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- Training for sustainable and healthy building for 2050: New methodologies for an integrated and transnational education approach targeting skills development for the transition toward ZEB and PEB buildingsPublication . Koukou, Maria; Lucas, Susana; Justino, JĂșlia; Rafael, Silviano; Livieratos, Antonios; Carriço, Nelson; Konstantaras, John; Vrachopoulos, Michail; Benedetti, Anna Chiara; Mazzoli, CeciliaThe development of existing technologies and the emergence of new technologies aiming at the total decarbonization of the buildings sector by 2050 requires and encourages upskilling and reskilling of existing professionals as well as the development of new subjects from higher education courses to be able to respond to the demands of these challenges. In responding to those challenges, the main objective of the research is to design, implement, and evaluate a novel, integrated, and transnational educational approach aimed at equipping professionals and students in the construction sector with the necessary skills to achieve sustainable and energy-efficient buildings. This study aligns with the European Unionâs 2050 decarbonization goals by developing innovative methodologies that address the multidisciplinary challenges of sustainable building design, operation, and renovation. The proposed educational approach was developed in the framework of an Erasmus+ project entitled âTraining for Sustainable and Healthy Building for 2050 (BUILD2050)â. Six higher education institutions from five European countries joined forces to create transversal skills in the building sector knowledge for emerging challenges through an integrated training composed of eight training courses for students and professionals of the construction area. In this work, the pedagogical approach used to develop the course contents, curricular development issues, technology, and infrastructure, as well as student support, the results obtained from the evaluation carried out after the pilot training of the eight training courses, and best practices and lessons learned, are presented and discussed. The coursesâ learning objectives, the learning material, and the assessment activities were well-accomplished. However, based on the feedback of students and teachers, some improvements for future editions of the courses are required.
- Aplicação de tĂ©cnicas pedagĂłgicas ativas em cursos da ĂĄrea de CiĂȘncias de Engenharia e Tecnologias ministrados no Ensino Superior PolitĂ©cnicoPublication . Caeiro, Luisa; Lopes, Elisabete; Miranda, P.; Justino, JĂșlia; Macedo, Patricia; Rafael, Silviano
- TĂ©cnicas de aprendizagem ativa aplicadas em unidades curriculares da ESTSetĂșbal/IPSPublication . Caeiro, Maria Luisa Pedro Brito da Torre; Lopes, Elisabete; Miranda, P.; Justino, JĂșlia; Macedo, Patricia; Rafael, Silviano
- Modelo da caracterĂstica magnĂ©tica do gerador elĂ©ctrico de relutĂąncia comutado aplicado a conversores de energia eĂłlicaPublication . Lobato, Pedro; Rafael, Silviano; Pires, A. J.
- An Adaptive PID Speed Controller for an 8/6 Switched Reluctance MachinePublication . Rafael, Silviano; Santos, P. J.; Pires, A. J.This paper presents a classical controller with parameters adaptation capability, in an automatic way. This controller is based on a PID where a parameters adaptation algorithm is used and applied to the switched reluctance motor (SRM) speed control. This PID design do not require any kind of adjustment or calibration from the operator. The parameters adaptation algorithm implemented is based on one fuzzy system with a Takagi-Sugeno inference mechanism with some simplifications. These simplifications had the goal to select the parameters adaptation algorithm contributing for a fast controller response. The developed adaptive PID algorithm was modelled and simulated.
- Teaching Mathematics in Tertiary Education Through Collaborative WorkPublication . Justino, JĂșlia; Rafael, Silviano
- Flipped classroom as a mathematics learning space for part-time studentsPublication . Justino, JĂșlia; Rafael, SilvianoThis paper presents a study developed in the implementation of flipped learning approach in a Mathematics course unit of an evening higher education degree, mostly attended by student workers. The pedagogical model based on flipped learning combined with active learning techniques, which complements the acquisition of mathematical scientific skills with autonomy, teamwork, mutual help and critical thinking, is described. Outcomes of the implementation of this pedagogical model are also presented and discussed.
- Which pathway towards mathematicsâ assessment in engineering education?Publication . Justino, JĂșlia; Rafael, SilvianoIn Portuguese engineering education it is frequent to come across teachers expressing that the student-centered approach doesnât work out after changing their assessment method to include more evaluation elements in one academic year in which the success rate remains the same. This paper intends to show how the implementation of a suitable assessment method, constructively aligned with the learning outcomes and the learning activities of the course unit, represents a step to foster the change from the teacher-centered approach to the student-centered approach, improving the studentsâ academic performance. This changeover is particularly relevant for teachers of cross-cutting scientific areas of technology or engineering degrees like mathematics who present passive resistance to this change.
- How to Overcome the Difficulties Emerged When Applying Student-Centered Approach?Publication . Justino, JĂșlia; Rafael, SilvianoThis paper presents the difficulties, and solutions, emerged during the implementation of the student-centered approach in a mathematicsâ course unit of a higher technological course in a Portuguese polytechnic by a teacher that only had as training reference the traditional teacher-centered approach. Taking into account the objectives of the course unit, the application of a new pedagogical approach is not easy, since it requires a progressive mindset and the teacherâs willingness to constant reflection and adjustment on the new peda- gogical structure developed to deal with the difficulties emerged in terms of the objectives and curricula of the educational institution, from the teacherâs point of view, from the studentsâ point of view and also from the points of view of the educational environment and pedagogical culture. The application of a peda- gogical structure to support the teaching activities and the related active learning techniques in the classroom was established in order to integrate the mathe- maticsâ course unit into project-based learning, which was the active learning technique applied in all other course units. Also, the active learning techniques chosen intended to boost the studentsâ soft skills, thereby enhancing the stu- dentsâ academic performance.
- Conceptual Maps Applied to Remote/Virtual Laboratories for Active LearningPublication . Rafael, Silviano; Justino, JĂșliaThe active construction of knowledge in a laboratory environment requires the application of a set of pedagogical techniques in order to avoid rote learning in engineering education. This paper presents the implementation of conceptual maps in laboratory context of an engineering course unit as an active pedagogical approach to foster the studentsâ meaningful learning in times of COVID pandemic. Different methodologies of laboratory work are first pre- sented, as well as the meaning of conceptual map. Then, an application example on how the conceptual map was introduced in a first laboratory class of Elec- trical Engineering, and also the studentsâ experiences and difficulties encoun- tered when dealing with the practical implementation of conceptual maps, is illustrated. Finally, some relevant conclusions about the implementation of this active pedagogical approach are given, in particular the development of the studentsâ meaningful learning by exploring relationships between concepts, ideas or propositions, by addressing the most important differences and by revealing inconsistencies on the topics studied.