An approach to STFT and CWT learning through music hands‐on labs

Active learning is a format alternative to the conventional lecture/recitation/laboratory; research results have reported that it is suitable to encourage student inquiry and foster peer mentoring. Although the availability of computer‐based learning materials in biomedical sciences is increasing, there are relatively few studies aimed to integrate traditional methods of teaching with inquiry‐based approaches utilizing these Information and Communication Technologies (ICT) tools. This paper describes a pilot‐study on a comprehensive active laboratory course about digital ophthalmologic signal classification, experienced by a group of undergraduates in Bio‐Electronic Engineering. During the activity, the students became able to discriminate healthy subjects from patients affected by two retinal pathologies: Achromatopsia or Congenital Stationary Night Blindness. The study was based on the analysis and classification of the electroretinograms, that record the retinal response to a light flash. To process electroretinographic data, a software based on the Empirical Mode Decomposition and an Artificial Neural Network was used. Our findings indicate that this laboratory experience can be considered effective in improving student's reasoning skills and that students acting as investigators achieve a better outcome, presumably because this activity satisfies their psychological needs for autonomy, competence, and relatedness.

Section: On the Workhopsupporting

confidence: 91%

Section: The Student's Perceptions On the Workhopsupporting

confidence: 91%

Active learning in a real‐world bioengineering problem: A pilot‐study on ophthalmologic data processing

Adorno

Bellomonte

2018

“…Teaching methods apply norms or criteria for evaluation, with the purpose of verifying the abilities of the students for their professional formation: one of them is Accreditation Board for Engineering and Technology (ABET) . Prototypes have been created to develop in the students the skills of design, mathematics, and logical reasoning, as in .…”

Section: Introductionmentioning

confidence: 99%

Field‐programmable gate array‐based laboratory oriented to control theory courses

Cruz-Miguel

Rodríguez‐Reséndiz

García-Martínez

et al. 2019

Self Cite

This article presents a methodology to improve the performance of learning of students in the major of Automation Engineering, through the development of a multidisciplinary project that involves the use of contemporary technological tools and knowledge of previous subjects. It is sought to add in their educational training, theory and practice for the student, learning, new knowledge, and skills within their training as an engineer. Despite advances in teaching methods and the inclusion of contemporary tools in the learning process, the success rate is low. A qualitative and quantitative analysis of student learning is made by integrating a multidisciplinary project based on contemporary tools compared with other reviewed works. This laboratory based on a fieldprogrammable gate array helps the student to acquire skills related to the implementation of reconfigurable logic and instrumentation applied to control theory. The development of the final project involves the design of a graphic user interface, hardware description, communication protocols, and implementation of motion control, it is looking for is that the student can relate theory to practice in order to motivate and increase skills and knowledge, as well as solving both didactic and industrial problems. The results obtained show that the students are satisfied with the course and that the experience with the integration of this type of multidisciplinary projects directly impacts the motivation and learning of the student, considerably increased developed based on the specific indicators that the Querétaro State University has accredited by Accreditation Board for Engineering and Technology since 2016.

“…In fact, computer exercises related to audio signal processing or image processing have traditionally been proposed by instructors to create links between the theory and the practice . In this context, MATLAB has been classically the programming language of choice . The motivation of using audio signals in many signal processing examples is that students are generally well‐familiarized with applications involving sound, such as CDs, iPods or computer games.…”

Section: Introductionmentioning

confidence: 99%

“…[17][18][19][20][21] In this context, MATLAB has been classically the programming language of choice. [19,[22][23][24][25][26] The motivation of using audio signals in many signal processing examples is that students are generally well-familiarized with applications involving sound, such as CDs, iPods or computer games. Audio processors have also been considered as a teaching tool for acoustics and wave physics.…”

mentioning

confidence: 99%

SART3D: A MATLAB toolbox for spatial audio and signal processing education

Cobos

Roger

2019

Signal processing courses form usually a common block within the curriculum of electrical engineering and computer science undergraduate studies. While signal processing is the science behind many technologies used in our everyday life, students usually feel that the practical use of signal processing subjects is obscured due to their intensive theoretical perspective. In this context, audio signal processing is a discipline where many general signal processing concepts can be easily experienced with sound. Specifically, spatial audio, i.e., the manipulation of audio signals with the aim of capturing and/or recreating the spatial impression of sound, provides an excellent and appealing application framework for signal processing education. This paper presents SART3D, an open‐source MATLAB toolbox that facilitates spatial audio and signal processing education by enabling students to focus on the implementation and testing of core algorithms and to experience their own results using real‐time processing. The time required for other nonrelevant aspects, such as hardware and driver set‐up or user interaction, is significantly reduced. Experience evaluated throughout four academic years and 45 students (25% female) indicate they felt particularly engaged when SART3D was included in the course, improving their performance and understanding of the subject. In this context, the four factors defined by the Student Course Engagement Questionnaire (skills, emotional, participation, and performance) were analyzed to assess engagement in its multiple dimensions.