Pedagogical Innovation Projects - PIP2018

Innovation at TĂŠcnico

Pedagogical Innovation Projects This document discloses the obtained result of the PIP2018 implementation.

pip.tecnico.ulisboa.pt

2

Welcome Dear All, Recent technological developments and rapid social changes have brought new challenges to engineering education in the 21st century. In order to better prepare young engineers to be able to anticipate, take part and respond to the future challenges of our society, Técnico launched a process of analysis and reflection on its teaching model and pedagogical practices. The Comissão de Análise do Modelo de Ensino e Práticas Pedagógicas (CAMEPP) of Técnico, was instructed for this purpose by the School’s management bodies, to rethink the teaching and pedagogical model and to define the guidelines for a reorganization of School’s Education.

The Pedagogical Innovation Projects (PIP) emerged in this context and are intended to support teachers in the development of new formats and innovative teaching methods, encouraging the inclusion of new technologies and skills in curricular units, which play increasingly large roles in the world of work, such as collaborative project work and digital technologies.

With this Brochure, we aim to present the results of the Pedagogical and Innovation Projects 2018, and to disseminate the innovative teaching that is done at Técnico. We also hope that these projects serve as prototypes for future projects and encourage other teachers to try new ideas.

I, therefore, wish to extend my deep gratitude to all our professors who invest their time and energy, as well as all the students who make these projects possible. I don’t want to end without leaving a special thanks to Beatriz Silva, member of the Pedagogical Council’s executive commission, for all her time and effort to make this Brochure see the daylight.

Raquel Aires Barros President of the Pedagogical Council Instituto Superior Técnico

3

4

Index 2 Welcome 5 Summary 8

Comments on Pedagogical Innovation Projects 2018

10

Projectos PIP2018

11

Cyber-Physical and IoT Systems Laboratory

12

Social Innovation Lab (SILab)

13

MOOC Analytics supporting a flipped-classroom strategy

14

HTS and Lab-on-a Chip: Two Innovative and Efficient Approaches for Developing Purification Processes of Biological Products

15 GameCourse 16

Photovoltaic Microgeneration: Economical assessment and added value on the power quality

17

Internet of Things Design Studio

18

Photovoltaic Electric Energy Production Systems: Applications, Methodologies and Learning

19

3D-Biomol - Printing and Using 3D Models in the Study of Biomolecular Structures

20

IST SCOPE Project

21

Optimizing the teaching and learning process with classroom response systems - Clickers

22

Industrial Electric Machines: traction, power generation and transmission

23

Capture the Flag: Introducing Gamification in the Software Security Course

24

Massive Open Online Tool (MOOT)

25 SmarMob@Tecnico 26

Suggestions for project support, mainstreaming and sustainability

5

6

I was looking at the list of selected projects and thinking that we have a great potential here in terms of our ability to provide not only quality teaching and research, but to offer new ideas and teach our students the best way possible.

Arlindo Oliveira Former President of the Instituto Superior TĂŠcnico (2012-2019) arlindo.oliveira@tecnico.ulisboa.pt

7

8

Summary One of Técnico established priorities is the updating and adapting of its teaching model and pedagogical practices. In this context, a process of analysis and reflection on its teaching model and pedagogical practices (CAMEPP) was triggered with the aim to define the guidelines for a reorganization of the pedagogical education model of Técnico.

In January 2018, Técnico’s Teaching Model and Pedagogical Practices Analysis Commission (CAMEPP) was set up, mandated by the School bodies, to rethink its pedagogical training model.

The teaching paradigm change is one of the critical points for the success of the Técnico 2122 model, and in February 2018 the first edition of the Pedagogical Innovation Projects - PIP2018 was launched, an initiative, promoted by the Pedagogical Council, with the support of the Scientific Council and the Management Council, with the objective of financing pedagogical innovation projects within the scope of curricular units (UC) taught at IST and promote the implementation of innovative teaching methods and active learning with a positive impact on updating and adapting Técnico teaching model.

This first edition of PIP2018 was received with great enthusiasm by the School and was a huge success, with 39 proposals submitted, and a total of 17 projects financed with an impact on improving the teaching and learning of IST students.

9

10

Key Facts

39

17

Application

Approved projects

67,608.51€

59,708.14€

3,976.97€

Investment

Executed

Average budget per project

1168

6

Students enrolled

Departments

39

4

5

13

Teachers

Researchers

Technicians

Fellowship holders

2 Public Presentations

11

12

Introduction to the project The Pedagogical Innovation Projects (PIP) are held annually and support the teachers’ efforts, providing small amounts of funding to help the team to design and implement new initiatives.

The PIP aims to mobilize IST teachers in view of the following requirements: • the updating and/or adapting the IST teaching model, preferably for the 1st and 2nd cycles.

• the use of tools that are relevant in terms of learning, such as case studies, problem-based learning, active learning, flipped classrooms, learning based on research.

• to provide metrics to measure success and describe how they will be implemented.

• the use of new technologies, including digital solutions, to solve learning and teaching problems.

The experiences and knowledge developed in these projects are vast and the PIP2018 teams are a useful reference for others who wish to carry out similar activities. The complete list of applications and funded projects is available at the end of this brochure.

The purpose of this brochure is to document all PIP2018 projects, identifying the good and/or innovative ideas that may be of interest to the Técnico community.

13

Comments on Pedagogical Innovation Projects 2018 Patrícia Rosado Pinto The Head of NOVA Doctoral School and she is a member of the NOVA Rectoral Team, as Pro-Rector. She also coordinates the Professional Development Unit for Academic Staff (Gabinete de Desenvolvimento Profissional dos Docentes) at NOVA where she has been responsible for organizing and delivering transversal pedagogical courses dedicated to NOVA’s academic staff and for producing pedagogical documentation to support the teaching activity at the University.

I agreed to write a short article, in the form of a comment, on the Pedagogical Innovation Projects - PIP (2018) promoted by the Instituto Superior Técnico (IST) with the same enthusiasm with which I commented on them during their presentation. I welcome IST for the initiative and I am particularly pleased that I could be part of it.

I would like to highlight several ideas. The first is that this is a joint initiative of the institution’s management bodies that validate the message that it is crucial to bet on pedagogical innovation, that innovation is available to all teachers and that it is essential to establish incentives for innovation to emerge. On the other hand, the existence of so many projects proves that teachers are concerned with their pedagogical activity and that, given the opportunity to improve it, they take advantage of it without hesitation (Hasanefendic et al., 2017). This move towards the improvement of pedagogical practices constitutes, in my view, a contribution to faint the discomfort, still experienced today among higher education teachers and which is related to the rapid evolution of a status, until now with a strong scientific component, but that, due to increasing difficulties in the management of an increasingly global and technological world, inhabited by students with very heterogeneous social, cultural, ethnic and age characteristics, it starts to demand very different and diverse relational and pedagogical skills from teachers. In this sense, the task of rethinking and improving the learning environments in Higher Education Institutions (HEI) cannot be an isolated effort and it must be considered on an institutional and collaborative perspective between different structures.

The second central idea of this initiative is that innovation is not an end in itself and that the impact on students and their learning is the central focus of the whole process of change in HEI (it will suffice to read the PIP contest’s statutes). The improvement of pedagogical practice is therefore seen as a way to improve student preparation, not only with a set of current scientific and technological knowledge but also with intellectual, professional and social skills that allow them to integrate into social and professional life.

The analysis of the different projects highlights much of what is known today about the learning process and advocates about learning in Higher Education (EUA, 2018). On the one hand, learning as an active, “hands-on” process for building knowledge, gestures and attitudes. Many of the projects are built around the idea that you learn best by acting and interacting and that, although learning is an individual process in which different people learn differently, there are, for the same reason, immense potential in collaborative learning.

14

On the other hand, reading the proposals highlights the importance attributed to technologies in the service of training, with projects based on technological-based pedagogical artefacts and in formats of e-learning or blended learning. It should also be added that, with greater or lesser use of technologies, gamification and its playful and competitive and, consequently, pedagogical potentialities, appears as a central pillar of some of the projects presented.

The approximation of the training contexts to real situations of the profession is another aspect of the projects. It is for this reason that there are proposals that are based on the use of simulation of real situations, based on the knowledge that the use of practices and the contents learned will be easier if their learning has occurred in a setting similar to that in which then they will be used. The transfert of what has been learned will thus become more natural.

The mobilization of previous knowledge and its alignment with new knowledge also emerges from the analysis of some proposals. In fact, the pedagogical relevance of the mobilization and reactivation of previous knowledge and its consistent use in the acquisition of new knowledge and in the resolution of concrete problems or in the analysis of cases is known. As is known, the resolution of problematic situations attributes utility and applicability to learning, characteristics constantly valued by our students.

Some projects focus on the connection between research and training, better still, on the use of research as a training tool. It is at this level that the importance that some teachers attribute to the development, in students, of habits and procedures for reflection and criticism, based on solid theoretical references, is perceived, making the theory-practice relationship evident and useful.

Some proposals are based on multidisciplinarity. The importance of this transversality movement that, in the pedagogical domain, removes us from the silos of our scientific domains and brings us closer to other perspectives on the same reality, is of crucial importance in today’s HEI and in the increasingly global and interactive world that it’s ours.

Finally, I would like to highlight the proposals that focus on the University’s social mission. The establishment of bridges between the academic world and the world outside the walls of the Academy is today one of the main characteristics of modern universities, giving meaning to a Higher Education that integrates and harmonizes different missions and responsibilities.

The implementation of these projects and their monitoring and evaluation will certainly prove the individual, curricular and institutional importance of introducing pedagogical innovations in institutions that, despite the weight of tradition, are able to perceive, validate and, above all, encourage Innovation.

Universidade Nova de Lisboa, 2nd of November of 2019 References: EUA Trends (2018). Learning and teaching in the European Higher Education Area.

Hasanefendic, S.; Birkholz, J.M.; Horta, H. & Van der Sijde, P. (2017). Individuals in action: bringing about innovation in higher education, European Journal of Higher Education, 7:2, 101-119.

15

Projectos PIP2018

16

Cyber-Physical and IoT Systems Laboratory What was done The equipment and components acquired were specified considering their ease of use by students of IT Engineering. Thus the laboratory was equipped with: • Arduino / Genuino family controller and sensor kits for teaching design practices and application development in systems with cyber-physical interaction (sensing, analog-digital interface, software patterns for systems with constrained resources); • Car and drone kits for development and performance evaluation of time constrained and control systems.

Based on this equipment, teaching materials were specified and produced and used in the labs of the Applications and Computing for the Internet of Things course (MEIC, METI), namely laboratory guides - for the introduction to cyber-physical systems - and project models, to be further developed by students.

To give greater flexibility in the study and development of lab works, a standard kit is delivered by group of students at the beginning of the semester, to be returned in good condition at the end of the semester. Each group may request an additional kit for the final project.

The project The project aimed to provide the labs at the Department of Computer Science and Engineering with the conditions to teach cyber-physical systems and the Internet of Things (IoT) from the perspective of Information Technology (IT) Engineering, focusing on programming embedded and resource constrained systems.

The developed projects have intuitive themes related to the distributed sensing of intelligent environments (public lighting control, distributed traffic control) and have a final demonstration with the integration of the work of all groups of the laboratory shift.

It was supported the acquisition of measuring equipment, products and components – controller and sensor kits, small robots and drones - to equip laboratories at Alameda and Taguspark. Based on the artifacts acquired were specified and produced lab guides, within dissertations of the MSc programmes in Computer Science and Engineering (MEIC) and in Telecommunications and Informatics (METI), used in the Applications and Computing for the Internet of Things course.

Other relevant information The standard lab kits are now also used in projects in the Ambient Intelligence course (MEIC).

Following this project, and in partnership with the Interaction Design Laboratory for the Internet of Things, the Department of Computer Science and Engineering assigned a new lab space for the development of teaching practices on Interaction Design and Cyber-Physical Systems.

The project was co-supported by the Pedagogical Council and the Department of Computer Science and Engineering.

Alberto Ramos da Cunha (alberto.cunha@tecnico.ulisboa.pt) Department of Computer Science and Engineering UC: Applications and Computing for the Internet of Things (MEIC, METI)

17

Social Innovation Lab (SILab) What was done •

•

The project The mission of the Social Innovation Lab is to leverage the students’ creativity, research skills and capabilities to develop sociotechnical innovation / entrepreneurship in order to promote the creation of products and services, which fulfil the needs of local communities and communities in emerging markets. The Social Innovation Lab at IST integrates four key dimensions: (i) a new educational model; (ii) a students’ mobility program, (iii) an international network of partners and (iv) a physical/experimental laboratory.

•

The main objective is to combine a new educational approach oriented to social impact, with a space for work and experimentation where different stakeholders can interact and generate products that meet the needs of vulnerable communities. This main objective can be unfolded into four key tasks:

•

Implementation of the physical space: A physical space has been created at Tagus in room 2.2. We equipped the space with work tables, bench tops, benches, tools for prototyping and wall paper for writing. This space is now available for the students to use.

Projects developed in BSc/MSc courses: In the Industrial Engineering and Environment course students prepared 22 projects aimed to improve mobility for seniors (age >65). One of these projects won the best work in the Impact category national award on Grace Academy (Corporate Social Responsibility). In the Technology Based Entrepreneurship course, around 30 students from different nationalities and backgrounds were involved in 8 projects addressing the topic “Social Innovation - Developing goods and/or services to address the needs of vulnerable individuals and communities in the world”. Students addressed challenges coming from different regions in India and benefitted from mentoring from five university partners located in India. Students were involved in the E.Awards event at IST and one team won a honorable award.

International and internal network: A scientific committee was created at IST with 10 Professors from different department. Twenty protocols with national and international universities, research centers and NGOs were established so far.

Participation in events: The SILab has been present at the Open Day of Técnico, in its anniversary. Activities targeting the waste valorization and plastic recycling were done in that day.

Ana Carvalho (anacarvalho@tecnico.ulisboa.pt) Miguel Amaral (miguel.amaral@tecnico.ulisboa.pt) Departament of Engineering and Management UC: Industrial Management and Environment (LEGI) and Technology Based Entrepreneurship (MEGE and MEIC-A)

• Create a space for education and research on Corporate Social Responsibility and Social Entrepreneurship, which is integrated with courses administrated at IST and other universities; • Promote a solid interaction between IST’s community and the society, at the the national and international levels; • Promote the mobility of students (from IST to emergent countries and from emergent countries to IST) in order to develop solutions that potentiate the well-being of vulnerable communities globally • Create a network of international Labs crossing engineering with social innovation and entrepreneurship (e.g. MIT, Delft, KIT), in order to potentiate the interchange of students and the impact of the proposed solutions.

18

MOOC Analytics supporting a flippedclassroom strategy

Traditional vs Flipped Classroom

The project

Other relevant information

The focus of this project consisted in developing and using an online platform that allows to visualize the access to the online courses of MOOC Técnico. The MOOC Analytics enables tutors/teachers to have an easy visualization of online course statistics in real-time, that is, during the period when the MOOC runs, as well to consult the course’ statistics history for a future analysis. This is a very useful tool to support a flipped-classroom strategy based on the contents of a MOOC Técnico course.

The MOOC Analytics is a tool of great pedagogical usefulness for the tutors of all MOOC Técnico courses, even when these are used in contexts other than flipped-classroom strategies. The dashboard allows tutors to easily access to real-time statistics from video visualizations, as well as get access data for videos at different levels of reading, for example at the course level, sections level, individual video; the time intervals for each of these readings is also editable.

Ana Moura Santos (ana.moura.santos@tecnico.ulisboa.pt) Departament of Mathematics UC: Linear Algebra (LEIC-T)

What was done MOOC Analytics has supported the implementation of a flipped-classroom strategy at a Linear Algebra UC execution during the fall semester of 2018/2019 for LEIC-Tagus students. During this semester, a guide to good practice to follow the MOOC vapX was also elaborated and disseminated with the aim of facilitating the guidance of students in the weeks of more autonomous study based on this online course.

19

HTS and Lab-on-a Chip: Two Innovative and Efficient Approaches for Developing Purification Processes of Biological Products

The project

Other relevant information

This project aimed at the improvement and pedagogical innovation in the CU of Biological Engineering Laboratories II. Innovation was achieved by the realization of two autonomous/independent laboratory activities, in groups of 3-4 students, using a research-based learning format and innovative techniques for developing purification processes of biological products.

The independent activities allowed students to develop multiple skills, including i) teamwork; ii) experimental development (experimental design, use of innovative equipment, problem solving); iii) critical thinking , quantitative and qualitative ; iv) data analysis and v) communication, in this case the writing of the report in the form of a scientific paper.

The difficulties encountered when executing the protocol designed, which made it difficult to write the scientific report, were also a ‘positive’ learning. “The vast majority of students reinforced the importance and great usefulness of autonomous experimental works (A1 and A2) as they considered them a challenge and an added-value for better acquisition of knowledge. The independent activities were also referred as ‘a very important tool for autonomous learning and development of critical sense’ in the laboratory practice” (cit QUC, 2018-19).

What was done In the first independent activity (A1) the students designed and executed an experimental protocol for optimizing the recovery of a recombinant model-protein, produced by each group in the first experimental activity of LEB II. Using 96well Multiscreen plates coupled with a vacuum filtration system (mini-equipment purchased within the framework of the project), they performed parallel screening of multiple chromatographic conditions on micro-columns, exploring different physicochemical properties of the target protein/ impurities (High-Throughput Process Development, HTPD).

It shall be emphasized that the equipment/consumables purchased through this PIP will be used for the development of mini-research projects in LEB II, in the current and future academic years.

In the second independent activity (A2) the students developed a protocol for optimizing the liquid-liquid extraction of a fluorescent protein using aqueous two-phase systems (ATPS). Groups in different lab shifts designed protocols for ATPS separation at different volumetric scales (10-9 -10-1 L). One of the objectives of this activity was to compare the results obtained for the same system at different scales, namely the reproduction of the process at a nanoscale Lab-on-a Chip - through the use of microfluidic devices financed by the project.

M. Ângela Taipa (angela.taipa@tecnico.ulisboa.pt) Ana M. Azevedo (a.azevedo@tecnico.ulisboa.pt) Departament of Bioengineering UC: Biological Engineering Laboratories II (MEBiol)

20

GameCourse

The project

Other relevant information

The main goal is to create a stable and scalable solution, which is completely non-existent today, to allow its adoption in conjunction with other platforms besides the one currently used (Moodle). The past solution was not scalable to more than one active course at the same time, required considerable manpower to run a large set of required scripts, and users needed in-depth technical knowledge of the application to be able to use it. Thus, this project not only ensured maintenance and improvement of the past platform throughout the semester of the MCP course, it also focused on the design and implementation of the new GameCourse solution.

Results of the project had a very positive pedagogical impact on both students and faculty. They could use a faster version of the system and faculty, in particular, had to invest less time in setting up and maintaining the course, as well as the greater versatility they have to customize different content and ways to make it available.

However, the most important factor is the possibility to customize the learning process to each student based on the modular structure of the new application. Future work includes improving the system by introducing user interface improvements and a rules-based system to further increase its flexibility and applicability in a wider range of contexts and ways of gamifying.

What was done

Daniel Gonรงalves (daniel.goncalves@inesc-id.pt) Departament of Computer Science and Engineering UC: Multimedia Content Production (MEIC)

We developed a new gamification solution which is configurable, flexible and scalable, allowing it to be applied to courses other than MCP. The previous platform had major updates, including switching from a key-value database to a relational MySQL database, defining and implementing a completely new expression language, and fixing many bugs. There were also new features added to that platform. Pages and graphical elements can now be freely created, deleted and edited, and graphical elements can use events to go to any page, show other graphical elements as tooltips, and toggle the visibility of an element. All these functionalities provide a greater degree of flexibility and versatility compared to the old system, since now there is a lot more use cases that can be achieved with the platform without having to add more code to the system. In particular, new features support novice users by allowing them to directly interact with the platform without the need to have a deep knowledge of the application to produce code as in previous versions.

21

Photovoltaic Microgeneration: Economical assessment and added value on the power quality The project The MGQE project aims to create a virtual interface for the monitoring and control of a solar microgeneration system, offering a platform where a student/user can be acquainted with practical aspects of injecting renewable energy in the utility grid.

In the current Portugal’s legal context, the production of decentralized energy by means of small-scale photovoltaic units is regulated in such a way that the produced energy is primarily directed for self-consumption while the surplus can be injected into the utility grid. Given the high initial costs for the installation of a photovoltaic generation unit, it is mandatory to select adequate dispatch strategies to allow the maximization of revenue. Such strategies are even more relevant in adverse conditions of the utility grid.

The MQGE project offers the possibility of developing active and reactive power dispatch strategies under adverse conditions of the utility grid in a virtual environment, while allowing the evaluation of the revenue performance of the outlined strategy. The student/user will be able to observe the impact of different dispatch strategies in the voltage quality of the utility grid, as well as to assess the revenue that results from the mitigation of overvoltages and undervoltages in the utility grid.

A web interface has been developed to allow the user to observe the real time state of both the photovoltaic panel and the utility grid, being able to analyse real time dynamic plots to scrutinize the evolution in time of the utility grid state. The user can also monitor the total interruption time of the microgenerator as well as the economic revenue of the injected energy. At the end of the session the user can download all the session data for further investigation.

What was done During the project development, a platform was created to allow the remote operation of a photovoltaic microgeneration system operating as a virtual laboratory which is accessible through a web interface.

Other relevant information The MGQE project enables a first contact with concepts related to distributed energy production and dispatch to a wide range of users, from undergraduate and graduate students up to non-specialist users. In the second semester of 2019/2020, the MGQE project will integrate a laboratory session of Power Electronics for Renewable Energy course, with potential to integrate other courses.

The remote operation of the microgeneration system is done through a dedicated server that makes use of the industrial communication protocols supported by the microgenerator. This communication channel is then used to both send the active and reactive power set-points and receive the utility grid operating state (voltage, injected current, frequency, etc…) plus the photovoltaic panel parameters (voltage, current and extracted power).

José Fernando Alves da Silva (fernando.alves@tecnico. ulisboa.pt) Sónia Paulo Ferreira Pinto (soniafp@tecnico.ulisboa.pt) Departament of Electrical and Computer Engineering UC: Power Electronics for Renewable Energy (MEEC, MEGE) 22

Internet of Things Design Studio The project The goal of the project consisted in implementing a studio-based course offering studies a quasi-professional experience of creating new technologies. The project was built on top of three crucial pillars to promote active learning: (1) Real-world problems – in the beginning of the semester, we proposed a series of societal challenges that could be addressed with technological solutions; (2) Collaboration – a team of students addressed each societal challenge throughout the semester. Students planned, designed, researched, and created novel technologies embedded in a collaborative environment; (3) Critique and reflection – being able to elaborate and react to critiques is a crucial component of the design process and was thus incorporated in lectures and laboratorial work.

What was done Other relevant information

The studio-based course resulted in a unique experience within the school and contributed to the development of a skillset that would be otherwise hard to develop, e.g. autonomous work, co-responsibility of learning, leadership, resilience, creativity, critical thinking, and communication with clients, experts and peers.

Student feedback was highly positive as shown by their evaluation of the course with an overall rating of 8.94 and 9 (in 10) for lectures and laboratories, respectively.

One of the studies was observed by the Academic Development Unit and comments were very encouraging: “an active learning methodology that is highly motivating as students are engaged in all classroom activities and enables them to develop multiple skills simultaneously: scientific skills, knowledge application, information management, resource management, team work, communication, among others, thus preparing students for their professional careers.”

The studios were conducted once a week in a three-hour block with activities co-proposed by faculty and students.

These activities were highly dependent on the students’ needs. Students were responsible to create and execute a personalized work plan for their own projects, while faculty was responsible to support their activities and provide all necessary resources (learning materials, infrastructure, hardware, etc.). Each team was evaluated three times throughout the semester based on an oral presentation either to faculty, experts in the field or classmates.

Hugo Nicolau (hugo.nicolau@tecnico.ulisboa.pt) Departament of Computer Science and Engineering UC: Internet of Things Interaction Design (MEIC-A)

23

Photovoltaic Electric Energy Production Systems: Applications, Methodologies and Learning The project The main objective of this project was to introduce new digital communication and information technologies as pedagogical instruments for teaching activities on the courses of Integrated Electrical Systems of Solar Photovoltaic Technology (SEITSF) and Electronic Fundamentals (FE), in the 1st and 2nd cycles of MEEC. In this context, a framework was proposed based on the development of pedagogical activities supported by PBL models (problem-based learning) and also by active learning processes.

2. Development of a problem-based learning component based on the design of a photovoltaic system for an application of student choice. During the semester, methodologies were provided for the structured development of a photovoltaic system (from its pre-sizing to the design of the electric protections). The project ended with a 15min presentation of the work to all SEITSF course faculty and students. Upon completion of the semester, the best works were selected and displayed on the online platform. (link)

The project is divided into modules according to the program objectives of the courses: 1) Semiconductor Materials and Photoelectric Effect; 2) Photovoltaic panels: technical and economic options taking into account the effects of shading, temperature and aging; 3) Off-grid/on-grid Hybrid Photovoltaic/Thermal Collectors; and 4) Sizing and optimization of electric photovoltaic power generation systems.

These modules are focused through two teaching components: a) an online e-learning modality (online platform) and b) a practical component based mainly on problem-based learning.

Other relevant information In addition to the application of these tools to the identified courses, they can be fully or partially used in other renewable energy courses. The components developed here also promote future MOOC in the field of photovoltaic systems and their applications.

What was done 1. Development of an online platform with the following elements: seitsf.tecnico.ulisboa.pt a. Short videos with brief explanations of the laboratory work to be performed at SEITSF (MEEC); (link) b. Development of simulation models to demonstrate the effects of serial/parallel connections of solar cells and of the bypass diodes; (link) c. New laboratory guides adapted to the new content; (link) d. New online quizzes/exercises with automatic feedback to encourage students to proactively test their knowledge. (link) Student’s answers are stored anonymously in a database for faculty consultat. e. Creation of a database with the best works done by students in the Problem-Based Learning component of this PIP; f. Collection of a set of real application cases of project and sizing of photovoltaic systems. (link)

João Filipe Pereira Fernandes (joao.f.p.fernandes@ tecnico.ulisboa.pt) Paulo José da Costa Branco (pbranco@tecnico.ulisboa.pt) - Área Científica de Eletrónica: Carlos Alberto Ferreira Fernandes (ffernandes@tecnico. ulisboa.pt) João Paulo Neto Torres (joaotorres@tecnico.ulisboa.pt) Departamento de Engenharia Eletrotécnica e de Computadores UC: Integrated Electrical Systems of Solar Photovoltaic Technology (MEEC) and Electronic Fundamentals (MEEC)

24

3D-Biomol - Printing and Using 3D Models in the Study of Biomolecular Structures The project The goal of the 3D-Biomol project was to provide students of the curricular unit “Introduction to Biological Engineering� with the opportunity to use bioinformatics tools, molecular visualization methods and 3D printing to create tangible models of proteins.

What was done The project was developed in a single, 2 h session in an Information Technology Lab, supported by a previously distributed instruction guide. The sessions began with a presentation (20 min) of basic concepts of three-dimensional protein structure. Then, each group of 2 students selected a specific protein from the Protein data bank (PDB) and downloaded the files with the corresponding atomic coordinates and primary sequence (FASTA format).

They then gathered information on the main protein characteristics (e.g. molecular weight, amino acid distribution, isoelectric point, elemental formula) using the ExPASy Bioinformatics Resource Portal (www.expasy.org/proteomics) and in particular the ProtParam tool. Next, students used the PyMOL molecular graphics tool (pymol.org/2/)to visualize the protein structure and create a model of its outer surface, which was stored as a wrl file. This file was then transformed into a .stl-type stereolithographic file, which is commonly used to describe the surface geometry of 3D objects, using the meshconv program (http://www. patrickmin.com/meshconv/). Using this file and in subsequent dates, the instructors printed the 3D models of the proteins, which were then given to the students. After the activity, the students submitted a brief description (1 page) of the protein studied and its main characteristics.

Other relevant information The project involved 64 students (32 groups). At the end of the semester, an online questionnaire (5 questions, Google forms) was made available to assess the impact of the project. 37 replies were received. 84% of students considered that the 3D-Biomol Project had a positive impact on their learning of the basics of protein biochemistry. More than 9 out of 10 students considered that the computer tools used could be useful for self-study. All students considered that a single practical session was sufficient to accomplish the work and 9 out of 10 would not change anything in the way the project was conducted.

The project achieved the proposed objectives. Students learned how to use bioinformatics and molecular visualization tools that are relevant to their training. The execution of the different tasks and the production of the 3D models allowed students to learn the basic elements of the protein structure in an innovative way.

Duarte Miguel Prazeres (miguelprazeres@tecnico. ulisboa.pt) Pedro Manuel Silva (monitor) Departament of Bioengineering UC: Introduction to Biological Engineering (MEBiol)

25

IST SCOPE Project branding

facebook page

shape noodles

yellow colour saffron

WOK frying pan

team

avatars

Sam

Lourenço Palma Tech Lead

Miguel Garrido Tech

Márcia Marranita Design Lead

Eli

Jesse

Julian

Gal

David Lopes Project Manager

The project

Despite the tight deadlines and the lack of information of the IST community about this project model, around ten students showed interest in the new model, who, after an interview phase, ended up constituting two project teams that worked with the proposals submitted by TalkDesk and unBabel. These students formed two groups of four students, two from MEIC, two from FBAUL and two from MEGI (one from the Masters in Physics).

The IST SCOPE Project intended to introduce in IST an innovative model of interdisciplinary collaboration and transversal to the different engineering specialties allowing students of dissertation/project (3 to 5 students) to collaborate in teams in solving real problems proposed by companies. The supervision of an interdisciplinary capstone project requires the involvement of several professors with experience in the technical areas of the project but also in divergent thinking techniques, focused on the needs of people and organizations, as well as modeling and generating new business models more adequate to market needs or societal challenges.

Both projects aimed to develop advanced services for the companies in question, in particular Wok - development of a “chatbot” for access to advanced translation services (unBabel) and Callbar - a simulation tool for “call services” center” (TalkDesk).

What was done Nuno Jardim Nunes (nunojnunes@tecnico.ulisboa.pt) Rui Maranhão (rui.maranhao@tecnico.ulisboa.pt) Department of Computer Science and Engineering

Within the scope of this project, challenges were launched to a teaching team that involved two professors from DEI (Nuno Nunes and Rui Maranhão), a professor from DEG (Joana Mendonça) and a professor from the Faculty of Fine Arts of U. Lisbon (Sónia Rafael). Through these professors, several Capstone projects were submitted in collaboration with three digital economy startups in the Lisbon area: Farfetch, unBabel and TalkDesk. The projects were submitted jointly to Master students from DEI and DEG, as well as from FBAUL.

Joana Mendonça (joana.mendonca@tecnico.ulisboa.pt) Department of Engineering and Management Sonia Rafael (s.rafael@belasartes.ulisboa.pt) Faculty of Fine Arts of the University of Lisbon Departamento de Engenharia e Gestão (DEG)

26

Optimizing the teaching and learning process with classroom response systems - Clickers The project In a new teaching paradigm, the key role of the teacher should be to challenge students to formulate questions and guide them in finding answers to these questions. This requirement should be complemented with new teaching methodology and assessment methods, aiming to develop the student’s creativity and critical capacity. Moreover, the students are expected to attain an integrative view for the studied technologies, as well as the ability to apply this know how in other disciplinary contexts.

What was done This project aimed two main objectives: acquisition of a resident platform for accounting student responses and preparing the implementation of this strategy in two UCs (Optoelectronics - 33 students and Telecommunications Fundamentals - 230 students), taught in the 1st. semester of 2018/2019.

Other relevant information

Clickers were used to pose conceptual questions and to peer discuss the results. In each session 4 to 6 questions were prepared. The students had 30 to 90 seconds to answer, through the terminal, after that, the answers were analyzed and the correct interpretation of the proposed problem was discussed.

In addition to the conceptual questions, clickers were used to realize an assessment surveys, for a universe of 129 students. The following results were obtained for the question “How do you score the of clickers in the lectures?”, 33% Good tool to discuss some conceptual aspects, 66% - Good aspects, but requires some improvements.

A section of the optoelectronics UC exam, consisting of multiple-choice questions, was assessed using the clicker terminals, demonstration the possibility to use this solution for exams grading.

It was demonstrated that the use of clickers is an appropriate tool for the implementation of several teaching / assessment methodologies. However, the implementation in lectures with a large number of students should be avoid, it is suggested the used um lectures with less than 40 students.

A section of the optoelectronics UC exam, consisting of multiple-choice questions, was assessed using the clicker terminals, demonstration the possibility to use this solution for exams grading.

Paulo André (paulo.andre@tecnico.ulisboa.pt) Jorge Torres Pereira António Baptista Departament of Electrical of Computer Engineering UCs: Optoelectronics (MEEC) and Fundamentals of Communication (MEEC e MEGE)

27

Industrial Electric Machines: traction, power generation and transmission a. Short descriptive videos (mobile learning, <4 min.) with brief explanations of the laboratory work, or related to it, to be carried out in the courses of Electric Machines and Drives and Electric Vehicles. (link), (link), (link_1), (link_2), (link_3) b. Videos (<4 min.) pre-selected to present the most current industrial technology in Electrical Machines and Drives and Electric Vehicles. (link), (link) c. Creation of a set of online tests/exercises with automatic response, to encourage students to test their knowledge proactively in Electrical Machines. (link) Responses are stored anonymously in a database for consultation. After a year, there are 644 views!

2. Simulation models developed for the dynamics of the FIAT electric vehicle and for the speed control (Field-Oriented-Control) of the electric motor of the vehicle, both models inserted and made available in the FIAT-Competition Project. (link)

The project

3. During the UC of Drives and Electric Vehicles, the first activity associated with the practical component type “problem based learning” was developed with a project of real application of electric machines in traction systems: the FIAT-Competition Project. Each group should compete with its own methodology for controlling the speed of the FIAT vehicle’s electric motor that consumes the least amount of electrical energy.

This project developed tools for a more active and participatory teaching of electric machines to MEEC students, or other courses that include the academic program in this area. We propose a framework with pedagogical practices supported by the PBL model (“problem-based learning”) and also short videos for “mobile learning”.

The project is supported by an online learning platform (mel.tecnico.ulisboa.pt). This option was justified by the possibility of sharing content between students on the platform, and by having tools for calculating and analyzing metrics regarding student performance. The “online” platform is used for the dissemination of videos and practical exercises, it supports the realization of PBL’s, and provides a means of “online” communication between student and teachers.

Other relevant information In addition to the application of these tools in the UCs already identified, they can be used in whole or in part in other UCs in the field of Applied Electromagnetism and Energy Conversion. The components developed here also promote future MOOCs in the area of electric vehicles and their applications in electric mobility.

The project was divided into two modules according to the program: Electric Machines (1st semester) and Electric Drives and Vehicles (2nd semester): Module 1 - ELECTRICAL MACHINERY FUNDAMENTS; and Module 2-DRIVES WITH ELECTRICAL MACHINES.

Paulo José da Costa Branco (pbranco@tecnico.ulisboa.pt) João Filipe Pereira Fernandes (joao.f.p.fernandes@ tecnico.ulisboa.pt) Departamento de Engenharia Eletrotécnica e de Computadores (DEEC) UC: Electric Machines (MEEC) and Electric Drives and Vehicles (MEEC)

What was done 1. Online platform with the following elements: mel.tecnico.ulisboa.pt

28

Capture the Flag: Introducing Gamification in the Software Security Course

The project

development of the challenges, it was also necessary to create and manage the entire infrastructure of support for the competition (hosting server, scoreboard, etc.).

The goal of this project was to create a playful learning environment that would stimulate the interest of the students of the Software Security UC, and the students of the MSc in Information Systems and Computer Engineering in general, to the problem of Information Security developing their skills in these topics that are in so great demand nationally and internationally.

Under this project, 46 new challenges were developed for a total of 7 laboratory classes, with 23 of these 46 challenges to be considered mandatory, in the sense that their successful completion fulfilled the intended goals for the corresponding class. These challenges were divided into the categories of web application vulnerabilities, Race Conditions, Buffer Overflow, Format Strings, and Reverse Engineering.

To this end, it was proposed to replace the traditional model of laboratory classes with a competition/game among all UC students, Capture the Flag model, in order to stimulate learning and awareness for the development of secure applications. The goal is that students should be able to identify vulnerabilities in applications, be able to reproduce an attackerâ&#x20AC;&#x2122;s steps in order to exploit these vulnerabilities (earning the flag for that application), and then develop the defense mechanisms necessary to protect the systems that they potentially will manage one day. Each flag earned this way allows the student to earn points for the UC competition.

The final analysis of this initiative was very positive. In addition to the feedback from the students that enthusiastically adhered to this new teaching methodology in the laboratory classes, it was also possible to monitor in real time the learning of the proposed contents for each week, as well as to quantify and adjust the effort made by the students. For example, it was possible to monitor that a total of 2025 correct answers to the proposed challenges were submitted (for 98 students), that 544 of these solutions were submitted during a class period, representing 36.7% of all correct solutions, and consequently identify that 63.3% of the work was done autonomously in extra-class period.

What was done The work consisted of developing a collection of challenges (purposely vulnerable programs and applications) that would allow students to exercise the security concepts learned in lectures. Successful exploitation of the vulnerabilities in each application allowed the student to get the flag for that application, and consequently earn points for a ranking made up of all UC students. In addition to the

This project was repeated in the school year 2019/20 having similar feedback and results among the students.

Pedro AdĂŁo (pedro.adao@tecnico.ulisboa.pt) Departament of Computer Science and Engineering UC: Software Security (MEIC and MERC)

29

Massive Open Online Tool (MOOT)

The project

Conclusion dates to finish the project: Phase 1) exergyX MOOC: November 2019; Phase 2) Simulator: November/ December 2019; Phase 3) Game: March 2020; and. Phase 4) MOOT (conclusion and test in classes) April/May 2020.

The aim of this project is the design of a Massive Open Online Tool (MOOT) which combines a Massive Open Online Course (MOOC) with an online game that challenges students to create socio-economic and energetic scenarios for 2050 that are ambitious, consistent and accomplish the environmental and socio-economic goals. The MOOC will have short videos that present and explain succinctly the concepts that are explored in the challenges proposed to the students in the online game through a user-friendly interface. The target audiences for this MOOT are the students of Management of Energy Systems from the 3rd year of the Degree in Engineering and Industrial Management and the students of Energy and Environment from the 3rd year of Environmental Engineering.

Other relevant information The MOOT concept (online interactive tool) that combines the MOOC concept (online course with videos and quizzes) with an online game with a user-friendly interface can be used in other pedagogical contexts. The MOOT concept can be explored as an additional way for students to learn in flipped-classrooms.

Tânia Sousa (taniasousa@tecnico.ulisboa.pt) Tiago Domingos (tdomingos@tecnico.ulisboa.pt) Departament of Mechanical Engineering

What was done

Rui Prada (rui.prada@tecnico.ulisboa.pt) Departament of Computer Sciences and Engineering

The project has 3 different phases: 1) MOOC (exergyX) – development of an online course that combines videos and quizzes about primary, final and useful energy, energy end—uses, energy efficiency and economic growth, ; 2) Simulator – a model is being developed that implements the relationships between economic growth and energy use and that will be used by the game; and, 3) Game – development of a game with a user-friendly interface that allows students to make decisions that have an impact on scenarios for 2050 in order to try to achieve goals on decarbonization, happiness and GDP.

Ana Moura Santos (ana.moura.santos@tecnico.ulisboa.pt) Departament of Mathematics Ricardo Vieira (ricardosilvavieira@tecnico.ulisboa.pt) Laura Felício (laura.felicio@tecnico.ulisboa.pt) João Santos (joao.dos.santos@tecnico.ulisboa.pt) André Silva (andre.da.silva@tecnico.ulisboa.pt) Bárbara Caracol (barbara.caracol@tecnico.ulisboa.pt) UC: Management of Energy Systems (MEAmbi) and Energy and Environment (LEGI)

30

SmarMob@Tecnico

From left to right: Laboratory; Ideation; City Model and Virtual City

The project

Other relevant information

SmartMob @ Tecnico aims to create an active learning space for project-based learning. This space aims to create the conditions for the exploration and validation of ideas, applying technological concepts of IoT and communication networks. The theme is Smart Cities, Sustainable Mobility, and Autonomous Connected Vehicles.

The students reported the experience as very positive and highlighted the following aspects.

• •

What was done Through the SmartMob @ Tecnico project, the Taguspark campus has a new active learning space where students can interact, brainstorm, create, and validate their prototypes.

•

The interaction and discussion take place around the desks, using the walls to illustrate the concepts.

Students use a model city to test and validate their prototypes. This city consists of a modular map, and a set of intelligent vehicles (cars and drones), and physical elements such as traffic lights and lights prototyped on a 3D printer.

Students also have material to develop projects independently of the teaching activities, giving space to their creative ability. In the components’ portfolio are multiple sensors, biometric devices, wearables, steering wheel, RFIDs, cameras, Raspberry Pis, Arduinos, WiFi and Bluetooth network interfaces, GPS readers, and OBD-II interfaces for access to real vehicle data.

Lab: The creation of this space created greater motivation and involvement in the development of the work.

Share of resources: contributed to the development of a spirit of cooperation and responsibility for group work, developing in students an attitude appropriate to the exercise of the engineering profession.

Model city: interaction with the physical world enhances the capacity for analysis and emphasizes the multidisciplinary character of engineering. The experience has helped to reinforce knowledge of physics, statistics, electronics, and placing them in the context of networking and programming.

The Introduction to Computer Networks course will adopt a similar model.

Teresa Vazão (teresa.vazao@tecnico.ulisboa.pt) Departament of Electrical and Computer Engineering UC: Vheicular Networks (MERC)

The virtual platform allows you to model the city and develop large-scale virtual experiences.

31

Suggestions for project support, mainstreaming and sustainability The public presentations made during the execution of PIP2018, academic year 2018/2019, allowed the debate between the staff involved in the funded projects and the TĂŠcnico community. As a result of these debates, the following suggestions were unanimously identified:

Suggestion 1: Creating Learning Communities

Suggestion 4: Identify the projects that may be suitable to reproducing, adjusting and adapting to areas other than their original context.

The financing of PIP2018 projects runs the risk that the good ideas generated in the projects will not be disseminated to others. In this sense, the emails from the participants in the presentation sessions were collected to enhance the creation of future meetings and the creation of learning communities that allow the exchange of experiences and the possibility of applying ideas in other contexts.

This brochure aims to facilitate the dissemination and foster communication between those responsible for the PIP2018 projects and the TĂŠcnico community. Thus, the possibility to reproducing, adjusting and adapting the ideas of PIP2018 to other UCs and in different contexts.

Suggestion 2: Public presentations

Suggestion 5: External Financing

An information session was held when the contest was launched. A public presentation of the initial start-up of the projects and a final presentation of the results of each project.

One of the objectives of creating this brochure is to disseminate this initiative outside the academic context of TĂŠcnico, in addition to encouraging the development, sharing and objectivation of PIP. The presentation and dissemination of these projects may allow the raising funds for more PIP projects, namely by companies or individuals.

Suggestion 3: Web page with information on all projects and with a simple redirect link Creation of a web page with all the information about the various editions of the project and which provides the presentations made. The website has already been created: pip.tecnico.ulisboa.pt

32

Applications List Coordinator Name/s

Department

Project Title

Alberto Cunha

Computer Science and Engineering

Cyber-Physical and IoT Systems Laboratory

Ana Carvalho and Miguel Amaral

Engineering and Management

Social Innovation Lab (SILab)

Ana Moura Santos

Mathematics

MOOC Analytics supporting a flippedclassroom strategy

Ana Barbosa Póvoa

Engineering and Management

The development of case studies in Teaching

António Ferraz

Physics

QuizzTécnico

António Menezes Leitão

Computer Science and Engineering

A Programming Environment for Design

António Pacheco Pires

Mathematics

Formative Assessment in PE

Carlos Martinho and Rui Prada

Computer Science and Engineering

Pluridisciplinary training and skills for students in the IST Games Area

Daniel Gonçalves

Computer Science and Engineering

GameCourse

Dídia Covas

Civil Engineering, Architecture and Georesources

Refurbishment of didactic laboratory benches

Duarte Miguel Prazeres

Bioengineering

3D-Biomol: Printing and Using 3D Models in the Study of Biomolecular Structures

Hermínio Diogo

Chemical Engineering

Pedagogical and Operating Restructuring of the Chemistry Laboratory II

Hugo Nicolau

Computer Science and Engineering

IoT Design Studio

João Carlos Bordado

Chemical Engineering

Innovation in Teaching Engineering Project

João Manuel Dias

Mechanical Engineering

3D Digital Modelling and Fabrication from model to real product

João Filipe Fernandes

Electrical and Computer Engineering

Photovoltaic Electric Energy Production Systems: Applications, Methodologies and Learning

João Garcia

Computer Science and Engineering

Videoconference installation in an FA auditorium

33

Coordinator Name/s

Department

Project Title

José Fernando Silva and Sónia Pinto

Electrical and Computer Engineering

Photovoltaic Microgeneration: Economical assessment and added value on the power quality

M. Ângela Taipa and Ana M. Azevedo

Bioengineering

HTS and Lab-on-a Chip: Two innovative and Efficient Approaches for developing purification processes of biological products

Maria de Fátima Coelho Rosa

Chemical Engineering

Experiment planning in engineering laboratories

Miguel Casquilho

Chemical Engineering

Computation on the internet

Nuno Nunes

Computer Science and Engineering

IST SCOPE – IST Senior CapstOneProgram in Engineering

Nuno Roma, Paulo Flores, Duarte Sousa, João Pedro Gomes, José Gaspar, Rodrigo Ventura, Francisco Sena

Electrical and Computer Engineering

E-LEARN@DEEC: Active Learning and Immediate Individual Assessment

Paulo André

Electrical and Computer Engineering

Optimizing the teaching and learning process with classroom response systems - Clickers

Paulo Branco

Electrical and Computer Engineering

Industrial Electric Machines: traction, power generation and transmission

Pedro Adão

Computer Science and Engineering

Capture the Flag: Introducing Gamification in the Software Security course

Pedro Assis

Physics

dubitatio

Pedro Girão

Electrical and Computer Engineering

Soft Skills in LEE

Pedro Ramos

Electrical and Computer Engineering

Acquisition of a system to automate the measurement systems of the electronics laboratories in TP

Rui Santos Cruz

Computer Science and Engineering

Low cost (and modular) Testbed for modelling and prototyping Software defined Networks, Cloud Infrastructures and Services

Rui Policarpo Duarte

Computer Science and Engineering

Introduction to Computer Architecture

Samuel Eleutério and Luís L. Alves

Physics

Online Database of Physics Problems (e-Prof)

Tânia Ramos and Susana Relvas

Engineering and Management

Operations and Logistics Lab

34

Coordinator Name/s

Department

Project Title

Tânia Sousa

Mechanical Engineering

Massive Open Online Tool (MOOT)

Tânia Sousa

Mechanical Engineering

DEBHotspot – Virtual Laboratory

Teresa Vazão

Electrical and Computer Engineering

SmartMob@Tecnico

Vasco Guerra

Physics

MOOC Plasma Physics

Vítor Machado

Electrical and Computer Engineering

Electric Field: from the laboratory to online learning

35

Financed Projects Coordinator Name/s

Department

Project Title

Alberto Cunha

Computer Science and Engineering

Cyber-Physical and IoT Systems Laboratory

Ana Carvalho and Miguel Amaral

Engineering and Management

Social Innovation Lab (SILab)

Ana Moura Santos

Mathematics

MOOC Analytics supporting a flippedclassroom strategy

Daniel Gonçalves

Computer Science and Engineering

GameCourse

Duarte Miguel Prazeres

Bioengineering

3D-Biomol: Printing and Using 3D Models in the Study of Biomolecular Structures

Hugo Nicolau

Computer Science and Engineering

IoT Design Studio

João Filipe Fernandes

Electrical and Computer Engineering

Photovoltaic Electric Energy Production Systems: Applications, Methodologies and Learning

José Fernando Silva and Sónia Pinto

Electrical and Computer Engineering

Photovoltaic Microgeneration: Economical assessment and added value on the power quality

M. Ângela Taipa and Ana M. Azevedo

Bioengineering

HTS and Lab-on-a Chip: Two innovative and Efficient Approaches for developing purification processes of biological products

Nuno Nunes

Computer Science and Engineering

IST SCOPE – IST Senior CapstOneProgram in Engineering

Nuno Roma, Paulo Flores, Duarte Sousa, João Pedro Gomes, José Gaspar, Rodrigo Ventura, Francisco Sena

Electrical and Computer Engineering

E-LEARN@DEEC: Active Learning and Immediate Individual Assessment

Paulo André

Electrical and Computer Engineering

Optimizing the teaching and learning process with classroom response systems - Clickers

Paulo Branco

Electrical and Computer Engineering

Industrial Electric Machines: traction, power generation and transmission

Pedro Adão

Computer Science and Engineering

Capture the Flag: Introducing Gamification in the Software Security course

36

Coordinator Name/s

Department

Project Title

Tânia Ramos and Susana Relvas

Engineering and Management

Operations and Logistics Lab

Tânia Sousa

Mechanical Engineering

Massive Open Online Tool (MOOT)

Teresa Vazão

Electrical and Computer Engineering

SmartMob@Tecnico

José Fernando Silva e Sónia Pinto

Electrical and Computer Engineering

Photovoltaic Microgeneration: Economical assessment and added value on the power quality

M. Ângela Taipa and Ana M. Azevedo

Bioengineering

HTS and Lab-on-a Chip: Two innovative and Efficient Approaches for developing purification processes of biological products

Maria de Fátima Coelho Rosa

Chemical Engineering

Experiment planning in engineering laboratories

Miguel Casquilho

Chemical Engineering

Computation on the internet

Nuno Nunes

Computer Science and Engineering

IST SCOPE – IST Senior CapstOneProgram in Engineering

Nuno Roma, Paulo Flores, Duarte Sousa, João Pedro Gomes, José Gaspar, Rodrigo Ventura, Francisco Sena

Electrical and Computer Engineering

E-LEARN@DEEC: Active Learning and Immediate Individual Assessment

Paulo André

Electrical and Computer Engineering

Optimizing the teaching and learning process with classroom response systems - Clickers

Paulo Branco

Electrical and Computer Engineering

Industrial Electric Machines: traction, power generation and transmission

Pedro Adão

Computer Science and Engineering

Capture the Flag: Introducing Gamification in the Software Security course

Pedro Assis

Physics

dubitatio

Pedro Girão

Electrical and Computer Engineering

Soft Skills in LEE

Pedro Ramos

Electrical and Computer Engineering

Acquisition of a system to automate the measurement systems of the electronics laboratories in TP

Rui Santos Cruz

Computer Science and Engineering

Low cost (and modular) Testbed for modelling and prototyping Software defined Networks, Cloud Infrastructures and Services

Rui Policarpo Duarte

Computer Science and Engineering

Introduction to Computer Architecture

37

Coordinator Name/s

Department

Project Title

Samuel Eleutério e Luís L. Alves

Physics

Online Database of Physics Problems (e-Prof)

Tânia Ramos e Susana Relvas

Engineering and Management

Operations and Logistics Lab

Tânia Sousa

Mechanical Engineering

Massive Open Online Tool (MOOT)

Tânia Sousa

Mechanical Engineering

DEBHotspot – Virtual Laboratory

Teresa Vazão

Electrical and Computer Engineering

SmartMob@Tecnico

Vasco Guerra

Physics

MOOC Plasma Physics

Vítor Machado

Electrical and Computer Engineering

Electric Field: from the laboratory to online learning

38

Acknowledgements •

Participants and candidates of the PIP2018 Projects

•

Patrícia Rosado Pinto, Nova University Lisbon

•

•

Jury - Raquel Aires Barros - Luís Oliveira e Silva - Ana Marta Santos - António Rodrigues - Beatriz Silva - Isabel Marucho - João Ramôa Ribeiro - Luís Castro - Nuno Guerreiro Design - Telma Baptista

39

40

Support educational Initiatives at Técnico

You can help to advance teaching at Técnico by supporting innovative educational projects. Técnico teaching staff submit yearly new project ideas and seek financial support to make them a reality.

For more information, please contact: Conselho Pedagógico Instituto Superior Técnico Av. Rovisco Pais, 1049-001 Lisboa Tel: +351 218 417 845 pip@tecnico.ulisboa.pt www.pip.tecnico.ulisboa.pt 41

Campus Alameda Av. Rovisco Pais, 1 1049-001 Lisboa Tel: +351 218 417 000

Campus Taguspark Av. Prof. Doutor Cavaco Silva 2744-016 Porto Salvo Tel: +351 214 233 200

Campus Tecnolรณgico e Nuclear Estrada Nacional 10 (ao Km 139,7) 2695-066 Bobadela LRS Tel: +351 219 946 000

tecnico.ulisboa.pt mail@tecnico.ulisboa.pt

Contactos: pip@tecnico.ulisboa.pt