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Plenary Speakers

 

Stephanie Farrell, Rowan Univ. US

Title: Spatial Skills Training – Supporting Access and Equity in STEM Education

Spatial skills are strongly linked with academic and professional success in STEM fields.  The development of spatial skills is influenced by a variety of academic and nonacademic experiences throughout childhood and into adulthood, and spatial ability varies significantly across race, gender, socioeconomic status, and culture – disadvantaging groups that are already underrepresented in STEM fields.  Spatial skills can be developed relatively quickly even in adults, and training to increase the spatial ability of engineering students increases the retention and achievement of students who enter engineering programs with poor spatial skills.  Therefore, training to improve spatial skills has important implications for increasing diversity and participation of underrepresented groups in engineering. This talk will explore the importance of spatial skills training in engineering/technology education with a particular focus on diversity and describe effective, efficient approaches to integrating spatial skills into an already dense curriculum.

 Bio/Photo

Dr. Stephanie Farrell is Professor and Founding Chair of Experiential Engineering Education at Rowan University (USA) and the 2018-19 President of the American Society for Engineering Education.  Dr. Farrell has been recognized nationally and internationally for contributions to engineering education through her work in experiential learning and promoting diversity and inclusion.  Stephanie was the 2014-2015 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland). She was awarded Honoris Causa in Engineering Education from the Internationale Gesellschaft für Inginieurpädagogik (IGIP).  She has been honored by the American Society of Engineering Education (ASEE) with several teaching awards such as the National Outstanding Teaching Medal and the Quinn Award for experiential learning.  Her research interests include inductive teaching methods, inclusive pedagogy and curriculum, and the development of spatial visualization skills.

 

 

Luis Gomes, Universidade Nova de Lisboa, Portugal

Title: Remote Laboratories role within Engineering Education

Abstract:            

Very often, the concepts of learning and teaching appear somehow mixed together although their use emphasizes who is considered to be at the center of the process. At European level, Bologna Declaration has put the emphasis on the "What students do?" paradigm, shifting the center of the process to the student. Such paradigm also supports lifelong learning objectives. The remote laboratory concept provides a tool to sustain this shift towards a student-centric teaching approach. However, within engineering education, this means an additional stress on laboratories, as a result from the pressure to increase experimentation, and raises the question: how to handle overcrowded laboratories? Remote labs present a solution to this problem, allowing students to access experiments without time and location restrictions. Remote laboratories have been introduced during the last decades into engineering education processes, as well as integrated within e-learning frameworks offered to engineering and science students. In this presentation, after a brief overview of state of the art technologies in the development of remote labs and presentation of several recent examples of remote labs in several areas, some current trends and challenges are also identified and discussed.

 Bio/Photo    

Luís Gomes received his Electrotech. Eng. degree from Universidade Técnica de Lisboa, Lisbon, Portugal, in 1981, and a PhD degree in Digital Systems from Universidade Nova de Lisboa, in 1997. He is a professor at the Electrical Engineering Department, Faculty of Sciences and Technology of Universidade Nova de Lisboa, Portugal and a researcher at UNINOVA Institute, Portugal. From 1984 to 1987, he was with EID, a Portuguese medium enterprise, in the area of electronic system design, in the R&D engineering department. He was made a "Profesor Onorific", at Transilvanea University of Brasov, Romania in 2007, and a “Honorary Professor of Óbuda University”, Budapest, Hungary, in 2014. He was the recipient of the “2016 IEEE IES Anthony J. Hornfeck Service Award”. His main interests include the usage of Petri nets and other concurrency models applied to cyber-physical systems, reconfigurable and embedded systems co-design. Dr. Gomes is author/co-author of more than 200 papers and chapters published in journals, books and conference proceedings, and co-author or co-editor of several books. He served in several roles as IEEE Industrial Electronics Society Vice-President between 2007 and 2017 (Workshops, Conferences, Technical Activities). Dr. Gomes has been serving as Associate Editor for the IEEE Transactions on Industrial Informatics, and for the IEEE Transactions on Industrial Electronics, and a member of the Editorial Board of LNCS ToPNoC - Transactions on Petri Nets and Other Models of Concurrency,  among other editorial boards.

 

 

Piet Kommers, University in Twente, The Netherlands

Title:Beyond the Learning Perspective

Abstract: 

Social Media, Web-Based Communities and Platforms for Professional Development urge Higher- and Vocational Education to transform itself. Future learning can no longer escape from becoming more vital, more realistic and more sustainable. Instructional- and curricular design methods the last 4 decades contributed immensely to make learning and training more focussed, more explicit and more effective. Nowadays learning relies more on problem solving and soft skills; new learning paradigms are needed more than ever. Indeed, collaborative problem-based learning demands a much higher degree of student-initiative and can no longer rely on “teaching to the test”. This keynote brings you salient examples of how networked societies demand totally new skills and attitudes: Can education cope with agile learning during the job, sporting, playing and contemplation? The question emerges: Once life-long learning is fully implemented, what needs to be delivered by regular vocational education in particular? Key notions are: Just-in-time learning, critical thinking, learn to learn and the need for new teacher competencies.

 Bio/Photo

Dr. Piet Kommers is early pioneer in media for cognitive- and social support. His doctoral research explored methods for hypertext and concept mapping in learning. Since 1982 he developed educational technology for teacher training. His main thesis is that technology is catalytic for human ambition and awareness. His main function is associate professor in the University in Twente, The Netherlands and adjunct/visiting professor in various countries. He taught more than fifteen bachelor, master- and PhD courses and supervised more than 30 PhD students. He instigated and coordinated the NATO Advanced Research Workshop on Cognitive Technologies in 1990 and a large series of Joint European Research Projects in: authoring multimedia, web-based learning, teacher education, virtual reality and 3D printing, constructivist learning, social media, web-based communities and international student exchange. UNESCO awarded his work in ICT for Education in Eastern Europe with the title of Honorary Professor. The Capital Normal University in Beijing awarded his work with the title of Honorary Doctor and later Honorary Professor. He is member of advisory boards in ministries of education and academia of sciences all over the world.

 

Piet Kommers is the initiator of the international journal for Web-Based Communities and overall co-chair of the IADIS conferences on societal applications of ICT. Since the late nineties he gave more than 40 invited and keynote lectures at main conferences in the fields of education, media and communication. His books and journal articles address the social and intellectual transformations at each transition from “traditional” into the “new” media. Instead of regarding media as extrapolating, supplanting, vicarious or even disruptive, Piet’s view is that new media elicit both individuals and organizations to reconsider human nature. They challenge existential awareness at that very moment. His web site can be found here: http://www.pietkommers.nl

 

 

Tony Ward, University of York, United Kingdom

Title: Measuring and Certifying Generic Skills: Should we and can we?

 Abstract:

In relation to generic skills, Higher Education faces two fundamental questions: Should we be measuring the ability of students?; and secondly if we should, can we? The talk starts with the "should we" by looking at a model of the student first employment transition and what industry declares it needs. Some current research into the analysis of job adverts tells an interesting story in terms of what skills are sought by industry and, more interestingly how level of ability is articulated. The talk then addresses the obvious question of what are the generic skills and discusses the complexities in terminology and definitions. It then turns to the second question of can we measure ability in generic skills and discusses issues of accuracy, reliability, rater bias and fatigue and certification in relation to public speaking as an examplar.

 

 Bio/Photo:

Tony joined the Department of Electronics on the 1st January 1993 as a lecturer in Business Management after 18 years in Industry as an electronic design engineer, technical manager and programme manager for a number of different companies in the UK and US. Within York he has held the position of Provost of Alcuin College and Director of the Centre for Excellence in Teaching and Learning in Enterprise. Externally he has been President of the European Association for Education in Electrical and Information Engineering and managed or participated in over 20 research projects. His research is in area of Engineering Education and Entrepreneurship with a specific focus on exploring the development and assessment of generic skills. He is the founder and Chairman of Skillsforge Limited, a spinout business that supports skills development in students and emplyees.

 

 

 

 

RSAM2015
26-28 April 2018
17th International Conference on
Information Technology Based Higher Education and Training
Olhao, Algarve, Portugal