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- Edin Grimheden, Martin, et al.
(författare)
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Towards a curricula for Cyber-Physical Systems
- 2014
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Ingår i: Proceedings of the Workshop on Embedded Systems Education, WESE2014, New Delhi, India. - New York, NY, USA : ACM Digital Library. - 9781450330909
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Konferensbidrag (refereegranskat)abstract
- Embedded and Cyber-Physical Systems education faces several challenges as well as opportunities as every-"thing" becomes connected, and as technology development accelerates. Initiatives such as CDIO, as well as several other academic and industry initiatives to create new CPS programs illustrate strong interests and awareness of these challenges. We provide an overview of foreseen educational needs, existing state of the art in education and an analysis of the subject of CPS with the purpose of understanding the implications for education. The investigation points to key issues in curriculum design regarding balancing depth and breadth, theory and practices, academic and industrial needs, and core technical skills with complementary skills. Curricula in CPS could, if the right balance is achieved, educate CPS engineers of the future that are "ready to engineer".
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- Grimheden, Martin, et al.
(författare)
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How should Embedded Systems be taught? Experiences and snapshots from Swedish higher engineering education
- 2005
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Ingår i: ACM SIGBED Review. - : Association for Computing Machinery (ACM). - 1551-3688. ; 2:4, s. 34-39
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents results from a previously published analysis performed on the subject of embedded systems using a didactical approach together with some educational implications. To illustrate the didactical analysis, examples from embedded systems education at KTH in Sweden are given where an exemplifying selection and an interactive communication have been adopted in embedded systems related courses.The exemplifying selection means that education in embedded systems would benefit from teaching 'everything of something' rather than 'something of everything', that is, depth rather than width. The interactive communication strongly motivates experimental work, hands-on approaches and problem based learning in general.
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- Törngren, Martin, et al.
(författare)
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Experiences from large embedded systems development projects in education, involving industry and research
- 2007
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Ingår i: ACM SIGBED Review. - : Association for Computing Machinery (ACM). - 1551-3688. ; 4:1, s. 55-63
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Tidskriftsartikel (refereegranskat)abstract
- We present experiences from a final year M.Sc.course. The overall aim of the course is to provide knowledge andskills to develop products in small or large development teams.The course is implemented in terms of large projects incooperation with external partners, in which the students, basedon a product specification, apply and integrate their accumulatedknowledge in the development of a prototype. This course, whichhas been running and further elaborated for 20 years, has beenproven successful in terms of being appreciated by the studentsand by the external partners. The course has during the recentyears more frequently been carried out in close connection toresearch groups. Our experiences indicate benefits by carrying outthese types of large projects in an educational setting, withexternal partners as project providers, and in close cooperationwith research groups.Having external partners as project providers feeds the course,students and faculty with many industrially relevant problems thatare useful for motivational purposes, and in other courses forexemplification and for case studies in research. Carrying out theprojects in close connection to research groups provides synergybetween research and education, and can improve the academiclevel of the projects. A further interesting dimension isaccomplished when the projects run in iterations, requiring newgroups of students to take over an already, partly developedcomplex system, and work incrementally on this system. Thestudents are then faced with a very typical industrial situation. Weadvocate that students should be exposed to a mixture of “buildfrom scratch” and “incremental” projects during the education.
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| 9. |
- Törngren, Martin, et al.
(författare)
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Experiences from large embedded systems development projects in education, involving industry and research
- 2006
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Ingår i: Proceedings of the Workshop on Embedded Systems Education, WESE2006.
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Konferensbidrag (refereegranskat)abstract
- We present experiences from a final year M.Sc.course. The overall aim of the course is to provide knowledge andskills to develop products in small or large development teams.The course is implemented in terms of large projects incooperation with external partners, in which the students, basedon a product specification, apply and integrate their accumulatedknowledge in the development of a prototype. This course, whichhas been running and further elaborated for 20 years, has beenproven successful in terms of being appreciated by the studentsand by the external partners. The course has during the recentyears more frequently been carried out in close connection toresearch groups. Our experiences indicate benefits by carrying outthese types of large projects in an educational setting, withexternal partners as project providers, and in close cooperationwith research groups.Having external partners as project providers feeds the course,students and faculty with many industrially relevant problems thatare useful for motivational purposes, and in other courses forexemplification and for case studies in research. Carrying out theprojects in close connection to research groups provides synergybetween research and education, and can improve the academiclevel of the projects. A further interesting dimension isaccomplished when the projects run in iterations, requiring newgroups of students to take over an already, partly developedcomplex system, and work incrementally on this system. Thestudents are then faced with a very typical industrial situation. Weadvocate that students should be exposed to a mixture of “buildfrom scratch” and “incremental” projects during the education.
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| 10. |
- Törngren, Martin, 1963-, et al.
(författare)
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Strategies and considerations in shaping cyber-physical systems education
- 2016
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Ingår i: ACM SIGBED Review. - : Association for Computing Machinery (ACM). - 1551-3688. ; :1, s. 53-60
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Tidskriftsartikel (refereegranskat)abstract
- Embedded and Cyber-Physical Systems education faces several challenges as well as opportunities as every-“thing” becomes connected, and as technology development accelerates. Initiatives such as CDIO, as well as several other academic and industry initiatives to create new CPS programs illustrate strong interests and awareness of these challenges. We provide an overview of foreseen educational needs, existing state of the art in education and an analysis of the subject of CPS with the purpose of understanding the implications for education. The investigation points to key issues in curriculum design regarding balancing depth and breadth, theory and practices, academic and industrial needs, and core technical skills with complementary skills. Curricula in CPS could, if the right balance is achieved, educate CPS engineers of the future that are “ready to engineer”. We conclude by synthesizing high level guidelines in terms of strategies and considerations for CPS curriculum development.
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