Teaching Autonomous Driving Using a Modular and Integrated Approach

Abstract

Autonomous driving is not one single technology but rather a complex system integrating many technologies, which means that teaching autonomous driving is a challenging task. Indeed, most existing autonomous driving classes focus on one of the technologies involved. This not only fails to provide a comprehensive coverage, but also sets a high entry barrier for students with different technology backgrounds. In this paper, we present a modular, integrated approach to teaching autonomous driving. Specifically, we organize the technologies used in autonomous driving into modules. This is described in the textbook we have developed as well as a series of multimedia online lectures designed to provide technical overview for each module. Then, once the students have understood these modules, the experimental platforms for integration we have developed allow the students to fully understand how the modules interact with each other. To verify this teaching approach, we present three case studies: an introductory class on autonomous driving for students with only a basic technology background; a new session in an existing embedded systems class to demonstrate how embedded system technologies can be applied to autonomous driving; and an industry professional training session to quickly bring up experienced engineers to work in autonomous driving. The results show that students can maintain a high interest level and make great progress by starting with familiar concepts before moving onto other modules.

Engineering Education in the Age of Autonomous Machines

“…For instance, to deal with the shortage of talent supply, in the past few years an autonomous driving company has established a two-week intensive training program to train incoming engineers. 3,6 Most of the company's incoming engineers possess an embedded systems or general software engineering background. In the first week of training, the incoming engineers all start with a technology overview, followed by the edge systems and cloud platforms modules.…”

“…Instead, many st udents seek help f rom professional training agencies or online courses, and many companies must spend significant time and effort to train their incoming engineers. 3 The core problem is that autonomous driving is not one single technology but rather a complex system integrating many technologies, and no one single department can provide a comprehensive education in this field. 4 To bridge this supply-demand gap, we advocate creating a cross-disciplinary program to expose students with technical backgrounds in computer science, computer engineering, electrical engineering, mechanical engineering, and so on.…”

Experiments in Active Learning through Project Across Courses

“…One of its recent renditions of AL is known as Hybrid PBL (H-PBL) [48]. This mode presents a course through traditional lecturing and uses project in a course (PIC) for PBL.…”

“…This mode presents a course through traditional lecturing and uses project in a course (PIC) for PBL. The digital image processing course uses H-PBL implementation [48] yielding mixed results on learning. Another attempt [9] analyzed integration, and timing of conventional and AL course components.…”

Delivering Contextual Knowledge and Critical Skills of Disruptive Technologies through Problem-based Learning in a Research Experiences for Undergraduates Setting

“…So, students in the field of transportation engineering should be ready upon their graduation with new knowledge and skills that are compatible with the need of the industry. (Tang et. al, 2018;Li & Faghri, 2016).…”