Huang, Y., & Cheng, C. (2018, June), Work in Progress: Tackling the Problems of Knowledge Integration and Barriers to Active Learning in a CDIO Course of Embedded Operating Systems – the Flipped Classroom Approach  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31309

\bibitem{asee_peer_31309}
  Huang, Y., \& Cheng, C. (2018, June), \emph{Work in Progress: Tackling the Problems of Knowledge Integration and Barriers to Active Learning in a CDIO Course of Embedded Operating Systems – the Flipped Classroom Approach}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--31309

Yu-Lun Huang and Chao-Yang Cheng.  "Work in Progress: Tackling the Problems of Knowledge Integration and Barriers to Active Learning in a CDIO Course of Embedded Operating Systems – the Flipped Classroom Approach".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/31309 Internet.  04 May, 2025

\bibitem{asee_peer_31309}
  Yu-Lun Huang and Chao-Yang Cheng.
  "Work in Progress: Tackling the Problems of Knowledge Integration and Barriers to Active Learning in a CDIO Course of Embedded Operating Systems – the Flipped Classroom Approach".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/31309 Internet.  04 May, 2025

@INPROCEEDINGS{asee_peer_31309
author = "Yu-Lun Huang and Chao-Yang Cheng"
title = "Work in Progress: Tackling the Problems of Knowledge Integration and Barriers to Active Learning in a CDIO Course of Embedded Operating Systems – the Flipped Classroom Approach"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31309}
number = {10.18260/1-2--31309}
}

TY  - CPAPER
AB  - Presented in 2015, Capability-Innovation-Motive (CIM) is a teaching model which can be used to enhance courses of system engineering education toward more innovation and creativity. A case study of the “Embedded Operating System” (EOS) course (in the division of System Engineering of Department of Electronic Engineering) adopting CIM is provided, in which we apply the flipped classroom approach and CDIO to strengthen the CIM teaching model. Since CDIO is outside the scope of the typical system engineering courses, students may not be familiar with its application into their project designs. This study shows how a teacher restructures the course using the flipped classroom approach to solve the problem when CDIO is initially deployed. The EOS course adopting CIM restructures the classroom in a way that it turns around the traditional pattern by drawing students’ attention to content inside the classroom and assigning homework to engage better outside the classroom. Students gain first-hand exposure to learn prior to the class and focus on higher-order parts of learning: identifying problems, monitoring self-growth, synthesizing, analyzing, and solving problems in class. To ensure that the students do the necessary preparation for a productive class, the instructor conducts open-ended pre- and post-quizzes in the class. The class time is then spent on exploring knowledge to pass the quiz by themselves or by exchange of questions and answers between the students and the teacher. By putting real-world problems into the quizzes, the quiz pool is enlarged but the quiz time is reduced. Students can select those they can confidently solve within the time. By analyzing the learning outcome, it shows that students gain more knowledge about how to apply kernel primitives of an embedded operating system into their final projects. The quality of the final projects is significantly improved than those from the previous semesters.
AU  - Yu-Lun Huang
AU  - Chao-Yang Cheng
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Work in Progress: Tackling the Problems of Knowledge Integration and Barriers to Active Learning in a CDIO Course of Embedded Operating Systems – the Flipped Classroom Approach
UR  - https://peer.asee.org/31309
DO  - 10.18260/1-2--31309
ER  -