CALEE: A computer-assisted learning system for embedded OS laboratory exercises

Computer security has become one of the core areas according to IEEE Computer Society and ACM Joint Task Force curriculum guidelines for undergraduate degree programs in computer engineering and software engineering. At the University of Belgrade, School of Electrical Engineering there is a course called Computer Security that is taught to software engineering and computer engineering students for the past 9 years. During this time a significant change was made to the course regarding the level of practical students’ work. Several factors initiated the change: the recommendations in the curriculum guidelines, the analysis of the students’ success at the exams, and the students’ opinion. The impact of gradual transition from no practical activities at all to laboratory exercises and practical project at the course are described in this paper. Results show that the introduction of laboratory exercises at the course helped students to better understand some of the core areas and that the introduction of practical project increased their overall knowledge in the computer security area.

Section: Practical Projectmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adding practical experience to computer security course

Stanisavljevic

Vuletić

2017

“…To carry out these activities, students have to use a number of software tools, for example, MS Word for requirements documentation, Rational Rose for design, Trello for task management, Visual Studio or Eclipse for programming. Unfortunately, to the best of our knowledge, although several commercial systems for integrated professional software development like Jazz have been introduced and several studies proposed the use of social functionalities or collaborative learning features to encourage interaction for students performing CS/SE exercises or using shared workspaces for group learning , there is a lack of an educational system that incorporates various activities of software development into an integrated collaborative learning environment that can take advantages of Internet and Web 2.0 technologies.…”

Section: Introductionmentioning

confidence: 99%

Enhancing team collaboration through integrating social interactions in a Web‐based development environment

Nguyen

Dang

et al. 2016

This paper presents the design and evaluation of a Web-based collaborative learning environment called EduCo for learning and practicing team-based exercises in computer science and software engineering courses. EduCo's defining characteristic is integrating a number of services for software development activities, for example, project management, requirements engineering, design, and programming into integrated shared workspaces with social-networking facilities to enhance collaboration among students and instructors. We conducted a controlled experiment to evaluate the effectiveness of the system in doing a three-iteration programming project. A total of 126 second-year students who attended an object-oriented programming course participated in the experiment. The results show that while the system was not found to affect student programming performance, it improved student engagement and satisfaction when working in teams. These results imply that the system's shared workspaces and social-networking services have the potential to enhance learning outcomes of students working in teams when these features are integrated into collaborative learning environments. ß

“…As a result of the rapid development in the computer world, concepts such as Computer Aided Engineering, Computer Aided Instruction, Computer Aided Learning (CAL), and Distance Education have currently gained significant place. In the literature, there are many studies belonging to the field of engineering [1,2]: communication , control , power electronics , electrical machines , robotics [21,22], signal processing [23,24], PLC , computer [26,27] etc.…”

Section: Introductionmentioning

confidence: 99%

A web‐based virtual power electronics laboratory

Yalçın

Vatansever

2015

In the science and engineering, supporting theoretical knowledge with practical information is crucial. Thus, there are laboratory courses together with theoretical lectures in engineering education. However, laboratory applications can't give expected successful results because of insufficient laboratory environment of educational institutions, excessive number of students etc. Depending on the developments in the computer field, concepts such as computer aided education, computer‐assisted learning, computer‐aided engineering have gained importance. In the carried out study, remote accessible virtual laboratory consisting of six modules is designed for power electronics courses. Realized software which can run online or offline and includes almost forty circuits (rectifiers, dc–dc converters, ac–ac converters, dc–ac converters, power supplies) belongs to power electronics field. Detailed analysis and applications can be realized with the virtual laboratory which also contains description of subjects, animations, online support, environment for preparing lab reports etc. The software is available in Uludag University, 111 undergraduate students and 17 faculty members tested it separately without requesting their personal information. Obtained results from two questionnaires are evaluated here. © 2015 Wiley Periodicals, Inc. Comput. Appl. Eng. Educ. 24:71–78, 2016; View this article online at http://wileyonlinelibrary.com/journal/cae; DOI