| 1. |
- Schminder, Jörg, 1982-, et al.
(author)
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An IVR Engineering Educational Laboratory AccommodatingCDIO Standards
- 2019
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In: The 15th International CDIO Conference: Proceedings – Full Papers. - Aarhus : Aahus University Library. - 9788775074594 ; , s. 647-658
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Conference paper (peer-reviewed)abstract
- This paper presents the development of an educational immersive virtual reality (IVR) program considering both technological and pedagogical affordances of such learning environments. The CDIO Standards have been used as guidelines to ensure desirable outcomes of IVR for an engineering course. A learning model has been followed to use VR characteristics and learning affordances in teaching basic principles. Different game modes, considered as learning activities, are incorporated to benefit from experiential and spatial knowledge representation and to create a learning experience that fulfils intended learning outcomes (ILOs) (defined by CDIO Standard 2 and Bloom’s learning taxonomy) associated with the particular course moment. The evaluation of IVR laboratory highlights effectiveness of the approach in achieving ILOs provided that pedagogical models have been followed to create powerful modes of learning.
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| 2. |
- Hallberg, Peter, 1974-, et al.
(author)
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Hands-On Assessment During Computer Aided Engineering Education
- 2013
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In: ASME 2012 International Mechanical Engineering Congress and Exposition. - : The American Society of Mechanical Engineers (ASME). - 9780791845219 ; , s. 121-130
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Conference paper (peer-reviewed)abstract
- This contribution discusses aspects and benefits from involving physical representations when teaching engineering design and Computer Aided Engineering at Linköping University, Sweden.The paper presents a syllabus for a comprehensive introductory CAD course. The course is populated by some 300 students on the Mechanical Engineering Master’s and Bachelor’s programs, as well as the Design and Product Development Master’s program. Assessment is made via a project where the students are assigned to model and optimize a small catapult. The catapult is then produced, using cheap materials, by the hands of the students who modeled it. Finally, the catapult is validated by entering a contest, where it is judged in respect of accuracy, weight, and cost. The catapult assignment is constructed in such a way that the students are forced to seek individual ways of applying their newly acquired knowledge of the CAD tool. Some 100 catapults are produced but the material cost for each catapult is only about €4.The low-cost nature of the catapults originates from research conducted at the Division of Machine Design at Linköping University, where the concept of Low-cost Demonstrators for enhancement of the conceptual design phase has been developed over the past decade. The results from this research point towards several benefits from using physical representations alongside the common digital tools during the early stages of the product development process. Furthermore, evaluation of parameters such as the students’ performance and their own opinions of the course show notable enhancement compared to previous courses.
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| 3. |
- Norrman, Charlotte, 1968-, et al.
(author)
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Simple Mockups : Tool to Enhance Visualisation and Creativity inEntrepreneurship Courses
- 2017
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In: Proceedings of the 13th International CDIO Conference, University of Calgary,Calgary, Canada, June 18-22, 2017. - Calgary : University of Calgary. - 9780889533998 ; , s. 481-489
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Conference paper (other academic/artistic)abstract
- The CDIO framework encourages us to work with prototyping during the conceive and design phases integrated into engineering education. At Linköping university, we apply prototyping and working with simple mockups in several entrepreneurship and innovation courses in order to stimulate creative thinking and experimentation. We have seen that through working with a joint prototype, the students increase their level of engagement and self-confidence while learning to know each other, both as individuals, and according to their skills and competence. Prototyping events are appreciated as learning activities, not least as they signal a culture of playfulness and unpretentiousness within a course. We have also seen that it is important to inspire the participating students to reflect on the event in order to complete the learning process. In the paper we analyse and discuss our experience regarding how and at what time in a course simple prototypes can be used, how workshops can be developed, and what we have learned.
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| 4. |
- Hendeby, Gustaf, 1978-, et al.
(author)
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A Platform for Teaching Sensor Fusion Using a Smartphone
- 2017
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In: International journal of engineering education. - : Tempus Publications. - 0949-149X. ; 33:2B, s. 781-789
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Journal article (peer-reviewed)abstract
- A platform for sensor fusion consisting of a standard smartphone equipped with the specially developed Sensor Fusion appis presented. The platform enables real-time streaming of data over WiFi to a computer where signal processingalgorithms, e.g., the Kalman filter, can be developed and executed in a Matlab framework. The platform is an excellenttool for educational purposes and enables learning activities where methods based on advanced theory can be implementedand evaluated at low cost. The article describes the app and a laboratory exercise developed around these new technologicalpossibilities. The laboratory session is part of a course in sensor fusion, a signal processing continuation course focused onmultiple sensor signal applications, where the goal is to give the students hands on experience of the subject. This is done byestimating the orientation of the smartphone, which can be easily visualized and also compared to the built-in filters in thesmartphone. The filter can accept any combination of sensor data from accelerometers, gyroscopes, and magnetometers toexemplify their importance. This way different tunings and tricks of important methods are easily demonstrated andevaluated on-line. The presented framework facilitates this in a way previously impossible.
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| 5. |
- Hendeby, Gustaf, 1978-, et al.
(author)
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Teaching Sensor Fusion and Kalman Filtering using a Smartphone
- 2014
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In: Proceedings of the 19th World Congress of the International Federation of Automatic Control (IFAC). - : IFAC Papers Online. - 9783902823625
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Conference paper (peer-reviewed)abstract
- The Kalman filter has been the work horse in model based filtering for five decades, and basic knowledge and understanding of it is an important part of the curriculum in many Master of Science programs. It is therefore important to combine theoretical studies with practical experience to allow the students to deepen their understanding of the filter. We have developed a lab where the students implement a Kalman filter in a real-time Matlab framework, to which data are streamed from the smartphone over WiFi. The goal of the lab is to estimate the orientation of the smartphone, which can be nicely visualized graphically and also be compared to the built-in filters in the smartphone. The filter can accept any combination of sensor data from accelerometers, gyroscopes, and magnetometer, with different performance. Different tunings and tricks in the Kalman filter are easily evaluated on-line. The smartphone app is also a stand-alone tool to visualize the sensor data graphically. So far the lab seems tohave been successful in reaching the pedagogic goals and to engage the students.
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