Sharing one successful Erasmus+ project proposal

Sharing one successful Erasmus+ project proposal

Gustavo R. Alves - Polytechnic of Porto [email protected]

Presentation goal(s)

Testemunho de um caso real de sucesso, em 20 minutos

Como é que surgiu o projeto?

Como é que foram identificados os parceiros?

Que conselhos poderia deixar a futuros candidatos a esta ação ERASMUS

+?

Educational Modules for Electric and Electronic Circuits

Theory and Practice following an Enquiry-based

Teaching and Learning Methodology supported by VISIR

It’s all in the title! One idea - one project - one team

To develop Educational Modules

for Electric and Electronic Circuits Theory and Practice

following an Enquiry-based Teaching and Learning Methodology

supported by VISIR (Virtual Instrument Systems in Reality)

VISIR+ | EACEA project: 561735-EPP-1-2015-1-PT-EPPKA2-CBHE-JP

Project Objectives


O1. Allow teachers enriching course curricula on electric and electronic circuit theory and practice including hands-on, simulations and remote labs

O2. Scaffold students’ learning and foster their autonomy

O3. Increase students’ meaningful knowledge acquisition and retention by enabling them to compare results from calculus, simulation and real experimentation (hands-on and remote)

O4. Increase students’ success rates in continuous assessment modalities

O5. Allow partner institutions to use ICT tools to attract students to STEM careers

Project Aims


A1. Provide the labour market with high-skilled professionals in the area of Electric and Electronics Engineering (O1, O3)

A2. Reduce the number of dropouts from initial years in higher education, in particular in science and engineering degrees (O2, O4)

A3. Increase the number of students that opt for STEM careers, when applying to higher education (O5)

Project Consortium


A few tips (aka a piece of advice) to write a good proposal

Study the proposal document -‐ plan your work Gather a team and distribute work

Read the ques:ons … answer the ques:ons! In other words, do follow the *ps that are part of the proposal document

Don’t underes:mate bureaucracy! Mandate leCers can take more :me than ini:ally planned For some partners you may need to provide informa:on that evolves in :me

Proposal document - structure

Follow the tips that are part of the proposal document

Two motivational dimensions support VISIR+: a top-level, strategic one corresponding to ...; and a low-level, operational one corresponding to … The partner countries (Argentina & Brazil) are currently facing an increased demand for high-skilled professionals in science, technology, engineering, and maths (STEM). This fact combined with … The consortium selected these problems because ...





Luck is always a good ingredient in any proposal!

Thanks for your attention!

Any question or doubt?

Work Packages [name]


WP1 [Prepara*on] 1st training ac:on Installing VISIR in all LA IHEs, plus local workshops for training technical staff in VISIR configura:on issues.

WP2 [Development] 2nd and 3rd training ac:ons the educa:onal modules development 1st midterm checkpoint (TAEE’16)

WP3 [Quality monitoring] Data collec:on and analysis of learning gains 2nd midterm checkpoint (EDUCON’17)

WP4 [Dissemina*on] Local and regional dissemina:on & exploita:on

WP5 [Management] KOM and final project mee:ng Pool of missions allocated to the project coordinator

Work Packages [name] [leader]


WP1 [Prepara:on] [BTH] 1st training ac:on; Installing VISIR in all LA IHEs, plus local workshops for training technical staff in VISIR configura:on issues.

WP2 [Development] [UFSC] 2nd and 3rd training ac:ons; the educa:onal modules development; 1st midterm checkpoint (TAEE’16).

WP3 [Quality monitoring] [IRICE-‐CONICET] Data collec:on and analysis of learning gains; 2nd midterm checkpoint (EDUCON’17).

WP4 [Dissemina:on] [ABENGE] Local and regional dissemina:on & exploita:on.

WP5 [Management] [IPP-‐ISEP] KOM and final project mee:ng; Pool of missions allocated to the project coordinator.

Work Packages [name] [leader] [period]


WP1 [Prepara:on] [BTH] [M1:M5] 1st training ac:on; Installing VISIR in all LA IHEs, plus local workshops for training technical staff in VISIR configura:on issues.

WP2 [Development] [UFSC] [M2:M14] 2nd and 3rd training ac:ons; the educa:onal modules development; 1st midterm checkpoint (TAEE’16).

WP3 [Quality monitoring] [IRICE] [M6:M24] Data collec:on and analysis of learning gains; 2nd midterm checkpoint (EDUCON’17).

WP4 [Dissemina:on] [ABENGE] [M5:M24] Local and regional dissemina:on & exploita:on.

WP5 [Management] [IPP-‐ISEP] [M2:M24] KOM and final project mee:ng; Pool of missions allocated to the project coordinator.

Project Summary 1/3


There has been an increased interest in science and engineering education due to: 1) the shortage of professionals required in scientific and technical areas; 2) the considerable low ratio of students opting for science- and engineering-

related degrees, when entering higher education; and 3) the number of dropouts exhibited in the initial years of undergraduate studies.

All stakeholders have devoted a great deal of attention and concern to this problem, considering the high number of reports published about and initiatives taken in recent years. In sum, the solutions have been dealing with: raising the society awareness for such a problem (1); increasing the interest for STEM (1, 2); and, promoting new teaching & learning methodologies, especially student-centred ones involving the use of ICT-tools, for coping with a new generation of digital natives (3).

Project Summary 2/3


This project targets the broad area of Electrical & Electronics Engineering, and, within it, the subject of circuit theory & practice. It aims to define, develop and evaluate a set of educational modules comprising hands-on, virtual, and remote experiments, the later supported by a remote lab named VISIR.

The nature of each experiment (hands-on, virtual, real-remote) has an impact on the students’ perception of circuits’ behaviour, being therefore mandatory to understand how these different learning objects can be arranged together in order to scaffold their understanding and increase their laboratory-based skills.

This is the concern of the underpinning teaching and learning methodology, favouring in particular the students’ autonomy for discovering how circuits work, through an enquiry-based approach.

Project Summary 3/3


VISIR+ brings together the power of the best remote lab for experiments with electrical and electronics circuits and the long history of collaboration among the consortium partners from Argentina, Austria, Brazil, Portugal, Spain, and Sweden.

Sharing one successful Erasmus+ project proposal

Education

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