In this research, we present a new technique for learning embedded systems design (ES) that integrates Project-Based Learning (PBL) with conventional face-to-face learning. The PBL course uses a project-based learning approach which offers insights for effective safety feature implementation, concentrates on ES or IoT applications and highlights security in the developed system. This is achieved by using Safety co-processors and Microcontrollers which are secure and cost-effective. Furthermore, the study highlights the key safety modules suitable for integration into MCUs. Additionally, we propose implementing a functional safety layer including a safety co-processor equipped with trusted input/output controllers that contribute to identifying potential failures and increase the system fault tolerance.
在这项研究中，我们提出了一种学习嵌入式系统设计（ES）的新技术，它将基于项目的学习（PBL）与传统的面授学习相结合。PBL 课程采用基于项目的学习方法，提供了有效实施安全功能的见解，专注于 ES 或物联网应用，并强调了所开发系统的安全性。这是通过使用安全的协处理器和微控制器实现的，它们既安全又具有成本效益。此外，研究还强调了适合集成到微控制器中的关键安全模块。此外，我们还建议实施功能安全层，包括配备可信输入/输出控制器的安全协处理器，这有助于识别潜在故障并提高系统容错性。
{"title":"Embedding More Autonomous Safety in MCUs-Based Embedded Systems using Project-Based Learning (case study)","authors":"Ahmed Al-Dahoud, M. Fezari, Ali Al-Dahoud","doi":"10.46300/9109.2024.18.6","DOIUrl":"https://doi.org/10.46300/9109.2024.18.6","url":null,"abstract":"In this research, we present a new technique for learning embedded systems design (ES) that integrates Project-Based Learning (PBL) with conventional face-to-face learning. The PBL course uses a project-based learning approach which offers insights for effective safety feature implementation, concentrates on ES or IoT applications and highlights security in the developed system. This is achieved by using Safety co-processors and Microcontrollers which are secure and cost-effective. Furthermore, the study highlights the key safety modules suitable for integration into MCUs. Additionally, we propose implementing a functional safety layer including a safety co-processor equipped with trusted input/output controllers that contribute to identifying potential failures and increase the system fault tolerance.","PeriodicalId":503136,"journal":{"name":"International Journal of Education and Information Technologies","volume":"31 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141353627","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}
J. Bilbao, Eugenio Bravo, O. García, C. Rebollar, Mikko-Jussi Laakso, Heidi Kaarto, Daranee Lehtonen, Marika Parviainen, Asta Jankauskienė, Arnold Pears, Ismail Güven, Yasemin Gulbahar, Fatma Özdemir Öncül, Nilüfer Tan Yenigün, Zsuzsa Pluhár, Pál Sarmasági, Valentina Dagiene, Vaida Masiulionyte-Dagiene
Computational Thinking is part of the new curriculum in many countries and this new competence is often combined with Algebraic Thinking. Both types of thinking are part of the core of Mathematics and Computer Science. Algebraic Thinking is linked to acquiring the ability to represent and generalize patterns in any application area. Furthermore, the ability to communicate a mathematical argument, using the necessary language and symbolism, is a skill that is dependent on training in this type of thinking. Although Algebraic Thinking can be developed at different levels, and it is also developed at university levels, more and more countries see it as a basic mode of thought that should be encouraged from early childhood education. Algebraic Thinking has also a close relationship with Computational Thinking, and they are currently united in different situations, such as the international PISA student evaluation tests. We argue in this paper that this is a transversal competence that can be practiced in any subject and at any age. Sometimes combined with the process of teaching Mathematics. It is essential, in our opinion, to strengthen the inclusion of strategies that encourage students to reflect deeply on the concepts, theories, and applications they are learning, giving rise, among others, to number sense and abstraction. In this paper, we present the implementation of these two types of thinking, algebraic and computational, in the pre-university curriculum, particularly in Spain, within a European project. In this project, we seek to create more appropriate learning approaches for those who are often disadvantaged and help them to take advantage of Computational Thinking and Algebraic Thinking and, therefore, STEM knowledge, helping to a stronger and more equal society. We analyze its status and its relationship with the concepts taught in the different courses, although focusing on the subject of Mathematics.
{"title":"Introducing Computational Thinking and Algebraic Thinking in the European Educational Systems","authors":"J. Bilbao, Eugenio Bravo, O. García, C. Rebollar, Mikko-Jussi Laakso, Heidi Kaarto, Daranee Lehtonen, Marika Parviainen, Asta Jankauskienė, Arnold Pears, Ismail Güven, Yasemin Gulbahar, Fatma Özdemir Öncül, Nilüfer Tan Yenigün, Zsuzsa Pluhár, Pál Sarmasági, Valentina Dagiene, Vaida Masiulionyte-Dagiene","doi":"10.46300/9109.2024.18.2","DOIUrl":"https://doi.org/10.46300/9109.2024.18.2","url":null,"abstract":"Computational Thinking is part of the new curriculum in many countries and this new competence is often combined with Algebraic Thinking. Both types of thinking are part of the core of Mathematics and Computer Science. Algebraic Thinking is linked to acquiring the ability to represent and generalize patterns in any application area. Furthermore, the ability to communicate a mathematical argument, using the necessary language and symbolism, is a skill that is dependent on training in this type of thinking. Although Algebraic Thinking can be developed at different levels, and it is also developed at university levels, more and more countries see it as a basic mode of thought that should be encouraged from early childhood education. Algebraic Thinking has also a close relationship with Computational Thinking, and they are currently united in different situations, such as the international PISA student evaluation tests. We argue in this paper that this is a transversal competence that can be practiced in any subject and at any age. Sometimes combined with the process of teaching Mathematics. It is essential, in our opinion, to strengthen the inclusion of strategies that encourage students to reflect deeply on the concepts, theories, and applications they are learning, giving rise, among others, to number sense and abstraction. In this paper, we present the implementation of these two types of thinking, algebraic and computational, in the pre-university curriculum, particularly in Spain, within a European project. In this project, we seek to create more appropriate learning approaches for those who are often disadvantaged and help them to take advantage of Computational Thinking and Algebraic Thinking and, therefore, STEM knowledge, helping to a stronger and more equal society. We analyze its status and its relationship with the concepts taught in the different courses, although focusing on the subject of Mathematics.","PeriodicalId":503136,"journal":{"name":"International Journal of Education and Information Technologies","volume":"80 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140370949","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}
The primary goal of the present study is to identify the contribution Saudi women make to the Ha’il region's family values of digital citizenship. The researcher employed the descriptive analytical method and the questionnaire was utilized to collect the study data, which was applied electronically to a sample of 210 individuals. The study's findings indicated that Saudi women could help their families adopt digital citizenship ideals by sharing their knowledge and engaging in particular activities related to these principles. The study also suggested that Ha’il University should take action by creating training programs, establishing a family guidance office, and developing a specialized course on this specific topic. Additionally, it recommended that the university focus its scientific studies and research on further investigations into digital citizenship and its consequences.
{"title":"Saudi Women’s Contribution to Ha’il’s Family-Centered Digital Citizenship Values","authors":"Nada Zawayyid Al-Mutairi, Thahab Naif Al-Shammari","doi":"10.46300/9109.2024.18.1","DOIUrl":"https://doi.org/10.46300/9109.2024.18.1","url":null,"abstract":"The primary goal of the present study is to identify the contribution Saudi women make to the Ha’il region's family values of digital citizenship. The researcher employed the descriptive analytical method and the questionnaire was utilized to collect the study data, which was applied electronically to a sample of 210 individuals. The study's findings indicated that Saudi women could help their families adopt digital citizenship ideals by sharing their knowledge and engaging in particular activities related to these principles. The study also suggested that Ha’il University should take action by creating training programs, establishing a family guidance office, and developing a specialized course on this specific topic. Additionally, it recommended that the university focus its scientific studies and research on further investigations into digital citizenship and its consequences.","PeriodicalId":503136,"journal":{"name":"International Journal of Education and Information Technologies","volume":"207 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249535","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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