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Van-Tam NGUYEN: Teaching
Reflections
on Teaching
In order to train engineers of a high technical level, ready to
innovate, to undertake and to assume the most diversified responsibilities in
the digital world, it is necessary to teach the fundamentals of knowledge and
in-depth know-how in ICT, to give a broad scientific and technical culture, but
also a knowledge of the business world. It is therefore necessary to cover all
ICT disciplines by relying on cutting-edge research, while responding to the
growing diversification and rapid renewal of professions in the information
society. However, it is essential to find the balance between scientific and
technical training, between broad knowledge and skills in a speciality, between
exercising abstract skills and developing concrete skills. It is also very
important to emphasize the ability to work in a multidisciplinary and
multicultural context. However, course content and learning methodology,
especially those related to electronic engineering, should go hand in hand with the evolution of
communication technologies. Given the role of electronics in the development of other disciplines
(computer science, signal and image processing, and communications), a
curriculum in electronic systems design must focus not only on the theoretical
basis of electronic systems, but also on the application of electronics to
these disciplines.
In this context, I think that project-based learning appears to be one
of the most interesting teaching strategies. I am very much in favour of active
learning, especially for electronic courses. An inductive project-based
pedagogy cultivates a sense of reality, a taste for concreteness and
innovation, making it possible to attract more students in electronic engineering.
The skills of analysis, design and implementation are methodically developed in
order to acquire mastery of complex systems. By bringing together knowledge,
techniques and skills, the project develops initiative, creativity, critical
thinking and a sense of responsibility, as well as organizational and
communication skills, the ability to work in a team, the ability to synthesize,
a sense of efficiency and confidence in the students' know-how. More generally,
this approach develops the ability to analyse and pose a problem, to imagine
and implement a solution. Project-based learning also provides students with a
chance to do original and motivating work. It reinforces their commitment,
which is a key element of learning in electronic engineering.
In addition, project-based learning in small groups can give each
student a clear role and responsibility, which is a very effective way to
deepen their understanding. It enhances students' ability to self-manage,
self-monitor, and self-generate ideas. Small group learning is also very
interesting and useful in confronting students with an intellectual process of
give-and-take.
Finally, the project-based learning and competency based approach are
complementary and the former can foster the development of the latter. The project-based
learning method can lead to the competency based approach, provided the
projects are carefully designed with clear learning objectives and subsequently
managed. However,
students do not learn in one way, so it is important to combine project-based
learning with other approaches, including lectures, demonstrations, tutorials,
exercises and discussions.
Project Based Learning for AIoT
Equipment manufacturers and operators are key players in digital communication networks, whose activities are at the root of value creation. They need to make a major development effort to remain at the forefront of innovation, so the renewal of their staff by engineers/doctors trained in cutting-edge research is essential for innovation, the creation of IPs and the strengthening of technological sovereignty. The key R&D players in the sector (Nokia, Ericsson, Thales, STM, NXP, Intel, etc.) report a need for engineers trained in international-level research and innovation, which is only partially satisfied. This is why we are joining forces with them to propose an educational program built around research-oriented industrial projects capable of providing employees immediately operational by high-tech companies in 5G.
The objective is to design “à la carte” courses of 2 to 5 years in the field of IoT and AI convergence (AIoT), including energy efficient hardware accelerator, allowing students with a bachelor's degree (lisence) or equivalent to obtain an engineering degree, a master's degree or a PhD. These courses will be entirely based on a project-based learning pedagogy. They consist of an acquisition phase of 120 ECTS or the equivalent centered on an industrial path or research path for an engineering degree or master’s degree, respectively. Upon entering the training cycle, students are assigned a tutor who proposes an industrial project in collaboration with a partner company or research project in the field of AIoT and who formalizes with them a choice of courses adapted to their project among the courses offered in the Télécom and IP Paris programs.
Because they allow for flexibility in individualized programming, SPOC/MOOCs are particularly well suited to “à la carte” theoretical courses and project-based learning, but the existing offer generally consists of introductory courses that are out of step with the targeted level. Aware of this gap, we aims to complete our curricula with a SPOC/MOOC offer, which will be developed for the master's and doctoral levels.
When the student has obtained the necessary ECTS (European Credit Transfer and Accumulation System) or the equivalent, he/she can choose either to leave the training cycle with the engineering degree or master's degree, or to pursue the research path started in the first phase to obtain a PhD. This PhD track program will be open to the international community and will select students of all nationalities on the basis of their academic excellence. It is expected to provide the employment sector with master's and doctoral level students who are particularly well trained in the cutting-edge technologies of AIoT as well as in the techniques of innovation and technological value creation.
Finally, the global mentoring approach illustrated in Figure 1 will be implemented to attract more international talents to Télécom Paris/IP Paris. In this model, mentors develop parallel project-based learning programs abroad and help their former PhD students or close collaborators (i.e., principal investigators) to build a research center of excellence. The mentors and the principal investigators will subsequently serve as remote mentors and internal mentors, respectively, for young researchers and students. Additionally, the mentors can provide direct mentorship to the scholars/students abroad by hosting them in their own laboratories or by traveling periodically. In this way, emerging scholars benefit not only from the mentorship provided by the principal investigators on a daily basis, but also from the mentors over the course of their training. The result is a sustainable model that ensures the continuous transfer of knowledge and experience from one generation of researchers to the next.
Figure 1. Global Mentoring Approach
Engineering
Training
IP Paris Masters
All Post-Master’s
Degrees
The PhD at Télécom Paris
Télécom Paris
Executive Education
Télécom Paris is member of
