LAPASSION Manaus

An innovative educational project for Amazon sustainability

ORGANIZED BY

JOSE PINHEIRO DE QUEIROZ NETO CARITA PROKKY

LATIN AMERICA PRACTICES AND SOFT SKILLS FOR Co-funded by the > LAPASSION

Erasmus+ Programme WB AN INNOVATION ORIENTED NETWORK

ME of the European Union Editora Poisson MANAUS | BRAZIL | 2020

Organized by José Pinheiro de Queiroz Neto Carita Prokky

LAPASSION Manaus

An innovative educational project for Amazon sustainability

1% Edition

Belo Horizonte Poisson 2021

Chief Editor Dr. Darly Fernando Andrade

Editorial Board Dr. Antdnio Artur de Souza Universidade Federal de Minas Gerais Msc. Davilson Eduardo Andrade Dra. Elizangela de Jesus Oliveira Universidade Federal do Amazonas Msc. Fabiane dos Santos Dr. José Eduardo Ferreira Lopes Universidade Federal de Uberlandia Dr. Otaviano Francisco Neves Pontificia Universidade Catdlica de Minas Gerais

Dr. Luiz Claudio de Lima Universidade FUMEC

Dr. Nelson Ferreira Filho Faculdades Kennedy Msc. Valdiney Alves de Oliveira Universidade Federal de Uberlandia

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Dedicatory

Daniel da Silva Nogueira, in memoriam

March 2020 was coming and I was concerned about how foreign students would integrate with the Campus. The English language is still difficult to be overcome in federal institutes that work with international projects. It was then that Daniel appeared, smiling as always, solicitous as usual, saying that it would be a pleasure to work on the project as institutional support for students. Daniel loved music and, because of that, improved his English with almost native pronunciation.

On the first day, he introduced the Campus to students and all sectors that they would need to use. This was Daniel, always willing to do his best, no matter what task they had given him. And he did it with joy. I often saw him with the guitar at Campus events. Daniel was loved by everyone, colleagues and students. Unfortunately, Daniel was another victim of the COVID-19 pandemic and died in January 2021. We dedicate this book to his memory, and in his name, to all colleagues at IFAM who also left for the same reason. Daniel is part of this history

and will always be in our memory.

Dr. José Pinheiro de Queiroz Neto Coordinator of LAPASSION Manaus Project Instituto Federal de Amazonas (IFAM) / Brazil

Acknowledgment

To the students and _ teachers who participated in the _ project LAPASSION@Manaus, despite all the difficulties we encountered on the journey.

To the Instituto Federal do Amazonas (IFAM), in the person of the Ex-Rector Antonio Venancio Castelo Branco (in memorian) and to the Campus Manaus Distrito Industrial (CMDI), in the person of the Director Nivaldo Rodrigues, for receiving the project and giving all the conditions for its success.

To Dr. Carlos Ramos, general coordinator of LAPASSION, who gave the Instituto Federal do Amazonas the opportunity to participate in this important international project.

To the partners of LAPASSION@Manaus edition, who were indispensable in its execution: Instituto Politécnico do Porto (IPP), Tampere University of Applied Science (TAMK), Pontificia Universidad Catélica de Chile (PUCC), Instituto Profesional de la Fundacién DUOC, Instituto Federal do Maranhdo (IFMA), Instituto Federal do Para (IFPA), Instituto Federal do Amapa (IFAP), Fundagado Amazonia Sustentavel (FAS), Transire Eletrénicos, Caloi Norte S/A, e Secretaria de Estado do Meio Ambiente (SEMA).

To the Conselho Nacional das Instituic¢des da Rede Federal de Educacdo Profissional, Cientifica e Tecnolo6gica (CONIF), in the person of Ms. Alexandre Bahia and team, who went to great lengths to provide logistical support for the project.

To Funda¢ao de Apoio ao Ensino, Pesquisa, Extensdo e Interiorizagao do IFAM (FAEP]), in the person of its ex-director, Maria Etelvina da Silva Ledo (in memoriam), for the project's local sponsorship.

We would like to thank the European Union's Erasmus+ Programme and the Capacity Building Initiative for Higher Education Institutions managed through the Educational, Audiovisual and Culture Executive Agency (EACEA) for the financial support of the LAPASSION project - Latin America Practices and Soft Skills for an Innovation Oriented Network (project with reference 585687-EPP-1-2017-1-PT- EPPKA2-CBHE-JP and agreement number 2017-3074/001-001).

And, finally, to all those who directly or indirectly contributed to the elaboration

of this book. Our sincere thanks.

Preface

I am a person who was born in Brazil, in Sado Paulo, but went to Portugal very young, in 1978 at the age of 14, where | did my final studies in non-higher education, then the University and after that, a whole professional career in Higher Education since 1986, until I became Vice-President of the Polytechnic Institute of Porto (IPP) between 2010 and 2018. However, our best training is the one we obtained in our first years of life, and in that sense, I owe a lot to the Public Elementary School of Brazil. Being responsible for the Research and Innovation areas and, above all, for the Internationalization area of the IPP, made me feel that this would be an excellent opportunity to return part of everything that Brazil had given me. Thus, during the last decade, I have articulated a very strong relationship with the Federal Institutes of Brazil, this public capillary network that

enters deep in Brazil, a network that has transformed Brazil.

The Amazon is a miracle of nature, something unique and huge, and the Federal Institute of Amazonas (IFAM) has been able to turn this huge Amazon into something fairer and closer to the heart. I visited Amazonas in 2015, invited by Rector Anténio Venancio Castelo Branco, an excellent person who left us in the beginning of 2021 victim of a pandemic that was particularly unfair and severe for Amazonas. I wanted to recognize the importance of Brazil to me with something challenging, modifying, and after Rector Venancio showed how the lives of people were being transformed, I understood that IFAM should have to be part of this big project. The opportunity came in 2017, when a call came up from projects in the program Capacity Building for Higher Education from the European Erasmus+ Programme. Together, with partners from Portugal, Spain, Finland, Chile and Uruguay we involved 5 Federal Institutes from Brazil, one from each region, with IFAM representing the North region of Brazil. CONIF, the council of all Federal Institutes network was involved as well. José Pinheiro Queiroz Neto was, at that time, Pro-Rector of IFAM, with the areas very close to mine, and he was the person who coordinated all the involvement of IFAM in the application for the Project.

This is how the Project LAPASSION (Latin-America Practices and Soft Skills for an

Innovation Oriented Network) came out, a dream of 15 institutions, including

IFAM.

LAPASSION consortium has as motivation to create a unique solution to address different problems affecting youth in Higher Education Institutions (HEI), helping students to obtain a better training in terms of innovation, soft skills, and internationalization. This solution was achieved by LAPASSION MP/I (Multidisciplinary Projects/Internships) for students’ teams to help them to co- create, and co-develop projects proposed by enterprises and other organizations, or to accelerate innovative ideas in an international context, involving students from several countries. MP/I are implemented by means of teams involving students with different backgrounds, different graduation levels, and from different countries, in order to solve challenges posed by enterprises and organizations. Around 1 million euros was allocated to LAPASSION consortium, namely, to support the mobility of students and professors. I am very proud to coordinate LAPASSION and to contribute to reduce a little bit the debt I have with

Brazil.

In 2018 and 2019 we organized 4 editions of LAPASSION projects, one in Chile, one in Uruguay and two in Brazil (Uberaba - Minas Gerais, and Sao Luis - Maranhao). These projects designed to involve from 24 to 40 students in 4 to 6 teams during 10 presential weeks were so important to tune the methods and

practices. But LAPASSION was conceived to be an onsite experience at all.

In 2020 4 editions of LAPASSION were expected, two of them started at the beginning of March, in Manaus and Goiania. LAPASSION@Manaus had started with the general challenge of Social-Environmental technologies for the Amazon Sustainability, with 31 students, including 2 from Polytechnic of Porto IPP - Portugal, 2 from Tampere University of Applied Sciences - TAMK - Finland, 2 from Duoc-UC Chile, 2 from Pontificia Catholic University of Chile, and several from Federal Institutes of Brazil (19 from Amazonas IFAM, 2 from Maranhdo IFMA, 1 from Para IFPA, and 2 from Amapa IFAP). Six students’ multidisciplinary teams

started to work in the challenges for 10 weeks.

However, in addition to the challenge of finding solutions for the

Sustainability of the Amazon, all project participants, Teachers and Students, had

to deal with an additional unexpected challenge. The worldwide covid-19 pandemic took place in Brazil as well, and in the third week of the project LAPASSION@Manaus was converted into an online project. I said that LAPASSION had been designed to be a face-to-face experience, I also referred the miracle the Amazon was, and we can say that to develop LAPASSION@Manaus to the end, in the tenth week, in this emergency situation, having arrived there with projects with the same level of quality as the previous editions of LAPASSION was a real miracle, but a miracle only possible due to the excellent work of the students and the IFAM Teachers and Staff who supported them during all the time. Everyone

involved deserves to be congratulated for this success.

We usually say that LAPASSION follows a PBL model, but not a Problem- based Learning or Project-based Learning, but a Passion-based Learning. The students’ passion for their projects is the secret to the success of LAPASSION. I do not remember watching any LAPASSION Demo Day, the day of the final presentations of the solutions to the challenges, without the tears of students and teachers. Tears that are a mixture of sadness for the end of a unique and impactful experience for each one, but also of joy for the new friendships that were made, for the world that was discovered and became closer, for the success and pride in the

solutions found.

This book is a testimony of what LAPASSION@Manaus was, that breath- taking experience that transformed the lives of many students and teachers and that will certainly have a huge impact on the future of education at the Federal Institute of Amazonas and the other Federal Institutes of Brazil. Thank you all for

making this possible and for sharing the experience in this excellent book.

Dr. Carlos Ramos General Coordinator of LAPASSION Project

Instituto Politécnico do Porto / Portugal

Prologue

Research from academia, in general, should benefit society and for this to occur, technology transfer must take place. Within the scope of the Brazilian Institutes of Science and Technology (ICT), this transfer function is the responsibility of the Technological Innovation Nucleus - NIT. This sector has as one of its competencies the management of the transfer of technology, however, it is necessary to establish management tools that allow the transfer of technology to happen. In this sense, the present study proposed Technology Transfer (TT) processes within the scope of IFAM, to have a systematic view of the process, thus improving the interaction of NIT with researchers and the productive sector. To elaborate the process, a bibliographical review related to the research topic was carried out, interviews with IFAM employees, a survey of TT processes with NIT coordinators, and the National Institutes Innovation Pole at a national level. From the information collected, technology transfer processes were proposed through Licensing, Assignment of industrial property rights, Non-patented and non-patentable TT or know-how, to contribute to the development of technology transfer strategies.

within the scope of IFAM.

Having worked over twenty years at Tampere University of Applied Sciences (TAMK) in Finland, I have come to few conclusions of how educational institutions, at all levels, could play an important and significant role in this change in the

world of work.

First of all, we must understand that learning as such is an important skill to be trained. It is important now and even more important in the future. We will be married to a technology revolution, where algorithms are our closest colleagues and supporters. At the same time, creativity and a creative mind will be valued highly. As the world of work around us is constantly reshaped, we must have a mindset of a continuous learner. As educators, we are responsible in every possible way fostering our students learning capacity. In this book, we will enlighten through the example of Lapassion Manaus, how learning can become an

innovative and emotional moment for both students and coaches.

As learning itself being the skill for the future, I also speak for active learning instead of passive learning. With passive learning, I refer to the traditional “following the lectures and taking the exams” -way. Instead, I have throughout my career developed and supported methods, where students being active participants play the main role and where the teacher gets more guiding and coaching role. Memorizing is not playing the main role. There are many ways to organize possibilities for active learning. In Lapassion projects, we aimed at creativity and team learning in an international context. In these projects, we were looking for different kinds of solutions. There were no right answers, only

different suggestions as solutions.

Perhaps the most significant joy of my career has to do with the development of the teacher’s role during these years. It has adopted more and more the role of the coach. One of the most important roles of the coach is to create challenging learning moments for the students. That includes systematic reflection and feedback both ways. A good coach also knows how to excavate the best out of the students. It is also important to bush the students towards the unknown and new. This holistic role is, to my mind, the answer for creating and organizing better learning for the new world of work. In the Lapassion project coaches were trained before every challenge. Becoming a good coach is a long process but every small step is important. In general training teachers and coaches in their pedagogical

skills is relevant and crucial for all educational institutions.

Traveling around with the Lapassion project has proved to me again one thing: the students all over the world are amazing. They are creative if we just let them. They

take responsibility if we just let them. They are our Future.

Dr. Carita Prokki

Director, Continuous Education

Tampere University of Applied Sciences (TAMK) Finland

Chapter 1: The LAPASSION@ Mamas Project is rrecerccceteserccerce reese eceeeceeseceree ees erences alia José Pinheiro de Queiroz-Neto, Joyce Miranda dos Santos, Marcella Sarah Filgueiras de Farias

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Chapter Z2 Team ke Stistaltva ble Bice aoe sesccececescescecsrcsszece- tested es ees rece reeate areceeer eee ccneeareee eerste 19 Matheus Ben-Hur Ramirez Sapucaia, Vitor Martins Nogueira

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Chapter 3: Team 2: Low-cost methods in drinking water generation... 26

Anne Karynne Almeida Castelo Branco, Darléa Aratijo de Souza Esteu da Costa Sarah Feitoza da Silva

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Chapter 4: Team 3 - Reuse of electronic CeVICES .......sesssssssssseesesssseseesensseesteeseeneneaseneerensseeaneens 34 Gilbert Breves Martins, Daniel Nascimento-e-Silva

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Chapter 5: Team 4: Ecopoint: a collaborative recycling station to stimulate sustainability Seely epee eerie oir ate facta desta ea ater ae eae te near ene eee erate. ance arta oer ee 41

Jamille Miranda Anjos, Lucas Gomes Flores, Andre Wilson Archer Pinto Salgado, Paulo Henrique Rocha Aride

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Chapter 6: Team 5: Insertion of sustainable productive chains of Conservation Units in IE ik £5) ees ene caret eeprom sear nner pro teria henson tert er tee eee ees? 50

Ana Liicia Soares Machado , Jucimar Brito de Souza

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Chapter 7: Team 6: Sharing knowledge tool in the schools of the Conservation Units

Dd ePID Sn JOR y Duet Sar AAT ot SD SSS A Me SRC 2 Td ON NS 57 Criscian Kellen Amaro de Oliveira Danielli, Rodrigo de Souza Amaral

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Chapters: The students mindset cance: ee sccsrccceccecesececeecescesrcterecstese ter-eeeseceneceoecareserezeces eres 63

Emanuelle Lorena Teixeira Chagas, José Pinheiro de Queiroz-Neto

DOI: 10.36229/978-65-5866-070-5.CAP.08

CHAPTER

The LAPASSION@Manaus Project

José Pinheiro de Queiroz-Neto' Joyce Miranda dos Santos?

Marcella Sarah Filgueiras de Farias *

1.1 THE LAPASSION PROJECT

According to the World Economic Forum (FORUM, 2018), the ten main skills for work-life in 2022 are:

e Analytical thinking and innovation;

e Active learning and learning strategies;

e Creativity, originality, and initiative;

@ Technology design and programming;

e Critical thinking and analysis;

° Complex problem-solving;

e Leadership and social influence;

° Emotional intelligence;

e Reasoning, problem-solving, and ideation; e Systems analysis and evaluation.

So, it is possible to observe that at least seven of these ten skills are typically soft skills. It just confirms that we need to improve our vocational education to an integral human formation (MEDRADANDA & PALACIOS, 2019).

In 2018, The Instituto Federal de Educagado do Amazonas (IFAM) started a partnership with some European, Latin American and Brazilian institutions in a project called “Latin America Practices and Soft Skills for an Innovation Oriented Network

(LAPASSION)”, under the International Cooperation Agreement 585687-EPP- 2017-1-PTEPPKA2-CBHE-JP. The sponsor was the European Union's Erasmus Plus Program. The LAPASSION Project is coordinated by Instituto Politécnico do Porto - IPP, and has as participants a Finnish institution (Tampere University of Applied Science - TAMK), two Spanish institutions (Universidad de Vigo, Universidad de Salamanca), two Chilean institutions (Pontificia Universidad Catdlica de Chile - PUCC, Instituto Profesional de la Fundacién DUOC), two Uruguayan institutions (Universidad de la Republica Uruguay UDELAR, Universidad Tecnolégica del Uruguay - UTEC) and five Brazilian institutions (Institutos Federais do Amazonas - IFAM, do Maranhdo - IFMA, de Goias - IFG, do Triangulo Mineiro - IFTM and Sul-Riograndense - IFsul).

1 Instituto Federal do Amazonas - IFAM, Manaus/Brasil. E-mail: pinheiro@ifam.edu.br.

2 Instituto Benjamin Constant - IBC, Rio de Janeiro/Brazil. E-mail: mds.joyce@gmail.com

3 Faculdade do Amazonas de _ ensino, pesquisa e inovacdo, Manaus/_ Brazil. E-mail: sarah.marcella@gmail.com.

LAPASSION Manaus: An innovative educational project for Amazon sustainability

The LAPASSION provides an international exchange of higher education students, mentored by teachers and partnerships with companies or institutions, called counterparts. The students worked on projects using modern methodologies. Students form working groups from different courses and countries to work for ten weeks and present a solution to a challenge proposed by the counterpart, considering a previously defined theme.

The project is based on a student-centered learning process, where the students act autonomously. The collaborative work in multidisciplinary, multicultural, and multilingual teams created the ideal environment to develop soft skills, like leadership, communication, conflict resolution, empathy, ethics, flexibility, and management teams.

In a brief explanation, LAPASSION is an exchange project, where students meet on 10-week missions to develop soft skills in innovation projects involving partnerships with companies. The missions took place in Latin American partners, and the students moved to a city where they carried out the mission, financed by the project to purchase tickets, accommodation, and food. European partners supported and formed teams from Latin America, which in turn carried out the missions.

The first mission was in Santiago/CL in 2018, where all the planned stages were executed and refined as a model for the other missions. After that, in 2019, we had missions in Sao Luiz/BR, Uberaba/BR and Montevideo/UG. In the last year, 2020, the missions were in Manaus/BR and Goiania/BR. The mission in Pelotas/BR was planned to occur in 2020, but due to the pandemic of COVID19, it was suspended.

LAPASSION@Manaus ran from March 2 to May 8, 2010. Considering that Manaus is in the middle of the Amazon Forest, the IFAM team decided to work as the main theme

“Social and Environmental Technologies for the Sustainability of the Amazon.” Then, we invited local institutions and companies to participate as a counterpart, to provide open real-world problems. After some meetings involving our team and the counterparts, we defined challenges for the student teams, according to the central theme of LAPASSION@Manaus and the counterparts’ areas of activity, as shown in Table 1.1.

Table 1.1 - Counterparts and challenges.

Counterpart Team’ challenge

Caloi Norte S/A Sustainable Bike Transire Eletrénicos Low-cost methods in drinking water generation Eletrocompany (*) Reuse of electronic devices

Campus Distrito Industrial bod : deat gs P / Efficient environmental management to public institutions

IFAM Secretaria de Estado do Meio Insertion of sustainable, productive chains of conservation units in Ambiente (SEMA) the market

Fundacado Amazénia Sustentavel (FAS) (*) Fictitious name. The company didn't authorize the use of name and image. Source: The authors.

Sharing knowledge tool in the schools of the conservation units

The LAPASSION@Manaus was planned to take place in 10-week classroom activities that involved students from different academic programs, countries, languages, and cultures. However, due to the SARS COV2 pandemic, the last seven weeks of the project were carried out remotely and online. The students were divided into teams, and the teachers acted as coaches.

LAPASSION Manaus: An innovative educational project for Amazon sustainability

The student group was formed by 32 students approved for the LAPASSION@Manaus, including foreign, Brazilian, and local (Manaus) students. The diversity of students is both a great challenge and a great opportunity. The main characteristics of the student group are 24 students from Brazil, where 19 students from Manaus(IFAM), two students from Maranhao (IFMA), two students from Amapa (IFPA), one student from Para (IFPA). Eight international students: 2 students from Finland (TAMK), two students from Portugal (IPP), four students from Chile (2 from DUOC and two from PUC).

Study area: Advertising, Biological Science, Bio-resource Engineering, Computer Engineering, and Medical Instrumentation, Control and Automation Engineering, Design, Design and Innovation Engineering, Electric Engineering, Environment, Industrial Design, Languages, Logistics, Math, Mechanical Engineering, Media and Arts, Nursing, Pedagogy, Software Engineering, Tourism, and Hospitality. Students at the Bachelors and Postgraduate level. Several students are from a technological institution.

The student group was divided into six teams, with each team having at least two or three foreign or Brazilian students and three or four local students (from Manaus). The teams were composed of students from different areas to ensure the multidisciplinary nature of the project.

Seventeen people formed the LAPASSION@Manaus team: three as a coordination board, two as support, and twelve as a coach (two coaches by student team). One of the coaches was a student who _ participated in the _ first mission’ in LAPASSION@Santiago.

1.2. THE PEDAGOGICAL METHODOLOGY.

The LAPASSION project needed dynamism to develop the student's Soft Skills. Simultaneously, it needed focus to obtain in ten weeks the solutions to challenges presented by partnerships with companies and institutions. The main project's goal was to offer a multidisciplinary activity experience to students, where they worked and developed soft skills through a systemic vision for solving real problems. We used Project Based Learning (PBL) concepts, a pedagogical way to develop Soft Skills, and Design Thinking (DT), a successful method to think and develop innovative solutions in an organized and concrete way.

The PBL emerged in 1900 when John Dewey (1859 - 1952) proved that it is possible to “learn by doing” when students are stimulated to think and solve problems through projects and develop themselves physically, emotionally, and intellectually (MASSON et al., 2012). According to Bender (2012), the PBL allows students to work cooperatively to seek solutions to real problems, increasing their involvement in applying their knowledge in meaningful learning. Queiroz-Neto et al. (2015, p. 5) present a proposal of steps for applying the PBL, which we use as steps in LAPASSION@Manaus.

The PBL also defined the concept of mentoring (or coach) used in the project in a student-centered-learning way, considering their acting with autonomy and protagonism in the project. From PBL, we applied the weekly formative evaluations. The groups presented the partial project's evolution and the presentation of the final results, both of them aligned with DT.

Integrated to PBL, The DT assists in structuring the project, organizing the execution of the phase, using research and data analysis techniques to support new ideas with a focus on innovation, and using techniques for testing and validating the results. According to Vianna (et al. 2012), the DT is divided into the ideation, immersion,

LAPASSION Manaus: An innovative educational project for Amazon sustainability

and prototyping steps, generating results that feed the next step and lead to the challenge's solution.

The immersion step aims to delimit and deepen the study of proposed problems and the questions that guide it and define the profile of the target public involved. It is still a step that is divided into preliminary and profound immersion. The preliminary immersion is used to map the target audience's initial needs and determine the scope of the problem and, consequently, the scope of the project. In the immersion, there is a deepening of people involved in the problem and its effects. Therefore, interviews, observations, and conversation circles are techniques used in this step. After that, the data are organized, clustered, and combined in a sub-step called analysis and synthesis that guide the creative process of the ideation step.

The ideation step directs the DT creative process. In this step, using the data analysis and synthesis results from the immersion step, the student's team looks for solutions developed to attend to the central problem. The initial solutions can be improved and combined to generate new solutions. In the end, a unique solution is chosen based on a selection using defined criteria and, then, goes to the next step.

The prototyping step is helpful to test quickly, even using simulation or alternative materials. This step maps possible errors and analyses the results as the target audience expectative, as closely as possible with actual conditions. So, it is possible to have feedback for adjustments, research a little bit more, or even adjust the project focus.

The ten weeks of the LAPASSION@Manaus were structured as in the DT steps and PBL concepts. Each student's team received a real-world challenge from partner companies. Using their knowledge, experiences, and cultural diversity, the students could develop innovative and valuable solutions.

When LAPASSION@Manaus started, it was necessary for initial training in the methodologies that happened before the student’s project missions started. The PBL was a well-known methodology for some teachers, but not the DT. Then, we did a two- day workshop to level the concepts, the same understanding, and provide some practical experience.

The first part of PBL training was done by Dr. José Pinheiro Neto, researcher, and PBL specialist, who presented the main concepts and success cases and use of PBLin the LAPASSION@Manaus context. The second part emphasized the mentoring (or coach) necessary for the success of DT/PBL and unusual for teachers involved with Lapassion@Manaus. This part was given by Dr. Tiina Koskiranta, from the University of Applied Science in Tampere (TAMK) of Finland, a partner institution of the LAPASSION project. The DT training was worked in two moments: training to mentors (teachers) and training to students. The training was essential because teachers and students didn’t know or had contact with DT methodology.

The teachers participated in DT training before starting student mentoring. They learned about principles and DT steps. At the end of the training, they experienced developing a small actual project using the DT method. When they went through developing solutions to problems with the same theme as the project that would act as mentors, they realized the most complex points of the process. They were able when mentoring, to better understand the students’ doubts.

In the first week of the mission, when the students arrive, after guidelines and presentation of objectives, schedule, and activities project, we start a DT training. Professor Sarah Marcela explained the DT methodology to be used in the project. For

LAPASSION Manaus: An innovative educational project for Amazon sustainability

three days, the students studied about DT steps and the results they were supposed to present according to the ten-week schedule for LAPASSION@ Manaus.

As you will see throughout this book, The PBL/DT methodology has shown to be a powerful way of engaging students to develop soft skills and problem-solving thinking creatively and innovatively. Also, these methods allow student-centered learning that puts them responsible for their learning, leading them to reflect on their actions and results.

1.3. PROJECT MANAGEMENT.

A local management committee was created to support the accomplishment of the actions proposed by the Main Organization Committee of LAPASSION project. The local committee was organized into two workgroups with well-defined attributions. The members of the first workgroup formed the “local coordination,” composed of four IFAM teachers and two invited teachers that were responsible for, among other things, providing support to the students, managing the project quality, producing news for publicity, and populating the Manaus LaPassion website. One of the invited teachers was responsible for providing Design Thinking training and coaching. The other invited teacher was responsible for providing services of Portuguese-English translations to support internal and external communication.

The second workgroup was composed of ten teachers, including two teachers of the local coordination. These teachers worked in pairs and were responsible for providing technical guidance in the most diverse areas, such as Control and Automation Engineering, Forestry and Environmental Engineering, Technologies in Advertising Production, Biology, Veterinary Medicine, Computing, and Administration.

The local coordination had the mission of designing and implementing at IFAM campus a workspace that was capable of providing a collaborative learning environment for the development of the project activities. This workspace was proposed to stimulate creativity and ensure the well-being of the students. The inspiration for the workspace layout came from the FabLabs and Makerspaces spread around the world. Specifically, the concepts applied to the construction of the LAPASSION@Manaus workspace were based on YKampus (TAMK), Porto Design Factory (IPP), and Innovation Factory (IFMA). Thus, it was possible to deliver the “Lapassion StudioSpace,” an exclusive space at the IFAM campus to build and share knowledge.

The Lapassion StudioSpace was composed of mobile and flexible furniture. The space was furnished with tables, whiteboards, and cabinets that could be easily rolled aside, nested, and stored. In this way, the students could work individually and as a team. Simultaneously, that space could be transformed into an auditorium to hold classes and lectures in a few seconds. Besides, a small space was included in the Lapassion studio space to be a decompression environment. In that space, some ottomans could be used by students to relax and some appliances, such as a fridge, coffee machine, and microwave, to make quick meals. Figure 1.1 shows the project and the built workspace.

LAPASSION Manaus: An innovative educational project for Amazon sustainability

Figure 1.1. LAPASSION@Manaus workspace.

The LAPASSION@Manaus project was planned to be completed within ten weeks. Each week had a specific theme that was aligned to the phases of Design Thinking methodology. Thus, the weeks were organized in the following way: 1st and 2nd weeks - “Immersion”; 3rd week - “Analysis and Synthesis”; 4th, 5th and 6th weeks: “Ideation”; 7th, 8th, 9th and 10th weeks: “Prototyping and Validation”. Figure 1.2 shows the first week's schedule as an example of the organization.

Figura 1.2. first week's schedule - LAPASSION@Manaus.

01 WEEK - IMERSION (march) Po. | ss | w | ss | ee Tl

Reception and Institutes

Design Thinking workshop

Immersion in the Amazon Forest -

Immersion in the Amazon Forest -

free day

presentation Tumbira’s reserve|Tumbira’s reserve

Schedule , tutors and challenges presentation. Teams division

Lecture on Manaus, its geography, history and environmental policies.

Immersion in the Amazon Forest - Tumbira’s reserve

get-to-know-each}

5 Team time. other dynamic ;

free time free day

Lecture: overall perspective on the challenges.

Source: The authors.

In the first week, there was an official presentation of the students, counterparts, schedule, team composition, challenges, and teachers (tutors/coaches). The students attended a workshop about the Design Thinking methodology. Besides, teachers and students had the opportunity of doing immersion in the Amazon Forest. More specifically, they visited Tumbira's community, where they could experience the Amazon reality and some of the challenges faced by its population.

The second week was dedicated to the students going deeper in understanding their challenges, performing research, and data collection. In the third week, the focus was on the specification of the solution requirements. From the fourth to sixth week, the

LAPASSION Manaus: An innovative educational project for Amazon sustainability

teams worked on developing the solutions. In the last four weeks, the students were engaged in the prototyping, tests, and validation of the proposed solutions.

All the project’s stages were planned to be carried out with face-to-face interaction. During the first three weeks, the LAPASSION workspace was widely used by the students and their coaches. The last seven weeks of the project were developed in a remote and online way due to the pandemic SARS COV2. A strategy used to perform a continuous follow-up of the work developed by the teams was to demand from them, every week, a 3-minute pitch showing the evolution of their projects, followed by questions and contributions from the other teams and coaches.

Another strategy used to follow the evolution of the team's work was to require each team to create a blog and publish it on the Internet. These blogs were filled weekly with posts that gave a detailed description of the activities performed by them. Each blog had to provide information about the team, its challenge, the partner institution, and the work's progress. All the produced blogs were made available on _ the LAPASSION@Manaus website.

After ten weeks of hard work, the teams had the mission of presenting the whole process of learning and acknowledgment construction developed during the project. Specifically, the teams had to perform two formal presentations. These presentations took place online using a popular web conference system. The first presentation was aimed at the partner institutions. The second and last presentation was called “DemoDay.” The results were shared with the community, including the people who contributed to the successful execution of the project.

REFERENCES

FARIAS, Marcella Sarah Filgueiras de. Design Thinking na elabora¢ao de um produto educacional: roteiro de aprendizagem - estrutura¢ao e orientacoées. 2019. Masther Thesis (Mestrado Profissional em Ensino Tecnoldgico) - Instituto Federal de Educa¢ao, Ciéncia e Tecnologia do Amazonas, Campus Manaus Centro, Manaus, 2019.

FORUM ECONOMICO MUNDIAL. Workforce Trends and Strategies for the Fourth Industrial Revolution. In: The Future of Jobs Report, pg. 12, 2018. Available in http://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf.

MEDRANDA Morales, N. J., & PALACIOS Mieles, V. D. Integral Human Formation and Cooperative Learning: Keys for Working on Integrative Projects. In Formaci6én Humana Integral y Aprendizaje Cooperativo: Claves Para un Trabajo en Proyectos Integradores Integral Human Formation and Cooperative Learning: Keys for Working on Integrative Projects Universidad de la Laguna, 2019.

QUEIROZ-NETO, J. P., SALES, D. C., PINHEIRO, H. S. and NETO, B. O., "Using modern pedagogical tools to improve learning in technological contents," 2015 IEEE Frontiers in Education Conference (FIE), El Paso, TX, 2015, pp. 1-8, doi: 10.1109/FIE.2015.7344383.

VIANNA, Mauricio. Design thinking: business innovation. Design Thinking, 2012. ©

CHAPTER

Team 1: Sustainable Bike

Matheus Ben-Hur Ramirez Sapucaia @

Vitor Martins Nogueira?

Team 1 received the challenge “Sustainable Bicycles” from a bicycle company called Caloi Norte S/A, intending to turn bicycles into more environmentally sustainable products. The group was formed by three students from Brazil, one from Portugal, and one from Chile with different areas of knowledge who met daily to find the best solution to the challenge. Students used innovative teaching methodologies and problem-solving during the project, such as Project-Based Learning (PBL) and Design Thinking (DT), to solve the challenge. By going through the immersion, ideation, and prototyping phases, the group proposed a solution for the problem, the replacement of conventional plastic by renewable bioplastics on parts of children bicycles, thus reducing the use of petroleum-based products and greenhouse gases in the atmosphere.

2.1. THE CHALLENGE AND THE COUNTERPART

The challenge was proposed by a multinational bicycle manufacturer with its production facilities based in Manaus, Brazil. The theme was “Sustainable Bikes.” At first, the theme and what was the counterpart were the only information the group had in hands to start working with, so to tackle the problem in the best way possible, direct communication was established with the Department of Product Development of the company, based in Sao

Paulo, to exchange information regarding the project and to know what the company’s goals and aspirations with it are.

The communication between the group and the company was very effective. After each meeting, it was more apparent how this project integrates its aspirations and how their approach to sustainable bikes could be narrowed. The project was starting to be developed by the company, so the group was responsible for kicking it off.

The group was invited to make a tour inside the company installations so all the steps of the bicycle manufacturing could be visualized, from frames welding to the bicycle assemblage and quality control. All the employees showed to be very welcoming and helpful with the project, which came in very well.

After nearly two weeks of immersion into the world of bicycle manufacturing and possibilities of turning bicycles more sustainable, the idea of decreasing the number of polluting materials in the bikes came up, namely plastic materials of children bicycles.

4 Instituto Federal do Amazonas - IFAM, Manaus/Brasil. E-mail: Matheusbnhr@gmail.com 5 Instituto Politécnico do Porto - IPP, Porto/Portugal. E-mail: vitormnogueira@outlook.pt

LAPASSION Manaus: An innovative educational project for Amazon sustainability

When visiting the waste center in the manufacturing facility, it was possible to see how the management of the residues takes place, which sort of residues are being recycled, reutilized, or sold as raw material to other industries, and how is the logistic involved in the whole process. From that point on, the project focused on developing plastic alternatives for such bicycle parts to replace the conventional ones properly and would have a less environmental impact.

2.2. THE TEAM

The team was composed of seven people, three of them from Brazil, one from Chile, one from Portugal, and two tutors: Carolina Barbosa (Brazil), a marketing student, Raphaela Goes (Brazil), a software engineer student, Matheus Ben-Hur (Brazil), a mechanical engineer student, Constanza Quezada (Chile), an industrial design student, Vitor Nogueira (Portugal), a biotechnology student and the two tutors, Flavio Soares and Isaac Benchimol, both professors at IFAM.

At the first moment, it took a while for the communication gets flowing between the group. There were some miscommunication issues initially, but the team was already engaged by the end of the day because English was being used as the standard language. All the members got along very well since day one, it was defined a few rules to be followed for a good group dynamic, and that is how it kept going until the last day of work. Figure 2.1 shows the team, including the tutors, in a visit to the Caloi factory.

Right at the first week, it was clear that each other’s field of study would be helpful for the project development because looking at the problem from different perspectives when matched would positively contribute to it.

Figure 2.1 Members of group 1 - students and tutors.

Source: The authors.

After one month of the project and ongoing interaction, unfortunately, the project had to be continued online due to the outbreak of COVID-19. Then every international student had to go back to their homes. In the beginning, it wasn't enjoyable once it happened right at a moment when things were getting right. The group felt like it had

LAPASSION Manaus: An innovative educational project for Amazon sustainability

just got on a good path for the project development and the experience everyone was having because the project was amazing.

The group managed to keep up - or at least try - with a good work dynamic between the group. There had to be an adaptation to each other’s routine, and the time change established routine meetings and tried to use this unexpected and unusual, back then, way of working in our favor.

2.3. THE IMMERSION

The immersion was the first step after the groups received the challenge. The team used research and data collection techniques to find the best opportunities to make bicycles more sustainable, visit the company, and talk to the managers. Mental maps, personas, and elaboration of requirements and parameters for the project were used to increase de creativity and thinking for all ideas and possibilities.

That was the phase where the group spent more time researching the company and the models of manufactured and its parts and types of materials used. Figure 2.2 shows the students in this phase before the COVID pandemic. The initial objective was to collect as much information as possible to show how to achieve the goal of the challenge - making bicycles more sustainable.

It was used mind maps to divide into areas that can be explored, for example, the plastic of the tire wheels, the hydraulic oil of the brakes, the steel or aluminum body, the plastic parts of the bike and packaging, delimiting requirements and parameters needed to carry out the project. The construction of the personas was also a tool explored by the group, with the idea of creating three personas who would be potentially interested in the most sustainable bike.

Source: The authors.

At the end of the immersion, the group showed greater confidence in the project's progress and application possibilities, making the following steps to brainstorm and construct the positioning matrix more diversified and the objectives to solve the challenge clearer. Due to the large volume of research and data collected, the group's familiarity with the subject increases learning and helps in the next ideation phase.

LAPASSION Manaus: An innovative educational project for Amazon sustainability

2.4. THE IDEATION

The ideation phase took place on the fourth week of the project when everyone was going online working due to the pandemic. It was challenging to have this change at such a crucial moment of the project, particularly due to the loss of personal contact between the group members, with the city of Manaus and residents, to whom the project was aimed, and this strange new way of working remotely.

At this moment, the project's scope was defined as finding plastic alternatives for some parts of children's bicycles. From that moment on, using the tools of design thinking, namely brainstorming and matrix positioning, the idea started to be shaped.

Firstly, a lot of research was made on material science to understand how conventional plastics are suitable for such applications as bicycle wheels and handlebars (see Figure 2.3), based on