Teaching Embedded Systems in the Context of Internet of Things (IoT)

Abstract

Teaching at the college level since 1994 and in engineering since 2004, and previously an associate professor of EE at Oregon Tech, Vurkaç earned his Ph.D. in Electrical and Computer Engineering in December 2011 at Portland State University with research at the confluence of machine learning, information theory, and mathematical music theory. His current research areas are transfer learning and evolutionary computation in image processing, music perception in computational neuroscience, ensemble learning, engineering education, multivariate modeling in mathematical music theory, and music information retrieval.

Internet-of-Things Curriculum, Pedagogy, and Assessment for STEM Education: A Review of Literature

“…• Voice Interfaces: Voice assistants provide a vital interface for home automation and biomedical IoT systems. These voice assistants can be incorporated in IoT curricula using hardware modules and associated software APIs [43]. Due to the increased accessibility of voice interfaces, their use in IoT-based curricula is expected to grow.…”

“…Final/Capstone project reports, project demonstrations, video presentations, summative quizzes, design reports, pre-tests, and post-tests [34], [37], [38], [45], [46], [59], [78]- [80], [87], [117], [126], [127] Cumulative assessment of applying IoT skills and knowledge to solve real-world problems, student growth in IoT skills and knowledge before and after the course Indirect Quantitative Likert-style questionnaire, feedback surveys [32], [33], [37], [43], [44], [46], [48], [79], [117], [126]- [128].…”

“…Learning gains, student perceptions/attitudes, teamwork skills Indirect Qualitative Focus group interviews, online discussion forums, analysis of other student artifacts such as diary logs, one-on-one discussions with students [6], [34], [37], [43], [109], [117], [128] Insights into students attitudes/perceptions, factors creating resistance to active learning, and recommendations for future iterations…”

“…In IoT education, the predominant form of cumulative activity is a final/capstone project. Several studies report on classes with a final project, where students solve a real-world problem by applying IoT skills learned during the course [34], [37], [38], [43], [45], [46], [59], [78]- [80], [87], [117], [126], [137]. Summative assessment is then performed using student artifacts such as project reports, project demonstrations, video presentations, design reports, and project pitches.…”

Work in Progress: Leveraging Technology Trends to Develop a Skills-based Approach to Engineering Design

“…The proposed work builds on the first author's experience with a pilot curriculum enhancement project that focused on incorporating IoT-based hardware and software platforms in relevant core and elective ECE courses at Seattle University [13] [14]. A unique attribute of this project was that the integration of chosen skills was not limited to a stand-alone course on IoT; rather, it was a holistic approach wherein IoT-based skills and related technologies are spread throughout the undergraduate program.…”