June 15, 2019
June 15, 2019
June 19, 2019
If one watches recent TV commercials or reads white papers from IBM, Cisco, AT&T, Samsung, Apple, Goggle, Microsoft, and other leading companies in the technology fields, it is apparent that these entities believe that their future is dependent upon a newly emerging technology paradigm – that of the Internet of Things (IoT). Furthermore, specific economy sectors have even coined new terms to indicate their willingness to embrace this new technology and the anticipated benefits that its application to their area will bring. Advanced manufacturing touts Industry 4.0 and the industrial IoT or IIoT. e-healthcare is the future of medicine in both clinical settings and in the home. The automobile industry is rapidly introducing new vehicle safety features that are based on cyber-physical systems with the ultimate goal being the production of extremely safe autonomous vehicles. The transportation sector now uses the term - the Internet of moving vehicles or IoMV. Plus, the power industry likes to talk about the potential energy savings and efficiency of the smart-gird. The enabling technologies of IoT applications, namely, embedded controllers, sophisticated sensors and actuators, and wired and wireless networks are not commonly taught to the technical workforce of the industry sectors mentioned above. These technologies are truly inter-disciplinary in nature and not typically considered to be core skills for technicians in these fields. In fact, they are not usually taught in a single STEM field but are the purview of a combination of electronics/computer/networking type traditional technical programs. Many of the companies mentioned above have launched educational web sites about IoT technologies and Cisco, through its proprietary world-wide networking academy program, has started to develop low-level introductory web-based courses about IoT applications. However, to develop the workforce needed to deal with these emerging, multi-tens of trillions of dollars economic engines, will require a more focused endeavor. If an effort is made to supply technicians with the skill sets needed to install, evaluate, maintain, and up-grade these advanced IoT application systems (i.e. an IoT field technician), it will most likely need to be done through the development of add-on certificates to existing, in-place, electronics/computer/networking programs at the two-year college level that bring the student up-to-date on the base technology and then address the enabling technologies’ role in the deployment of specific IoT systems or, alternatively, through add-on courses that give the graduate from a particular technical area expertise in the enabling technologies. This paper will examine the pros and cons of these methods and look at possible curricula models that will attempt to achieve the desired results.
Mullett, G. J. (2019, June), Who is Going to Teach the Skills Needed by the IoT Field Technician? Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33558
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