2,834 research outputs found

    Make and learn: A CS Principles course based on the Arduino platform

    Get PDF
    We present preliminary experiences in designing a Computer Science Principles undergraduate course for all majors that is based on physical computing with the Arduino microprocessor platform. The course goal is to introduce students to fundamental computing concepts in the context of developing concrete products. This physical computing approach is different from other existing CS Principles courses. Students use the Arduino platform to design tangible interactive systems that are personally and socially relevant to them, while learning computing concepts and reflecting on their experiences. In a previous publication [1], we reported on assessment results of using the Arduino platform in an Introduction to Digital Design course. We have introduced this platform in an introductory computing course at the University of Hartford in the past year as well as in a Systems Fundamentals Discovery Course at the University of New Hampshire to satisfy the general education requirements in the Environment, Technology, and Society category. Our goal is to align the current curriculum with the CS Principles framework to design a course that engages a broader audience through a creative making and contextualized learning experience

    A Study on Student Attitudes in Learning Programming using Physical Computing

    Get PDF
    Learning to program can be difficult for the students. Students must master language syntax, programming theory, and problem-solving techniques. Efforts have been made to assist students in understanding how to program. This study is intended to examine whether Arduino, as a teaching and learning tool, helps in generating students’ interests towards programming. Arduino is one of the physical computing tools which has an open-source electronics platform based on user-friendly hardware and software for creating different projects and applications. Arduino is easy to be used by beginners, yet flexible enough for advanced users to learn physical computing and programming. This study adopted a quantitative research method to measure the student’s attitude in learning programming using physical computing. The sample of this study is 56 students from the foundation program and undergraduate program. To gauge students’ perception, students’ attitude survey was adapted. The collected data were analyzed using descriptive analysis. Based on the analysis, the study found that the overall mean score was 4.253. The result indicated that student has a positive attitude in learning programming using physical computing

    Data literacy in the smart university approach

    Get PDF
    Equipping classrooms with inexpensive sensors for data collection can provide students and teachers with the opportunity to interact with the classroom in a smart way. In this paper two approaches to acquiring contextual data from a classroom environment are presented. We further present our approach to analysing the collected room usage data on site, using low cost single board computer, such as a Raspberry Pi and Arduino units, performing a significant part of the data analysis on-site. We demonstrate how the usage data was used to model specifcic room usage situation as cases in a Case-based reasoning (CBR) system. The room usage data was then integrated in a room recommender system, reasoning on the formalised usage data, allowing for a convenient and intuitive end user experience based on the collected raw sensor data. Having implemented and tested our approaches we are currently investigating the possibility of using (XML)Schema-informed compression to enhance the security and efficiency of the transmission of a large number of sensor reports generated by interpreting the raw data on-site, to our central data sink. We are investigating this new approach to usage data transmission as we are aiming to integrate our on-going work into our vision of the Smart University to ensure and enhance the Smart University's data literacy

    An Integration of Open-Source Resources in Distance Teaching for Real-Time Embedded System Using Arduino Microcontroller and Freertos

    Get PDF
    Real-Time Embedded System (RTES) is about applying real-time system in an embedded system (e.g. microcontroller) in ways that both logical and temporal requirements are fulfilled. A special attention shall be on the temporal response analysis so that students can have a clear distinction between microcontrollers with and without real-time system. During new norms of learning and teaching from home, an affordable and accessible infrastructure in RTES course is urgently needed. Thus, this study aims to evaluate the feasibility of an integration of open source resources (i.e. Arduino platform and FreeRTOS) in teaching RTES remotely and to provide real-time learning experience about RTES concepts without additional components or wiring out of school. Results show that an obvious context switch could be observed when task pre-emption happened. Finding indicates that the proposed integration was useful for students to understand the complex RTES concepts e.g. task scheduling, pre-emption, and mutually exclusion

    An Integration of Open-Source Resources in Distance Teaching for Real-Time Embedded System Using Arduino Microcontroller and Freertos

    Get PDF
    Real-Time Embedded System (RTES) is about applying real-time system in an embedded system (e.g. microcontroller) in ways that both logical and temporal requirements are fulfilled. A special attention shall be on the temporal response analysis so that students can have a clear distinction between microcontrollers with and without real-time system. During new norms of learning and teaching from home, an affordable and accessible infrastructure in RTES course is urgently needed. Thus, this study aims to evaluate the feasibility of an integration of open source resources (i.e. Arduino platform and FreeRTOS) in teaching RTES remotely and to provide real-time learning experience about RTES concepts without additional components or wiring out of school. Results show that an obvious context switch could be observed when task pre-emption happened. Finding indicates that the proposed integration was useful for students to understand the complex RTES concepts e.g. task scheduling, pre-emption, and mutually exclusion

    Approaches to the use of sensor data to improve classroom experience

    Get PDF
    quipping classrooms with inexpensive sensors can enable students and teachers with the opportunity to interact with the classroom in a smart way. In this paper an approach to acquiring contextual data from a classroom environment, using inexpensive sensors, is presented. We present our approach to formalising the usage data. Further we demonstrate how the data was used to model specific room usage situation as cases in a Case-based reasoning (CBR) system. The room usage data was than integrated in a room recommendations system, reasoning on the formalised usage data. We also detail on our on-going work to integrating the systems presented in this paper into our Smart University vision

    The BioS4You European Project: An Innovative Way to Effectively Engage Z-Generation Students in STEM Disciplines

    Get PDF
    In this contribution, we present the BioS4You project and analyse the results obtained in the first 18 months of its activity. The “Bio-Inspired STEM topics for engaging young generations” (BioS4You) Erasmus+ KA2 Innovation project aims to bridge the gap between STEM national curricula (which include Science, Technology, Engineering, and Mathematics) and the needs of Z-generation students, uninterested to basic themes, but enthusiastic in issues related to environmental, social, and health concerns. The BioS4You project engages young learners in STEM subjects, starting with current issues of interest for them, as the social and environmental impact of new technologies, connecting STEM concepts to real-world technologies that are supporting on facing environmental, social, and health current challenges. Novel fields such as Bioengineering, Bioscience, Biotechnology can be implemented into classroom teaching, integrating academic disciplines, and stimulating the academic and social growth of young people. The knowledge of new STEM contents makes the students feel an active part of the technological innovation (and not just passive users) and help them to build a better future, bringing them closer to the STEM world and enabling them to make more informed choices for their future careers

    The BioS4You European project: An innovative way to effectively engage Z-generation students in STEM disciplines

    Get PDF
    In this contribution, we present the BioS4You project and analyse the results obtained in the first 18 months of its activity. The “Bio-Inspired STEM topics for engaging young generations” (BioS4You) Erasmus+ KA2 Innovation project aims to bridge the gap between STEM national curricula (which include Science, Technology, Engineering, and Mathematics) and the needs of Z-generation students, uninterested to basic themes, but enthusiastic in issues related to environmental, social, and health concerns. The BioS4You project engages young learners in STEM subjects, starting with current issues of interest for them, as the social and environmental impact of new technologies, connecting STEM concepts to real-world technologies that are supporting on facing environmental, social, and health current challenges. Novel fields such as Bioengineering, Bioscience, Biotechnology can be implemented into classroom teaching, integrating academic disciplines, and stimulating the academic and social growth of young people. The knowledge of new STEM contents makes the students feel an active part of the technological innovation (and not just passive users) and help them to build a better future, bringing them closer to the STEM world and enabling them to make more informed choices for their future careers

    Arduino — Enabling engineering students to obtain academic success in a design-based module

    Get PDF
    Published Conference ProceedingsA key graduate attribute for engineering students is the design and development of solutions for real-life problems. Enabling students to grasp engineering design principles often proves challenging, especially within the African context. The purpose of this paper is to highlight how the introduction of the Arduino microprocessor into a design-based module for undergraduate students has yielded outstanding results in this regard. Up until the end of 2014, students could choose their own microprocessor platform for designing electronic circuits required for specific applications. However, this led to several challenges, including the unavailability of components and the high costs of the microprocessors. Introducing the Arduino microprocessor as the preferred option in 2015 overcame many of these challenges, while at the same time leading to an improvement in the academic achievement of the registered students. A case study was used in this research along with descriptive statistics of the collected data. This data highlights that more than 90% of the students successfully completed this design-based module, while 70% felt that it really helped them to better understand the theoretical knowledge. This microprocessor has been recommended for future use in additional modules as it yielded positive results in 2015

    HELP – Home Electronics Laboratory Platform –Development And Evaluation

    Get PDF
    In response to the COVID pandemic, many of our undergraduate students were supplied with custom development kits to undertake their electronic laboratory activities at home. Following our return to on-campus teaching, we plan to combine on-campus laboratory sessions with at-home experiments taking advantage of both on-campus and at-home experimental work while avoiding some of the limitations experienced during remote teaching. The goal is to embed active learning as a key part of a long-term strategy to enable students to better manage their learning and to maximise the analytical engagement with lecturers in a hybrid blend of on-campus and remote activities. In this paper, we report on three generations of the at-home laboratory kit developed by the author\u27s institute and partners in the Erasmus+ project “Home Electronics Laboratory Platform (HELP)”. The HELP kit comprises a portable signal generator and measurement instrument and a custom electronic board, which includes several functional blocks alongside the usual breadboard for assembling circuits with discrete components. The motivation for the design of each generation is introduced and the desired functionality and its implementation are described. The impact and user experience with the kits have been assessed through student surveys and staff focus groups in the HELP consortium partners. The main themes associated with take-home electronics laboratories have also been explored in a workshop with HELP partners and contributors from other universities across Europe and the USA. This work is summarised and future potential technical and pedagogical developments are outlined
    corecore