Hands-on teaching of embedded systems design using FPGA-Based tPad development kit

2012 ◽  
Author(s):  
Hamid Mahmoodi ◽  
Arturo Montoya ◽  
Joie du Franco ◽  
Chris Rodriguez ◽  
Jose Carrillo ◽  
...  
Keyword(s):  
Embedded Systems ◽  
Systems Design ◽  
Hands On

scholarly journals Teaching Design in Computer Engineering

2013 ◽  
Author(s):  
Ken Ferens
Keyword(s):  
Embedded Systems ◽  
Student Performance ◽  
Systems Engineering ◽  
Systems Design ◽  
Project Based Learning ◽  
Computer Engineering ◽  
Final Exam ◽  
Hands On ◽  
Assessment Approach ◽  
The University

This paper reports on a project based learning approach taken to teach the ECE 3740 Systems Engineering Principles and ECE 3730 Principles ofEmbedded Systems Design courses at the University of Manitoba. These courses were 100% hands-on, and each student was given development hardware and software in a lunch box to take home and work on projects throughout the course. Industry representative projects were chosen based on the author’s 5 years of experience working in the embedded systems industry. The courses were given in a company-like setting, where the lectures and laboratories were organized as product requirements gathering and analysis, design modeling and review, test plan and procedures, engineering change request and management, documentation, and product deployment meetings and events. The test and final exam were performed by students in the laboratory; they brought their embedded systems hardware in the lunch box,solved the given hands-on problems of the test/exam, and demonstrated their solutions, in real-time. This novel methodology allowed the examiner to directly assess student performance in the CEAB attributes of Design, Analysis, Investigation, and Tools, because their designsand solutions were actually demonstrated in actual hardware and software, not just on paper, like the conventional assessment approach for tests and exams.

Remote Lab Infrastructure for Distance Learning Courses at the Undergraduate Level in Embedded Systems Design

2009 ◽  
Author(s):  
Peter Balog ◽  
Martin Horauer ◽  
Peter Ro¨ssler
Keyword(s):  
Distance Learning ◽  
Embedded Systems ◽  
State Of The Art ◽  
Systems Design ◽  
Major Objective ◽  
Undergraduate Level ◽  
Hands On ◽  
Remote Lab ◽  
Implementation Guidelines ◽  
Good Support

Lectures and labs with hands-on trainings and project based aspects are of high relevance for courses dedicated to embedded systems design when the transfer of practical skills is a major objective. Therefore, small classes, good support and frequent access to target platforms over a long period of time are beneficial. Providing access to the latter, however, can become a hassle for the organizers, especially when multiple courses are to be held in parallel or when they are organized as asynchronous distance learning courses. The problem is even aggravated when the platforms should be kept at the fore-front of the state-of-the-art. For this purpose we present in this paper concepts and implementation guidelines of a remote lab infrastructure that addresses these issues. In particular, the presented approach keeps the efforts to migrate to new embedded targets simple, enables nearly 24/7 times of access, ideally complements on-site trainings, and keeps the required costs low.

Dedicated Infrastructure for Academic Courses Related to Embedded Systems Design Supporting Students in Distance Learning Programs

2011 ◽  
Author(s):  
Peter Balog ◽  
Michael Kramer ◽  
Roman Beneder ◽  
Philipp Brejcha
Keyword(s):  
Distance Learning ◽  
Embedded Systems ◽  
Software Design ◽  
Systems Design ◽  
Project Based Learning ◽  
Full Time ◽  
Hands On ◽  
Learning Programs ◽  
Part Time ◽  
Practical Experiences

According to labor market needs even fresh graduates from undergraduate programs have to have not only profound knowledge but also extensive practical experiences especially when it comes to software design for Embedded Computing Systems. Didactic approaches like problem-based learning and project-based learning with a high degree of hands-on training using state of the art hardware, software, and tools have proven to achieve this learning outcome. Even though hands-on training using industry relevant equipment works fine with full-time students, the desired practical skills have to be obtained in a different way with part-time or distance-learning students. This is because of the significantly reduced training hours at dedicated university labs. This paper focuses primarily on a concrete setup and mix of dedicated learning infrastructures (“Remote-Lab” and “Hardware/Software Co-Simulation”) suitable for courses dealing with Embedded Systems (Software) Design to support students, participating in part-time or distance-learning degree programs, in developing their required skills.

scholarly journals The Remote Experimentation as the Practical-Oriented Basis of Inclusive Engineering Education

2019 ◽  
Vol 15 (05) ◽  
pp. 4
Author(s):  
Heinz-Dietrich Wuttke ◽  
Anzhelika Parkhomenko ◽  
Artem Tulenkov ◽  
Galyna Tabunshchyk ◽  
Andriy Parkhomenko ◽  
...  
Keyword(s):  
Internet Of Things ◽  
Embedded Systems ◽  
Engineering Education ◽  
Information Technologies ◽  
Services Quality ◽  
Systems Design ◽  
Embedded Software ◽  
Educational Services ◽  
Remote Laboratories ◽  
Remote Experimentation

The challenges and solutions for inclusive engineering education are discussed in this paper. We propose remote experimentation as the practical-oriented basis to train engineers with disabilities in the fields of Computer Science and Information Technologies. The structure and the functionality of international GOLDi network that unites partner universities from Germany, Australia, Ukraine, Armenia and Georgia is given. The possibilities of REIoT complex for studying the features of embedded systems design and Internet of Things technologies as well as an overview of ISRT laboratory for embedded software development and testing are given. The presented Remote Laboratories are successfully used to improve educational services quality and accessibility as well as to strengthen the practical component of the learning process.

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