??????-?? ??a

1
??????-????aß??µ?s? ??????µµat?? Sp??d??sta
p?a?s?a t?? ????a???S??S? S????O? ?????F?????S

• ? ???? ?p???
• ??e????? T?aµp????d??
• 17-02-2006

2
Motivation

• ???t??? ?a? a???????s?
• ßas???? µ??a??sµ?? a?aß??µ?s??
• t?? p???t?ta?
• t?? e?pa?de?t???? d?ad??as?a?

3
St????

• ??? ?t?µa
• G?at? e?µa? s??????? p?? ta ?d?a a?t? ?t?µa se
  ??a d?af??et??? context ?a ?e?t??????sa? te?e???
  d?af??et???
• ???? t? s?st?µa,
• p?? µa? a?a????e? ?a ?e?t??????µe µe t?? t??p?
  a?t? ?a? ??e? ?d???se? t? ???????? e?pa?de?t???
  d?ad??as?a st?? s?µe???? t?? ?at?stas?

4
??????s? ?a???s?as??

• ? s?µas?a t?? ???? ??aß??µ?s? ?S
• ?st????? a?ad??µ?
• st? ??µa t?? a?aß??µ?s?? t?? ?S ????
• ? ?ate????s? p?? d????e
• ?a?a?t???st??? ?a?ade??µata
• ? a?aß??µ?s? p?? ??p??e
• ? a?aß??µ?s? p?? ????e
• ???? de? e?t?????e st? p????aµµa
• ??a p??t? a???????s? - ???t???
• S?µpe??sµata

5
G?at? a?aß??µ?s? st? ?S
?
6
H a?aß??µ?s? ?at? ????

• H ?as??? ??af???
• Computer Engineering 2005
• Curriculum Guidelines for Undergraduate
• Degree Programs in Computer Engineering
• IEEE Computer Society
• Association for Computing Machinery
• 2004 October 12

7
What is computer engineering
Computer engineering as an academic field
encompasses the broad areas of computer
science and electrical engineering.
What computer engineers would do
8
What computer engineers would do
In more detail
9
G?at? a?aß??µ?s? st? ?S

• 1998, ???? and ACM decided
• to undertake a major review of curriculum
  guidelines
• the goal was
• to revise Computing Curricula 1991 so that it
  incorporates the developments of the past
  decade.
• Computing has changed dramatically over that time
  in ways that have a profound effect on curriculum
  design and pedagogy.
• To review and develop a revised and enhanced
  version that addresses developments in computing
  technologies in the past decade and will sustain
  through the next decade

10
H a?aßa?µ?sµ??? ??d?s?

• ???pe? ?a ?a??pte?
• current needs of electrical computer
  engineering students.
• ???pe? ?a ????ete?
• current educational practices
• ???pe? ?a p??te??e?
• improvements where necessary.

11
H ??ad??as?a t?? a?aß??µ?s?? I

• Define the Body of Knowledge
• define the primary disciplines that make up the
  body of knowledge for electrical computer
  engineering
• Define the structure of the Body of Knowledge
• knowledge has a hierarchical organization
  comprising three levels
• knowledge areas,
• knowledge units,
• set of topics,

12
H ??ad??as?a t?? a?aß??µ?s?? II

• Defines
• Learning Outcomes
• Core and Elective Knowledge Units
• Knowledge Units and Time Required for Coverage
• Core Hours and a Complete Program
• Laboratory Experience strongly required

13
H ??ad??as?a t?? a?aß??µ?s?? III

• The Laboratory Experience
• Students should have many opportunities
• to observe, explore and manipulate
  characteristics and behaviors of actual devices,
  systems, and processes.
• designing, implementing, testing, and
  documenting hardware and software,
• designing experiments to acquire data, analyzing
  and interpreting that data, and in some cases,
  using that data to correct or improve the design
• Laboratories should include
• application and simulation software to design
  small digital and computer systems.The use of
  simulation tools to model and study real systems
  is often desirable and necessary to allow
  students to study systems that are not practical
  to design and implement physically. Such tools
  would also be useful where it might be difficult
  to acquire the detailed information necessary to
  study their behavior.
• carefully planned practical assignments in a
  laboratory setting should help students develop
  confidence in their technical ability.

14
H ??ad??as?a t?? a?aß??µ?s?? IV

• ? a?aßa?µ?sµ??? ??d?s? p??pe?
• ?a st??e?e? st?? ße?t??s?
• Communication Skills
• Teamwork Skills
• ?a ????ete? s??????e? t?se?? ??a
• Student Learning and Assessment

15
? a?aß??µ?s? ?at? t?? pa???sµ?a ??ad?µa???
?????t?ta I

• Conferences on education
• International Conference on Engineering Education
  (ICEE)
• IEEE International Conference on Advanced
  Learning Technologies
• IADAT - International Conference on Education
  
• Conference of the European Association for
  Research in Learning and Instruction
• Balkan Region Conference on Engineering
  Education.
• Conference on Software Engineering Education and
  Training (CSEET)
• IEEE Canadian Conference on Computer and Software
  Engineering Education
• IFAC Symposium on Advances in Control Education
• Workshop on Methods for Learning Metrics
• International Workshop on Software Engineering
  Course Projects (SECP)
• Workshop on Pedagogies and Tools for the Teaching
  and Learning of Object Oriented Concepts
• Software Engineering Curriculum Development
  Workshop
• Conference on Innovation and Technology in
  Computer Science Education

16
? a?aß??µ?s? ?at? t?? pa???sµ?a ??ad?µa???
?????t?ta II

• Papers on education
• A Web-Based Educational Environment for Teaching
  the Computer Cache Memory Grigoriadou, M.
  Kanidis, E. Gogoulou, A. IEEE Transactions on
  Education,
• Problem-Based Learning as an Effective Tool for
  Teaching Computer Network Design, Linge, N.
  Parsons, D. IEEE Transactions on Education,
• Teaching Wireless Communication and Networking
  Fundamentals Using Wi-Fi Projects, Sarkar, N.I.
  Craig, T.M. IEEE Transactions on Education,
• Teaching power engineering basics using advanced
  web technologies and problem-based learning
  environment, Mota, Ad.A. Mota, L.T.M. Morelato,
  A. IEEE Transactions on Power Systems,
• A multidisciplinary cooperative problem-based
  learning approach to embedded systems design
• Rethinking CS101 Or, How Robots revolutionize
  Introductory Computer Programming, Lynn Andrea
  Stein, AI Lab MIT

?s? ?a? a? a?a??t?sete de? ?a ß?e?te e??as?a p??
?a a?af??e? sa? a?aß??µ?s? t?? d?µ??????a
d?afa?e??? ??a ?a µ?? a?afe??? t?? ?st?se??de?,
sta Grids, t?? d?µ??????a mirror sites, t??
s?ed?asµ? e??at?stas?? 2 ?e?t???????? s?st?µ?t??,
??p.
17
? a?aß??µ?s? ?at? t?? pa???sµ?a ??ad?µa???
?????t?ta III

• Rethinking Learning in the Digital Age, Mitchel
  Resnick, Media lab of MIT, 2002
• In most places where new technologies are being
  used in education today, the technologies are
  used simply to reinforce outmoded approaches to
  learning.
• ideas about and approaches to teaching and
  learning remain largely unchanged.
• To take full advantage of new technologies, we
  need to fundamentally rethink our approaches to
  learning and education and our ideas of how new
  technologies can support them.

18
? a?aß??µ?s? ?at? ????T

• ? ßas??? a?af???
• ???S???S? ???????S ?????S?O? S?? ??????
• ??a t?? ???µat?d?t?s? p???e??
• ???S??S? S????O? ?????F?????S
• ?as???? ????e?
• ???s??s? p??pt???a??? sp??d?? p????f?????? ?a?
  ep??????????
• ???s??s? µetapt???a??? sp??d?? p????f?????? ?a?
  ep??????????

19
???s??s? p??pt???a??? sp??d?? p????f?????? ?a?
ep??????????

• ?????? st????
• ??e????s? t?? e?pa?de?s?? st?? ?????f????? ?a?
  t?? ?p????????e?
• ???s??s? t?? ?ate????s?? t?? ?????f??????
• ?e pa??????? a?aß??µ?s? t?? p???t?ta? t??
  ?pa????t?? ?????aµµ?t?? ???pt???a??? Sp??d??

20
??????s? ?a???s?as??

• ? s?µas?a t?? ???? ??aß??µ?s? ?S
• ?st????? a?ad??µ?
• st? ??µa t?? a?aß??µ?s?? t?? ?S ????
• ? ?ate????s? p?? d????e
• ?a?a?t???st??? ?a?ade??µata
• ? a?aß??µ?s? p?? ??p??e
• ? a?aß??µ?s? p?? ????e
• ???? de? e?t?????e st? p????aµµa
• ????????s?
• S?µpe??sµata

21
? a?aß??µ?s? t?? ?S HMTY

• 199x
• ???? t?? p??sp??e?a? a?aß??µ?s?? t?? ?S t??
  ?µ?µat??
• 2001
• ? a????????µe?? d?ad??as?a pe?????feta? ??
  Hacking (?????s?? ?a????s??)
• ?µ?µa ????" Hacking ? Re-engineering ?
  "???ß??µat?sµ?? - ??ap?st?se?? - ???t?se??, ??.
  T?aµp????d??
• 2002
• ???????ssete ap? t? ????T t? p????aµµa ?????? ??
• 2003
• ???te??eta? sta p?a?s?a t?? p????. a??pt???
  p?atf??µa? as???????? t??e-e?pa?de?s??
  (a?t?st????? t?? e-class)
• G?a ?a pe?s? ??a t? aß?s?µ? t?? ep??????
  d?µ?????? ?st?se??da t?? µa??µat?? st? e-class
  ap? t? GUNET
• ?????? - ? p?? p????µe f???a ??a µeta??t??
  ???d??e?, 24/2/2003, ??. T?aµp????d??
• ?e???? ????ete?ta? ? p?atf??µa t?? e-class ap? t?
  ?a?ep?st?µ??
• To e-class ?e??e?ta? pa???e?a.
• ? d?ad??as?a t?? a?aß??µ?s?? t?? ?S e?f????eta?
  se d?ad??as?a d?µ??????a? d?afa?e???
• 2004
• ?t?? pa?a????? d?afa?e???
• 2005
• ?? p????aµµa ?????? ?????????eta? µe aµf??e??µe?a
  ap?te??sµata
• 2006

22
E-class ? ??s?

• ?e?t?????e ? e?pa?de?t??? d?ad??as?a
• ???
• ?????e t? p??ß??µa t?? e?pa?de?t???? d?ad??as?a?
  
• ???

23
?? p??ß??µa e??a? ????
????µa ?????aµµat?sµ?? ??e?t??????? ?p?????st??
24
??????s? ?a???s?as??

• ? s?µas?a t?? ???? ??aß??µ?s? ?S
• ?st????? a?ad??µ?
• st? ??µa t?? a?aß??µ?s?? t?? ?S ????
• ? ?ate????s? p?? d????e
• ?a?a?t???st??? ?a?ade??µata
• ? a?aß??µ?s? p?? ??p??e
• ? a?aß??µ?s? p?? ????e
• ???? de? e?t?????e st? p????aµµa
• ????????s?
• S?µpe??sµata

25
? ??????s?

• ??2 - ???S??S? S?????? S? G??S???? ???????????
  ???
• a??pt??? 3 µa??µ?t?? st? ?????aµµa Sp??d?? t??
  t???? p??t?? et?? sp??d?? (???µ??) µe ???st???
  a?t??e?µe?a s??af? µe ???
• p???t??? ???p???s? ???? µe??d?? ?a? te??????
  d?das?a??a? µe ???s? t?? ??? ?a? t?? ??ad??t???
• ??3 ?????T??S? ????E??????? ??? ????S?????S
  ??T?????? ??? ??S
• ??aß??µ?s? t?? pe??e??µ???? t?? µa??µ?t??.
• S?ed?asµ?? t?? f???t?st???a??? ?a? e??ast???a???
  d?das?a??a?
• ??4 - ???????? T???????? ????? TOY ???????S
  (PORTALS)
• ??5 ???????? ??? ??????? ?????G?S?????,
  ?????F??????? ??? ?????????????? S?S???????
  (????S)

26
? ?ate????s?

• ? p??fa??? ep?????
• ?µes? s?s??t?s? t?? p?????µµat?? µe t?? se
  e?????? p??sp??e?a a?aß??µ?s?? t?? ?S
• ?µes? ?ata??af? t?? ?p?????sa? ?at?stas??
• ?µes? ?a? ap?te?esµat??? a???p???s? t??
  ???µat?d?t?s?? p??? t?? ?ate????s? t??
  a?aß??µ?s?? t?? ?S
• ? ep????? t?? tµ?µat?? ???? ?
• ??st???? pe?????feta? ap? t?? f??s?
• ?????? ?S ?????? ?? Hacking

27
? ?ata??µ?
?at?????a Euro
??2 80000 12
??3 204000 31
??4 96000 15
??5 75000 11
?e????? ???s?p??? 62000 9
??????t??? ???s?p??? 25000 4
??? 14000 2
??p. ????? 18000 3
??p.????sµ??? 45000 7
???f??a 8000 1
??at?se?? 28000 4
S????? 655000 100
28
(No Transcript)
29
? te???? ?ata??µ?

• ??2
• ???S??S? S?????? S? G??S???? ??????????? ???
• (12)
• ??3
• ?????T??S? ????E??????? ??? ????S?????S
  ??T?????? ??? ??S (32)

?? p?s?st? ap? ta pa?ap??? a???p??????e se
??s?ast???? d??se?? p??? t?? ?ate????s?
???S??S?S S?????? S? G??S???? ??????????? ???
?a? ?????T??S?S ????E??????? ??? ????S?????S
??T?????? ??? ??S
30
G?at? Hacking?
31
G?at? Hacking?
32
? pa???e?a

• ??µ??????a d?afa?e???
• 6 d?a???e??
• 2,5 a????p?µ??e? - gt 3.000
• (1.000.000 d?a?µ??)
• ??µ??????a as??se??
• 1 ?s??s?
• 3 a????p?µ??e? - gt 3.600
• (1.230.000 d?a?µ??)

33
??????s? ?a???s?as??

• ? s?µas?a t?? ???? ??aß??µ?s? ?S
• ?st????? a?ad??µ?
• st? ??µa t?? a?aß??µ?s?? t?? ?S ????
• ? ?ate????s? p?? d????e
• ?a?a?t???st??? ?a?ade??µata
• ? a?aß??µ?s? p?? ??p??e
• ? a?aß??µ?s? p?? ????e
• ???? de? e?t?????e st? p????aµµa
• ????????s?
• S?µpe??sµata

34
H a?aß??µ?s? p?? ??p??e

• Motivation
• ICEE Conference on Engineering Education
• India Ireland - Spain - Porto Rico
• ? d???e?? t?? Lynn Andrey Stein, AI Lab of MIT
• H ?d?a
• ???tas? a?aß??µ?s?? t?? µa??µat?? ????? ?a?
  G??sse? ?????aµµat?sµ??
• 2 d??se??
• 1? p??tas? sta p?a?s?a t?? ????
• 2? p??tas? sta p?a?s?a t?? ??????-??

35
To virtual Robot
F??t?t?? ? ?t??? (??apt?ss??ta? t?
p????aµµa RobotRemoteController)
36
? a?aß??µ?s? p?? ????e

• ???? de? e?t?????e st? p????aµµa
• ? ??a t?? a???ße?a p??e t?? ?p?s?es? ??a
  ???µat?d?t?s? ?s? ?a? ? d?µ??????a µ?a? se????
  d?afa?e??? 6 d?a???e??
• ?f??? t? µ???µa
• ?????µ??e? ?e?????? ?????aµµat?sµ??
• ???a??et??? µ???µa 7?? e?aµ???? sp??d??
• ???e? t?? ßas??? ???s? ??a t?? a??pt???
  e?s?µat?µ???? ????sµ????

37
? ?at?stas? p??? t?? a?aß??µ?s?

• ?a?ad?s?a?? ??????s?
• 2 ??e? ?e???a
• 1 ??a f???t?st????
• ???p?? d?das?a??a?
• Teacher based
• e?tetaµ??? ???s? d?afa?e???
• ?p?st????? ap? d??? t?? ?st?se??da st? d?ad??t??
• ????? p??ß??µata st?? ?ata???s? t?? e??????
• ??s???e? ?????e?
• Object-Oriented design
• Concurrent programming (semaphores, monitors,
  starvation,)
• Low-level programming (?µes? p??sßas? st?
  hardware, interfacing to assembly and OS)
• ?a?te??? ???e??? hands on experience

38
? ??a ?at?stas?

• Student centered approach
• ??s?µ?t?s? st???e??? t?? assignment ?a? project
  based approach
• ??????s?
• 2 ??e? ?e???a
• ?e p???? a?aß??µ?s? t?? t??p?? d?das?a??a? µe
  ß?s? ??a constructivism based µ??t???
• 2 ??e? e??ast????
• µe as??se?? p?? a?apt?????a? a???p????ta? ßas????
  a???? t?? µ??t???? t?? ap? ap?stas? e?pa?de?s??
• ?e ?d?a ??s?ast??? ?a? s??e?? s?µµet??? t??
  d?d?s???ta st? e??ast????
• ? a??a?? ????e st? ?S t?? tµ?µat??

39
? constructivism based approach

• ??a s?st?µa ap? t?? ?a??µe???? ???
• ?? Goodys example
• Conceptual model of OO programming
• Conceptual model of exception handling
• Conceptual model of concurrent programming
• Semaphore the red hat secretary

Teaching Object-Oriented Programming A
Constructivism-Based Approach http//seg.ece.upat
ras.gr/OOCourse/
40
An assignment based approach

• ??µ??????a 3 se???? as??se??
• Object-oriented design
• S?ed?asµ?? ?a? a??pt??? reverse polish notation
  a???µ?µ??a??? µe ??af??? d?epaf? (MSWindows)
  (se??? 10 as??se?? pe??p?? 100 se??d?? ?a?
  ß?ß???????? ?t??µ?? p??? ???s? ???se??)
• Concurrent programming
• ?? p??ß??µa t?? sleeping barber
• Se??? 4 as??se?? pe??p?? 20 se??d?? a??pt???
  ß?ß???????? ???se?? ??a t? GUI
• Low level Programming
• Se??? as??se?? ??a t?? a??pt??? e??? s?st?µat??
  ep????????a? p??? ap? t?? d?as??des? RS232

41
?p?????sµ??

• ??ast??? a?aß??µ?s? t?? µa??µat??
• S????a f??t?t??
• ???t?µat?????a
• ?p?st???? a??st????? f??t?t?? µa? p?? ?f??a? ??a
  µetapt???a?? (t? pa??de??µa t?? Stanford)
• ??µ?s?e?se??
• K. Thramboulidis, A Constructivism-based
  Approach to Teach Advanced Computing Concepts in
  Introductory Java Courses, Journal of
  Informatics Education and Research,
• K. Thramboulidis, A Sequence of Assignments to
  Teach Object-Oriented Programming a
  Constructivism Design-First Approach,
  Informatics In Education, January 2004.

42
??????s? ?a???s?as??

• ? s?µas?a t?? ???? ??aß??µ?s? ?S
• ?st????? a?ad??µ?
• st? ??µa t?? a?aß??µ?s?? t?? ?S ????
• ? ?ate????s? p?? d????e
• ?a?a?t???st??? ?a?ade??µata
• ? a?aß??µ?s? p?? ??p??e
• ? a?aß??µ?s? p?? ????e
• ???? de? e?t?????e st? p????aµµa
• ??a p??t? a???????s? - ???t???
• S?µpe??sµata

43
? ßas??? a???

• Call for proposals
• Proposal
• Deliverables
• Assessment
• ????es? project se f??t?t??
• ???s? t?? project
• G?apt?? e?et?se??
• ????????s? ??apt??

??t? µp????saµe, a?t? ???aµe
44
?? de? ????e

• ? p??fa??? ep?????
• ?µes? s?s??t?s? t?? p?????µµat?? µe t?? se
  e?????? p??sp??e?a a?aß??µ?s?? t?? ?S
• ?µes? ?ata??af?
• t?? ?p?????sa? ?at?stas?? µa??µ?t?? ?a?
  e??ast?????
• t?? p??ß??µ?t?? t?? e?pa?de?t???? ?a? e?etast????
  d?ad??as?a?
• ???sµ?? st????
• S?µßat?? µe t? call for proposals t?? ????T ?a?
  t?? IEEE
• ?a? ???a?? st?at?????? ep?te???? t??
• ?µes? ?a? ap?te?esµat??? a???p???s? t??
  ???µat?d?t?s?? p??? t?? ?ate????s? t??
  a?aß??µ?s?? t?? ?S

45
?e? ????e I

• 1? ?µes? s?s??t?s? t?? p?????µµat?? µe t?? se
  e?????? p??sp??e?a a?aß??µ?s?? t?? ?S
• 2 d?af??et???? ????? s?s??t?s? d?ad??as?e?
• ? 1? (??????-??) ???????????e
• ?p?epe ?a ap????f?s??µe ta ???d???a
• ? 2? (? ??s?ast???) p?? af??? t?? a?aß??µ?s? t??
  ?S e??a? se e?????? ??a p??? ap? 7 ?????a
• µe t?? ?at?stas? ?a ap????sta????eta? ap?
  d???se??
• ?et? ap? 7 ?????a ?ataf??aµe ?a ?????µe
  e????ste? a??a???

46
?e? ????e II

• 2? ?µes? ?ata??af?
• t?? ?p?????sa? ?at?stas?? µa??µ?t?? ?a?
  e??ast????? (p??? µe???e? ep??a???e??, t?a????
  ?at?stas? e??ast?????, )
• t?? p??ß??µ?t?? t?? e?pa?de?t???? ?a? e?etast????
  d?ad??as?a? (e??ast???a µa?µ??, pa??????
  a?t???af??, )
• ?? ?a? p??t????e µe s???e???µ??a s??d?a
• de? ????et????e ?a? de? ????e
• ?? ?e????? a?t? ?a??st? ???e a???????s? t??
  ap?te?esµ?t?? t?? p?????µµat?? ad??at?

47
?e? ????e III

• 3? ???sµ?? st????
• S?µßat?? µe t?? ?d??? sp??d?? t?? IEEE
• S?µßat?? µe t?? ?????a t?? a?aß??µ?s?? ?at? t??
  d?e??? ?a?ep?st?µ?a?? ?????t?ta
• S?µßat?? µe t? call for proposals t?? ????T
• ?a? ???a?? st?at?????? ep?te???? t??

48
?e? ????e IV

• 4? ?µes? ?a? ap?te?esµat??? a???p???s? t??
  ???µat?d?t?s?? p??? t?? ?ate????s? t??
  a?aß??µ?s?? t?? ?S
• ??µ?????????a? 5 ??
• e? t?? ?p???? 2 (??2, ??3) e??a? ?µes? s??s? µe
  t?? a?aß??µ?s? t?? ?S. ?p? a?t?
• t? ??2 de? ???p??????e ?? p??? t?? ßas???
  s???st?sa t??
• t? ??3 ßas?st??e ????a st?? d?µ??????a d?afa?e???
• (ßas??? a??? µ?a a?aß??µ?s? e? ?t? 2004 de?
  µp??e? ?a pe???aµß??e? d?µ??????a ßas????
  ?p?d?µ??)
• ?? ?a? ???µat?d?t????a? ??e? ep????????? ?????
• p????? ap? a?t?? de? ???p??????a? µe ap?t??esµa
  ?a pa?aµ??e? ?a? ?at? t? d??st?µa e?t??es?? t??
  ?????? t? p??ß??µa t?? ???µat?d?t?s?? t??
  ep????????? ????? t?? tµ?µat??
• (µe ???e ep?f??a?? ?a??? de? ??? p??sßas? sta
  te???? st???e?a)

49
S?????

• ?e? ?a ????? ta ap?te??sµata t?? p?????µµat??
• ???? ????et??ta? t?? ßas??? a??? a???????s?? p??
  efa?µ????µe ??a t?? ???s? t?? project?, t??
  papers a??? ?a? t?? f??t?t?? µa?, ?ata???? st?
• ??µaste e?t?? ??µat??
• ?? e?µa? a??µ? µ???? t?? ep?t??p?? d?a?e???s??
• ??ste e?t?? ??µat??
• ?? de? e?µa? µ???? t?? ep?t??p?? d?a?e???s??
• ?f?saµe t?? ??aµµ? pa?a????? ?a? as???????aµe
  µe t?? ß?t???a

50
???t?se??

• ??? s?et????ta? ta ap?te??sµata µe t??? st?????
  t?? a?aß??µ?s?? ?at? IEEE a??? ?a? ?at? ????T
• ??? ?p?st???????a? ??a pa??de??µa
• ? d?e????s? t?? e?pa?de?s?? st?? ?????f????? ?a?
  t?? ?p????????e?
• ? ???s??s? t?? ?ate????s?? t?? ?????f??????

51
???t?s?

• Paper in IEEE Journal
• ??st?? t?? s?et???? ??????
• ??sa t?t??a ep?µ????? ???a ?a µp????saµe ?a
  ???µat?d?t?s??µe µe 600 KEuro?

52
??aß??µ?s? t?? ?S ????? ???? ?p?????e?????
T?aµp????d??a?. ?a????t?? st? ???a??st???
????sµ????t. ????? t?? ep?t??p?? d?a?e???s?? t??
????? ??????-??

• ???a??st? !
• ??e?t?????? µ??f?
• http//seg.ece.upatras.gr/thrambo/comments2epeakii
  
• ???t?se??