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

Abstract

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.

Internet-of-Things Curriculum, Pedagogy, and Assessment for STEM Education: A Review of Literature

“…[59], [62], [78], [87], [108]- [117]. Commonly reported active learning approaches for IoT education include problembased learning (PBL), project-based learning (PjBL), activities based learning, inquiry based learning (IBL), and collaborative learning.…”

“…Hardware technologies such as Arduino boards and associated sensor kits are popular among educators and students alike [38]. Additional tools such as Littlebits, Pocket Labs, and Tiles Toolkit provide a unique way for students to immerse themselves in IoT project design [34], [109], [117], [124], [125].…”

“…1) Direct Assessment: These assessment strategies are further classified as formative and summative approaches [136]. Weekly assignments, daily lab exercises, frequent quizzes, pre-tests and post-tests [34], [37], [38], [45], [46], [48], [78]- [80], [87], [87], [117], [126] Regular evaluation of learning outcomes, technical skills and knowledge, student mastery of specific IoT topics (for example, programming, IoT embedded system design) Direct Summative…”

“…Final/Capstone project reports, project demonstrations, video presentations, summative quizzes, design reports, pre-tests, and post-tests [34], [37], [38], [45], [46], [59], [78]- [80], [87], [117], [126], [127] Cumulative assessment of applying IoT skills and knowledge to solve real-world problems, student growth in IoT skills and knowledge before and after the course Indirect Quantitative Likert-style questionnaire, feedback surveys [32], [33], [37], [43], [44], [46], [48], [79], [117], [126]- [128].…”

“…Learning gains, student perceptions/attitudes, teamwork skills Indirect Qualitative Focus group interviews, online discussion forums, analysis of other student artifacts such as diary logs, one-on-one discussions with students [6], [34], [37], [43], [109], [117], [128] Insights into students attitudes/perceptions, factors creating resistance to active learning, and recommendations for future iterations…”