Teaching Laboratory Courses Using Distance Learning Technologies

Conducting laboratory activities is essential for teaching and learning in engineering and technology subjects. This article discusses explorations made by a research team to find solutions to enable the distance-learning delivery of laboratory courses on embedded microcontroller technology topics. In addition, this article includes a review of videoconferencing and course management tools, uniquely designed laboratory equipment and supporting curriculum materials, and statistical evidence showing students can learn technical laboratory content in distance-learning environments

A New Approach in Microprocessor/Microcontroller Courses/Laboratories Material Design and Development

Courses in microprocessors and microcontrollers are standard parts of the Engineering Technology core curricula. The traditional course material developments include both lectures and associated laboratory exercises. No matter how creative is the curriculum; it is usually budgetary constraints that confine the creativity when developing new curricula. This limits the freedom of the major approach in new course development. This article demonstrates new course lecture and laboratories material development that starts from ground up with both a hardware platform and simulation software design for microprocessor/microcontroller related courses. It is not only very cost effective, but also does not limit the instructor\u27s creativity when developing new curricula. The only obstacle is the instructor\u27s imagination on courses and laboratories activities. This system can be implemented at no cost to the department for sponsoring the courses. As a matter of fact, the initial trials of this system have generated revenue, thereby supporting future improvements and development needs. This new approach in course improvement starts with the design of a hardware platform in a custom made evaluation board. It involves the system circuit and power supply design, printed circuit board layout, prototype testing, and circuit board fabrication. The second step is to design the simulation software for laboratory uses. The total design and development of both software and hardware was a two year evolutionary process

What Does it Take to Deliver an Active Hands-on Course?

Distance Education has been implemented widely in different curricula at many institutions; different means have been used to ensure the delivery. This article introduces unique combination of different mechanisms in implementing the active/synchronous distance delivery of hands-on course(s) that is compatible and similar to the face-to-face on-campus course(s).There are three major developmental stages of these online courses - curriculum design, methodologies, and assessment to ensure the effectiveness of distance delivery of technical courses in engineering technology. The processes of curriculum design for the Embedded System Designs are discussed: (a) The development of course and labs modules for hands-on technical courses. (b) The methodologies used in the delivery processes that include unique combinations of different teaching strategies when implementing these online courses. The web portal is used as a means to deliver general rules and course information and content, and the implementations of Learning Management Systems (LMS) for course module organizations. In addition, the limitations and problems encountered during the delivery processes, and the solution of the problems will be addressed. (c) The assessment of the distance course(s) on data gathered in a preliminary study and the comparison of methodologies used in this distance course will be presented to set as a proof of concept of these effective distance delivery practices. Engineering technology focuses on both hands-on and mind-on design work. This article discussed the integration of existing technology products into real world applications. Through the implementation of the distance delivery or cyber-enabled learning environment, the effectiveness of the delivery is compatible to traditional face-to-face on-campus courses. This does not only benefit the interested faculty/teachers in better teaching technical courses online, but it also supports the students who are interested in learning more advanced technical concepts that are needed in the work environment requiring higher technical literacy for today and in the future. Highlights of the presentation will address the following: (1) Research and development of the virtual classrooms and open source service server. (2) Curriculum design and development of the supported material. (3) Implementation of teaching strategies and methodologies for the real-time distance hands-on approach. (4) Preliminary assessment of the teaching and learning. (5) Recommendations of potential adoption of the development. (6) Continuous improvement of teaching and learning in academic community

A Collaborated Process with a Wireless Autonomous Vehicle at it\u27s Center

Developing partnerships between high schools, community colleges and universities is critical for the successful transitions to a lifelong STEM careers. How do you develop these partnerships? The sharing of a technology platform such as autonomous vehicles can bridge the gap by using a common core group of materials. Collaborations between teachers and faculty indifferent schools that share common interests in teaching control systems and robotics technology can be an excellent start. The university as catalyst in the process by designing the curriculum, system hardware and software then through the common interest deploying them in the high schools and community college. The community college using the advanced manufacturing tools at their disposal to manufacture these systems. In the days of limited budgets and the need for a platform that spark the interest of the middle to high school students that can be used in advanced studies beyond high school. Collaborating and implementing the common core platform allows all involved institutions reduce teaching redundancy and assist interested students in easier transition into STEM related majors. Reducing the time spent in helping students up to speed will enhance the instruction on the needed technical knowledge that can bring the path to the STEM related career. This project provides useful tools that make teaching and learning of complex control and robotics subjects appealing and it can also easily be accepted in Autonomous Vehicle designs and applications. This collaborate process can be used in any applicable form to fit in different school, curriculum, course, and club activates. The training platform and teaching modules are what make the system so appealing to the partners, the common core can be used at all levels of the instruction that can fit at different stage of the teaching and learning objectives. The implementation plans and results are presented in the following topics:• Design and development of a project based mobile vehicle platform through a collaborate effort.• Collaborate between teachers/faculty in different schools to share common interests.• Implement an application project to attract potential student in STEM majors.• Join efforts in sharing and teaching in different classroom with different audiences/students.• Assess the effectiveness of the collaborate efforts.• Recommendations technical content learning in different schools

Design a Portable Sensing Platform with a Lidar and TI ARM M4 Controller

The Microcontrollers/microelectronics have been used in variety of engineering applications on complex and efficient operations. One of the challenges in applying existing microelectronic technologies to these engineering systems lies in the need of modular portability, scalability, customizability, and compatibility. This paper focuses on addressing such challenges by designing a portable sensing platform that integrates a Lidar with USB interface and TI ARM M4 microcontroller. This developed sensing system will serve as an effective teaching platform to create new or enhance existing microelectronic courses that allow students to gain hands-on experiences in mobile embedded system designs. Moreover, the customizability and portability of the embedded sensing platform can also be used for the unmanned aerial vehicles in the GPS-denied environments. Highlights of the presentation will address the following: • Hardware and software interface design of TI ARM M4 microcontrollers with short range USB based Lidars • Demonstrations of the use of the developed embedded sensing platform for the object identification and obstacle avoidance applications • Recommendations of potential research applications and the curriculum development of the developed sensing platfor

Collaborated Efforts in TI ARM M4/32Bits Microcontroller Curricula Developments and Assessments

The disappearing and lack technical supports in hardware and software of 68XXX and 80XXX microcontrollers have made the finding of the replacement an urgent issue in the academic communities. There are many new comers such as Microchip PIC, Arduino ATMEL, and Texas Instruments ARM M series to choose from, but obstacles and learning curve for the faculty to adopt the new environment with these new microcontrollers have issues to slow the process. There were efforts made with grant supports to disseminate the curricula development on PIC and Arduino microcontrollers. But, industries have suggested and expressed the needs and desire of 32 bits ARM microcontroller’s skills from engineer and technology programs graduates to fill the job markets. This article presents a preliminary study and comparison that introduce a concept of collaborated efforts among different institutions to develop the ARM curricula that aimed to fit the industry’s call for duties. These curricula development efforts are not only aim at on-campus face-to-face teaching and learning strategy but also distance hands-on learning through delivering course modules using both synchronous and asynchronous. An assessment of this jointed efforts are also part of the studies. Engineering technology focuses on both hands-on and mind-on design work and the article is to demonstrate the collaborated efforts in advanced curriculum development such as the ARM microcontroller which is the key ingredient for success. Through the development efforts and online Learning Management System (LMS) designs that make the distance delivery and cyber-enabled learning possible. These efforts not only benefit the interested faculty/teachers in better teaching and learning, but also support the students who can learn more advanced technical concepts that are needed for emerging high-tech jobs for today and in the future. Highlights of the presentation will address the following: • Research and development of the virtual classrooms and open source service server. • Design and development of the supported material. • Implementation strategies and planning for the distance hands-on approach. • Preliminary assessment of the teaching and learning. • Recommendations of potential adoption of the development. • Continuous improvement of teaching and learning in academic community

Delivery of Hands-On Technical Courses Through Real-Time Distance Learning

It is generally believed that it is too challenging to deliver technical laboratory courses using distance learning technologies. The focus of this research was to develop strategies that may be used to address these challenges. A research team composed of faculty from several universities and community colleges explored what might be needed to make these types of technical laboratory course instruction possible using distance learning technologies. The team explored delivering a microcontroller embedded systems design course through audio-visual distance learning technologies. The team\u27s research and development activities are discussed. These include focuses on the technical training equipment that had to be designed to support the course\u27s microcontroller technologies curriculum and laboratory modules, instructional support videos, and the design of an electronic server system to support this instruction. Also discussed will be the findings from the faculty of other colleges and universities who received professional development training from the research team on teaching microcontroller technology courses using distance learning technologies

Designing a Microcontroller Training Platform for Active Distance Learning Engineering and Technology Students

This is an active distance-learning project that addresses the hands-on microprocessor/ mi-crocontroller-related courses. A research team designed a low-cost training system with supporting instructional materials to assist the teaching of these concepts. Individual laboratory activities are being developed to reinforce student learning and skill development in programming concepts. This basic system format eventually will support an array of engineering and technology courses. This project involves two community colleges, Blue Ridge Community College (BRCC) and Olympic College (OC), and a four-year university, Old Dominion University (ODU), in a collaborative research team to design and develop a specific PIC microcontroller training system with custom-designed software and curriculum materials to support related engineering technology courses. The functions of the hardware and software cover different areas of engineering technology courses and majors to maximize the use of the microcon- troller training system

Continued Efforts in TI ARM M4 Microcontroller Curricula Developments and Assessments Between Three Different Institutions and Programs

This project is a continuation in efforts to upgrade the curricula in microcontroller related courses that are facing difficulties in the disappearing and lack technical supports in hardware and software of 68XXX and 80XXX microcontrollers. Through the study of a NSF supported project Transform the Innovated Design and Development of an Embedded Design Training System and Associated Support Curricula into a Commercial Available Product that interviewed 130 faculty/teachers/students across the U.S. has revealed on finding newly available microcontrollers is an urgent issue in the academic communities. Based on the supports on hardware and software and function libraries, the TI ARM M4 core is the choice for the join efforts in the new curriculum development and assessment between Old Dominion University, Farmingdale State College, Prairie View A&M University, and Ohio Northern University within the programs of CET, ECE, EET, and Tech Studies. The efforts were also a direct response to the industries suggestions and the needs of 32 bits ARM microcontroller’s skills from engineer and technology programs graduates to fill the job markets. This article presents a study and comparison that introduce a concept of collaborated efforts among different institutions and programs can work together to develop the comprehensive ARM curricula that fit the industry’s needs. These curricula development efforts are not only aim at on-campus face-to-face teaching and learning but also distance hands-on learning through delivering course modules using both synchronous and asynchronous. The assessment of this jointed efforts are part of the studies. Engineering and technology programs focus on both hands-on and mind-on design work and this article demonstrates the collaborated efforts in advanced curriculum development in the ARM microcontroller which is the key ingredient for success. Through the development efforts and online Learning Management System (LMS) designs that make the distance collaboration, delivery, and cyber-enabled learning possible. These efforts not only benefit the interested faculty/teachers in better teaching and learning, but also support the students who can learn more advanced technical concepts that are needed for emerging high-tech job skills. Highlights of the presentation will address the following: • Research and development of the virtual classrooms and open source service server. • Design and development of the supported material. • Implementation strategies and planning for the distance hands-on approach. • Assessment of the teaching and learning. • Recommendations of potential adoption of the development. • Continuous improvement of teaching and learning in academic community

Implement Smart Sensors With Wireless Communication Protocols With Embedded Microcontrollers in a Capstone Project Design

Wireless communication has become popular and widely used in our daily lives. Their applications are: Cellular Wireless for telephone systems, data collection, voice communication, and other mobile or extremely remote devices, Bluetooth for low-power applications in short range and moderate date bandwidth, Proprietary ISM (industrial, scientific, medical) protocols used in open frequency bands from 260 to 470 MHz, 902 to 928 MHz, and 2.4GHz, 802.11/WiFi in wireless data communications, 802.15/ZigBee for mesh networks of sensors and controllers, and Z-Wave for low speed wireless protocol of home electronics devices to intercommunicate using reliable protocol that easily travels through walls, floors, and cabinets1. Sensors with embedded intelligence and integrated with cost effective wireless protocols have been recognized as smart sensors in many applications, such as smart home appliances, home automation, green technology in energy conservation and harvesting, and remote data logging etc2. This application project is implemented in the classification between Proprietary ISM, ZigBee, and Z-Wave wireless applications. It is built based on the MRF24J40MA (2.4GHz RF modules) that follows the IEEE 802.15.4TM-2003 rules7, standards, and software protocols designs with SPI (Serial Peripheral Interface)9 interfacing to a PIC16F877A microcontroller. The project uses three 2.4 GHz RF modules (MRF24J40MA), and three PIC16F877A units hosted in three previously developed low cost PIC microcontroller training systems3. The sensor stations are designed as Slave units and responsible for conditioning and reporting temperature, humidity, and atmospheric pressure. The control unit is categorized as a Master station and responsible for interacting with user/host to decide when, where, and how to report the data to the inquiries. In addition to sensors on the Slaves station, there are assistances from real time clock and external serial EEPROM devices to provide time stamped real time data for future inquiry from the Master. All the communications between the Master and multiple Slaves are through wireless RF signals with customized software protocol designs4