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

\bibitem{asee_peer_18965}
  Hu, F. (2011, June), \emph{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

Fei Hu.  "Multi-Dimensional Tele-healthcare Engineering Undergraduate Education via Building-Block-based Medical Sensor Labs".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18965 Internet.  29 Jun, 2024

\bibitem{asee_peer_18965}
  Fei Hu.
  "Multi-Dimensional Tele-healthcare Engineering Undergraduate Education via Building-Block-based Medical Sensor Labs".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18965 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_18965
author = "Fei Hu"
title = "Multi-Dimensional Tele-healthcare Engineering Undergraduate Education via Building-Block-based Medical Sensor Labs"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18965}
number = {10.18260/1-2--18965}
}

TY  - CPAPER
AB  -                                                               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}@eng.ua.eduAbstract: 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.
AU  - Fei Hu
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Multi-Dimensional Tele-healthcare Engineering Undergraduate Education via Building-Block-based Medical Sensor Labs
UR  - https://peer.asee.org/18965
DO  - 10.18260/1-2--18965
ER  -