IGIP Newsletter - Issue 02 - 2021

9th January 2022

IGIP Newsletter - Issue 02 - 2021


Editorial Team - Foreword

By Teresa Restivo, Susan Zvacek

The best way to spread IGIP Christmas cheer is reaching your email. This has been possible with the help of IGIP members and friends. Let’s hope for a better world in 2022, Teresa Restivo

As we consider the past year and look toward the next, let’s be thankful for our friends and colleagues who support our work and remind us why our efforts matter. Good wishes to you and yours for a restful holiday season, Susan Zvacek

President Column

By Hanno Hortsch

Dear IGIP Community, I hope the messages of our IGIP newsletter reach you in the best of health. We are pleased to note that our 50th IGIP International Conference on Engineering Pedagogy and the 24th International Conference on Interactive Collaborative Learning at the TU Dresden and the HTW Dresden, University of Applied Sciences were successful in a hybrid approach. At the conference the new President and Executive Committee members were announced. Congratulations go to Tiia Rüütmann as President-elect and new EC members Pavel Andres, Uriel Cukierman, and Wolfgang Pachatz. In addition, Tatiana Poljakova and Axel Zafoschnig were elected vice-presidents of the IGIP at the EC meeting on 5 November, 2021. (More details are at http://igip.org/IGIP_executive-committee.php) As part of the IGIP meeting during the ICL 2021 conference, IGIP Awards and Best Paper Awards were presented. The Nikola Tesla Chain was awarded to Ms. Gudrun Kammasch (Germany). The A. Melezinek Meritorious Service Award went to István Simonics (Hungary), Matthias Utesch (Germany), Axel Zafoschnig (Austria). IGIP Senior Member Awards were given to Susan Zvacek (USA), Oleksandr Kyprianov (Ukraine), and Uriel Cukierman (Argentina) for their long-term work at IGIP. Honorary Title of International Engineering Educator, Ing.Paed.IGIP h.c. went to Sheryl Sorby (USA). ICL 2021 Best Paper Award - Full Paper was presented to J. Stransky, L. Basset, Ch.A. Bodnar, D. Anastasio, D. Burkey, and M. Cooper for “Understanding Student Motivation to Engage in the Contents Under Pressure Digital Game.” ICL 2021 Best paper Award - Short paper – awarded to P. Osipov, J. Ziyatdinova, L. Dulalaeva, and G. Farkhretdiniova for “Enhancing Leadership Skills of Undergraduate Engineering Students through Event and Festivals.” The end of a calendar year is often an occasion to look to the future for IGIP's work. What tasks are ahead of us as the IGIP community in the near future? Of course, we all hope that our annual conferences will again take place in direct contact with one another. Our conferences are, to speak from an engineering point of view, the energy source for our daily problem solving and global action. But they are also a symbiosis between the technical sciences of engineering and the teaching of the technical sciences. This is what makes our work and our conferences unique. We must continue to cultivate and develop those treasured connections. I would like our individual working groups to become even stronger, both in terms of staff and content. Another important task is the implementation of IGIP’s new prototype curriculum. The new curriculum is very open, especially when it comes to taking regional features into account. In addition, it is geared toward modern study and teaching of tasks and duties in the profession and the needs and demands of the labour market. We should discuss how the IGIP Training Centers could be supported in this process. The Executive Committee is happy to accept all proposals in this regard and ready to support them. It is clear that other engineering societies and associations have also recognized the importance of high-quality engineering education. We should participate in such networks while also recognizing the strengths of our training centers in developing high quality engineering educators. Another important issue to note is that the education systems in the secondary and tertiary sectors differ among the countries, with some similarities but also essential differences. Therefore, we should promote the regional IGIP meetings or conferences more strongly. For example, regional conferences are held regularly in Russia, Austria, and Germany (organized by the IPW). We should initiate this in other countries, such as South America or Central Asia, to enlarge our IGIP community and, above all, make our visions and goals accessible to an even wider range of interested parties. On behalf of all IGIP members, let me wish the organizers of the next ICL / IGIP conference every success. We are already looking forward to our 50th anniversary event in Vienna in 2022 and hope we can celebrate face-to-face. Continue to stay healthy and take care of yourselves. I wish you all a happy, healthy, and optimistic new year! Hanno Hortsch .

Talking About Teaching / What Matters MOST for Assignments

By Susan Zvacek, College TeachingCoach.com

In 2018, Teresa Restivo and I wrote an article describing a framework for creating remote or virtual lab assignments and I offered a conference workshop (EDUCON) on it, as well. While the guidelines included in the framework were academically sound, I’ve since realized that the model itself was too complicated and unwieldy. After much reflection and revision, that framework has evolved to its new, streamlined incarnation. Please give a warm welcome to version 2.0, now known as MOST. This model provides four broad categories to be considered when creating any type of assignment, but is especially suitable for lab work. The four categories in the model are Motivation, Objectives, Strategies, and Tools/Resources. Within each category there are example questions to guide the design of your assignments, providing adequate flexibility to create activities that will lead to improved learning outcomes. Motivation is widely recognized as a critical factor in student learning, although suggestions for how to facilitate it in our teaching aren’t easy to find and often aren’t backed up by research. We do know that people, in general, are willing to persist in an activity if they feel it’s relevant, believe they can be successful, and employ self-regulatory practices (e.g., volition) that support effort and commitment. Within this category of the model are prompts and suggestions for integrating motivational elements into instructional design, such as, “Is the task moderately challenging?” and “Help students recognize how the task reinforces skills that enable interesting and meaningful outcomes later” (e.g., the ability to calculate angle of repose helps when designing bridges). There is no question that specific, outcome-focused objectives are helpful to you when writing an assignment and to students when completing it. Are your objectives obvious to students and do they reflect learning beyond simple recall or basic understanding? Is it clear what the evidence of learning (the “deliverable) should be? The assignment’s strategies, in general, are what students are doing to complete the assignment and how the environment can enable that. For example, if students read a book chapter to prepare (action), are there prompts (guidance) to help them read for meaning or identify key concepts? (Note: It’s not safe to assume that your students are good at extracting meaning from what they read.) In short, what actions are required to complete the assignment and is there intermediate feedback to allow for re-tries and revisions? Finally, the tools and resources component of MOST serves to emphasize the importance of identifying the devices, materials, technical support, time, and content objects (e.g., books, handouts, or user manuals) required for successful completion of the assignment. In a nutshell, what do you and students need to have available in order to create and complete the task? MOST has been pilot-tested in two workshops, thus far, to identify areas for improvement and a white paper is in the works to explain the model more fully and how it can be applied when building an effective assignment. Feedback on this bare-bones explanation would be appreciated! Write to me at Susan@CollegeTeachingCoach.com

University Corner / 20th Anniversary of Estonian Centre for Engineering Pedagogy at TalTech

By Tiia Rüütmann, Taltech, Estonia

The IGIP Estonian Monitoring Committee (MC) was founded in 1995 and the President (Professor Dr. Rein Küttne), Secretary General (Professor Dr. Jaak Umborg), and members of the Estonian MC were appointed by the Minister of Education and Research. The MC instigated the founding of the Estonian Centre for Engineering Pedagogy at the only technical university in Estonia – Tallinn University of Technology (TalTech), and was supported in these efforts by the University of Tartu and the Minister of Education and Research of Estonia. The first head of the centre, Professor Dr. Jüri Vanaveski, championed the principles of high quality engineering pedagogy at TalTech. Estonian Centre for Engineering Pedagogy has been an IGIP accredited training centre since 2003 and 109 engineering educators have been awarded the qualification of ING.PAED.IGIP, including 62 at TalTech. The Centre organised IGIP conferences in 2006 and 2020, and an onsite (or hybrid) conference is planned for 2024. The first and foremost mission of the centre was to educate STEM teachers, technical teachers, and engineering educators at TalTech. Today activities of the centre also cover research in engineering pedagogy, participation in R&D projects, cooperation with partners in the field of engineering pedagogy, and continuing education. This includes workshops and seminars, mentoring, individual counselling, and peer observation, for example. The centre has also designed a Didactics of Higher Education course for engineering faculty and doctoral students, and Learning to Learn for TalTech students. Examples of the methodological materials designed at the centre include the Handbook of Engineering Pedagogy, Peer-Observation and Collegial Feedback, and Management of the Learning Process in Distant Learning. In 2021 a new curriculum for engineering educators was designed at TalTech taking account of the principles of the new IGIP prototype curriculum. The 20th anniversary conference of Estonian Centre for Engineering Pedagogy was held at TalTech on October 28, 2021 with 40 participants. The Vice-Rector of Academic Affairs, Professor Dr Hendrik Voll, and the Dean of the School of Engineering, Dr Fjodor Sergejev, welcomed participants and expressed gratitude for the valuable work done by the centre, followed by numerous presentations. Many colleagues from other universities who have benefited from their cooperation with the Centre also participated in the conference. In 2021, centres for teaching excellence were founded for all TalTech faculties to provide field-specific pedagogical support to faculty. The newly-founded Centre for Teaching Excellence of the School of Engineering and School of Science will support the implementation of IGIP principles for effective teaching and cooperation with IGIP and its training centres will be the most important prerequisite for further developments. Photos: https://www.facebook.com/permalink.php?story_fbid=652068669503394&id=100298294680437

TEACHING is an ART

By Gyeungho Choi, Daegu Gyeongbuk Institute of Science and Technology (DGIST), South Korea

In order to encourage new students to succeed in their future lives, I try to teach them in a rather different way. I discussed this special essay, and its title, with my graduate student, Lennart Jahn from Germany. I encourage students to find their motivation to study. Instead of focusing only on mathematics and memorizing physics and chemistry formulas, I make them aware of the big issues in our society. I encourage them to evaluate their life up to the present, believe in what they’re studying, and create a plan for their future. One of the biggest problems facing humanity today is climate change. Nowadays, electric cars can be more efficient than their fossil fuel counterparts, but we must research and develop new, more efficient options for the future of mobility. Autonomous cars will have a major impact on current traffic, but until 2017 only a few leading research institutes were able to conduct research in this field. Therefore, I have advocated for a government-organized AV competition to provide a challenge for and motivate students to conduct research in this field. Another task I have given my students is to develop a shuttle service from the university to the nearest bus stop. In this way, students are not only researching AV for society, but also for their own potential benefit. I believe that these motivational activities lead to better quality results and solutions. What motivates one student to learn will differ from others, but with my unique teaching style I hope to draw students’ attention to the big issues in society. These issues should be seen as their issues and not mine. However, it is also important for the professor to address the individual needs of each student. Therefore, I believe that TEACHING is an ART.

International Hybrid Conference “Distance Learning Challenges in Higher Education: Supporting Expanded Programs and Access"

By Teresa Restivo, Portuguese Agency for Assessment and Accreditation of Higher Education Programs (A3ES), University of Porto

During COVID pandemic situation, online lectures have been the primary teaching approach in much of the world, including Portugal. The Portuguese Agency for Assessment and Accreditation of the Higher Education Programs, member of the European Association for Quality Assurance in Higher Education (ENQA), held an international hybrid conference, “Distance Learning Challenges in Higher Education: Supporting Expanded Programs and Access,” September 17, 2021, in Lisbon, Portugal. The Conference highlighted key features in distance education based on models and methods to provide quality educational opportunities and accountability. It also addressed the attributes of current distance education practices in Portugal and the potential for their evolution. Invited speakers were Liz Marr, Open University, UK; David Boud, Deakin University, Australia; Carla Oliveira, Universidade Aberta, Portugal; Ricardo Mairal, Universidad Nacional de Educación a Distancia, Spain; Susan Zvacek, College Teaching Coach.com, USA; and Fernando Ramos, A3ED EaD Committee. More details can be found at https://challenges-ead.com/

Physical/Blended/Virtual Mobility - European University ATHENA Seminar

By Teresa Restivo, A3ES AB, University of Porto

The ERASMUS + Guide, 2021 - 27, (25-03-2021), describes the combination of physical and virtual components of educational mobility as the “blended mobility mode.” It states, “In addition to physical mobility, all learner mobility activities can be blended with virtual activities,” referring to “any study fields and cycle (short cycle, bachelor, master and doctoral levels.” At the present, institutions must define their participation in order to make this possible. At the Portuguese Agency for Assessment and Accreditation of Higher Education Programs (A3ES), an online international seminar on this topic was presented on December 14, 2021, by the European University ATHENA. The seminar had 83 participants from European countries, Africa, and the Middle East. There was a general acceptance of this type of mobility, especially in terms of inclusion, green initiatives, and digital agendas. In addition, there are possibilities to address the digital divide with this type of mobility. IGIP members should consider options for how these alternative curriculum designs can be implemented for the benefit of potential students.

Experiment@International Workshop (expatWS’21)

By Teresa Restivo, A3ES AB, University of Porto

expat’xx is traditionally a biennial event focused on online experimentation, such as remote and virtual experiments and smart sensing. It also provides a venue to explore innovative tools based on serious games, as well as virtual, augmented, and cross-reality applications interacting with sensorial devices. Started in 2011 at the Calouste Gulbenkian Foundation, Lisbon, Portugal, its organizers decided to hold it in locations throughout their small but diverse country. The geographic and cultural similarities with countries of northern Europe and the Mediterranean have offered mild but diverse weather. These events have provided forums for meeting and learning from colleagues and friends from many countries in the world. Today, with the expansion of Industry 4.0, it offers a relevant context for topics that have been discussed since its inception. This year, instead of a face-to-face event, the three-day Experiment@International Workshop (expatWS’21) series was held remotely from November 22 to 24, 2021. (A face-to-face conference is planned for 2023.) Eight workshops were offered with topics on Online Experimentation, Digital Transformation, Digital Technologies, Training, and Applications. Three of the workshops are described below.

Spinning Around Industry 4.0

By Felipe Mateos, Reyes Poo, and Antonio Robles, University of Oviedo, Spain

Industry 4.0 is creating a need for advanced training in many disciplines. University studies include new methods, materials, and learning mechanisms to try to meet these demands. The complexity and high cost of these education systems often result in reduced and uncoordinated access to equipment and tools that only partially cover these needs. During the last three years, a multidisciplinary group of teachers and students from the University of Oviedo has been designing, developing, and setting up a pilot plant for the manufacture of "hand spinners" manufacture, in cooperation with companies and institutions such as Alcoa Foundation, ABB, Phoenix Contact, SMC, and IUTA. This facility provides a motivating, practical, and realistic insight into the technologies of Industry 4.0. This workshop focused on the pilot’s development and results obtained so far, including usage data and practical demonstrations associated with industrial digitalization. Participants appreciated an installation conceived from scratch in every domain and advanced applications in different Industry 4.0 areas that continues to pose a challenge to fully exploit its possibilities. The workshop presented the design keys, the implementation aspects, and a demonstration of some works based on this platform. Reference was also made to the studies where it was applied, the teaching methodologies, and ideas for improvement from a very practical point of view, along with demonstrative videos. Participants were able to discuss ideas about teaching these technologies from similar facilities, analysing their advantages and disadvantages, the problems associated with the maintainability of resources, and the complexity of integrating applications related to Industry 4.0.

Data Acquisition and Analytics in Smart Agriculture

By Rogério Dionísio, Polytechnic Institute of Castelo Branco, Portugal and Teodora Lolic, University of Novi Sad, Serbia

Data in precision agriculture has taken on increasing importance, enabling timely and accurate decision-making. This workshop demonstrated the data flow from a LoRa network installed in an almond crop and up-to-data analysis to extract useful information. The organizers followed a hands-on approach with a step-by-step explanation of the process. In the first part of the workshop, the participants learned how to acquire data remotely from three different data sources: the Thinks Network, OpenWeather, and Wio servers. Node-RED was used as middleware and as a dashboard. The second part was related to the importance of using data properly, emphasizing the need for appropriate design, collection, and preparation. This was followed by a discussion of the need to analyze and interpret data correctly. The feedback from the participants was very positive. One of the participants noted, “From a practical example, it was simple to follow the steps to acquire, prepare and organize data, and how to use a tool for data analysis. In brief, it was possible in a two-hour workshop to get insights of a full vertical IoT application, from edge to edge.”

Data Retrieval, Presentation, and Analysis of Taste and Flavor Data

By Frederic Andres, NII, Tokyo, Yevgenya Sulema, NTUU, Kyiv, and Andreas Pester, BUE, Cairo

Research has shown that the food sector is one of the major contributors to anthropogenic climate change. In Europe, food is responsible for approximately 30% of the total emissions of greenhouse gases. This workshop covered three topics related to this problem. 1. How to get recipe, ingredient, and taste data; 2. How to categorize these data using standardized descriptors and how to represent these data; and 3. How to apply methods of statistics and machine learning to analyse these kinds of data. Andres showed how data can be classified using the five Vs of big data: Volume, Velocity, Variety, Veracity, and Value. He showed where to find online food data sets and explained the data structure and classification scheme for recipes. He also touched on the ingredient classification and semantic issues, such as authenticity and visual expectation. Sulema described how food can be represented as mulsemedia data and explained that mulsemedia data are a symbiosis of multimodal and time data. In a short interactive example, the participants explored how to describe the modalities of food data, including the taste and texture classification of food and necessary multilingual aspects. Pester provided an introduction to machine and deep learning and showed how the essential parts of every machine learning problem--experience, task and performance measure --can be applied to food data. The participants learned how to vectorize recipes by ingredients and learned a concrete data set, vectorized with the hot-shot method, that was then used for a classification task with a multilayer perceptron architecture and a special learning optimization method (RMSProp). A graphical programming platform, KNIME, was used as a formal environment, demonstrating that users need not be experienced in the use of a formal programming language like Python. Pester showed how accuracy, recall and sensitivity can be used as performance metrics for food data. Overall, the participants were very satisfied and interested in a data-driven approach to this non-engineering field.