June 15, 2014
June 15, 2014
June 18, 2014
Computers in Education
24.1397.1 - 24.1397.6
Work-in-Progress: Learning Embedded Smartphone Sensing technology On a Novel Strategy (LESSONS): A novel learning labware design, development and implementationThe exponentially evolved mobile devices and applications have played important roles in allaspects of our society. In addition, the growth on hardware and software of embeddedtechnologies has demonstrated their capabilities to influence the physical world via theircomplex functionalities. Combining embedded system, wireless communication and mobiletechnology, remote sensing have shown significance on promoting better services in healthcare,environmental protection, and national security, etc. These advances fuel the growing demand ofmobile embedded sensing education. Many institutions have acknowledged the demand and putefforts on promoting underlying courses in college-level education. However, the progress ontraining professionals in this field and the demands for highly skilled workers still remaindetached. This challenge, as we observed, is subject to three aspects: 1) Difficulty on cross-disciplinary teaching material design. The “embedded systems” are always essential courses inboth EE and CS (or SWE) curriculum but taught differentiated. One major issue is that studentsonly learn partial skill rather than comprehensive knowledge. For example, students in EEdiscipline might focus on hardware design but lack of programming skill trainings. Rather,students in CS discipline learn MCU programming without hardware exploring. Thus, studentscan’t be exposed to all cutting-edge technologies and can’t gain strengths from both disciplines;2) Students feel adding another course may increase burdens in their crowded schedule anddilute their time in basic curricula. In addition, the lack of connection between learning materialsand real-world job opportunities will likely decrease their value for employment after graduation.Students may also be apprehensive of how to address their multidisciplinary learning to target aspecific job opportunity; 3) Most embedded systems related curricula required lab sections.Students need to attend the physical laboratory section and to finish the specific project in thelabs. They need to accomplish all pre-set activities in the limited time with many constrains andpressure. This learning method jeopardizes students’ learning effectiveness by reducing students’interests, blockading creative thinking, and hindering transformative innovations.In response to these dilemmas, we are working on developing a labware to be implemented inour embedded systems curriculum without further increase students’ learning burdens. Thislabware is built on a mobile platform which students can learn it anywhere/anytime. The labwarefeatures mobile embedded sensing systems design with hands-on activities, multidisciplinaryapplications and sustainability characteristics. It is comprised of modules from introductory toultimate system design modalities. The learning scheme is carried out through collaborativeactivities on building mobile embedded sensing systems with various environmental andbiomedical applications. The inexpensive hands-on tools will assist students to acquire authenticexperiences without physical lab setting. Throughout this labware training, students are expectedto demonstrate their ability on building mobile applications, constructing embedded sensingsystems, and performing remote sensing on different applications. The project will be hosted in arepository to ease the dissemination to the whole academic community.
Ma, K., & Hong, L., & Qian, K., & Lo, D. (2014, June), Work-in-Progress: Learning Embedded Smartphone Sensing Technology on a Novel Strategy (LESSONS): A Novel Learning Labware Design, Development and Implementation Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23330
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