Experiences of software engineering training

In this paper some experiences from laboratories of Advanced Software Engineering course are presented. This laboratory consists of seven exercises. The subjects of exercises are following: requirements engineering, system design with UML [1], reuse, precise modelling with the Object Constraint Language (OCL [2]), code coverage testing, memory leaks detection and improving application efficiency. For each laboratory exercise a set of training materials and instructions was developed. These internet materials are stored on a department server and are available for all students and lecturers of this course. Rational Suite tools [3] are used in the laboratory. The goal of introducing Internet materials was to improve the quality of SE education. Some experiences and observations are presented. The evaluation of students results is also given

A comparative study of teaching forensics at a university degree level

Computer forensics is a relatively young University discipline which has developed strongly in the United States and the United Kingdom but is still in its infancy in continental Europe. The national programmes and courses offered therefore differ in many ways. We report on two recently established degree programmes from two European countries: Great Britain and Germany. We present and compare the design of both programmes and conclude that they cover two complementary and orthogonal aspects of computer forensics education: (a) rigorous practical skills and (b) competence for fundamental research discoveries

Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research

INE/AUTC 14.0

Project- and Group-Based Learning of Junior Writing in Biology

Writing in Biology, part of the Junior Writing Program, is inherently a project-based learning course. After a Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) workshop, the course was thoroughly revised. Each of six projects was modified to increase student-active and group participation. Base groups with a balanced experience constitution are established using voluntary ordering and random assignment. A walk-around during the initial meeting serves to establish bonding within the base groups. Random groups are used within exercises to stimulate student interaction and familiarity with ad hoc group cooperation. Digital images of, and by, students are used to encourage student interaction and name recognition. A website with the entire course plan is available at an archival site to complement and help elucidate the course

Succesful teaching of experimental vibration research

For more than 20 years, master students have been offered a practical training on experimental vibration research by the Structural Dynamics & Acoustics Section of the University of Twente. The basic theoretical knowledge, necessary to attend this practical training, is provided for the Master part of their study and it consists of a series of lectures on advanced dynamics, measurement techniques and the concept of modal analysis. The practical training consists of performing vibration experiments on a well defined simple structure. Use is made of a digital signal processing (DSP) Siglab system, together with ME'scope as analysis tool. In order to guarantee maximal transfer of knowledge toward the participants, small groups consisting of two students are formed. These groups are supervised by an experienced tutor, who intensively monitors the progress of the practical training. It lasts one day and the students have to write down their findings in a report. In order to attend the practical training in an efficient way, students have to study the theoretical basics of experimental vibration research in advance. In order to achieve an optimal preparation to the practical, a ‘virtual’ vibration measurement based on Labview is developed for the next academic year. Students will thus be able to run this experiment remotely from behind their PC by activating a real-life test case placed in the laboratory. In this paper the content and execution of the practical training is described. The experience of the authors is that the vast amount of interesting educational ingredients contributes to a profound understanding of both theoretical and experimental vibration research for Mechanical Engineering students

FORGE: An eLearning Framework for Remote Laboratory Experimentation on FIRE Testbed Infrastructure

The Forging Online Education through FIRE (FORGE) initiative provides educators and learners in higher education with access to world-class FIRE testbed infrastructure. FORGE supports experimentally driven research in an eLearning environment by complementing traditional classroom and online courses with interactive remote laboratory experiments. The project has achieved its objectives by defining and implementing a framework called FORGEBox. This framework offers the methodology, environment, tools and resources to support the creation of HTML-based online educational material capable accessing virtualized and physical FIRE testbed infrastruc- ture easily. FORGEBox also captures valuable quantitative and qualitative learning analytic information using questionnaires and Learning Analytics that can help optimise and support student learning. To date, FORGE has produced courses covering a wide range of networking and communication domains. These are freely available from FORGEBox.eu and have resulted in over 24,000 experiments undertaken by more than 1,800 students across 10 countries worldwide. This work has shown that the use of remote high- performance testbed facilities for hands-on remote experimentation can have a valuable impact on the learning experience for both educators and learners. Additionally, certain challenges in developing FIRE-based courseware have been identified, which has led to a set of recommendations in order to support the use of FIRE facilities for teaching and learning purposes