WEEF-GEDC 2021
World Engineering Education Forum
International Federation of Engineering Education Societies
The Global Engineering Deans Council
15th – 18th November 2021 | Madrid, Spain
Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 16th Aug 2022, 12:19:16pm CEST
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Session Overview | |
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Location: Room B Humanities Faculty Floor -1 https://goo.gl/maps/soeYZ51SJzjxv2q88 |
| Date: Monday, 15/Nov/2021 | |
| 12:00pm - 1:30pm | WS130: Effective Gamification Workshop Location: Room B Humanities Faculty Session Chair: Prof. Paloma Diaz, Universidad Carlos III de Madrid, Spain Session Chair: Dr. Mohammad Hajarian, Universidad Carlos III de Madrid, Spain Session Chair: Prof. Clara Perez, UNED, Spain Recently, gamification showed tremendous success in different fields of science. It can enhance active learning in engineering education and increase user engagement
in software applications. In this workshop, participants will learn and practice effective gamification: a novel gamification guideline developed and presented by the presenters of this workshop at the WEEF-GEDC 2021 conference. As a result, in
addition to learning gamification for making mobile and web applications more engaging, participants will learn state-of-theart principles of using interactivity, utility, and social networking features to make gamification effective in the long run. This workshop consists of three parts, and it will be held in 90-minute sessions. Principles, several examples, and case studies will be reviewed during this session, and participants will use the given tools to collaboratively design a gamified app
based on the learned principles. At the end of the session, they will receive feedback about their designs. Moreover, for better understanding and future use, the presented guideline, which describes the building blocks of effective gamification in a stepby-
step manner, will be given to the participants along with the required tools. |
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Effective Gamification Workshop Universidad Carlos III de Madrid, Spain Recently, gamification showed tremendous success in different fields of science. It can enhance active learning in engineering education and increase user engagement in software applications. In this workshop, participants will learn and practice effective gamification: a novel gamification guideline developed and presented by the presenters of this workshop at the WEEF-GEDC 2021 conference. As a result, in addition to learning gamification for making mobile and web applications more engaging, participants will learn state-of-the-art principles of using interactivity, utility, and social networking features to make gamification effective in the long run. This workshop consists of three parts, and it will be held in 90-minute sessions. Principles, several examples, and case studies will be reviewed during this session, and participants will use the given tools to collaboratively design a gamified app based on the learned principles. At the end of the session, they will receive feedback about their designs. Moreover, for better understanding and future use, the presented guideline, which describes the building blocks of effective gamification in a step-by-step manner, will be given to the participants along with the required tools. |
| 5:30pm - 7:00pm | WS04: Preparing future engineers for the convergence of AI and simulation (Altair) Location: Room B Humanities Faculty Session Chair: Dr. Armin Veitl, Altair Engineering Inc., Germany Session Chair: Livio Mariano, Altair, Italy Session Chair: Prof. Elio San Cristóbal, UNED, Spain Data science elevates simulation driven design to a new level. A control design process can be drastically shortened by an AI based system identification while the flexibility increases. The Workshop utilizes a ball balancing table to demonstrate this transition away from a traditional physics- based approach. It builds the basis of a project-based learning class that let students explore the possibilities and limitations that arises with data science. The new approach will be introduced in the context of different approaches of modern control design: * The simulation-based approach uses digital twins of various complexities: linear, nonlinear and full 3D based twins - which can be replaces by the real system finally. * The data scienced based approach uses a short set of data to teach an AI based identification of the dynamic system. The results will lead in a control configuration that can be applied on the real system directly. A straight comparison of flexibility, stability and performance demonstrates the power of AI based control design. http://www.altair.com/ is a global technology company that provides software and cloud solutions in the areas of simulation, high-performance computing (HPC), and artificial intelligence (AI). Altair enables organizations across broad industry segments to compete more effectively in a connected world while creating a more sustainable future. http://www.altairuniversity.com/ supports universities and faculty to prepares future engineers to drive decisions leveraging the convergence of simulation and data science. Our industry proven tools with a unified user experience make coordinated curricula even more efficient. As part of the Academic Program: * We provide free software to students and student teams worldwide. * Our comprehensive learning library enables users to explore and experience product development techniques that go beyond state of the art. * Universities benefit from our compelling course-based packages. * Altair's active community forums give access to our global network of experts. |
| 7:30pm - 9:00pm | WS1255: Cómo Enseñar Pensamiento Crítico Location: Room B Humanities Faculty Session Chair: Prof. Uriel Ruben Cukierman, UTN, Argentine Republic Session Chair: Dr. Eduardo Vendrell Vidal, Universitat Politècnica de València, Spain Session Chair: Dr. África López-Rey, UNED, Spain Existe un entendimiento común en la educación superior, y particularmente en la enseñanza STEAM, sobre la necesidad de desarrollar las llamadas "habilidades del siglo XXI", también conocidas como las 4C, que incluyen el pensamiento crítico, el pensamiento creativo, la comunicación y la colaboración. Si bien las dos últimas habilidades probablemente sean más familiares para las facultades, desarrollar habilidades de pensamiento creativo y crítico en nuestros estudiantes es mucho más complicado y difícilmente alcanzable sin una capacitación y orientación adecuadas. El taller propuesto dará a los participantes una idea de lo que significa el Pensamiento Crítico, cuáles son sus componentes y algunas técnicas para enseñar y evaluar esta habilidad en los cursos STEAM. |
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Cómo enseñar pensamiento crítico 1UTN, Argentine Republic; 2UPV, Spain Existe un entendimiento común en la educación superior, y particularmente en la enseñanza STEAM, sobre la necesidad de desarrollar las llamadas "habilidades del siglo XXI", también conocidas como las 4C, que incluyen el pensamiento crítico, el pensamiento creativo, la comunicación y la colaboración. Si bien las dos últimas habilidades probablemente sean más familiares para las facultades, desarrollar habilidades de pensamiento creativo y crítico en nuestros estudiantes es mucho más complicado y difícilmente alcanzable sin una capacitación y orientación adecuadas. El taller propuesto dará a los participantes una idea de lo que significa el Pensamiento Crítico, cuáles son sus componentes y algunas técnicas para enseñar y evaluar esta habilidad en los cursos STEAM |
| Date: Tuesday, 16/Nov/2021 | |
| 12:00pm - 1:30pm | S01: Diversity, Gender, Identity and Multicultural Education Location: Room B Humanities Faculty Session Chair: Dr. Maria Ileana Ruiz-Cantisani, Tecnológico de Monterrey, Mexico Session Chair: Prof. Andre Fidalgo, Isep, Portugal Session Chair: Prof. Elio San Cristóbal, UNED, Spain |
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Of Marbles and Minecraft: Designing STEM Educational Games for Culturally Diverse Young Learners in Malaysia 1Faculty of Language and Communication, Universiti Malaysia Sarawak, Malaysia; 2Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak, Malaysia; 3Faculty of Computer Science and Information Technology, Universiti Malaysia Sarawak, Malaysia; 4School of Educational Studies, Universiti Sains Malaysia Organizing for Capacity and Involvement Among Faculty, Students and Staff in Engineering Education Change – 10 Years of Development 1Royal Institute of Technology, Sweden; 2Mälardalens Högskola Scholarship of Teaching and Learning - A way to identify inclusion opportunities and exclusion risks in digital learning scenarios Hochschule Bonn-Rhein-Sieg University of Applied Sciences, Germany Leveraging a EAST -WEST partnership to broaden participation of URM Faculty 1University of Maryland Baltimore County, United States of America; 2University of California, Davis Affordable and Reliable Power and Communication Device for Continuous Online Learning for African Students 1Pan-Atlantic University, Nigeria; 2NASENI Solar Energy Ltd, Nigeria; 3Ambrose Alli University, Nigeria; 4University of Lagos, Nigeria; 5CREC, Cameroon; 6Afe Babalola University, Nigeria; 7Sudan University of Science and Technology; 8The Higher Institute of Engineering, Hoon, Libya; 9University of Malawi - The Polytechnic, Malawi; 10Elizade University, Nigeria; 11University of Pretoria, South Africa; 12Enugu State University of Technology, Nigeria; 13Central University of Technology, South Africa; 14National Agency for Science and Engineering Infrastructure (NASENI), Nigeria; 15Benin Republic; 16Makerere University, Uganda; 17Havilla University, Nde-Ikom, Nigeria MATILDA Latin American Open Chair, an international cooperation initiative for more women in engineering 1Cátedra Abierta Latinoamericana Matilda y las Mujeres en Ingeniería; 2Universidad FASTA, Argentina; 3GEDC Latam; 4Universidad Atlántida Argentina, Argentina; 5Tecnológico de Monterrey, México; 6CONFEDI; 7ACOFI; 8LACCEI; 9Florida Atlantic University |
| Date: Wednesday, 17/Nov/2021 | |
| 12:00pm - 1:30pm | SS201: Virtual Instrument Systems in Reality (VISIR): 20 Years in Engineering Education – What’s Next? (VISIR20) Location: Room B Humanities Faculty Session Chair: Dr. Gustavo R. Alves, Polytechnic of Porto - School of Engineering, Portugal Session Chair: Prof. Maria Marques, Polytechnic of Porto - School of Engineering (ISEP), Portugal Session Chair: Dr. Thomas Klinger, Fachhochschule Kaernten - gemeinnuetzige Privatstiftung, Austria Session Chair: Dr. África López-Rey, UNED, Spain |
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Remote Microelectronics Experimentation based on VISIR Remote Laboratory: An Approach to Spread VISIR Functionalities Adapted to Hardware Limitations 1UNED; 2Technical University of Sofia; 3Facultad Regional San Nicolás UTN Argentina Virtual Instrument Systems in Reality (VISIR) in Latin America from a bibliometric perspective: looking back to plan ahead 1CONICET, Argentina; 2National University of Rosario, Argentina; 3National Technological University, Argentina; 4Blekinge Institute of Technology, Sweden A comprehensive VISIR bibliographical reference 1Polytechnic of Porto - School of Engineering, CIETI-ISEP, Portugal; 2CIETI - Center for Innovation in Engineering and Industrial Technology, Polytechnic of Porto, Porto, Portugal; 3University of Duhok, Iraq Mapping VISIR Circuits for Computer-assisted Assessment 1IQS Universitat Ramon Llull, Spain; 2Faculty of Engineering, University of Deusto, Spain Students’ perception about using VISIR 1ISEP - School of Engineering, Polytechnic of Porto, Porto, Portugal; 2CIETI - Center for Innovation in Engineering and Industrial Technology, Polytechnic of Porto, Porto, Portugal |
| 3:30pm - 5:00pm | SS201 2: Virtual Instrument Systems in Reality (VISIR): 20 Years in Engineering Education – What’s Next? (VISIR20) (2) Location: Room B Humanities Faculty Session Chair: Dr. Gustavo R. Alves, Polytechnic of Porto - School of Engineering, Portugal Session Chair: Prof. Maria Marques, Polytechnic of Porto - School of Engineering (ISEP), Portugal Session Chair: Dr. Thomas Klinger, Fachhochschule Kaernten - gemeinnuetzige Privatstiftung, Austria Session Chair: Prof. Clara Perez, UNED, Spain |
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VISIR Technical Enhancements to Improve Educational Support Universidad Nacional de Rosario, Argentine Republic Remote teaching of electrical circuits: proposal for the use of online laboratories in Secondary Education Federal University of Santa Catarina, Brazil E-Engineering for Middle East and North Africa (MENA): Why and How Polytechnic of Porto, School of Engineering, Portugal A Hybrid Model for the Undergraduate laboratory Course in Analog Electronics amid the COVID-19 Pandemic Challenges KLE Technological University, Hubballi, India Description, Analysis and Characterization of VISIR System Toward Extending its Use to Various Fields of Experimenting 1Electrical Engineering Department, Université Hassan 1er de Settat, Morocco; 2National High School for Electricity and mechanics - Université Hassan II de Casablanca, Morocco Addressing the need for online engineering labs for developing countries 1Florida Atlantic University, United States of America; 2Embry-Riddle Aeronautical University, United States of America; 3Universidade São Francisco, Brazil |
| Date: Thursday, 18/Nov/2021 | |
| 12:00pm - 1:30pm | S06: Future of the Engineering Education Location: Room B Humanities Faculty Session Chair: Dr. Patricia Caratozzolo, Tecnologico de Monterrey, Mexico Session Chair: Prof. Kay Berkling, Cooperative State University Karlsruhe, Germany Session Chair: Dr. África López-Rey, UNED, Spain |
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Time for mentally healthy engineering students Stellenbosch University, South Africa The shift to online and blended learning at an engineering school: feedback and results 1ISAE-Supmeca, Saint-Ouen, France; 2University Paris Nanterre, France; 3CEROS, EA 4429, Nanterre, France; 4QUARTZ, EA 7393, Saint-Ouen, France Analyzing the future Engineering Education in Europe: First evidence from six European countries Technical University of Munich, Germany Impact of Blended Learning on Engineering Students Attendance Post COVID-19 The University of Nottingham Ningbo China, China, People's Republic of Using Online and Blended Learning Method for Teaching Novices in Mobile Application Development 1Wellington Institute of Technology, New Zealand; 2Whitireia Community Polytechnic, New Zealand |
| 3:30pm - 5:00pm | P1136: Putting the “Peace” in Peace Engineering: The Carter School Approach Location: Room B Humanities Faculty Session Chair: Keil Eggers, George Mason University, United States of America Session Chair: Elana Sokol, Carter School Peace Engineering Lab, United States of America Session Chair: Ashton Rohmer, George Mason University, United States of America Session Chair: Dr. Sergio Martin, UNED - Universidad Nacional de Educación a Distancia, Spain Panelists: Keil Eggers, Jimmy and Rosalynn Carter School for Peace and Conflict Resolution, George Mason University, Fairfax, VA, USA Ashton Rohmer, Jimmy and Rosalynn Carter School for Peace and Conflict Resolution, George Mason University, Fairfax, VA, USA Elana Sokol, Jimmy and Rosalynn Carter School for Peace and Conflict Resolution, George Mason University, Fairfax, VA, USA |
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Putting the “Peace” in Peace Engineering: The Carter School Approach George Mason University, United States of America |
| 5:30pm - 7:00pm | P1241: How do we teach in Engineering? Educational Paradigms and Teaching Strategies for University Educators Location: Room B Humanities Faculty Session Chair: Dr. Natacha DePaola, Illinois Institute of Technology, United States of America Session Chair: Dr. Eric Forcael, Universidad del Bío-Bío, Chile Session Chair: Dr. Sergio Martin, UNED - Universidad Nacional de Educación a Distancia, Spain Panelists: Eric Forcael, Dept. of Civil and Environmental Eng., Universidad del Bío-Bío Concepción, Chile Gonzalo Garcés, Dept. of Civil and Environmental Eng,. Universidad del Bío-Bïo Concepción, Chile Andrés Díaz-Lantada, Mechanical Engineering Department, Universidad Politécnica de Madrid, Madrid, Spain |
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How do we teach in Engineering? Educational Paradigms and Teaching Strategies for University Educators 1Universidad del Bío-Bïo Concepción, Chile; 2Universidad Politécnica de Madrid Madrid, Spain |
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