Introducing Model-based Design Methodology with LabVIEW to Teaching ARM-based Embedded System Design

This paper presents our latest experience of introducing the new topic of model-based design (MBD) concepts and tools to a Programming Tools (PT) course for educating students to be capable of utilizing modern tools for correctly developing complicated ARM-based embedded systems. It describes the course contents, student outcomes and lecture and lab preparation for teaching this topic with the emphasis on two sub-topics. Firstly, we present the details of using NI LabVIEW tool in programming ARM Cortex-M MCUs or ARM Cortex-A9 MCUs on the embedded device like NI myRIO for fast developing embedded applications. Secondly, to integrate an on-going research effort on the model-based verification into this course, we also introduce model-checking and the tools that have been utilized in the research project. This new topic helps introducing students the latest research advances which promote the wide applications of the MBD in safety-critical embedded applications. Our primary experience shows that the project-based learning approach with the graphical programming tools and selected MCUs is efficient and practical to teach the MBD of 32-bit MCUs programming

Integrating mobile robotics and vision with undergraduate computer science

This paper describes the integration of robotics education into an undergraduate Computer Science curriculum. The proposed approach delivers mobile robotics as well as covering the closely related field of Computer Vision, and is directly linked to the research conducted at the authors’ institution. The paper describes the most relevant details of the module content and assessment strategy, paying particular attention to the practical sessions using Rovio mobile robots. The specific choices are discussed that were made with regard to the mobile platform, software libraries and lab environment. The paper also presents a detailed qualitative and quantitative analysis of student results, including the correlation between student engagement and performance, and discusses the outcomes of this experience

A tool-mediated cognitive apprenticeship approach for a computer engineering course

Teaching database engineers involves a variety of learning activities. A strong focus is on practical problems that go beyond the acquisition of knowledge. Skills and experience are equally important. We propose a virtual apprenticeship model for the knowledge- and skillsoriented Web-based education of database students. We adapt the classical cognitive apprenticeship theory to the Web context utilising scaffolding and activity theory. The choice of educational media and the forms of student interaction with the media are central success criteria

Education as Re-Embedding: Stroud Communiversity, Walking the Land and the Enduring Spell of the Sensuous

How we know, is at least as important as what we know: Before educationalists can begin to teach sustainability, we need to explore our own views of the world and how these are formed. The paper explores the ontological assumptions that underpin, usually implicitly, the pedagogical relationship and opens up the question of how people know each other and the world they share. Using understandings based in a phenomenological approach and guided by social constructionism, it suggests that the most appropriate pedagogical method for teaching sustainability is one based on situated learning and reflexive practice. To support its ontological questioning, the paper highlights two alternative culture’s ways of understanding and recording the world: Those of the Inca who inhabited pre-Columbian Peru, which was based on the quipu system of knotted strings, and the complex social and religious system of the songlines of the original people of Australia. As an indication of the sorts of teaching experiences that an emancipatory and relational pedagogy might give rise to, the paper offers examples of two community learning experiences in the exemplar sustainable community of Stroud, Gloucestershire in the United Kingdom where the authors live