Teaching embedded system concepts for technological literacy

Winzker, Marco; Schwandt, Andrea

doi:10.1109/mse.2009.5270821

Cited by 10 publications

(7 citation statements)

References 13 publications

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“…Therefore, courses have been developed to enable students and non-experts who are unfamiliar with electronic, electrical, and computer engineering to understand and develop embedded systems [11]- [13]. Vanderbilt University has developed an embedded software and systems curriculum, this course combines elements from traditional electrical, mechanical, and computer engineering courses [11].…”

Section: B Related Workmentioning

confidence: 99%

Effective In-Vehicle Network Training Strategy for Automotive Engineers

et al. 2022

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This paper describes a hands-on in-vehicle network training course for automotive engineers. The course aims to effectively educate engineers working in the industry within a short period on how to design and implement networked systems using embedded systems, and provides detailed training on CAN and Ethernet communication through several practices, followed by hands-on practice on gateways to further enhance understanding. The practices focus on a graphical user interface, which helps students understand embedded systems and in-vehicle networks with ease. At the end of the training, the training results were evaluated, and the engineers' responses were recorded.

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Section: B Related Workmentioning

confidence: 99%

Effective In-Vehicle Network Training Strategy for Automotive Engineers

et al. 2022

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“…In particular, the instructional module was embedded in a technology literacy session for non-engineering majors. Technological literacy education has received significant attention [12]- [16], and some such technology courses include instructional units on basic electrical circuit analysis [17]- [20].…”

Section: Study Settingmentioning

confidence: 99%

Introductory Circuit Analysis Learning From Abstract and Contextualized Circuit Representations: Effects of Diagram Labels

et al. 2014

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Abstract-Novice learners are typically unfamiliar with abstract engineering symbols. They are also often unaccustomed to instructional materials consisting of a combination of text, diagrams, and equations. This raises the question of whether instruction on elementary electrical circuit analysis for novice learners should employ contextualized representations of the circuits with familiar components, such as batteries, or employ abstract representations with the abstract engineering terms and symbols. A further question is if text labels in the circuit diagrams would aid these learners. This study examined these research questions with a "2 3" experimental design, in which the two forms of representation (abstract or contextualized) were considered under three types of diagram labeling (no labels, static labels, or interactive labels). The design was implemented in an instructional module on elementary circuit analysis for novice learners. Results indicated that abstract representations led to higher near-and far-transfer post-test scores, and that interactive (student-generated) labeling resulted in higher near-transfer scores than either the no-labels or static-labels conditions. These findings suggest that abstract representations promote the development of deep, transferrable knowledge and that generative methods of integration, such as interactive diagram labeling, can facilitate learning with multiple external representations.Index Terms-Circuit analysis instruction, circuit diagram, diagram label, electrical circuit analysis, multiple external representations, novice learner.

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“…Common to all such methods is the integration of different courses in the development of the projects, which already occurs naturally in the area of ES. [10][11][12][13][14][15][16][17][18] The aim of the present work is to present a PRBL proposal applied to courses that involve the area of ES. The proposed method is based on problems related to the area of automation, in which the students are required to develop proportional-integral-derivative (PID) control algorithms in embedded systems for the closed-loop control of different types of dynamic plant.…”

Section: Introductionmentioning

confidence: 99%

“…Common to all such methods is the integration of different courses in the development of the projects, which already occurs naturally in the area of ES. 10–18…”

Section: Introductionmentioning

confidence: 99%

Project-based learning applied to an embedded systems course

Fernandes

2016

The International Journal of Electrical Engineering & Educa

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The aim of this work is to present a proposal for project-based learning applied to an embedded systems course. The proposal involves projects associated with the area of control and automation, in which the student develops solutions in embedded systems with microcontrollers. The projects envisage the development of closed-loop control techniques for various types of dynamic system. The proposed method was applied during four semesters (2012.1, 2012.2, 2013.1, and 2013.2) in the Digital Systems course of the Computer Engineering programme at the Federal University of Rio Grande do Norte (UFRN). The results of opinion surveys conducted with the students during the four semesters are presented in order to validate the proposed projectbased learning method. Full details of implementation of the method are also provided in order to assist others involved in teaching similar academic programmes.

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Teaching embedded system concepts for technological literacy

Cited by 10 publications

References 13 publications

Effective In-Vehicle Network Training Strategy for Automotive Engineers

Effective In-Vehicle Network Training Strategy for Automotive Engineers

Introductory Circuit Analysis Learning From Abstract and Contextualized Circuit Representations: Effects of Diagram Labels

Project-based learning applied to an embedded systems course

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