scholarly journals Teaching IIoT through Hands-on Activities

2021 ◽  
Author(s):  
Gustavo Sanchez ◽  
Devika Kataria
Keyword(s):  
Engineering Students ◽  
Industrial Applications ◽  
Project Planning ◽  
Raspberry Pi ◽  
Problem Analysis ◽  
Testing And Debugging ◽  
Hands On ◽  
Time Scheduling ◽  
Elective Course ◽  
Key Competencies

This chapter describes a hands-on educational approach to teach Industrial Internet of Things (IIoT), including activities like problem analysis, programming, testing and debugging. Students are given autonomy to propose and evaluate different solutions, using adequate tools and following best practices. In parallel, key competencies like team management, project planning, costing and time scheduling, are imbibed in students to prepare them to become deployable automation engineers. To illustrate the proposed approach, we elaborate on the experience gained from teaching an elective course to undergraduate engineering students, in terms of learning outcomes, methodology, assessment and feedback. This course was centered on the Node Red platform (based on Node.js), using hardware devices like Arduino Uno, Nano and Raspberry Pi. Sensors commonly used and protocols like Modbus RTU/TCP, OPC UA, MQTT are discussed in the framework of common industrial applications.

scholarly journals A Brief Review of Our Agile Teaching Formats in Entrepreneurship Education

2021 ◽  
Vol 14 (1) ◽  
pp. 251
Author(s):  
Sophie Fischer ◽  
Maximilian Rosilius ◽  
Jan Schmitt ◽  
Volker Bräutigam
Keyword(s):  
Positive Influence ◽  
Target Group ◽  
Teaching Evaluations ◽  
Hands On ◽  
University Of Applied Sciences ◽  
Elective Course ◽  
Key Competencies ◽  
Agile Teaching ◽  
The Individual ◽  
Two Stages

Companies are confronted with increasingly demanding environments, including globalization, technologization, intergenerationality, and crises such as the coronavirus pandemic. To accept uncertainties as a challenge and to recognize opportunities for development, well-educated and resilient founders are needed who can foster innovation and sustainable development within society and the economy. The majority of today’s entrepreneurs have an academic background. Hence, institutions for higher education need to provide comprehensive educational offerings and support initiatives to train and sensitize future entrepreneurs. Therefore, since 2013, agile teaching formats have been developed in our project at a Bavarian university of applied sciences. In two stages, we founded a limited company for hands-on experimentation with entrepreneurship and also conceptualized an elective course and an annual founders’ night. Based on a theoretical model and continuous teaching evaluations, we adjusted the individual modules to suit the target group. The objective is to promote the acquisition of key competencies and exert a positive influence on the startup quotient in the region. There are six startups by students who can be traced back to our project. This indicates that a target-group-oriented educational program encourages motivation and awareness of entrepreneurial thinking and action among students.

scholarly journals Development and delivery of a work experience week programme for mechanical engineering

2020 ◽  
pp. 030641902098104
Author(s):  
A Gonzalez-Buelga ◽  
I Renaud-Assemat ◽  
B Selwyn ◽  
J Ross ◽  
I Lazar
Keyword(s):  
Work Experience ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Impact Analysis ◽  
Legal Term ◽  
Stage 4 ◽  
Engineering Design Problem ◽  
Hands On ◽  
University Of Bristol ◽  
The University

This paper focuses on the development, delivery and preliminary impact analysis of an engineering Work Experience Week (WEW) programme for KS4 students in the School of Civil, Aerospace and Mechanical Engineering (CAME) at the University of Bristol, UK. Key stage 4, is the legal term for the two years of school education which incorporate GCSEs in England, age 15–16. The programme aims to promote the engineering profession among secondary school pupils. During the WEW, participants worked as engineering researchers: working in teams, they had to tackle a challenging engineering design problem. The experience included hands-on activities and the use of state-of-the-art rapid prototyping and advanced testing equipment. The students were supervised by a group of team leaders, a diverse group of undergraduate and postgraduate engineering students, technical staff, and academics at the School of CAME. The vision of the WEW programme is to transmit the message that everybody can be an engineer, that there are plenty of different routes into engineering that can be taken depending on pupils’ strengths and interests and that there are a vast amount of different engineering careers and challenges to be tackled by the engineers of the future. Feedback from the participants in the scheme has been overwhelmingly positive.

A Task Based Approach to Mechatronic Systems Education

Volume 3 ◽  
2004 ◽  
Author(s):  
Kevin Firth ◽  
Brian Surgenor ◽  
Peter Wild
Keyword(s):  
Mobile Robot ◽  
Mobile Robots ◽  
Systems Engineering ◽  
Educational Tool ◽  
Electronic Components ◽  
Mechatronic Systems ◽  
Student Workload ◽  
Hands On ◽  
Hands On Learning ◽  
Elective Course

This paper describes an elective course in mechatronic systems engineering that is project based and team-oriented with hands-on learning. Working in small teams, students add electronic components to a mobile robot base and write the programs required to make the robot perform a series of tasks. Although the application of mobile robots as an educational tool in a mechatronics course is becoming the norm at many universities, the task based organization of the Queen’s mechatronics course is believed to have a number of novel features. The paper will review the pedagogy of the course, including aspects of the student workload, the interplay between teams, and the task based approach to marking and organization of the laboratories.

scholarly journals A Progressively Advancing Curriculum for Robotics Education – The Case of Toin University of Yokohama –

2006 ◽  
Vol 18 (2) ◽  
pp. 215-221
Author(s):  
Yasuo Hayashibara ◽  
◽  
Takeshi Agui ◽  
Takahiro Ito ◽  
Motoyoshi Ohaba ◽  
...  
Keyword(s):  
Practical Experience ◽  
First Year ◽  
Trial And Error ◽  
First Year Students ◽  
Robotics Education ◽  
Hands On ◽  
Elective Course ◽  
Second Year ◽  
Real World Problems ◽  
Mobile Machine

We detail an educational program implemented at Toin University of Yokohama in which lab and workshop courses on automated mechanics, from basics to applications, are offered consecutively during the first three undergraduate years. Engineering is a discipline concerned with practical real-world problems, but students rarely have the chance to gain enough practical experience to effectively understanding engineering. At our department, first- to third-year students may take several hands-on courses for fabricating machines – first-year students build an automatic mobile machine, second-year students write computer programs to control the position of a robot, and some third-year students design and fabricate an entire robot from the bottom up. An elective course on robot fabrication enables students to choose individual theme. Students experience failures and discover better ways by trial and error through these processes.

scholarly journals Technical writing as part of project management for engineers: using a writing-process approach to teach disciplinary writing requirements

2020 ◽  
Vol 10 (1) ◽  
pp. 136-145
Author(s):  
Ruth Wiederkehr ◽  
Marie-Thérèse Rudolf von Rohr
Keyword(s):  
Engineering Students ◽  
Technical Writing ◽  
Discourse Markers ◽  
Process Approach ◽  
Formative Feedback ◽  
Project Work ◽  
Disciplinary Writing ◽  
Environmental Technology ◽  
Hands On ◽  
Scientific Standards

This article focuses on how formative feedback can be used to help engineering students write precise and coherent management summaries that appeal to a mixed audience. Management summaries are especially challenging to master as students must strive for a balance between adhering to scientific standards and being intelligible for a wider non-expert readership. Students of Energy and Environmental Technology at the school of engineering (FHNW) in Switzerland write a total of six technical reports about their project work (mostly in German). By analysing two management summaries, the focus is laid on the lecturers’ approach of relying on formative feedback which supports and accompanies the students’ iterative writing processes. It is shown how in early semesters lecturers provide hands-on guidance, such as suggesting discourse markers or pinpointing vague references to sharpen students’ awareness of the need to write as concisely as possible for mixed audiences.

The Roadmap for Experimental Teaching of Science and Engineering Based Subjects

2014 ◽  
pp. 173-194
Author(s):  
Gordana Collier ◽  
Andy Augousti ◽  
Andrzej Ordys
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Technology ◽  
Science And Engineering ◽  
Online Data ◽  
Web Based ◽  
Experimental Teaching ◽  
Industry Standard ◽  
Hands On ◽  
Standard Software

The continual development of technology represents a challenge when preparing engineering students for future employment. At the same time, the way students interact in everyday life is evolving: their extra-curricular life is filled with an enormous amount of stimulus, from online data to rich Web-based social interaction. This chapter provides an assessment of various learning technology-driven methods for enhancing both teaching and learning in the science and engineering disciplines. It describes the past, present, and future drivers for the implementation of hands-on teaching methods, incorporating industry standard software and hardware and the evolution of learning experiments into all-encompassing online environments that include socializing, learning, entertainment, and any other aspect of student life when studying science and engineering.

The Roadmap for Experimental Teaching of Science and Engineering Based Subjects

2019 ◽  
pp. 801-823
Author(s):  
Gordana Collier ◽  
Andy Augousti ◽  
Andrzej Ordys
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Technology ◽  
Science And Engineering ◽  
Online Data ◽  
Web Based ◽  
Experimental Teaching ◽  
Industry Standard ◽  
Hands On ◽  
Standard Software

The continual development of technology represents a challenge when preparing engineering students for future employment. At the same time, the way students interact in everyday life is evolving: their extra-curricular life is filled with an enormous amount of stimulus, from online data to rich Web-based social interaction. This chapter provides an assessment of various learning technology-driven methods for enhancing both teaching and learning in the science and engineering disciplines. It describes the past, present, and future drivers for the implementation of hands-on teaching methods, incorporating industry standard software and hardware and the evolution of learning experiments into all-encompassing online environments that include socializing, learning, entertainment, and any other aspect of student life when studying science and engineering.

An Evaluation of Students’ Practical Intelligence and Ability to Diagnose Equipment Faults

2012 ◽  
pp. 328-349 ◽  
Author(s):  
Zol Bahri Razali ◽  
James Trevelyan
Keyword(s):  
Engineering Students ◽  
Practical Knowledge ◽  
Empirical Studies ◽  
Engineering Practice ◽  
Practical Intelligence ◽  
Laboratory Equipment ◽  
Outcome Based Education ◽  
Hands On ◽  
Laboratory Experiences ◽  
Intelligence Scores

Empirical studies suggest that practical intelligence acquired in engineering laboratories is valuable in engineering practice and could also be a useful learning outcome that is a result from a laboratory experience. To prove this, the author started a project to understand further about the practical learning outcomes from traditional laboratory classes. When tools used by psychologists were applied to measure practical intelligence in an electronics laboratory class, not only could a significant gain in hands-on practical intelligence be measured, but students’ ability to diagnose equipment faults could also be predicted. For the first time, therefore, the author can demonstrate that there are real advantages inherent in hands-on laboratory classes, and supported by Outcome Based Education (OBE) method, it is possible to measure this advantage. It is possible that measurements of practical intelligence may reveal new and more powerful ways for students to acquire practical knowledge. The results firstly demonstrate the ability to devise effective ways to assess the outcomes of practical intelligence acquired by engineering students from their laboratory experiences. The results from the study show that the score on practical intelligence outcomes is proportional with the outcomes of the ability in diagnosing equipment faults. Therefore, the novel results suggest that practical intelligence scores predict the ability to diagnose experiment faults for similar laboratory equipment.

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