A course on digital electronics based on solving design-oriented exercises by means of a PBL strategy

Recently, new syllabuses are being implemented accordingly to the European Higher Education Area (EHEA) in Spain. This paper describes the methodology and assessment strategy applied in the subject ‘‘Digital Circuits and Systems’’ (CSD) in the third semester course in the Telecommunications Engineering degree at the Castelldefels School of Telecommunications and Aerospace Engineering (EETAC) of the Universitat Polite`cnica de Catalunya (UPC). The course’s main learning objective is that students be able to analyse and design simple combinational and sequential circuits by means of hardware description languages for programmable devices and program applications using microcontrollers and C language. Small groups of two or three students work in cooperation using PBL techniques to solve design-oriented assignments, while instructors act more as mediators than lecturers in order to facilitate project development and knowledge acquisition. The experience we describe corresponds to the spring term of 2011, a period in which this methodology was applied to 46 students. This work compares statistically the influence of the students’ background on their academic performance in our subject. A significant correlation has been detected between test marks and the final grade, based on continuous assessment. Students’ opinions have been obtained by means of a survey at the end of the course. Although the high workload and involvement, because this methodology requires constancy and commitment from the students, most of them have positive opinions on the development of the subject, due to the fact that they realise that they have put into practice several competences or cross-curricular skills, while acquiring the course content, and furthermore, most of them have passed the course, even with higher grades than the ones from other subjects in the same semester.Peer ReviewedPostprint (published version

Underwater Hacker Missile Wars: A Cryptography and Engineering Contest

For a recent student conference, the authors developed a day-long design problem and competition suitable for engineering, mathematics and science undergraduates. The competition included a cryptography problem, for which a workshop was run during the conference. This paper describes the competition, focusing on the cryptography problem and the workshop. Notes from the workshop and code for the computer programs are made available via the Internet. The results of a personal self-evaluation (PSE) are described.Comment: 11 pages, 3 figures, uses amsrefs.sty v2.0 and cryptologiabib.sty (included); to appear in Cryptologi

Involving External Stakeholders in Project Courses

Problem: The involvement of external stakeholders in capstone projects and project courses is desirable due to its potential positive effects on the students. Capstone projects particularly profit from the inclusion of an industrial partner to make the project relevant and help students acquire professional skills. In addition, an increasing push towards education that is aligned with industry and incorporates industrial partners can be observed. However, the involvement of external stakeholders in teaching moments can create friction and could, in the worst case, lead to frustration of all involved parties. Contribution: We developed a model that allows analysing the involvement of external stakeholders in university courses both in a retrospective fashion, to gain insights from past course instances, and in a constructive fashion, to plan the involvement of external stakeholders. Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysis of stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate the collaboration). The guideline provides questions that the teachers should answer for each of these activities. In the constructive use, the model allows teachers to define an action plan based on an analysis of potential stakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identify issues that appeared during the project and their underlying causes. Drawing from ideas of the reflective practitioner, the model contains an emphasis on reflection and interpretation of the observations made by the teacher and other groups involved in the courses. Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible to reveal hitherto implicit risks and assumptions and to gain a better insight into the interaction...Comment: Abstract shortened since arxiv.org limits length of abstracts. See paper/pdf for full abstract. Paper is forthcoming, accepted August 2017. Arxiv version 2 corrects misspelled author nam

Business Process Innovation using the Process Innovation Laboratory

Most organizations today are required not only to establish effective business processes but they are required to accommodate for changing business conditions at an increasing rate. Many business processes extend beyond the boundary of the enterprise into the supply chain and the information infrastructure therefore is critical. Today nearly every business relies on their Enterprise System (ES) for process integration and the future generations of enterprise systems will increasingly be driven by business process models. Consequently process modeling and improvement will become vital for business process innovation (BPI) in future organizations. There is a significant body of knowledge on various aspect of process innovation, e.g. on conceptual modeling, business processes, supply chains and enterprise systems. Still an overall comprehensive and consistent theoretical framework with guidelines for practical applications has not been identified. The aim of this paper is to establish a conceptual framework for business process innovation in the supply chain based on advanced enterprise systems. The main approach to business process innovation in this context is to create a new methodology for exploring process models and patterns of applications. The paper thus presents a new concept for business process innovation called the process innovation laboratory a.k.a. the Ð-Lab. The Ð-Lab is a comprehensive framework for BPI using advanced enterprise systems. The Ð-Lab is a collaborative workspace for experimenting with process models and an explorative approach to study integrated modeling in a controlled environment. The Ð-Lab facilitates innovation by using an integrated action learning approach to process modeling including contemporary technological, organizational and business perspectivesNo; keywords