Manager of Center for Valorization and Transfer of Competence (CVTC) at Transylvania University of Brasov, Romania
For any enterprise, a key success factor is the quality of the “Product” it delivers. In the education sector, this “Product” is the delivery process itself, but now in new engineering and industrial education the student takes part in the process as a “Co-Producer”.
This interactive aspect of the service delivery has a significant consequence for us as technology modern providers, namely that any time student who fail to engage in the educational process, they suffer a kind of “loss” in this process.
More relevant nowadays is the fact that people trying to predict the future of education often disagree on the trends, technologies (IoT, Online Technologies, Virtual Instrumentation, etc.) and the factors that affect it the most, and hence they don't draw the same conclusions about the direction of future evolutions.
Niels Bohr was right when he said, “Prediction is difficult, especially about the future.”
Engineering Education must engage the students in both the cognitive domain - developing ability to perform the techniques - and in the affective domain - transforming the student's belief to recognize the positive value of the engineering education methods and directions.
Prof. Dr. Phys. Doru Ursutiu (ursutiu@unitbv.ro) is Manager of Center for Valorization and Transfer of Competence CVTC from „Transylvania” University of Brasov and coordinator of CVTC Creativity Laboratory. He completed his studies of Physics at the „Babes-Bolyai” University from Cluj-Napoca – Romania, is specialized in Open and Distance Learning (LOLA course - Heriot Watt University UK) and in Noise in Electronic Systems.
The key qualifications of Prof. Ursutiu are Physics, Electronics (with a PhD in Noise and Fluctuations in Electronic Systems and Devices), Graphical Programming, Remote and Virtual Instrumentation.
He is Corresponding Member of Academy of Romanian Scientists AOSR, and Honorary President of International Association of Online Engineering IAOE. At the same time he is member of Scientific Committee and reviewer for many international conferences and publications (REV, ICL, IMCL, EURODL, IJIM, IJ-SoTL, etc.).
In 2013 at the IGIP conference was awarded with: "International Engineering Educator ING.PAED.IGIP" and at IGIP-ICL 2019 Conference in Bangkok with “Nicola Tesla Prize with the Golden Chain” for International outstanding achievements in the field of Engineering Pedagogy. It is a recognition of an activity in which Doru Ursutiu has been involved since 1999, and from which he has never deserted, being the person totally involved in supporting the nucleus of scientists and their international activities, dedicated people and their ideas of Remote Engineering, Virtual Instrumentation, IoT, and other ideas that are sustained for many years around the increasingly larger collective formed over time.
Director of the School of Engineering, Environment and Natural Resources at Duoc UC, Chile
Electronic waste, which are electric and electronic equipment considered obsolete by their users, reached 62 million tons worldwide in 2022, increasing by approximately 5% annually. In Chile, 230,000 tons were generated in the same year, with a collection rate of approximately 3.4%. The development of R&D in urban mining, which is the recovery of valuable elements from electronic waste, becomes relevant considering the multiple challenges of its recycling: they are composed of metals, ceramics, and polymers in various proportions, their composition varies over time, and they contain both potentially toxic elements and valuable materials.
The processing of electronic waste to recover base, precious, and critical metals is a significant opportunity. Case studies on the e-waste recycling will be presented, highlighting the challenges and opportunities for sustainable valorization. A process developed to recover copper and precious metals from electronic circuits uses pyrometallurgical methods and hydrometallurgical routes to refine these materials, aiming to minimize pollution and recover valuable elements locally. This topic is framed within the circular economy, essential for balancing production and sustainability, where urban mining plays a fundamental role.
Romina holds a PhD in Materials Science & Engineering from The University of New South Wales, Sydney, Australia, and a BScEng (Hons) in Metallurgical Engineering from the University of Concepcion, Chile. She is currently the Director of the School of Engineering, Environment and Natural Resources at Duoc UC. Her background is on extractive metallurgy and high-temperature processes applied to the circular economy. Her research field is Urban Mining, and mainly focused on the recovery of valuable elements from electronic waste through the application of metallurgical processes. In particular, she has studied the processing and recycling of electronic circuits, LED/LCD screens and solar panels. These investigations have been part of different circular economy projects, where she has worked as a technical advisor and responsible researcher. Romina has presented her work at national and international conferences and has mainly published articles in journals in the area of waste management.
Professor at Carnegie Mellon University, Pennsylvania, USA
In the industrial field, the work of technicians is of fundamental importance, as they are responsible for physically implementing production plans, configuring operations, and ensuring the effective maintenance of production equipment. This role requires proficiency in the use of sophisticated tools and instruments, as well as the ability to perform initial diagnostics on equipment conditions. Therefore, it is essential for technicians to know how to properly use tools and instruments and to understand basic theoretical concepts in Physics and Mathematics.
Given the increasing complexity of tools and instruments due to existing demands and standards, their cost is often very high. As a result, institutions that train technicians face significant challenges in making such resources available for learning purposes. For example, resources like robots, electric vehicles, and energy systems are difficult to obtain.
However, the concept of Remote Laboratories emerged several years ago to address these challenges. This concept involves well-equipped laboratories shared among institutions, allowing students to access and interact with highly specialized equipment, tools, and instruments via the internet. Advances in data transmission speeds and cost reductions enabled by IoT technology have made this approach viable.
This presentation will describe experiences conducted by the speaker, such as the handling of robots, CNC machines, pneumatic and hydraulic systems for educational purposes using Remote Laboratories. These experiences required the development of software and control systems to safely operate the equipment over the internet, ensuring students could achieve a solid understanding of the theoretical principles involved.
Ph.D. in Mechanical Engineering (1989), M.Sc. in Electrical Engineering (1988), and M.Sc. in Mechanical Engineering (1983), all awarded by Stanford University (California, USA). Civil Mechanical Engineer (1980, University of Concepción, Chile). He served as a visiting professor at the Robotics Institute of Carnegie Mellon University (2004, Pennsylvania, USA). Since March 1, 1990, he has been a professor in the Department of Mechanical and Metallurgical Engineering.
Dr. Chiang has led large-scale and complex projects in automation and the development of robotic solutions for the national industry. His projects span a wide range of end-use applications, including mining (Codelco, Antofagasta Minerals, Anglo American), the forestry industry (Forestal Arauco), defense (FAMAE), the medical equipment industry, and renewable energy generation, among others. Additionally, he has undertaken research and development projects funded by the State or in collaboration with private industry, including four Fondef projects, two Fondecyt projects, and eight Corfo projects.
Dr. Chiang holds two industrial patents, has authored three textbooks, and has 25 publications indexed in WOS. He has supervised six Ph.D. dissertations, 35 master's theses, and 30 undergraduate theses.
Professor, Researcher and Director of the Center for Educational Research and Innovation at UTN, Argentina
Engineering faculty members, particularly those responsible for subjects directly related to the profession, are often engineering professionals with little or no pedagogical training. In recent years, driven by the requirements of accreditation processes, many schools have developed faculty training programs. However, changes in teaching practices have been minimal. This situation negatively impacts the quality of learning and, even worse, retention rates, due to the frustration it causes students. This presentation will showcase the results of international research on these issues and explore potential solutions moving forward.
Electronic Engineer by UTN (Argentina), M.Sc. in Information Technologies by Universidad Politécnica de Madrid (Spain) and PhD in Education by UBA (Argentina). Professor and Researcher and Director of the Center for Educational Research and Innovation at UTN. Member of the Executive Committee and Senior Member of IGIP (International Society for Engineering Pedagogy). Member of Institute of Education in Engineering, National Academy of Engineering. Associate Director of InnovaHiEd. Former President of the International Federation of Engineering Education Societies (IFEES). Honorary Professor at Universidad Ricardo Palma (Perú). IEOM Distinguished Educator Award (EUA). IGIP International Engineering Educator Award (Austria). IFEES Duncan Fraser Global Award for Excellence in Engineering Education.
Assistant Professor of Practice and Assistant Director for Assessment and Evaluation at the Engineering School of Pontificia Universidad Católica de Chile
The evolving landscape of science and technology demands that higher education institutions continuously renew their curricula. This shift increases external accountability for student skill attainment, impacting higher education management and teaching staff engagement. To ensure the development and attainment of skills throughout study plans, institutions should leverage analytics tools to triangulate various sources of information in real time, such as graduate profiles, course syllabi, student learning results, and interactions with digital learning environments. However, adopting learning analytics to drive continuous improvement is far from trivial.
Drawing from a multiple case study, this keynote will highlight mechanisms for student outcome assessment and their continuous improvement. Additionally, Curriculum Analytics (CA) will be introduced as a transformative tool for measuring skill attainment and guiding instructional design. Through the lens of a design-based research approach, lessons learned will be shared with the STE audience, emphasizing the role of analytical tools in informing skill-based education. The presentation will also explore how CA can inform continuous improvement efforts by providing actionable data on student competencies. Attendees will gain valuable perspectives on leveraging educational data to drive curriculum renewal and improve program quality, with a focus on emerging digital technologies to support student learning.
Isabel Hilliger is Assistant Professor of Practice and Assistant Director for Assessment and Evaluation at the Engineering School of Pontificia Universidad Católica de Chile (PUC-Chile). She holds a BEng and a PhD in Engineering Sciences from PUC-Chile, specializing in Computer Science, and an MA in Politics, Organization, and Leadership Studies from Stanford Graduate School of Education, USA. Between 2011 and 2013, Isabel led the development of indicators to evaluate school support programs in Chile as National Sub-Coordinator of Pedagogical Technical Assistance in the Ministry of Education of Chile. Since 2013, she has been involved in different projects in general and higher education (both in Chile and abroad). During 2018, she was a research fellow at the university innovation program at Laspau, organization affiliated with Harvard university, conducting research regarding the design and implementation of indicators and tools based on learning analytics. Between 2020 and 2024, she was part of the executive committee of the Society for Learning Analytics Research (SoLAR). Currently, her research focuses on the development of processes for the continuous improvement of higher education curricula in Latin America, using analytical tools to measure learning outcomes for data-informed decision-making.
Founder and partner of Academia Patagonia SpA, Punta Arenas, Magallanes, Chile
The global demand for energy continues to grow, driven not only by an increasing world population but also by rising development standards requiring greater per capita energy consumption. After two centuries of relying on fossil fuels—which still account for 81% of global primary energy consumption—we are now witnessing the effects of anthropogenic climate change. There is a global consensus on the urgent need to reduce CO₂ emissions and transition to renewable energy sources.
The sun provides us with 10,000 times the energy humanity needs every day, but renewable energy resources often exist in the wrong places or at the wrong times relative to energy demand. While technologies such as solar photovoltaic and wind farms allow us to harness the sun's variable energy, we face significant challenges in storing and distributing this energy to meet fluctuating demands across diverse applications, including heating, cooling, transportation, and electricity.
Chile possesses exceptional renewable energy potential, spanning its 4,200-kilometer north-to-south length and diverse climatic regions. Recognizing this opportunity, Chile launched its Green Hydrogen National Strategy in 2020 and developed a collaborative Action Plan for the decade from 2023 to 2030. This plan outlines specific actions, timelines, and responsibilities, relying on public-private partnerships to address financing, technology, regulation, infrastructure and education. These efforts not only aim to reduce emissions domestically but also contribute to global decarbonization. Huge clean energy trades worldwide will not be done solely by transmitting electricity, but also by shipping clean fuels.
Chile is now focused on producing “green molecules” using advanced Power-to-X technology to store and transport large quantities of renewable energy to markets where emissions are difficult to abate, and direct electrification is costly. The business volume of this new sustainable industry should be as large as today’s mining activity, Chile’s main economic field. By 2050, Chile aims to meet 16% to 17% of its energy needs with renewable hydrogen and its derivatives — a share that aligns with global projections. This complements the electrification goals from today’s 23% contribution of electricity in our energy mix to reach 42% - 46% by 2050.
Dr.-Ing. Erwin Plett is a Chemical Engineer from the University of Chile, holding a Ph.D. in Process Engineering from the Karlsruhe Institute of Technology (KIT), in Germany, as well as a postdoctoral degree in Thermal Engineering from the University of Wisconsin-Madison, USA.
Dr. Plett worked for 20 years in leading engineering companies in Germany (Alfa Laval Food Engineering GmbH, GEA-Wiegand, Babcock BSH A.G.), and pharmaceutical, natural products and vegetable oil companies in Chile. He is a prominent educator in energy efficiency, hydrogen technologies and renewable energy. He teaches in several postgraduate programs in Chile, at the universities USACH, PUC, UCT, UTFSM, and UCEMA in Argentina.
He is a founder and board member of several companies driving the development of green hydrogen and sustainable energy solutions. These include Alfa Lux Ingeniería SpA (lighting and energy efficiency projects), Low Carbon Chile SpA (green hydrogen and energy derivatives), VAST Chile SpA (water purification and advanced electrolysis technologies), Academia Patagonia SpA (hydrogen technical training), Hydrogen Chile SpA, and Amonio Patagonia SpA (large green hydrogen and energy projects in Magallanes) and Luxmeter Energy SpA (energy efficiency and sustainability solutions in acuaculture).
Actively involved in professional organizations, he is a member of the Human Centric Lighting Society, Director of Clean Energies at the International Lithium Chamber (CIL), Vice President of the KIT Alumni Club Chile, and President of the Chemical and Biotechnology Engineering Council of Chile’s Society of Engineers, where he also serves as a national board member. He was a director and secretary of H2Chile, the Chilean Hydrogen Association. He is a member of CORFO’s advisory committee on green hydrogen industry development.
Named “Green Hydrogen Ambassador” by Chile’s Energy Ministry, Dr. Plett is a recognized advocate for sustainable energy and human capital development. He frequently speaks at national and international events, gives interviews, co-hosts a radio show, and publishes opinion columns on energy and hydrogen topics.
The program can be found in the submission system: https://www.conftool.com/ste2025/sessions.php. It is preliminary and may still be subject to small changes.
The program is also available in the Conference4me Mobile App. Either flash the code or visit http://conference4me.eu/download/ to download the version that suits your device.
Registration will be done through the ConfTool® Submission Server.
Please note that all bank charges are at the expense of the debitor.
| STE2025 – Author and Participant Registration | Early Bird Fee until 15 February 2025 Author registration until 10 February! |
Standard Fee from 16 February 2025 |
|---|---|---|
| Author – Regular1 | 510 USD | N/A |
| Author – Latin American Countries1 | 415 USD | N/A |
| Author – Members of IAOE, IGIP, EduNet & EWA1,2 | 415 USD | N/A |
| Author – Low-income Countries1,2 | 260 USD | N/A |
| Author – Student (BSc & MSc)1,2 | 260 USD | N/A |
| Participant – Regular | 415 USD | 468 USD |
| Participant - Latin American Countries | 330 USD | 415 USD |
| Participant – Members of IAOE, IGIP, EduNet & EWA2 | 330 USD | 415 USD |
| Participant – Low-income Countries2 | 208 USD | 260 USD |
| Participant – Student (BSc & MSc)2 | 208 USD | 260 USD |
| Options | ||
| Additional Paper (max 1) | 156 USD | N/A |
| Conference Dinner Thursday Evening | 94 USD | 94 USD |
| Social Program Saturday | 94 USD | 94 USD |
| Accompanying Person | 156 USD | 208 USD |
1 Authors must register until 10 February in order to be included in the program.
2 Upon registration, you will be asked to upload a document that justifies your eligibility for this fee.
“On the Web, usability is a necessary condition for survival“ usability expert Nielson said. This is true for Cross Reality Laboratories such as Remote Laboratories or VR laboratories, independent of how they are used. However, from both experience and literature we can say usability is often overlooked in laboratories.
This workshop aims to introduce creators of such laboratories to a practical tool (based on literature, experience and tested on end users) they can apply during the workshop to evaluate the usability of their lab as well as to point them to places where they can improve the usability.
The workshop addresses creators (e.g., developers, designers, teachers) of cross reality laboratories, both used in teaching as well as in industry. It assumes that participants bring in an own example laboratory they want to analyse. It offers participants a perspective on usability, which is (based on both personal experience and literature work) normally not considered for cross reality labs. Participants get access to a worksheet in form of a checklist they can continue to use in the future.
Louis Kobras, Marcus Soll (Germany)
The purpose of this workshop is to develop a shared understanding of the features of modern engineering education, to collect examples and share experiences. The outcome will allow participants to reflect on their teaching practice and contribute to modern program design.
The workshop targets the whole range of engineering (and science) educators and professionals. Not specific prior knowledge is required.
Alexander A. Kist, Catherine Hills (Australia)
The proposed workshop aims to equip higher education educators with a comprehensive understanding of responsible Artificial Intelligence (AI) practices and their application in blended learning environments. The primary objectives are to:
The workshop is designed for faculty members, instructional designers, academic technologists, and administrators in higher education. Attendees should have a basic understanding of teaching pedagogy and be interested in exploring the intersection of technology with it.
Peter Yau (Australia)
This workshop is designed for educators in the STEM sector. No prior technical expertise is required for edrys-lite, although a basic familiarity with digital teaching tools or remote learning concepts would be beneficial.
André Dietrich, Sebastian Zug, Ines Abel (Germany)
Guided tour to the Andes Mountains, where we will visit the towns of San José de Maipo, the Chocolate House, and the fascinating El Yeso Reservoir Lagoon. During the journey, you will be able to admire the majesty of the mountains.
Pre-registration
Price 90 EUR
The conference dinner will be held at the Ocean Pacific’s restaurant, where you can learn about Chilean culture through its gastronomy.
The address of the restaurant is: Huerfanos 2286, Santiago Centro.
Pre-registration
Price 90 EUR
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