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- 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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- Edin Grimheden, Martin, 1971-, et al.
(författare)
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Guest Editors Introduction: Special Issue on Education for Cyber-Physical Systems
- 2020
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Ingår i: IEEE design & test. - : Institute of Electrical and Electronics Engineers (IEEE). - 2168-2356 .- 2168-2364. ; 37:6, s. 5-7
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Cyber-Physical Systems (CPSs) are integrations of physical systems with computations. Their design poses many challenges. For example, CPS design is interdisciplinary by nature, crossing the boundaries of many engineering disciplines. In addition, there is a potential mismatch between the discrete nature of today’s computing systems and typically continuous physical systems, and CPS design has to meet and adhere to many constraints and take many objectives into account. As a result, education for the CPS design is quite challenging. In this context, the special issue on education for CPS aims to provide educators, industrial representatives, and researchers with a view on the needs and share solutions for embedded and CPS education. The special issue addresses questions such as “How can we ensure that students will be able to work in interdisciplinary teams?,” “What skills and capabilities are required by the engineers of tomorrow?,” “How should the corresponding educational programs be formed?,” and “How can effective pedagogic methods be introduced in this domain?”
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