Teaching Embedded Microprocessor Systems by Enquiry-Based Group Learning

Barnes, Mike; Bailey, M.; Green, Peter R.; Foster, David A.

doi:10.7227/ijeee.43.1.2

Cited by 11 publications

(8 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Engineering educators often associate the affective domain with the 'soft skills' necessary for practice [28,[41][42][43][44]. The view which associates the affective with soft skills results in the two domains being interpreted as being about different subject areas of knowledge rather than as different dimensions of the learner in relation to holistic engagement in education [44].…”

Section: B Affective Dimension In Systems Engineering Educationmentioning

confidence: 99%

Undergraduate Students’ Engagement With Systems Thinking: Results of a Survey Study

Camelia

Ferris

2017

IEEE Trans. Syst. Man Cybern, Syst.

View full text Add to dashboard Cite

This paper describes the results obtained for the affective engagement of students with systems thinking. In prior work the authors have developed and validated a questionnaire instrument for measuring affective engagement of undergraduate engineering students with systems thinking. This paper presents results obtained when the questionnaire was used with undergraduate students. Two surveys with different versions of the questionnaire, one using positive grammar questions only and the other using a mix of positive and negative constructs, were used to measure the students' engagement with systems thinking and its relationship with gender, age and work experience. Each questionnaire version was applied to a different sample, the first, 186 participants, completed the positive grammar version, and, the second group of 163 completed the mixed version. The results show that participants in both studies valued systems thinking in each of the three dimensions of the systems thinking construct. Statistical tests confirmed no significant gender differences in either study. Student engagement with the practical dimension of systems thinking was shown to vary, with statistical significance, with groups of age, years of work experience and country of the university.

show abstract

Section: B Affective Dimension In Systems Engineering Educationmentioning

confidence: 99%

Undergraduate Students’ Engagement With Systems Thinking: Results of a Survey Study

Camelia

Ferris

2017

IEEE Trans. Syst. Man Cybern, Syst.

View full text Add to dashboard Cite

show abstract

“…Robot competitions: projects, often in the second year of study, for student groups to design and build robots to compete in a variety of different challenges. Examples include the Stamp Olympiad at Loughborough University (Flint et al, 2009), where robots compete in various 'sporting' events, and the Embedded Systems Project at the University of Manchester (Barnes et al, 2006), where Mechatronics students compete in a robot race. A number of universities base these exercises around Lego Mindstorm robots, such as a creative problem-solving first year module at the University of Northampton (Adams and Turner, 2008).…”

Section: Other Issuesmentioning

confidence: 99%

Making projects work: a review of transferable best practice approaches to engineering project-based learning in the UK

Graham¹,

Crawley

2010

Engineering Education

View full text Add to dashboard Cite

In line with international trends, projectbased learning is increasingly being viewed as an important feature of engineering education in the UK. The paper presents findings from a snapshot review of current approaches. Undertaken in 2009, the review was informed by consultations with UK and international experts and practitioners in engineering education, project-based learning and problem-based learning. It forms part of a wider programme of work at the Bernard M. Gordon-MIT Engineering Leadership Programme at MIT to promote leadership and project-based learning in the engineering curriculum. The findings suggest that project-based activities are often developed by staff operating as lone 'champions' with limited time, resources and support. Given these structural constraints, approaches which have been 'tried and tested' elsewhere could provide robust models, particularly initiatives which are well-regarded by the engineering education community. However, evidence from the review indicates that many well-known approaches to project-based learning do not offer readily transferable models, either because they are catering to low student numbers on relatively high per capita budgets or because they are relying on specialist inhouse expertise or equipment. Against this background, this paper discusses the key features of successful engineering project-based learning experiences in the UK. A selection of transferable best practice examples currently in operation is presented that could, potentially, be adopted 'out-ofthe-box' at other institutions. The paper concludes by noting the importance of institutional support for the current and future success of project-based learning in the UK engineering curriculum.

show abstract

“…Of all the four units comprising the theme, this unit has seen the most change over the past 10 years. The development of this unit was fi rst described from an Enquiry-based Learning perspective, 11 and more recent developments are described in the companion paper in this issue. 12 International Journal of Electrical Engineering Education, Volume 50, Number 3 (July 2013), © Manchester University Press…”

Section: Embedded Systems Projectmentioning

confidence: 99%

Design and Delivery of a Microcontroller Engineering Teaching Theme

Green

Bailey

et al. 2013

International Journal of Electrical Engineering & Education

View full text Add to dashboard Cite

This paper describes the design and delivery of the Microcontroller Engineering teaching theme in the School of Electrical and Electronic Engineering at The University of Manchester. The theme was fi rst introduced in the 2002/2003 academic session, and comprises four highly integrated practical units delivered in the fi rst two years of all the School's BEng and MEng undergraduate courses. The paper describes the teaching and learning objectives of the theme, its implementation, and an evaluation carried out as part of a Higher Education Academy (HEA) case study.

show abstract

Teaching Embedded Microprocessor Systems by Enquiry-Based Group Learning

Cited by 11 publications

References 4 publications

Undergraduate Students’ Engagement With Systems Thinking: Results of a Survey Study

Undergraduate Students’ Engagement With Systems Thinking: Results of a Survey Study

Making projects work: a review of transferable best practice approaches to engineering project-based learning in the UK

Design and Delivery of a Microcontroller Engineering Teaching Theme

Contact Info

Product

Resources

About