jantke, Klaus P. (Germany)ADICOM Software

• Jaramillo-Alcázar, Angel (Ecuador)Universidad de Las Américas

• Jaschke, Steffen (Germany)University of Siegen

• Jiménez Abizanda, Ana Isabel (Spain)Universidad de La Laguna

• Jiménez Castañeda, Rafael (Spain)Cadiz University

• John, Isabel (Germany)FHWS

• João, Isabel M. (Portugal)ISEL

• Justino Ribeiro Mello, Andrea(Brazil)CEFET RJ

• KOTSIFAKOS, DIMITRIOS (Greece)UNIVERSITY OF PIRAEUS

• Kalelioğlu, Filiz (Turkey)Baskent University

• Kamble, Sachin (India)A C PATIL COLLEGE OF ENGGKHARGHAR

• Kammoun, Habib M. (Tunisia)University of Sfax

189

• Kampmann, Matthias (Germany)Ostbayerische Technische Hochschule (OTH)Regensburg

• Kaplan, Shaun (South Africa)CapeSoft

• Kapralos, Bill (Canada)University of Ontario Institute of Technology

• Karayiannis, Achilleas (Cyprus)KES College

• Kastelan, Ivan (Serbia)University of Novi Sad, Faculty of TechnicalSciences

• Kastl, Petra (Germany)Friedrich-Alexander Universität Erlangen-Nürnberg

• Kaynak, Mustafa Okyay (Turkey)Bogazici University

• Khaouja, Imane (Morocco)International university of rabat

• Khoroshko, Leonid Leonidovich (Rus-sia)Moscow Aviation Institute (National Re-search University)

• Kirchmayer, Matus (Slovakia)MATSUKO

• Kist, Alexander A. (Australia)Univerity of Southern Queensland

• Kleftodimos, Alexandros (Greece)Western Macedonia University of AppliedSciences

• Klopp, Marco (Germany)University of applied sciences Aschaffenburg

• Krneta, Radojka (Serbia)University of Kragujevac, Faculty of Techni-cal Sciences

• Kropp, Martin (Switzerland)University of Applied Sciences NorthwesternSwitzerland

• Ktoridou, Despo (Cyprus)University of Nicosia

• Kuhn, Martina (Germany)Hochschule Coburg

• Kusmin, Marge (Estonia)Tallinn University

• Kövesi, Klara (France)ENSTA Bretagne

• Lama, Manuel (Spain)Universidad de Santiago de Compostela

• Lameras, Petros (United Kingdom)Coventry University

• Landes, Dieter (Germany)Coburg University of Applied Sciences

• Langmann, Reinhard (Germany)Duesseldorf University of Applied Sciences

• Lanthony, Antoine (France)ISMEP-Supmeca

• Larco Ampudia, Enrique Andrés(Ecuador)Escuela Politécnica Nacional

• Larkin, Teresa L. (United States)American University

• Larrañaga, Mikel (Spain)Universidad del Pais Vasco

• Larrañaga, Mikel (Spain)University of the Basque Country UPV/EHU

• Lehmann, Alexander (Germany)Coburg University of Applied Sciences andArts

190

• Leisenberg, Manfred (Germany)University of Applied Sciences -FHM Biele-feld

• Lima de Souza, Ana Luiza Lima deSouza (Brazil)Cefet/rj

• Llamas Nistal, Martín (Spain)University of Vigo

• Llopis Pascual, Fernando (Spain)University of Alicante

• Llorens, Faraon (Spain)Universidad de Alicante

• Logofatu, Doina (Germany)Frankfurt University of Applied Sciences

• Lord, Susan (United States)University of San Diego

• Louw, Tobias Muller (South Africa)Stellenbosch University

• Lucht, Martina (Germany)Fraunhofer IDMT

• Luján-Mora, Sergio (Spain)University of Alicante

• Lundberg, Gunhild Marie (Norway)Norwegian University of Science and Tech-nology

• Luppertz, Claudia (Germany)Bonn-Rhein-Sieg University of Applied Sci-ence

• Maciel-Barbosa, Fernando (Portugal)University of Porto, PT

• Madhoun, Iman Tawfiq (Qatar)Qatar University

• Madritsch, Christian (Austria)Carinthia University of Applied Sciences

• Mahajan, Prashant (India)R. C. Patel Institute of Technology, Shirpur

• Maiorana, Francesco (Italy)University of Catania

• Malchow, Martin (Germany)Hasso Plattner Institute

• Malkani, Mohan Jethmal (UnitedStates)Tennessee State University

• Manseur, Rachid (United States)SUNY Oswego

• Mansoor, Wathiq (United Arab Emi-rates)American University in Dubai

• Marcelino, Roderval (Brazil)UFSC

• Marey, Mohamed Fawzy (Saudi Ara-bia)Prince Sultan University

• Marques, José Couto (Portugal)Universidade do Porto - Faculdade de Engen-haria

• Martin Gutierrez, Sergio (Spain)UNED - Spanish University for Distance Ed-ucation

• Martín, Estefanía (Spain)Universidad Rey Juan Carlos

• Martín Muñoz, Agustín (Spain)Spanish National Research Council (Spain)

• Martín del Rey, Ángel (Spain)University of Salamanca (Spain)

• Martín-Vaquero, Jesús (Spain)University of Salamanca (Spain)

• Martínez Monés, Alejandra (Spain)Universidad de Valladolid

191

• Matijevic, Milan (Serbia)Faculty of Engineering at University ofKragujevac

• Mavroudi, Anna (Sweden)KTH Royal Institute of Technology

• Medina, Nuria (Spain)University of Granada

• Meier, Russ (United States)IEEE Education Society Vice President ofConferences

• Mello, José André Villas Boas (Brazil)Centro Federal de Educação TecnológicaCelso Suckow da Fonseca

• Menacho, Antonio (Spain)UNED

• Merceron, Agathe (Germany)Beuth University of Applied Sciences

• Merelo Guervós, Juan Julián (Spain)Universidad de Granada

• Merino, Julia (Spain)Tecnalia

• Mierlus-Mazilu, Ion (Romania)Technical University of Civil EngineeringBucharest (Romania)

• Migliori, Marco Oreste (Italy)ELIS Consulting & Labs

• Mikalef, Patrick (Norway)Norwegian University of Science and Tech-nology

• Mikic Fonte, Fernando A. (Spain)University of Vigo

• Milosz, Marek (Poland)Lublin University of Technology

• Mirmotahari, Omid (Norway)Universitetet i Oslo

• Mladenovic, Milos (Finland)Aalto University

• Mohammad Yusof, Yudariah(Malaysia)Universiti Teknologi Malaysia

• Molins Ruano, Pablo (Spain)Universidad Autónoma de Madrid

• Monjelat, Natalia (Argentina)The National Scientific and Technical Re-search Council

• Montusiewicz, Jerzy (Poland)Lublin University of Technology

• Mor, Enric (Spain)UOC

• Mora Carreño, Alberto (Spain)Open University of Catalonia

• Moreira, Fernando (Portugal)Universidade Portucalense

• Moreno López, Lourdes (Spain)UC3M

• Moreno Ruiz, Lorenzo (Spain)University of La Laguna

• Moreno-Ger, Pablo (Spain)International University of La Rioja

• Moreno-Munoz, Antonio (Spain)Universidad de Cordoba

• Moscinska, Katarzyna (Poland)Silesian University of Technology

• Mouchou Tchamdjeu, Rosine (SouthAfrica)University of Johannesburg

• Moumoutzis, Nektarios (Greece)Technical University of Crete

• Mozgaleva, Polina (Russia)Tomsk Polytechnic University

192

• Mucientes, Manuel (Spain)University of Santiago de Compostela

• Muda, Nur Amira (Malaysia)Universiti Teknologi Malaysia

• Mugala, Sheila Ndoboli (Uganda)Makerere University

• Muñoz, Vanesa (Spain)University of La Laguna

• Muñoz Cruz, Vanesa (Spain)University of La Laguna

• Muñoz-Arteaga, Jaime (Mexico)Universidad Autónoma de Aguascalientes

• Muñoz-Merino, Pedro J. (Spain)Universidad Carlos III de Madrid

• Mühling, Andreas (Germany)Christian-Albrechts-Universität zu Kiel

• Nagy, Peter (Hungary)IEEE Region 8

• Naqvi, Syed (United Kingdom)Birmingham City University

• Nascimbeni, Fabio (Spain)Universidad Internacional de la Rioja

• Nawab, Mohammad Sadique (SaudiArabia)Shaqra University

• Nedeljkovic, Milos (Srecko) (Serbia)University of Belgrade, Faculty of Mechani-cal Engineering

• Negrín Torres, Eduardo (Spain)Universidad de La Laguna

• Neustock, Lars Thorben (UnitedStates)Stanford University

• Neves, Isa Beatriz (Brazil)Universidade Federal da Bahia

• Ng, Peter

• Nieh, Tsung Hsuan (Taiwan)National Taiwan University

• Niine, Tarvo (Estonia)Tallinn University of Technology

• Nikou, Stavros (Greece)University of Macedonia

• Nishihara, Akinori (Japan)Tokyo Institute of Technology

• Nishiyama, Kiyohisa (Japan)Nagoya University

• Nofen, Barbara (Germany)University of Paderborn

• Nurjanah, Dade (Indonesia)Telkom University

• Oliver, Joan (Spain)Universitat Autonoma de Barcelona

• Olmedo Vizueta, Diana Elizabeth(Ecuador)Escuela Superior Politécnica de Chimborazo

• Orduña, Pablo (Spain)Universidad de Deusto

• Orio, Nicola (Italy)University of Padova

• Ortega, Gloria (Spain)University of Almería

• Ortega, Manuel (Spain)University of Castilla la Mancha

• PECHEANU, Emilia (Romania)University Dunarea de Jos

• PRADARELLI, Beatrice, Severine(France)University of Montpellier

193

• Paderewski, Patricia (Spain)University of Granada

• Padilla-Zea, Natalia (Spain)Universidad Internacional de La Rioja(UNIR)

• Pagiatakis, Gerasimos (Greece)School of Pedagogical & Technological Edu-cation (ASPETE)

• Palomo-Duarte, Manuel (Spain)University of Cadiz

• Pancratz, Nils (Germany)University of Oldenburg

• Panthalookaran, Varghese (India)Rajagiri School of Engineering & Technology

• Papamitsiou, Zacharoula (Greece)University of Macedonia

• Papavlasopouloou, Sofia (Norway)Norwegian University of Science and Tech-nology

• Pappas, Ilias (Norway)Norwegian University of Science and Tech-nology (NTNU)

• Pascuas Rengifo, Yois Smith (Colom-bia)Universidad de la Amazonia

• Patlins, Antons (Latvia)Riga Technical University

• Pawelczak, Dieter (Germany)UniBw Munich

• Pears, Arnold Neville (Sweden)Uppsala University

• Peixoto, Aruquia (Brazil)CEFET/RJ

• Pereda, Ernesto (Spain)University of La Laguna

• Perez Molina, Clara (Spain)UNED

• Pester, Andreas (Austria)Carinthia University of Applied Sciences

• Pfeiffer, Volkhard (Germany)Coburg University of Applied Sciences

• Piedra, Nelson (Ecuador)Universidad Técnica Particular de Loja

• Pieper, Jöran (Germany)IACS Institute of Applied Computer Sci-ence, University of Applied Sciences Stral-sund, Germany

• Plaza Merino, Pedro (Spain)PLAZA ROBOTICA

• Portillo, Jose Roberto (Guatemala)Universidad Galileo

• Poulova, Petra (Czech Republic)University of Hradec Králové

• Preciado Babb, A. Paulino (Canada)University of Calgary

• Psycharis, Sarantos (Greece)ASPETE and Visting Professor HuddersfieldUniversity

• Páez Quinde, Cristina (Ecuador)Universidad Tecnica de Ambato

• Pérez Colado, Iván (Spain)Universidad Complutense de Madrid

• Quezada Pena, Jose Roberto (Brazil)Federal University of Maranhao - Brazil

• Quezada Sarmiento, Pablo Alejandro(Ecuador)Universidad Tecnica Particular de Loja

• R D, Senthilkumar (Oman)Middle East College

194

• REYMOND, David (France)Université de Toulon

• RICHTARIKOVA, Daniela (Slovakia)SASI

• ROS, Salvador (Spain)UNED

• Rajamäki, Jyri (Finland)Laurea University of Applied sciences

• Raleva, Katerina (Republic of Mace-donia)Sts Cyril and Methodius University , Facultyof Electrical Engineering and ITs, Skopje,Macedonia

• Ramirez-Mendoza, Ricardo A. (Mex-ico)Tecnologico de Monterrey

• Ramírez, Germán Augusto (Colom-bia)Universidad Manuela Beltrán

• Raud, Zoja (Estonia)Tallinn University of Technology

• Rechkoski, Ljupcho (Republic ofMacedonia)Ss. Cyril and Methodius University inSkopje, Macedonia

• Reisman, Sorel (United States)California State University Fullerton

• Reuter, Rebecca (Germany)OTH Regensburg

• Revuelta, Francisco (Spain)University of Extremadura

• Riera, Daniel (Spain)Universitat Oberta de Catalunya

• Rivas, Sebastian Martin (Spain)University of Malaga

• Robles, Gregorio (Spain)Universidad Rey Juan Carlos

• Rodriguez, Pilar (Spain)Universidad Autonoma de Madrid

• Rodriguez Artacho, Miguel (Spain)Universidad Nacional de Educacion a Distan-cia UNED

• Rodríguez, Inmaculada (Spain)University of Barcelona

• Rodríguez Valido, Manuel Jesús(Spain)University of La Laguna

• Rogers, Katja (Germany)Ulm University

• Rojas-Sola, José Ignacio (Spain)Universidad de Jaén

• Romano, Elpidio (Italy)Uninettuno University UTIU

• Romeike, Ralf (Germany)University of Erlangen-Nuremberg

• Rotaru, Dan Cristian (Spain)Universidad Complutense de Madrid

• Rusu, Cristian (Chile)Pontificia Universidad Catolica de Val-paraiso

• Ryane, Imane (Morocco)School of Information Sciences, Mohamed VUniversity - Rabat

• Rösel, Birgit (Germany)OTH Regensburg

• Rüütmann, Tiia (Estonia)Tallinn University of Technology

• SOMKUWAR, VANDANA (India)NITTTR

• SUSNEA, Ioan (Romania)University “Dunarea de Jos” of Galati, Ro-mania

195

• Saar, Merike (Estonia)Tallinn Univeristy

• Sabag, Nissim (Israel)ORT Braude College

• Sabitzer, Barbara (Austria)Johannes Kepler Universität Linz

• Salan, M Nuria (Spain)Universitat Politècnica de Catalunya UPC-BarcelonaTECH

• Saliah-Hassane, Hamadou (Canada)TELUQ | University of Quebec

• Samoila, Cornel (Romania)Transylvania University of Brasov

• Sampson, Demetrios (Australia)Curtin University

• Sancristobal, Elio (Spain)UNED

• Santos, Henrique (Portugal)University of Minho

• Santos, Juan Manuel (Spain)University of Vigo

• Santos Sánchez, María Jesús (Spain)University of Salamanca (Spain)

• Savva, Andreas (Cyprus)University of Nicosia

• Sayed, Sana (United Arab Emirates)American University of Sharjah

• Schagaev, Igor (United Kingdom)London Metropolitan University

• Schiffeler, Nina (Germany)IMA/ZLW - RWTH Aachen University

• Schlingensiepen, Joern (Germany)TH Ingolstadt

• Schwalm, Henri Christopher (Ger-many)Technical University of Munich

• Sciarrone, Filippo (Italy)Roma Tre University

• Sedelmaier, Yvonne (Germany)Coburg University of Applied Sciences andArts

• Seiradakis, Emmanuela (Greece)University of Crete & Technical Universityof Crete Greece

• Seiya, Shunya (Japan)Nagoya University

• Sentance, Su (United Kingdom)King’s College London

• Sentis, Felipe Andres (Chile)Pontificia universidad católica de valparaíso

• Seralidou, Eleni (Greece)University of Piraeus

• Serdyukova, Natalia Alexandrovna(Russia)Plekhanov University of Economics

• Shacham, Miri (Israel)ORT Braude College of Engineering

• Shaikh, Zaffar Ahmed (Pakistan)BBSUL, Karachi

• Shida, Kazuya (United States)University of Southern California

• Shminan, Ahmad Sofian (Japan)Hosei University

• Shoufan, Abdulhadi (United ArabEmirates)Khalifa University

• Shukhman, Alexander (Russia)Orenburg State University

196

• Sicilia, Miguel Angel (Spain)University of Alcala

• Siddiqui, Junaid A. (Saudi Arabia)King Fahd University of Petroleum and Min-erals

• Sierra, Antonio J. (Spain)Universidad de Sevilla

• Sigut Saavedra, José (Span)University of La Laguna

• Simpson, Zachary Storm (SouthAfrica)University of Johannesburg

• Simões, Jorge (Portugal)Instituto Superior Politécnico Gaya

• Sluss, James Jackson (United States)University of Oklahoma

• Soares, Filomena (Portugal)University of Minho

• Soto Guerrero, Fernanda Maricela(Ecuador)Universidad Técnica Particular de Loja

• Standl, Bernhard (Austria)Vienna University of Technology

• Stankovski, Mile (Republic of Macedo-nia)University Kilril and Methodii

• van der Stappen, Esther (Nether-lands)HU University of Applied Sciences Utrecht

• Stoyanov, Slavi (Netherlands)Open Universiteit Nederland

• Strachan, Rebecca (United Kingdom)Northumbria University

• Stylianou, Vasso (Cyprus)University of Nicosia

• Subramaniam, Chandrasekaran

• Sun, Yinan (China)Tsinghua Univ.

• Sunetnanta, Thanwadee (Thailand)Mahidol University

• Surif, Johari (Malaysia)Universiti Teknologi Malaysia

• Swart, Arthur James (South Africa)Central University of Technology

• Szegedi, Peter (Netherlands)GEANT

• Sánchez Allende, Jesús

• Sánchez Guerrero, M. Javier(Ecuador)Universidad Técnica de ambato

• Sánchez de la Rosa, José Luis (Spain)Universidad de La Laguna

• TERADA, MITSUGU (Japan)Fukuoka University

• Tabrizi, Nasseh (United States)East Carolina University

• Tadie, Margreth (South Africa)Stellenbosch University

• Tan, U-Xuan (Singapore)Singapore University of Technology and De-sign

• Tapia-Leon, Mariela (Ecuador)Universidad de Guayaquil

• Tavakoli Kolagari, Ramin (Germany)Nuremberg Institute of Technology

• Teodorescu, Horia Nicolai (Romania)Iasi

• Then, Matthias (Germany)FernUniversität in Hagen

197

• Thomas, Andre (United States)Texas A&M University

• Thurner, Veronika (Germany)Hochschule München

• Tokunaga Contreras, Scarlett Nadir(Belgium)KU Leuven

• Toledo, Pedro (Spain)Universidad de La Laguna

• Toledo Delgado, Pedro Antonio(Spain)Universidad de La Laguna

• Tomberg, Vladimir (Estonia)Tallinn University

• Tomer, Amir (Israel)Kinneret Academic College

• Tondello, Gustavo (Canada)University of Waterloo

• Torres-Carrrion, Pablo (Ecuador)Universidad Tecnica Particular de Loja

• Tort, Françoise (France)France École Normale Supérieure Paris-Saclay

• Tovar, Edmundo (Spain)Universidad Politécnica de Madrid

• Trabelsi, Zouheir (United Arab Emi-rates)UAE University

• Travassos Valdez, Manuel (Portugal)Instituto Superior de Engenharia de Coimbra

• Trotskovsky, Elena (Israel)ORT Braude College

• Tsiatsos, Thrasyvoulos G. (Greece)Aristotle University of Thessaloniki

• Tundjungsari, Vitri (Indonesia)YARSI University

• Tzanova, Slavka (Bulgaria)Technical University of Sofia

• Urbano, Diana (Portugal)University of Porto, Portugal

• Ursutiu, Doru (Romania)University “Transilvania” Brasov - CVTC

• Utesch, Matthias (Germany)Staatliche Fach- und Berufsoberschule Tech-nik München und Technische UniversitätMünchen

• Vainio, Teija (Finland)University of Tampere

• Valadares, Eduardo de Campos(Brazil)UFMG

• Valderrama, César (Spain)Universitat Politècnica de Catalunya·BarcelonaTech

• Vallejo-Figueroa, Santa (Spain)UNED - Escuela Internacional de Doctorado

• Vavougios, Denis (Greece)University of Thessaly

• Vaz de Carvalho, Carlos (Portugal)Instituto Superior de Engenharia do Porto

• Vega Navarro, Ana Vega (Spain)Universidad de La Laguna

• Veljovic, Aleksandra, Milic (Serbia)Faculty of Engineering at University ofKragujevac

• Veneri, Ottorino (Italy)National Research Council of Italy

• Venter, Marisa Isabel (South Africa)Central University of Technology

198

• Verner, Igor (Israel)Technion - Israel Institute of Technology

• Villamañe, Mikel (Spain)University of the Basque Country UPV/EHU

• Villavicencio, Monica (Ecuador)ESPOL

• Vivas, María Dolores (Spain)Universidad Europea

• Voropayeva, Viktoriya (Ukraine)Donetsk National Technical University

• WANNOUS, Muhammad (Japan)Kobe Institute of Computing

• Waigandt, Diana Mónica (Argentina)Universidad Nacional de Entre Ríos

• Warin, Bruno (France)Université du Littoral Côte d’Opale

• Weber, Pavel (Germany)Karlsruhe Institute of Technology

• Weitschek, Emanuel (Italy)Università Telematica InternazionaleUninettuno

• Wetzinger, Elisabeth (Austria)Technische Universität Wien

• Willicks, Freya (Germany)IMA/ZLW der RWTH Aachen

• Winterfeldt, Götz (Germany)TH Deggendorf

• Winzker, Marco (Germany)Hochschule Bonn-Rhein-Sieg

• Wolfer, James (United States)Indiana University South Bend

• Wolff, Christian (Germany)Regensburg University

• Wolff, Karin Elizabeth (South Africa)Cape Peninsula University of Technology

• Woolf, Beverly (United States)University of Massachussent

• Wyrwa, Artur (Poland)AGH University of Science and Technology

• Xalabarde, Alain

• Xinogalos, Stelios (Greece)University of Macedonia

• Yayan, Ugur (Turkey)Inovasyon Muhendislik Ltd. Sti.

• Yee-King, Matthew (United King-dom)Goldsmiths University of London

• Yilmaz, Fatih (Turkey)Gazi University (Ankara), Turkey

• Yonemura, Keiichi (Japan)National Institute of Technology, KisarazuCollege

• Yousafzai, Jibran Khan (Kuwait)American University of Kuwait

• Zabasta, Anatolijs (Latvia)Riga Technical University

• Zaharias, Panagiotis (Greece)

• Zakova, Katarina (Slovakia)Slovak University of Technology

• Zappatore, Marco (Italy)University of Salento

• Zaranis, Nikos (Greece)University of Crete

• Zheng, Shudan (Hong Kong)The University of Hong Kong

• Ziatdinov, Rushan (South Korea)Keimyung University

199

• Zuwała, Jarosław (Poland)AGH University of Science and Technology

• Zvacek, Susan (United States)Higher Education Consultant

• Záhorec, Ján (Slovakia)Comenius University in Bratislava

• da Cunha Reis, Augusto (Brazil)CEFET/RJ

• del Hoyo Martínez, Carmen (Spain)University of Salamanca (Spain)

• hodrob, rami (Germany)Arab American University-Jenin

• kadry, seifedine (Lebanon)Beirut Arab University

• de la Torre, Luis (Spain)UNED

• Álvarez, Ainhoa (Spain)University of the Basque Country UPV/EHU

• Álvarez, Francisco (Mexico)Universidad Autónoma de Aguascalientes

• Álvarez, Pedro (Spain)University of Zaragoza

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