EIE Surveyor: Reference Point for Electrical and Information Engineering in Europe

1
EIE Surveyor Reference Point for Electrical and
Information Engineering in Europe

• 2005-2008

2

• Managing team
• O. Bonnaud (Rennes)
• M. Hoffmann (Ulm)
• G. Jervan (Tallinn)
• J. Ligus (Kosice, excused)
• M. J. Martins (Lisbon, excused)
• A. Ward (York)
• BEST representative
• T. Dimitrova
• N. Wojewoda
• H. Yahoui (Lyon)
• D. Genon-Catalot (Valence)
• G. Gimenez (President of Club EEA)
• Account manager (M. Robert, Nancy)
• Coordination (JM Thiriet, Grenoble)

3
Agenda

• 1) - Presentation of the projects Organisation
  of activities, outcomes, Identification of tasks,
  Planning of works, - Discussion on the Financial
  aspects - Discussion on the general organisation
  of the project, splitting of some tasks among the
  members of the managing team - Reflection on the
  setting-up of the monitoring work 2) -
  Discussion with BEST representants (Tzveta
  DIMITROVA and Nicolo Wojwoda) on the BEST
  participation, and activities which can be
  proposed in partnership with groups of students
  participation of BEST in the monitoring. -
  Reflection-discussion on the external contacts
  (societies (associations), industrial companies,
  accreditation organisms, other TNs...) -
  Organisation of the meetings for the first year
  (2005-2006), reflection on the second year. -
  Any point you think interesting to add, many
  thanks ! - A.O.B.

4
Content

• Description 4-9
• Organisation and monitoring 10-12
• Website and logo 13-24
• Tasks 25-52
• Other actions 53-55
• Outputs 56-59
• Workplan 60-61
• Partners (repartition, new) 62-63
• Financial aspects 64-67
• Expert comments and recommendations 68-70

1. Description
5
Objectives

• Reflection on generic competences and
  subject-specific competences in Electrical and
  Information Engineering (EIE),
• Implementation of quality assessment
  methodologies on some educational resources
  available in EIE,
• Reflection and proposition of a methodology for
  accreditation, in order to enhance comparability
  and common certification procedures,
• Proposition of a census of the existing curricula
  in EIE in Europe, the multinational degrees, and
  the situation of the implementation of the
  Bologna-process in EIE, at the bachelor, master
  and PhD levels

1. Description
6
Target groups

• Professional engineering associations, Life Long
  Learning institutions,
• Students, teachers and learners,
• Accreditation boards

1. Description
7
Main activities

• Application of the TUNING methodology to EIE, to
  identify competences,
• Observatory on the degrees available in EIE in
  Europe, and state of the implementation of the
  Bologna-process,
• Quality assessment of some resources in EIE
  available through internet,
• Analysis of existing accreditation procedures,
  proposition of a methodology

1. Description
8
Expected outputs

• Update of the monograph on the degrees and
  international degrees available in EIE in Europe,
• Guidelines for contents as generic competences
  and subject-specific competences in EIE,
• Guideline for a proposition for an accreditation
  methodology, together with a census on existing
  accreditation boards and methodologies,
• Mediatheque of selected pedagogical resources
  available in EIE, with a quality assessment

1. Description
9
EIE-Surveyor

• Nancy (coordinating institution) Grenoble
  (coordinator institution)
• 2 European organisations
• AT (2), BE (5), BG (4), CY (1), CZ (5), DE (6 or
  7), DK (1), EE (1), ES (9), FI (2), FR (20 or
  22), GR (3), HU (1), IE (1), IS (1), IT (5), LV
  (1), LT (1), MT (1), NL (1 ?), NO (1), PL (6), PT
  (7), RO (5 or 6), SE (1), SI (2), SK (1 or 2),
  TR (4), UK (1 or 2)
• 108 members
• 3 companies (CZ, DE and PL)
• 3 national associations IEEE educ. Chapter DE
  and FR, Club EEA
• 2 European associations BEST, EAEEIE
• Missing LU, FL

1. Description
10
Actions (1st round)

• T1 Competences, jobs, accreditation
• T1.1(1). "Tuning" approach in EIE (A.4) (A. Ward)
• General competences
• Specific competences
• T1.2(3). Jobs in EIE (A.6) (O. Bonnaud and A.
  Ward)
• T1.3(4). Methodology for accreditation (A.7) (M.
  Hoffmann)
• T2(2). Internet as educational resource for EIE
  education (A.5) (A. Ward)
• Benchmark ?
• T3 Survey, BMD-process in Europe
• T3.1(8). Bologna process in EIE at the bachelor,
  master and PhD levels (A.1) (O. Bonnaud M.J.
  Martins)
• T3.2(6). Multinational multilingual curricula in
  Europe (A.2) (JM Thiriet)
• Update of the monograph (J.M Thiriet)
• Portal on EIE curricula (H. Yahoui J. Ligus)
  (connection with BEST)
• T4(5). Advertise EIE European curricula (A.8) (JM
  Thiriet)
• Connection with  jobs 
• T5(7). "Excellence" regions in EIE and
  applications (A.3) (G. Jervan)

1. Description
11
Organisation
1st Strategic Board O. Bonnaud (FR) M. Hoffmann
(DE) J. Ligus (SK) MJ Martins (PT) G. Jervan
(EE) A. Ward (UK)
2. Organisation And monitoring
national coordinators
12
Organisation

• The general co-ordinator level, that is the
  general co-ordinator, which will be helped by an
  account manager.
• The strategic board, composed of 6 people (active
  people, for the management of the project, these
  people may represent also the EAEEIE or other
  partner associations). The managing board will
  be also responsible for contacts with other
  projects we will be related with, notably for the
  actions in connection with other thematic
  networks, for instance the "archipelago" or
  "tuning" transversal actions.
• The tasks will be managed, each with a task
  coordinator.
• The general co-ordinator, the strategic board and
  the task coordinators will form the Managing
  Board.
• Last point for some operations or actions which
  are organised on a national basis, there will be
  national coordinators, which could be different
  as a function of the tasks.

2. Organisation And monitoring
13
Monitoring

• Inner monitoring each semester a new inner
  monitoring board will be defined, in order to be
  dynamic, to make constructive critics on the
  advance of the project. This inner monitoring
  group will interact with the general coordinator,
  the strategic board and the task coordinators
  (that is, the Managing Board).
• External monitoring Associations such as SEFI,
  IEEE education, BEST (student association) could
  participate in an external monitoring. BEST is a
  member of the project, as well as the French and
  German "education" chapters of IEEE.
• To be more concrete, we have invited five people
  to act as external monitor of the project.
• J. GONZALES (Tuning project), who will be
  represented by Hendrik FERDINANDE
• V. De KOSINSKY
• Virginia CANO
• Eduardo CORREIO (CENELEC)
• Jorge ESTEVES (Entidade Reguladora do Sector
  Eléctrico" (ERSE))
• All these persons accepted to be external
  monitor of our project.
• Other institutions will be contacted, mainly at
  the end of the project, such as ESN (Erasmus
  Student Network), FIEE

2. Organisation And monitoring
14
Web site public zone Main page
3. Website And logo
15
Public zone events
3. Website And logo
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Public zone description of the project

• Not available yet

3. Website And logo
17
Public zone liste of partnerscontact persons
(project)
3. Website And logo
18
Private zone users groups
3. Website And logo
19
Private zone permissions to users and groups
3. Website And logo
20
Private zone forms, tasks, events
3. Website And logo
21
Private zone fora
3. Website And logo
22
Private zone documents
3. Website And logo
23
Logo for EIE-Surveyor ???
3. Website And logo
24
Work with Club EEA

• Commission for Education
• Commission for Research
• Commission for International Relationships

4. Actions
25
T1.1. "Tuning" approach in EIE (A4)

• Complementing the work done in other disciplines
  by other thematic networks
• Competences (broader concept than skills)
• General competences (Line 1 of the tuning
  approach)
• Specific competences (Line 2 of the Tuning
  approach)
• Pedagogical approaches
• Problem Based Learning
• Project Based Learning approaches
• Preliminary works done during the THEIERE
  project
• a frame for a bachelor in Electrical and
  Information Engineering
• System of credits, both for initial degrees and
  LLL (Life Long Learning)
• Diploma Supplement (DS). In the field of EIE and
  for the various levels (BMD), a template could be
  designed
• Contact with the Tuning Project Pr. Hendrik
  Ferdinande (Tuning project) will be our
  "conseiller"
• outputs will be some frames and guidelines for
  the development of contents, at the bachelor and
  master level
• http//www.relint.deusto.es/TuningProject/index.ht
  m

4. Actions
26
T1.1. "Tuning" approach in EIE Calendar
4. Actions
27
T1.1. "Tuning" approach in EIE Preliminary work
(THEIERE)

• Frame for a bachelor in EIE

4. Actions
28
Tuning
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T1.2. what are the jobs in Electrical and
Information Engineering? (A6)

• Constatation there is certain disaffection of
  students for scientific studies in many European
  countries.
• In order to enhance the attractiveness of our
  disciplines, we propose communication tools to
  advertise on our disciplines and their interests
• to identify what are the concrete links (and what
  are the kinds of links) existing between industry
  and the EIE curricula in the various European
  countries
• concrete links such as participation of employers
  into the curricula or participation of students
  in professional periods in industry
• indirect links such as the participation of
  representative of the industrial field into the
  definition or accreditation of curricula
• This work could be achieved with other thematic
  networks in the same field ARCHIPELAGOS( and
  also scientific and engineering associations (for
  instance some activities are presently on the way
  within the French Club EEA, an EIE Association at
  the national level, EAEEIE, IEEE education
  chapter (region 8) at the European level).

4. Actions
30
T1.2. what are the jobs in Electrical and
Information Engineering? Calendar
4. Actions
31
T1.2. what are the jobs in Electrical and
Information Engineering? Preliminary work

• Not relevant (new action)

4. Actions
32
T1.3. Methodology for accreditation (A7)

• Preliminary study of the existing accreditation
  procedures done during the THEIERE project.
• Completion of the study
• Study the American Board functions
• Output
• Guidelines of good practices of accreditation
  based on the required competences and industry
  needs.

4. Actions
33
T1.3. Methodology for accreditation Calendar
4. Actions
34
T1.3. Methodology for accreditation Preliminary
work (1/3)
4. Actions
35
T1.3. Methodology for accreditation Preliminary
work (2/3)
4. Actions
36
T1.3. Methodology for accreditation Preliminary
work (3/3)
4. Actions
37
T2. Internet as educational resource for EIE
education (A5)

• to incorporate Internet-based educational
  resources (e-learning) for EIE education
• web available specific materials, covering the
  required EIE topics,
• computer supported tools to use these materials
  in a suitable way for attaining specific learning
  objectives
• Two actions
• to set up a mediatheque of pedagogical resources
  available through internet in EIE
• census of existing resources.
• implement Quality in education to pedagogical
  resources in EIE available via Internet. This
  means to select and classify educational
  materials for EIE in the basis of
• the quality of content in relation with the
  concepts, models and competences required in EIE.
• the potential effectiveness as teaching-learning
  tools for EIE education,
• AND to make them available to the EIE community.
  The work will be a continuation of the activities
  related in Task 2 of the THEIERE project and
  completed with the selected resources.

4. Actions
38
T2. Internet as educational resource for EIE
education (A5)

• to design tools implemented in web-based
  environments
• Individual tools, in order to allow the user to
  evaluate their learning process
• group work tools in order to foster the
  collaboration among different users.
• Some learning activities will be designed to be
  implemented during the last year in the
  dissemination phase of the project. Students
  connected from different countries will use the
  material available in virtual classes throughout
  Europe. They will be guided by one tutor that can
  be a professor member of the TN. The use of these
  materials in the context of specific learning
  activities will be monitored in order to evaluate
  their quality as educational materials as well as
  learning fostering resources (validation with end
  users teachers, learners).

39
T2. Internet as educational resource for EIE
education Calendar
4. Actions
40
T2. Internet as educational resource for EIE
education Preliminary work

• Mediatheque
• http//www.eaeeie.org/theiere/pedagogical_resource
  s.html

4. Actions
41

• to implement a survey of the Bologna process in
  EIE at the bachelor level, at the master level
  but also at the PhD level (relations with the TNP
  "Teaching and Research in Engineering in Europe
  TREE" for example).
• The activities will be the finalisation and
  update of the maps of European undergraduate and
  postgraduate studies a monograph1 has been
  achieved during the THEIERE project (2000-2003),
  but some countries remain to be completed, some
  information needs to be updated because the
  situation is always evolving and the PhD studies
  should be added, together with the identification
  of the existing links between masters and PhDs,
  taking into account the master courses which will
  prepare the students for PhD studies. The
  completion and updating of the data of the portal
  (see prototype at www.eaeeie.org/theiereyp) will
  be achieved at the same time. The main outputs
  will be the update and completion of the
  monograph (1st version available end 2003) and of
  the portal.
• We are in contact with TREE thematic network
  within the frame of the "Archipelago" working
  group (participation of four persons from our
  previous Thematic Network THEIERE in the
  techno-TN 2004, in Brussels, even if THEIERE was
  not granted in 2003-2004).
• 1 THEIERE project "Monograph Towards the
  harmonisation of Electrical and Information
  Engineering Education in Europe" - Ed. EAEEIE,
  August 2003, 350 pages, (ISBN, book version ISBN
  972-97738-2-3, ISBN CD-ROM version ISBN
  972-97738-3-1)

4. Actions
42
T3.1. Bologna process in EIE at the bachelor,
master and PhD levels Calendar
4. Actions
43
T3.1. Bologna process in EIE at the bachelor,
master and PhD levels Preliminary work

• Monograph
• http//www.eaeeie.org/theiere/THEIERE_monograph_CD
  .htm
• document on PhD studies, prepared by MJ
• Portal
• http//www.eaeeie.org/theiereyp/
• For the moment, THEIERE YP works with the
  following countries
• Austria, Bulgaria, Czech Republic, Estonia,
  Spain, Finland, France, Greece,Ireland, Italy,
  Lithuania, Luxembourg, Latvia, Netherlands,
  Norway, Poland, Portugal, Slovenia, Slovak
  Republic and Ukraine

4. Actions
44
T3.1 Monograph
4. Actions
45
T3.1 View of the portal www.eaeeie.org/theiereyp
4. Actions
46
T3.2. Multinational multilingual curricula in
Europe (A2)

• The aim is
• to identify how are organised the studies
• how are managed the lingual and cultural aspects
• what is the part dedicated to distant learning.
• The main outputs will be available in the
  monograph and the portal described
• We propose to contribute as the proposition of a
  guideline of good practices in the development of
  multinational curricula in EIE

4. Actions
47
T3.2. Multinational multilingual curricula in
Europe Calendar
4. Actions
48
T3.2. Multinational multilingual curricula in
Europe Preliminary work

• Not relevant (new task)

4. Actions
49
T4. Advertise EIE European curricula (A8)

• Objective to attract students coming from
  outside Europe. The monograph and the portal
  proposed in TASK T3.1 should be a good tool for
  this purpose
• To identify various organisations which can be
  helpful for this "advertisement".
• Related to this task, some countries are
  suffering due to the unbalanced flow of students
  in the framework of international exchange
  projects (e.g. Erasmus) the number of students
  going out is gtgt than coming in. We should
  identify reasons for such a situation and devise
  means to improve the balance.
• So the main aim of this action is to increase the
  attractiveness of European higher education area,
  both for students from outside Europe to come in
  and for students inside Europe to be mobile

4. Actions
50
T4. Advertise EIE European curricula Calendar
4. Actions
51
T4. Advertise EIE European curricula Preliminary
work

• Not relevant (new task)
• work to be done in conjunction with Club EEA
  commission for teaching

4. Actions
52
T5. "Excellence" regions in EIE and applications
(A3)

• to identify and let know "Excellence regions" in
  some specialities of EIE and applications thanks
  to a focus on master and PhD specialities.
• Another interesting point for us in this action
  will be the way PhD studies are organised in EIE
  and their adaptation to industry needs. In this
  action, we will discute on what are the criteria
  to define Excellence

4. Actions
53
T5. "Excellence" regions in EIE and applications
Calendar
4. Actions
54
T5. "Excellence" regions in EIE and applications
Preliminary work

• Not relevant (new task)

4. Actions
55
Other action (?) Incubator of proposals for
developing international European (master)
programmes

• the thematic network partnership has also to be
  considered as an incubator of proposals for
  developing international European master
  programmes, within the frame of Curricula
  Development programmes or for tending to some
  Excellence masters in EIE (ERASMUS MUNDUS
  programme).
• It is planned to implement some curricula
  parallely to the life of this thematic network
  proposition

5. Other Actions
56
General actions Contacts with industry

• Jan Ligus
• 2 people are from Slovak Power Plant enterprise1
  from US Steel company1 from car-tire industry
• A. Ward ?

5. Other Actions
57
General actions reflection on dissemination

• Contacts other TNs
• Other TNs
• TREE
• Tuning
• Archipelago
• Contact with European or World association
• Contact with national associations
• Flyer presenting the project

5. Other Actions
58
Overview on the outputs (1/4)

• (a) guidelines for EIE in the Tuning spirit
  (TASKS A1, A4),
• (b) an updated monograph, on the existing
  curricula in EIE in Europe, with new parts
  dedicated to "international" degrees
  (international masters and bachelors) and to PhD
  (TASKS A1, A2, A3),
• (c) a mediatheque on pedagogical resources in EIE
  available through internet, with quality
  evaluation (TASK A5),
• (d) a portal presenting the curricula available
  in EIE in Europe (TASK A1)
• (e) report contaning a census of the existing
  accreditation boards and procedures and
  proposition of a common European procedures
  guideline in EIE (TASK A7),
• (f) communication tools presenting EIE in Europe
  (TASK A8)
• (g) communication tools to attract scholars in
  EIE in particular and in scientific studies in
  general (task A6).
• Outputs b,c,d are completions and updates
  (continuing activity) of some works and results
  developed during the THEIERE project, whereas
  outputs a,e,f,g are completely new.
• The other outputs of our TN will be
• - (h) an information system to help in the
  functioning of the project (mailing list, chat
  rooms, chat, on-line voting tool, forum,
  repository of documents) based on the EAEEIE
  server, with a private part and a public part
  (internet website).

6. Outputs
59
Overview on the outputs (2/4)

• - (i) meetings and seminars to be proposed
  relative to these various points, it is planed to
  meet once at the beginning of the project as
  general meeting and then to meet twice a year as
  general meetings and seminars, for the whole
  partnership, to deal with the general functioning
  of the projects and activities, and to propose
  results (there will be also strategic meetings,
  see also 4.). Each year, one of the general
  annual meetings will be organised in conjunction
  with the annual EAEEIE conference. It is planned
  that a last meeting will present the results of
  the project we could imagine in final meeting
  could be organised together with other TNs,
  particularly in Engineering.
• - (j) conferences, once a year the EAEEIE
  organises its annual conference, this conference
  is open to everybody and is a good tool for
  dissemination of activities and results (the next
  conference will be held in Lappeenranta, Finland,
  June 2005, www.eaeeie.org). Several presentations
  are generally concerned by the Thematic network
  activity. The results of the Thematic network are
  generally presented also in other conferences
  dedicated to teaching or to research, in order to
  have a wide dissemination.
• - (k) participation to other actions, dealing
  with thematic network activity as a whole, such
  as "Archipelago" or "Tuning" actions.
• For this point we are in contact with H.
  Ferdinande from TUNING and M. Maffioli for TREE
  and the "Archipelago" action (in 2004 four people
  for our previous THEIERE thematic network
  participated in the Techno-TN meeting in
  Brussels).

6. Outputs
60
Outputs (3/4)
6. Outputs
61
working methods to produce the outputs (4/4)
6. Outputs
62
Workplan (1/2)
7. Workplan
63
Workplan (2/2)
7. Workplan
64
Repartition of partners as a function of their
interests
8. Partners
65
Financial aspects

• 40 amount 45 days after initial contract (about
  December2005)
• 40 45 days after approval of the progress
  report by the commission
• Under the condition 70 of the previous
  pre-financing payment has been used up
• The remaining received within 45 days following
  approval by the Commission of the final report

9. uro
66
Financial aspects (actual)
9. uro
67
Financial aspects (practical)
9. uro
68
Financial aspects (virtual)
9. uro
69
Contractual timetable
9. uro
70
Per diem
71
Per diem

• No invoice for General costs
• Organisors can be payed half per diem

72
Expert 1 comments
10. Experts
73
Expert 2 comments
10. Experts
74
Experts recommandation
10. Experts
75
Meeting Santander

• 8. 45 Welcome
• 9 Presentation of the project (overview,
  deadlines) (JM Thiriet)
• Presentation of the financial aspects (M. Robert)
• (parallel task definition of national
  coordinators gt ask national coordinators about
  their contacts with companies)
• PRESENTATION OF TASKS
• 9.30 T1.1 (A.Ward)
• 9.45 T 1.2 (O. Bonnaud)
• 10 T1.3 (M. Hoffmann)
• 10.15 T2 (A. Ward)
• 10.30 BREAK
• 10.45 T3.1 (MJ Martins)
• 11.00 T 3.2 Monograph (JM Thiriet)
• 11.15 Portal (H. Yahoui)
• 11.30 T4 (JM Thiriet)
• 11.45 T5 (G. Jervan)
• 12.00 Everybody will choose a working group
• 12. 30 LUNCH
• 14 Working groups (with rapporteurs)

76
Workplan for the meetings
77
Cooperation with BEST

• 1st year Bologna process in Lviv (Ukraine),
  beginning of September
• 2nd year, BACo on Electrical engineering
• Tuning process (competences)
• Diploma supplement
• Project based learning
• 3rd year common event assessment of outcomes of
  the project (pedagogical resources)
• Monitoring
• Evaluation form (REVE project) representative
  within the education committee for this TN (T.
  Dimitrova)
• Survey on EIE-Surveyor topics