| 1. |
- Cancila, D., et al.
(författare)
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Experiences and reflections on three years of CPS Summer schools within EIT digital
- 2016
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Ingår i: 2016 Workshop on Embedded and Cyber-Physical Systems Education, WESE 2016 - Organized as a Part of Embedded Systems Week, Proceedings. - New York, NY, USA : ACM Digital Library. - 9781450346573
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Konferensbidrag (refereegranskat)abstract
- This article provides an overview of current European Commission effort in term of educational innovation to reduce the gap between research and industry which still is a barrier to the economic development. Entrepreneurial innovation & education driving Europe's digital transformation (EIT Digital for short) is an European-based initiative fostering I&E (innovation and entrepreneurship) by integrating education, research and business at different educational levels. For instance in EIT master programmes, students work together with industries and academics to have a faster go-to-market of research results. Summer schools are part of the master programs; three of them have been organised related to CPS (cyber-physical systems), critical infrastructure and, more recently, Industry 4.0. Past and present events are discussed and the experience from these events is reported. It is further analysed how the general setup of the summer school program is affecting the educational aspects and achievement of the intended learning outcomes.
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| 2. |
- Taha, Walid, 1972-, et al.
(författare)
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Flipping a First Course on Cyber-Physical Systems – An Experience Report
- 2016
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Ingår i: Proceedings Of The 2016 Workshop On Embedded And Cyber-Physical Systems Education (Wese). - New York : ACM Press. - 9781450346573
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Konferensbidrag (refereegranskat)abstract
- The flipped classroom format involves swapping activities traditionally performed inside and outside the classroom. The expected effects from this swap include increased student engagement and peer-to-peer interaction in the classroom, as well as more flexible access to learning materials. Key criteria for successful outcomes from these effects include improved test scores and enhanced student satisfaction. Unfortunately, while many researchers have reported positive outcomes from the approach, some instructors can still encounter difficulties in reproducing this success.In this paper we report our experiences with flipping a first course on Cyber-Physical Systems at Halmstad University. The course is required for a Masters level program and is available as an elective for undergraduates. The focus of this report is on three separate editions of the course taught over three years. In the first year, lectures were recorded. In the second, the same instructor taught the course using the flipped format. In the third, new instructors taught it using the flipped classroom format.Our experience suggests that flipping a classroom can lead to improved student performance and satisfaction from the first edition. It can also enable new instructors to take over the course and perform at a level comparable to an experienced instructor. On the other hand, it also suggests that the format may require more effort to prepare for, and to teach, than the traditional format, and that a higher level of attention to detail is needed to execute it with positive outcomes. Thus, the format can be demanding for instructors. It is also the case that not all students preferred this format.
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| 3. |
- Törngren, Martin, et al.
(författare)
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Towards integration of CPS and systems engineering in education
- 2016
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Ingår i: 2016 Workshop on Embedded and Cyber-Physical Systems Education, WESE 2016 - Organized as a Part of Embedded Systems Week, Proceedings. - New York, NY, USA : ACM Digital Library. - 9781450346573
-
Konferensbidrag (refereegranskat)abstract
- Education of future engineers and other stakeholders will be of paramount importance for designing, producing, procuring, operating and managing future Cyber-Physical Systems (CPS) of unprecedented complexity that will underpin most technological systems in society. We investigate the relation between CPS, Systems Engineering (SE) and the Conceive - Design - Implement - Operate (CDIO) engineering education initiative with the aim to find ways of improving current CPS education. With its emphasis on experiences with realistic engineering settings, lifecycle perspective and complementary skills in communication and collaboration, CDIO provides several ingredients that are essential for future engineers. SE with its set of best practices and systems thinking, provides guidelines and practices of strong relevance for most (if not all) engineering programs and especially for those involving the engineering of highly complex systems such as CPS. We conclude that applying a CDIO approach for a CPS program together with infusion of a suitable portion of SE practices appears to be a promising way forward to reform CPS programs. We discuss how such SE practices can be integrated into engineering programs and in particular propose aspects of SE that would be useful to incorporate into capstone courses (larger education projects in the final master level stages).
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