Asee peer logo

Multi-Dimensional Tele-healthcare Engineering Undergraduate Education via Building-Block-based Medical Sensor Labs

Download Paper |


2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees

Page Count


Page Numbers

22.1086.1 - 22.1086.9



Permanent URL

Download Count


Request a correction

Paper Authors


Fei Hu University of Alabama

visit author page

Dr. Fei Hu is currently an associate professor in the Department of Electrical and Computer Engineering at the University of Alabama, Tuscaloosa, AL, USA. His research interests are wireless networks, wireless security and their applications in Bio-Medicine. His research has been supported by NSF, Cisco, Sprint, and other sources. He obtained his first Ph.D. degree at Shanghai Tongji University, China in Signal Processing (in 1999), and second Ph.D. degree at Clarkson University (New York State) in the field of Electrical and Computer Engineering (in 2002).

visit author page

Download Paper |


ASEE 2011 Annual Conference & Exposition  Multi-Dimensional Tele-healthcare Engineering Undergraduate Education via Building-Block-based Medical Sensor Labs Fei Hu Mengcheng Guo Qi Hao Electrical and Computer Engineering, University of Alabama, Tuscaloosa, AL, USA Email: {fei, qh} Today’s U.S. healthcare systems are facing new challenges: healthcare expenditures willreach almost 20% of the Gross Domestic Product (GDP) in less than 10 years, threatening the wellbeingof the entire economy. Tele-healthcare would largely benefit our society by significantly reducing medicalresources consumption and nursing labor. Although Tele-Healthcare Engineering is such an importantfield, unfortunately most schools do not have systematic undergraduate educational materials on tele-healthcare design. One of the reasons is due to the challenge of developing tele-healthcare materials in amulti-disciplinary context (across healthcare principles, computer networking, and embedded systems). This paper provides our design methodology of tele-healthcare engineering materials, whichincludes EEG/ECG/EMG medical sensor hardware / software labs / lectures and medical sensor network/ RFID materials. We will report our students’ learning effects and feedback for such materials. Thelearning evaluation statistics will be analyzed via the help from professional course evaluators. In thefollowing we will briefly summarize our education innovations in this project. With the sponsor of U.S. NSF (National Scientific Foundation) 2010-2013 course developmentprogram, we are conducting the pioneering development of tele-healthcare educational materials basedon our long-term research in this field. We are shaping our research results into undergraduatelabs/course materials based on the following two innovative development approaches: Novelty 1:Building-block development style: Inspired by kids’ building blocks that could be assembled into anobject however with good modularity (i.e. the building blocks can be easily reshuffled and assembled intodifferent smaller objects), we are developing a series of project-labs trees (including cardiac monitoring,mental health, sensor/RFID integration, medical security, and long-distance medical transmission). Thoseproject-lab trees are independent, i.e. there are no time order and context requirements among them.Therefore, each project can be used for senior project class or in different engineering courses (such asreal-time systems, circuit /digital design, wireless communications, etc.). Novelty 2: Multi-DimensionalLearning: We propose to use 4-dimensional pedagogy to develop and teach tele-healthcare engineeringknowledge: Dimension-1: Multi-student-level adaptive materials: To meet different schools’ course setuprequirements, we will design basic, intermediate and advanced labs for different levels of undergraduatestudents. Dimension-2: Blending (on-site + on-line) learning: while on-site learning has good instructor-student interaction opportunities, on-line learning can enable good student peer-to-peer interaction. On-line learning helps instructors to design individual-adaptive materials that cannot be achieved in on-sitelearning. Dimension-3: Medical-application-driven, practical learning: Engineering students show muchgreater enthusiasm to materials that are closely connected to their lives (i.e. application-driven learning)than pure theoretical lab topics (such as writing a program to verify an algorithm). Dimension-4: Multi-solution-based, creative engineering learning: We propose to use level-to-level question-based, non-instructional lab style to motivate students to seek for solutions from out-of-classroom materials such asweb resources. And we will make a set of flexible grading policy to encourage students’ out-of-boxthinking and creative engineering designs.

Hu, F. (2011, June), Multi-Dimensional Tele-healthcare Engineering Undergraduate Education via Building-Block-based Medical Sensor Labs Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18965

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015