a pilot study of knowledge acquisition of embedded system methods presented by: simon l. winberg...
TRANSCRIPT
A Pilot Study of Knowledge Acquisition of Embedded System
Methods
A Pilot Study of Knowledge Acquisition of Embedded System
Methods
Presented by:
Simon L. WinbergDepartment of Electrical Engineering,
University of Cape Town
Self-directed learning of engineering methods to improve laboratory
practice
2
Outline• Objective: improving laboratory practice• Terminology• Laboratory practice: problems identified• Pilot Study• Results• Conclusion• Future work
3
Context
• Electrical engineering education• Electronic and Computer engineers• Learning to develop embedded
systems
4
Embedded System Examples
• Computers that control…– Microwave oven– Dishwasher– Digital alarm clock– Cell phone
Definition:
An embedded system is a computer built into a larger system for the purpose of monitoring and controlling the system.
5
Electronic & Computer Engineers
• Electronic & Computer Engineering stream– Electrical engineering (EE)
• Analogue & digital circuits, circuit components, signals and systems, communication, VHDL, etc.
– Computer Science (CS)• Programming, operating systems, software
engineering, algorithms, networks, etc.
• “Embedded engineer” one of career paths• Embedded Systems EEE3074W
– Elective course, EE and CS prerequisites
6
High-level Objectives
• Improvement of laboratory practice• Aims:
– Formulate own development methods– Self-guided students– Broader exposure to development
difficulties– Memorable learning experience– Reduced demand for assistance
7
HardwareComponents(processors, memory,sensors, actuators)
Connections torest of system(feeds from/to sensors/actuators)
COMPONENTS TOOLS
SoftwareComponents:(Embedded operating system,drivers, code modules, etc)
Software tools
Hardware/lab tools
8
Laboratory Practice
Students learn to use development tools and electronic components,shown how these are used to piece together an embedded system.
9
Traditional Lab Approach
• One set of tools & components• Students are guided through use of
these, usually using step-by-step tutorials
10
Problems in Real Projects• Huge variety of tools and
components• Time to lean tools and components• Specialized tools/components• Tool/component obsolescence … etc
Different embedded systems
Different components
Different tools
Differentmethods
11
Strategy
• Guide students to formulate own development methods
• Replace / supplement aspects of the traditional tutorial approach
13
Question
• What learning problems are encountered?• How much time does it take?• Impact on tutors, lab approach:
– Need understanding of methodology– Expressing methods– Assessment– Experimental process, etc
• Many issues… what is the most important aspect to focus on as a first attempt?
14
Pilot Study• Each student developed embedded
system• Objective:
– Types of knowledge learned– How long to learn each type– Most certain / uncertain types of learning– Easier to learn components or tools?
• From results, adjust lab structure:– Decide learning tasks to focus on– Remove steps describing methods to follow– Replace with steps for learning methods
15
Types of Knowledge*
Productive
Non-Productive
Data Knowledge
ProcessKnowledge
Innovation
Knowledge
Learning toolused to developproduct
Learning toolwe decidednot to use
Read datasheetof componentused in product
Read datasheetof componentnot used
Testingcomponentslater replaced
Testingcomponents infinal product
* Allee, V. 1997. The Knowledge Evolution. Boston: Butterworth-Heinemann.
16
Results
Non-Productive Productive
TOTAL 60% 40%
Data Knowledge 75% 25%
Process K. 75% 25%
Innovative K. 50% 50%
100% 100%
- Data and process least certain- Dead-end more often in learning data and process knowledge
Dead-Ends
38%
47%
15%
100%
17
Learning Tool vs. Component
Lean Tool Lean Component
AVG Time 0.34 h ±0.49 0.59 h ±0.99
MAX Time 2.7 h 5.8 h
TOTAL 59 h 38 h
- Takes longer to learn how to use components- Student learning tool first, then component more effective
18
Conclusions
• Proposed restructuring of lab practice:– Guide learning of components
• Sections of datasheet, reading strategy
– Students take care of learning tools• Experiment with menus, tutors demonstrate
tools
– Start with tool, then learn component*– Guiding students in learning data and
process knowledge– Let innovation take care of itself* Not always possible
19
Future Work
• Apply recommendations in labs– Test in first lab session
• Assess result on 4th year projects– Compare performance of students having gone
through old pracs to new pracs
• Expected to be an on-going, iterative process
• Investigate ways to address other aspects:– Choosing tools/components– Changing tools/components mid-way