Florian Fricke, André Werner, Benedikt Janßen, M. Hübner, Clemens Ribbe, Cengizhan Inac
Robots intrigue many people. Moreover, their development is quite complex and can involve different subjects of electrical engineering, as well as computer science. Therefore, robots are a very suitable basis to teach students different subjects of these disciplines. In this paper, we present the design of an educational robot platform. The platform, called Robonova, was used for practical sessions in undergraduate courses. The redesign was motivated by a lack of support for current technologies, such as the internet of things and cyber-physical systems. Moreover, the manufacturer no longer maintained it. To enable further usage we developed an up-to-date educational system based on the old robot platform. The redesign includes the control system, which is connected to all sensors and actuators, and a development environment, that is platform independent and includes predefined libraries. In first evaluations with students, the responses were very positive and the new platform enables higher connectivity, as well as solving tasks that are more complex.
{"title":"Redesign of an educational robot platform using web-based programming","authors":"Florian Fricke, André Werner, Benedikt Janßen, M. Hübner, Clemens Ribbe, Cengizhan Inac","doi":"10.1145/3005329.3005332","DOIUrl":"https://doi.org/10.1145/3005329.3005332","url":null,"abstract":"Robots intrigue many people. Moreover, their development is quite complex and can involve different subjects of electrical engineering, as well as computer science. Therefore, robots are a very suitable basis to teach students different subjects of these disciplines. In this paper, we present the design of an educational robot platform. The platform, called Robonova, was used for practical sessions in undergraduate courses. The redesign was motivated by a lack of support for current technologies, such as the internet of things and cyber-physical systems. Moreover, the manufacturer no longer maintained it. To enable further usage we developed an up-to-date educational system based on the old robot platform. The redesign includes the control system, which is connected to all sensors and actuators, and a development environment, that is platform independent and includes predefined libraries. In first evaluations with students, the responses were very positive and the new platform enables higher connectivity, as well as solving tasks that are more complex.","PeriodicalId":317146,"journal":{"name":"Proceedings of the 2016 Workshop on Embedded and Cyber-Physical Systems Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131729503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Walid Taha, Lars-Göran Hedstrom, Fei Xu, Adam Duracz, F. Bartha, Yingfu Zeng, Jennifer David, Gaurav Gunjan
The flipped classroom format involves swapping activities traditionally performed inside and outside the classroom. The expected effects from this swap include increased student engagement and peer-to-peer interaction in the classroom, as well as more flexible access to learning materials. Key criteria for successful outcomes from these effects include improved test scores and enhanced student satisfaction. Unfortunately, while many researchers have reported positive outcomes from the approach, some instructors can still encounter difficulties in reproducing this success. In this paper we report our experiences with flipping a first course on Cyber-Physical Systems at Halmstad University. The course is required for a Masters level program and is available as an elective for undergraduates. The focus of this report is on three separate editions of the course taught over three years. In the first year, lectures were recorded. In the second, the same instructor taught the course using the flipped format. In the third, new instructors taught it using the flipped classroom format. Our experience suggests that flipping a classroom can lead to improved student performance and satisfaction from the first edition. It can also enable new instructors to take over the course and perform at a level comparable to an experienced instructor. On the other hand, it also suggests that the format may require more effort to prepare for, and to teach, than the traditional format, and that a higher level of attention to detail is needed to execute it with positive outcomes. Thus, the format can be demanding for instructors. It is also the case that not all students preferred this format.
{"title":"Flipping a first course on cyber-physical systems: an experience report","authors":"Walid Taha, Lars-Göran Hedstrom, Fei Xu, Adam Duracz, F. Bartha, Yingfu Zeng, Jennifer David, Gaurav Gunjan","doi":"10.1145/3005329.3005337","DOIUrl":"https://doi.org/10.1145/3005329.3005337","url":null,"abstract":"The flipped classroom format involves swapping activities traditionally performed inside and outside the classroom. The expected effects from this swap include increased student engagement and peer-to-peer interaction in the classroom, as well as more flexible access to learning materials. Key criteria for successful outcomes from these effects include improved test scores and enhanced student satisfaction. Unfortunately, while many researchers have reported positive outcomes from the approach, some instructors can still encounter difficulties in reproducing this success. In this paper we report our experiences with flipping a first course on Cyber-Physical Systems at Halmstad University. The course is required for a Masters level program and is available as an elective for undergraduates. The focus of this report is on three separate editions of the course taught over three years. In the first year, lectures were recorded. In the second, the same instructor taught the course using the flipped format. In the third, new instructors taught it using the flipped classroom format. Our experience suggests that flipping a classroom can lead to improved student performance and satisfaction from the first edition. It can also enable new instructors to take over the course and perform at a level comparable to an experienced instructor. On the other hand, it also suggests that the format may require more effort to prepare for, and to teach, than the traditional format, and that a higher level of attention to detail is needed to execute it with positive outcomes. Thus, the format can be demanding for instructors. It is also the case that not all students preferred this format.","PeriodicalId":317146,"journal":{"name":"Proceedings of the 2016 Workshop on Embedded and Cyber-Physical Systems Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125846270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Cancila, Valeria Nuzzo, M. Stoycheva, W. Birk, F. Asplund, Martin Törngren
This article provides an overview of current European Commission effort in term of educational innovation to reduce the gap between research and industry which still is a barrier to the economic development. Entrepreneurial innovation & education driving Europe's digital transformation (EIT Digital for short) is an European-based initiative fostering I&E (innovation and entrepreneurship) by integrating education, research and business at different educational levels. For instance in EIT master programmes, students work together with industries and academics to have a faster go-to-market of research results. Summer schools are part of the master programs; three of them have been organised related to CPS (cyber-physical systems), critical infrastructure and, more recently, Industry 4.0. Past and present events are discussed and the experience from these events is reported. It is further analysed how the general setup of the summer school program is affecting the educational aspects and achievement of the intended learning outcomes.
{"title":"Experiences and reflections on three years of CPS summer schools within EIT digital","authors":"D. Cancila, Valeria Nuzzo, M. Stoycheva, W. Birk, F. Asplund, Martin Törngren","doi":"10.1145/3005329.3005336","DOIUrl":"https://doi.org/10.1145/3005329.3005336","url":null,"abstract":"This article provides an overview of current European Commission effort in term of educational innovation to reduce the gap between research and industry which still is a barrier to the economic development. Entrepreneurial innovation & education driving Europe's digital transformation (EIT Digital for short) is an European-based initiative fostering I&E (innovation and entrepreneurship) by integrating education, research and business at different educational levels. For instance in EIT master programmes, students work together with industries and academics to have a faster go-to-market of research results. Summer schools are part of the master programs; three of them have been organised related to CPS (cyber-physical systems), critical infrastructure and, more recently, Industry 4.0. Past and present events are discussed and the experience from these events is reported. It is further analysed how the general setup of the summer school program is affecting the educational aspects and achievement of the intended learning outcomes.","PeriodicalId":317146,"journal":{"name":"Proceedings of the 2016 Workshop on Embedded and Cyber-Physical Systems Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121633789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Breaban, Martijn Koedam, J. Voeten, K. Goossens
The automotive industry advances quickly, with new functionalities continuously being introducted. The Eindhoven University of Technology's Bachelor Automotive Programme prepares students for the subsequent Master education, for industry, and research. In this paper we present the infrastructure and the organisation of the third-year Vehicle Networking course that introduces the current and future automotive networks to students. In the practical part of the course the students use a multiprocessor platform to implement and test an embedded CAN controller. We present requirements and how we address them in the platform architecture, the server-based FPGA infrastructure, and how students design, debug, and analyse their CAN controller. We conclude with lessons learnt and future improvements.
{"title":"An embedded CAN controller for a vehicle networking course project","authors":"G. Breaban, Martijn Koedam, J. Voeten, K. Goossens","doi":"10.1145/3005329.3005331","DOIUrl":"https://doi.org/10.1145/3005329.3005331","url":null,"abstract":"The automotive industry advances quickly, with new functionalities continuously being introducted. The Eindhoven University of Technology's Bachelor Automotive Programme prepares students for the subsequent Master education, for industry, and research. In this paper we present the infrastructure and the organisation of the third-year Vehicle Networking course that introduces the current and future automotive networks to students. In the practical part of the course the students use a multiprocessor platform to implement and test an embedded CAN controller. We present requirements and how we address them in the platform architecture, the server-based FPGA infrastructure, and how students design, debug, and analyse their CAN controller. We conclude with lessons learnt and future improvements.","PeriodicalId":317146,"journal":{"name":"Proceedings of the 2016 Workshop on Embedded and Cyber-Physical Systems Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124278073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Benedikt Janßen, P. Wehner, D. Göhringer, M. Hübner
Innovative approaches are required to face current academic challenges in engineering, such as increasing withdrawals from studies and a small number of female students. This article presents a remote lab exercise in the automotive domain targeting embedded system architectures and their programming. In the automotive industry, Electronic Control Units (ECUs) become more and more important. Advanced Driver Assistant Systems (ADAS) can help to increase safety and comfort. The efficient development of ADAS is therefore of high importance and mandatory for industrial competitiveness. Using the presented remote lab, students in electrical engineering and computer science can be introduced to this important topic in an early phase of their career. The exercise targets the development of an ECU that exemplary supports the driver in an everyday scenario. The development environment consists of National Instruments LabVIEW software connected to a car simulator.
{"title":"Development of advanced driver assistance systems using LabVIEW and a car simulator","authors":"Benedikt Janßen, P. Wehner, D. Göhringer, M. Hübner","doi":"10.1145/3005329.3005330","DOIUrl":"https://doi.org/10.1145/3005329.3005330","url":null,"abstract":"Innovative approaches are required to face current academic challenges in engineering, such as increasing withdrawals from studies and a small number of female students. This article presents a remote lab exercise in the automotive domain targeting embedded system architectures and their programming. In the automotive industry, Electronic Control Units (ECUs) become more and more important. Advanced Driver Assistant Systems (ADAS) can help to increase safety and comfort. The efficient development of ADAS is therefore of high importance and mandatory for industrial competitiveness. Using the presented remote lab, students in electrical engineering and computer science can be introduced to this important topic in an early phase of their career. The exercise targets the development of an ECU that exemplary supports the driver in an everyday scenario. The development environment consists of National Instruments LabVIEW software connected to a car simulator.","PeriodicalId":317146,"journal":{"name":"Proceedings of the 2016 Workshop on Embedded and Cyber-Physical Systems Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114352359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education of future engineers and other stakeholders will be of paramount importance for designing, producing, procuring, operating and managing future Cyber-Physical Systems (CPS) of unprecedented complexity that will underpin most technological systems in society. We investigate the relation between CPS, Systems Engineering (SE) and the Conceive - Design - Implement -Operate (CDIO) engineering education initiative with the aim to find ways of improving current CPS education. With its emphasis on experiences with realistic engineering settings, lifecycle perspective and complementary skills in communication and collaboration, CDIO provides several ingredients that are essential for future engineers. SE with its set of best practices and systems thinking, provides guidelines and practices of strong relevance for most (if not all) engineering programs and especially for those involving the engineering of highly complex systems such as CPS. We conclude that applying a CDIO approach for a CPS program together with infusion of a suitable portion of SE practices appears to be a promising way forward to reform CPS programs. We discuss how such SE practices can be integrated into engineering programs and in particular propose aspects of SE that would be useful to incorporate into capstone courses (larger education projects in the final master level stages).
{"title":"Towards integration of CPS and systems engineering in education","authors":"Martin Törngren, E. Herzog","doi":"10.1145/3005329.3005335","DOIUrl":"https://doi.org/10.1145/3005329.3005335","url":null,"abstract":"Education of future engineers and other stakeholders will be of paramount importance for designing, producing, procuring, operating and managing future Cyber-Physical Systems (CPS) of unprecedented complexity that will underpin most technological systems in society. We investigate the relation between CPS, Systems Engineering (SE) and the Conceive - Design - Implement -Operate (CDIO) engineering education initiative with the aim to find ways of improving current CPS education. With its emphasis on experiences with realistic engineering settings, lifecycle perspective and complementary skills in communication and collaboration, CDIO provides several ingredients that are essential for future engineers. SE with its set of best practices and systems thinking, provides guidelines and practices of strong relevance for most (if not all) engineering programs and especially for those involving the engineering of highly complex systems such as CPS. We conclude that applying a CDIO approach for a CPS program together with infusion of a suitable portion of SE practices appears to be a promising way forward to reform CPS programs. We discuss how such SE practices can be integrated into engineering programs and in particular propose aspects of SE that would be useful to incorporate into capstone courses (larger education projects in the final master level stages).","PeriodicalId":317146,"journal":{"name":"Proceedings of the 2016 Workshop on Embedded and Cyber-Physical Systems Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128232266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Hisazumi, S. Ishida, Mitsuhiro Matsuda, Yukihiro Mihara, N. Uchihira
This paper proposes an education course that will allow developers to gain the skills to become aware of problems, learn how to cope with them, and prevent recurring problems. Through the case study, the course will give generalized knowledge that we can use another kind of product or technology. The course will utilize case studies to teach learners the skills they need. We conducted an experimental course according to the plan mentioned below. We did a half day course in Nagoya, Japan, with 21 trainees. All of the trainees belongs to industries in the area. We identifed that the proposed course works well. A few problems were identifed in the experimental course though, such as how to use the cases. The paper also includes one of the cases employed in our course. The case studies are based on the real problems in the industry.
{"title":"How can we get \"lessons learned\" from real cases?","authors":"K. Hisazumi, S. Ishida, Mitsuhiro Matsuda, Yukihiro Mihara, N. Uchihira","doi":"10.1145/3005329.3005334","DOIUrl":"https://doi.org/10.1145/3005329.3005334","url":null,"abstract":"This paper proposes an education course that will allow developers to gain the skills to become aware of problems, learn how to cope with them, and prevent recurring problems. Through the case study, the course will give generalized knowledge that we can use another kind of product or technology. The course will utilize case studies to teach learners the skills they need. We conducted an experimental course according to the plan mentioned below. We did a half day course in Nagoya, Japan, with 21 trainees. All of the trainees belongs to industries in the area. We identifed that the proposed course works well. A few problems were identifed in the experimental course though, such as how to use the cases. The paper also includes one of the cases employed in our course. The case studies are based on the real problems in the industry.","PeriodicalId":317146,"journal":{"name":"Proceedings of the 2016 Workshop on Embedded and Cyber-Physical Systems Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130162371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Youngsoo Kim, Alan Chen, Shrikant S. Jadhav, C. Gloster, T. Le, Ping Hsu
Today's cyber-physical (CP) electronic system design includes hardware and software with intelligent sensing and controls. Those CP future applications use high definition images, videos and context information with interactions to the physical world through sensors and actuators. Senior level courses including embedded controls, FPGA design, and server side programming have been developed and tested in senior and undergraduate courses and senior design projects. The project based courses were designed and motivated by the Urban Information Systems, project for emerging Smart Cities. This paper reviews specific curricula, lab organization, hardware and software platforms, and preliminary results of offered courses in 2015--2016.
{"title":"Project based courses in control cyber physical system co-design","authors":"Youngsoo Kim, Alan Chen, Shrikant S. Jadhav, C. Gloster, T. Le, Ping Hsu","doi":"10.1145/3005329.3005333","DOIUrl":"https://doi.org/10.1145/3005329.3005333","url":null,"abstract":"Today's cyber-physical (CP) electronic system design includes hardware and software with intelligent sensing and controls. Those CP future applications use high definition images, videos and context information with interactions to the physical world through sensors and actuators. Senior level courses including embedded controls, FPGA design, and server side programming have been developed and tested in senior and undergraduate courses and senior design projects. The project based courses were designed and motivated by the Urban Information Systems, project for emerging Smart Cities. This paper reviews specific curricula, lab organization, hardware and software platforms, and preliminary results of offered courses in 2015--2016.","PeriodicalId":317146,"journal":{"name":"Proceedings of the 2016 Workshop on Embedded and Cyber-Physical Systems Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128790217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Proceedings of the 2016 Workshop on Embedded and Cyber-Physical Systems Education","authors":"","doi":"10.1145/3005329","DOIUrl":"https://doi.org/10.1145/3005329","url":null,"abstract":"","PeriodicalId":317146,"journal":{"name":"Proceedings of the 2016 Workshop on Embedded and Cyber-Physical Systems Education","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122229089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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