Cohenour, C. (2018, June), Using the Internet of Things (IoT) to Motivate Engineering Technology and Management (ETM) Students  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31215

\bibitem{asee_peer_31215}
  Cohenour, C. (2018, June), \emph{Using the Internet of Things (IoT) to Motivate Engineering Technology and Management (ETM) Students}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--31215

Curtis Cohenour P.E..  "Using the Internet of Things (IoT) to Motivate Engineering Technology and Management (ETM) Students".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/31215 Internet.  29 Jun, 2024

\bibitem{asee_peer_31215}
  Curtis Cohenour P.E..
  "Using the Internet of Things (IoT) to Motivate Engineering Technology and Management (ETM) Students".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/31215 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_31215
author = "Curtis Cohenour P.E."
title = "Using the Internet of Things (IoT) to Motivate Engineering Technology and Management (ETM) Students"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31215}
number = {10.18260/1-2--31215}
}

TY  - CPAPER
AB  - An Internet of Things (IoT) lab activity is introduced into an Engineering Technology and Management (ETM) electronics survey course not only for the pedagogical benefit but as a means to motivate students.  Pre and post lab surveys are used to evaluate both the learning and motivational benefits of the lab experience.

The primary objective of this lab is to create enthusiasm for learning.  The students use their personal smart phone to connect to the Arduino.  This opens up an endless array of possibilities.  In addition the lab supports the following learning outcomes: students have experience with networking, and students create an IoT application.

The existing electronics survey course uses the Arduino Uno as a platform to introduce real time programing and basic electronics.  An additional lab activity is introduced using the IoT.  The lab uses an IoT package called Blynk [1], www.blynk.cc.  Blynk has an Arduino library that provides an interface to the Blynk server.  The student must create code to interface between the Arduino Input Output (IO) and the libraries.  The Arduino is connected to the Blynk server via the USB programming interface.  The student then down loads the Blynk app to his/her phone.  Once the Blynk app is configured the student can communicate wirelessly between the phone and the Arduino.  Based on random observation the student’s response is typically “cool”.  

The Blynk software and app are free.  There is enough “energy” (credit) included with the app download to allow the student to complete the lab activity at no cost.  Additional “energy” is available for $0.99 in case the student makes a mistake or wants to try to explore other applications.
Measuring “cool” is difficult but pre and post lab surveys are used to judge the students reaction to the lab experience.   The resulting data is analyzed.  The results are used to determine if the IoT lab should be made a permanent part of the course.

AU  - Curtis Cohenour P.E.
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Using the Internet of Things (IoT) to Motivate Engineering Technology and Management (ETM) Students
UR  - https://peer.asee.org/31215
DO  - 10.18260/1-2--31215
ER  -