A multidisciplinary student-centered laboratory

Dannelly, R. Stephen; Michaud, Patrick; Patterson-McNeill, Holly; Steidley, Carl

doi:10.1109/fie.2002.1157933

Cited by 6 publications

(4 citation statements)

References 5 publications

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“…Laboratory work enhances student skills and helps to consolidate the acquired knowledge. Other cognitive techniques that help addressing the development of the much needed skills include the scaffolding approach, where the students receive some support from the instructor, who incrementally reduces this support when no longer needed, the collaborative learning approach, where the collaborative process gives students the possibility of sharing thoughts and approach a valid solution [9], or the student-centered learning approach that provides support that attends the specific student needs [4].…”

Section: Proposed Approach and Related Workmentioning

confidence: 99%

“…The combination of lecture-centered educational methodologies [3] with laboratory-centered approaches [4] [5], has been adopted in the engineering curriculum with special emphasis when the Conceive, Design, Implement and Operate (CDIO) methodology appeared in the last decade. CDIO defines a structured methodology to translate the expected education outcomes to the curriculum [6] [7] [8].…”

Section: Proposed Approach and Related Workmentioning

confidence: 99%

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Teaching Telecommunication Standards: Bridging the Gap between Theory and Practice

Gelonch-Bosch¹,

Marojevic²,

Gomez³

2017

IEEE Commun. Mag.

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Telecommunication standards have become a reliable mechanism to strengthen collaboration between industry and research institutions to accelerate the evolution of communications systems. Standards are needed to enable cooperation while promoting competition. Within the framework of a standard, the companies involved in the standardization process contribute and agree on appropriate technical specifications to ensure diversity, compatibility and facilitate worldwide commercial deployment and evolution. Those parts of the system that can create competitive advantages are intentionally left open in the specifications. Such specifications are extensive, complex and minimalistic. This makes the telecommunication standards education a difficult endeavor, but it is much demanded by industry and governments to spur economic growth. This paper describes a methodology for teaching wireless communications standards. We define our methodology around six learning stages that assimilate the standardization process and identify key learning objectives for each. Enabled by software-defined radio technology we describe a practical learning environment that facilitates developing many of the needed technical and soft skills without the inherent difficulty and cost associated with radio frequency components and regulation. Using only open-source software and commercial off-the-shelf computers, this environment is portable and can easily be recreated at other educational institutions and adapted to their educational needs and constraints. We discuss our and our students' experiences when employing the proposed methodology to 4 th generation (4G) long-termevolution (LTE) standard education at Barcelona Tech.

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Section: Proposed Approach and Related Workmentioning

confidence: 99%

Section: Proposed Approach and Related Workmentioning

confidence: 99%

Teaching Telecommunication Standards: Bridging the Gap between Theory and Practice

Gelonch-Bosch¹,

Marojevic²,

Gomez³

2017

IEEE Commun. Mag.

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“…The combination of lecture-centered education [2] with laboratory-centered approaches [3], [4], has been adopted in the engineering curriculum when the Conceive, Design, Implement and Operate (CDIO) methodology appeared in the last decade. CDIO defines a structured methodology to translate the expected educational outcomes to the curriculum [5] - [7].…”

Section: Introductionmentioning

confidence: 99%

“…Laboratory work clearly enhances student skills and helps consolidating the acquired knowledge. Other cognitive techniques that help addressing the development of the required skills include (1) the scaffolding approach, where the students receive some support from the instructor, who incrementally reduces this support, (2) the collaborative learning approach, where the collaborative process gives students the possibility of sharing thoughts to approach a valid solution [8], and (3) the student-centered learning approach that attends the specific student needs [3].…”

Section: Introductionmentioning

confidence: 99%

A Practical Approach to Cellular Communications Standards Education

Marojevic¹,

Bosch²,

Reed³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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both in electrical engineering. He joined Wireless@Virginia Tech in 2013, where he is currently a Research Assistant Professor. His research interests are in software-defined radio, spectrum sharing, 4G/5G cellular technology, wireless testbeds and testing, resource management, wireless security, and engineering education with application to missioncritical networks, vehicular networks, virtualized wireless networks, green communications, the Internet of Things, and unmanned aircraft systems. Dr. Marojevic has been instructor of undergraduate and graduate level classes at the Barcelona Tech and

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