Courses, Content, and Tools for Internet of Things in Computer Science Education

Burd, Barry; Barker, Lecia; Divitini, Monica; Pérez, Félix Armando Fermín; Russell, Ingrid; Siever, Bill; Tudor, Liviana

doi:10.1145/3174781.3174788

Cited by 62 publications

(43 citation statements)

References 21 publications

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“…We classified them into three categories (learning/teaching of IoT, learning/teaching by IoT, learning/teaching based on IoT) in a previous research work. Conducted contributions ( [23], [24], [4], [27], [21], [6], etc.) have been almost dealing with IoT as a body of knowledge to be taught or as an artifact used to learn or teach other knowledge.…”

Section: Contribution a University 40 -Definitionmentioning

confidence: 99%

Towards Autonomic Educational Cyber Physical Systems

Bachir

Gallon

Abénia

et al. 2019

2019 IEEE SmartWorld, Ubiquitous Intelligence &Amp; Computing, Advanced &Amp; Trusted Computing, Scalable Computing &Amp; Commu

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University is faced with the growing challenge posed by information technology. The various learning resources supported by this latter in a connected environment have to be provided to learners according to their performances and backgrounds in the right place at the right time. In our work, we are interested in investigating key Research Questions about the next generation of university (University 4.0) relying on both the Autonomic Computing perspectives and Industry 4.0 fundamentals. The aim of our research is to build Educational Cyber Physical Systems (ECPS) where learning and teaching could occur in both virtual and physical connected spaces. In this paper, we deliver our vision of what is a University 4.0 and propose a generic layered architecture of Educational Cyber Physical System, as a key element to shape the new generation of education. The provided architecture is operational in different levels of granularity.

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Section: Contribution a University 40 -Definitionmentioning

confidence: 99%

Towards Autonomic Educational Cyber Physical Systems

Bachir

Gallon

Abénia

et al. 2019

2019 IEEE SmartWorld, Ubiquitous Intelligence &Amp; Computing, Advanced &Amp; Trusted Computing, Scalable Computing &Amp; Commu

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“…Teaching IoT competences is not an easy task. In [4] four different strategies for teaching IoT topics were identified, depending whether they provide a general introduction on IoT-related topics or the focus is on application of IoT technology in a specific domain. Choosing a teaching strategy involves identifying the expected audience, their Manuscript submitted to ACM preexisting knowledge and expected learning outcomes.…”

Section: Related Workmentioning

confidence: 99%

“…Besides the abundance of tools and methods for supporting experiential learning of IoT technology concepts by building prototypes interactive artifacts with code and electronics, for a review see [4] and [3]; education tools for more design and HCI IoT topics can be hardly found.…”

Section: Related Workmentioning

confidence: 99%

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Introducing IoT Competencies to First-Year University Students With The Tiles Toolkit

Mora¹,

Gianni²,

Nichele

et al. 2018

Proceedings of the 7th Computer Science Education Research Conference

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NTNUAdvances in the field of Internet of Things (IoT) are introducing innovations in multiple domains including smart cities, healthcare and transportation. An increasing number of jobs today require IoT competences that university courses need to be prepared to deliver. Yet, teaching IoT topics is a challenging task due to complexity and unstructured nature of the IoT. It requires to deliver skills in multiple domains including design, hardware and software engineering and it is often hard to find an entry point to the field. In this paper we explore using the Tiles ideation toolkit as a way to teach bachelor students in IT topics IoT fundamentals. Tiles is composed by a set of 150 cards and a workshop procedure for collaborative ideation. We performed a user study with 60 computer science students to investigate how Tiles can be used as an experiential learning tool to develop basic knowledge in IoT and to train design thinking skills.Results show the tool was accepted as useful and fun to play with. Nearly all students managed to develop a simple IoT idea during the three-hours workshop. Learning outcomes were observed in about half of participants, although time constraints and high stress levels impacted the participants' experience.The Internet of Things (IoT) is rapidly gaining interest as an infrastructure technology for the future. Although several definitions of IoT are available, see [23] for an exhaustive list, we envision IoT systems as an ecology of technologyaugmented and interconnected everyday things that are somehow more useful, engaging or playful then their ordinary selves. IoT is expected to impact the lives of many; addressing problems in multiple domains such as smart cities, health-care and transportation.

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“…However, it does not mean that it is only the inclusion of technologies within the classrooms what is needed, it is knowing how to use these tools as a new educational resource. So it is necessary to refer to 4 concepts that are being applied in education: Internet of Things, cloud, social and mobile (Burd et al, 2017). Internet of Things (IoT) allows the connection of di erent technologies and devices on the web, which allows access to information from anywhere (Oh et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Digital transformation to support literacy teaching to deaf Children: From storytelling to digital interactive storytelling

Aristizábal

Cano

Collazos

et al. 2019

Telematics and Informatics

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Currently, learning technologies are transforming and modifying educational systems with impressive progress of Information and Communication Technologies. Furthermore, when these technologies are available, accessible, usable and a ordable, they represent more than just a transformation for people with disabilities, they represent real opportunities with access to an inclusive education and help to overcome the obstacles they meet in classical educational systems. In this paper we present some experiences using technology to support literacy teaching for deaf children through a storytelling technique.

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Courses, Content, and Tools for Internet of Things in Computer Science Education

Cited by 62 publications

References 21 publications

Towards Autonomic Educational Cyber Physical Systems

Towards Autonomic Educational Cyber Physical Systems

Introducing IoT Competencies to First-Year University Students With The Tiles Toolkit

Digital transformation to support literacy teaching to deaf Children: From storytelling to digital interactive storytelling

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