Trends and Innovations in Embedded System Education

Santosh Kumar Verma

JIIT, Noida

Embedded systems and its applications

As computing systems embedded within larger electronic devices, embedded technologies are key to many of the developments in the automotive, telecommunication, aerospace, energy, healthcare, and manufacturing sectors.

They touch virtually every aspect of our daily lives—from the microwave ovens, refrigerators and washing machines in our homes, to the vehicles we move around in, the printers and scanners in our offices, and the automated teller machines and mobile phones publically.

RANGE OF EMBEDDED SYSTEMS EXISTS

Embedded System Evolution The evolution of embedded systems into

“intelligent systems” is being continuously propelled by a growing base of cloud applications and data, better connectivity, remarkable advances in specialized devices and higher levels of performance, processing power and programmability#.

Smart embedded technologies do more than just control and contribute to the features of a system; they also offer a unique set of solutions to problems that will change the way we lead our lives.

# : Bilek, Jan, and Ing Pavel Ruzicka. "Evolutionary trends of embedded systems." Industrial Technology, 2003 IEEE International Conference on. Vol. 2. IEEE, 2003.

It is expected that the market for embedded systems will grow to nearly 4 billion units by 2015, requiring nearly 14.5 billion microprocessor cores, and worth more than USD 2 trillion1.

1. Worldwide Intelligent Systems 2011–2015 Forecast: The Next Big Opportunity, Mario Morales, Shane Rau, Michael J Palma, Mali Venkatesan, Flint Pulskamp, Abhi Dugar,International Data Corporation, September 2011

Embedded System Evolution

Microprocessor Transistor Counts 1971–2011 & Moore’s Law

Advancement Of Embedded Technology By Intel

Advancements in technology requires regular updating of academic curricula, efforts to ensure that faculty and students are aware of the significance of these advancements and the opportunities, and investments to promote innovation and research in the field.

“Embedded devices connecting to the Internet undoubtedly opens up exciting and enticing new opportunities to fundamentally change the way we live, work and interact with our surroundings and each other.”

-- Pranav MehtaSenior Principal Engineer

and CTO

Embedded and Communications Group

Intel Corporation

http://www.intel.in/content/www/in/en/education/university/higher-education/curricula.html

Curriculum Development & Implementation

The Embedded Curriculum Program in India is required to be designed to promote embedded technology skills among engineering students, so that they are equipped to work on a new generation of intelligent systems and connected devices, and their skills are aligned with industry needs.

The Program might also include grants for

new technology and equipment, inputs for a more updated curriculum, and training programs for Indian faculty.

Intel has supported the development of a curricula on Embedded Systems in collaboration with the Department of Computer Science and Engineering, Indian Institute of Technology Kanpur (IIT Kanpur) and Indian Institute of Science (IISc) Bangalore.

A series of curriculum development workshops were conducted at IISc Banglore based on the industry needs which was incorporated at various institutes.

Curriculum Development & Implementation

Key Features of New Curriculum

Key features of the curriculum are:

A. Inputs for easy adoption into the existing curriculum

B. Flexible framework for integration into postgraduate

and undergraduate curricula

C. Rich content, with industry inputs and latest

knowledge

D. Relevant teaching resources and references

E. Supported with lab exercises and projects

F. Contains real world problems for promoting inquiry,

research and innovation among students

Above key features are proposed by a joint effort of Intel India and IISc Bangalore by training about 155 faculties and 3354 students covering 35 institutes in INDIA.

Intel has also supported the development of an M. Sc. course in Embedded Systems at Tumkur University, Karnataka, India—the first course of its kind for non-engineering students in the area of embedded systems.

Intel® Higher Education, in collaboration with Elsevier Publications, has also launched an India version of Modern Embedded Computing, the book by Peter Barry and Patrick Crowley that is designed to educate undergraduate engineering students in the principles of embedded system architecture and design. The book reflects the dramatic changes in embedded computing in recent years, thus addressing the gap between academic textbooks and the state of modern embedded computing.

Enabling, Developing & Sustaining Competency

Intel collaborates with reputed academic institutions that have an embedded curriculum that embraces Low Power Computing Systems and applications.

To date, Intel® Atom™ processor based Embedded Labs have been set up in 35 reputed engineering institutions across India.

ARM Launches Embedded Systems Education Kit on 30 October 2014. The ARM® Embedded Education Kit gives students access to the latest ARM and ARM Partner technologies, fully equipping them for jobs in the embedded design industry. The kit is available now and will also be used to train researchers and developers working in the university sector in ARM based technologies.

Developing an Online Community for Students, Faculties, & Working Professionals

Intel Embedded Design Center Web site (www.edc.intel.com), where institutions can ‘open source’ their curriculum for others to use, and can contribute ideas and online support through blogs and chats.

News about embedded design competitions will be announced through www.edc.intel.com, as well as on www.indiaeduservices.com.

Every year Intel organize an embedded design contest “The Intel India Embedded Challenge (Intel IEC )” is a national level embedded design contest where participants get to architect, design and develop novel embedded applications based on the Intel Atom platform. The competition has two main categories: Embedded Intelligent Systems and Embedded Solutions for a Social Cause.

Faculty Development on ESE To further strengthen the education system of

academia in the field of embedded systems and applications, Intel and various institutions organizes national/international level workshops for faculty members in India to sensitize them on the development of industry relevant technology skills among engineers.

JIIT had successfully organized a seven days workshop on “Embedded System” in 2014.

Worldwide Workshop on Embedded Systems

1. 18th International Workshop on Software and Compilers for Embedded

Systems SCOPES-2015, Schloss Rheinfels, St. Goar, Germany

2. 10th Workshop on Embedded Systems Security (WESS 2015), Amsterdam,

Netherland

3. Meetings/Workshops on Embedded Systems & Ubiquitous Computing in India,

MAMI 2015 — International Conference on Man and Machine Interfacing,

Bhubaneswar, India

4. The Second International workshop on Embedded Systems and Applications

(EMSA-2015) Delhi, India.

5. The 5th International Workshop on Embedded Systems will take place in

Heraclion (Crete), Greece

6. International Workshop on Analysis Tools and Methodologies for Embedded

and Real-time Systems (WATERS), Sweden

7. The 2015 International Workshop on Embedded Multicore Systems (ICPP-EMS

2015) is organized in conjunction with The 44th International Conference on

Parallel Processing (ICPP 2015), Beijing, China

Embedded System Education at Carnegie Mellon

A continual evolution process at Carnegie Mellon:

1980s: Introduction to embedded systems &

real time control lab

Early 1990s: Wearable computer course –

taught twice/yr.

Late 1990s: Redirect bit-slice CPU design

course to HW/SW Co-design

1999: Distributed embedded system

Koopman, Philip, et al. "Undergraduate embedded system education at Carnegie Mellon." ACM Transactions on Embedded Computing Systems (TECS) 4.3 (2005): 500-528.

ECE 18-545: HW/SW Co-design Hardware design (procedural Verilog) and programming (C) skills Lab-centered on building a real system on a wire-wrapped

breadboard Project completion requires HW/SW tradeoff & co-simulation

Teams of 4 students All ECE students Course-defined project goal FPGA + Processor + RAM as building blocks 60 students every Fall

ECE 18-540: “Distributed Embedded Systems” Assumes general embedded systems skill set Multiple small processors on an embedded/real time network System partitioning, scheduling, and performance evaluation Analysis, simulation from cars, elevators, trains, … Realistic situations used for discussions/case studies 35+ students every Fall

Embedded Systems Education: How to Teach the Required Skills

A panel of seven members from reputed industry and universities presented their views to contrast existing approaches to embedded system education with the needs in industry.

Marwedel, Peter, et al. "Embedded systems education: how to teach the required skills?." Proceedings of the 2nd IEEE/ACM/IFIP international conference on Hardware/software codesign and system synthesis. ACM, 2004.

Academic Views Industrial ViewsAcademic panel members present their views on traditional embedded system education.

Industrial panel members come from different communities, including those with a focus on multimedia and ambient intelligence and those with a focus more on safety-critical systems such as automotive systems.

Similar curriculum of embedded education must be taught in EE and CS courses.

One set of requirements is coming from the design of safety critical systems. These requirements are frequently not considered in the current curricula. Such skills should be obtained during the education in academia, since this may be a time-consuming process.

The recognized curricula should reflect the changes in recent years.

Another set of requirements is coming from the design of highly complex multimedia systems. Modern multimedia applications consist of source and channel coding, advanced compression techniques, audio, video, and graphics streaming, intelligent user interfaces, and many more.

During curriculum design following must be considered: hardware and software should be taught in the same courses, including principles, algorithms, design techniques, and systems of computation and communication

These applications are implemented by means ofHeterogeneous embedded multiprocessors systems. These systems require a proper hardware and software architecture in order to be flexible enough to support future applications. Therefore, specialized skill set will be required.

Conclusion: The academic system is faced with the need to update its education in embedded system design. Otherwise, it will become increasingly difficult to design tomorrow’s complex embedded systems. This process requires a tight interaction with industry in order to provide the right focus.

Integrating Embedded Computing Systems into High School and Early Undergraduate Education

This paper describes the experience with integrating embedded computing systems education into high school and early undergraduate curricula to give students that needed early exposure.

A four week course as a workshop was organized to expose high school students to embedded systems as part of the COSMOS program (California State Summer School for Mathematics and Science).

During the workshop, students were given a worksheet related to the lecture material and worked with one another and the teaching assistants to complete the worksheet to better understand the material. Those students who completed the worksheets early were given more challenging problems and were asked to help other students who were struggling.

The workshop included several lectures related to the Cypress boards including a demo by Patrick Kane, the Cypress Educational Liaison. A hands-on lab experience using and programming the CY3214 boards.

During third week of workshop, students are divided into groups for small projects on embedded systems.

Benson, Bridget, et al. "Integrating embedded computing systems into high school and early undergraduate education." Education, IEEE Transactions on54.2 (2011): 197-202.

The authors of the paper perceived the following after completion of workshop:

Some basic programming knowledge should be a pre-requisite for the course so students can focus more on embedded system design rather than on semantics of programming.

The CY3214 is based on 8-bit assembly programming. The authors feel that teaching in a more familiar 32-bit ARM microcontroller based Cypress board assembly language will be more useful.

Figure 1: Student Group Projects. From upper left to lower right, Tilt Controlled Vehicle, Growling Bear, Light Dimmer, Relaxation Goggles, Electronic Keyboard, Stop Watch

Embedded Systems Education: Future Directions, Initiatives, and Cooperation

This paper presents the summary of and results from the 2005 Workshop on Embedded Systems Education (WESE2005).

This workshop was held in conjunction with EMSOFT 2005 Conference, the leading conference for research in embedded systems software.

The workshop focused on presenting experiences in embedded systems and embedded software education.

Multiple sessions focusing on embedded systems curricula and content; teaching experiences; and labs and platforms used in embedded systems education were conducted during the workshop.

The panel discussion concluded the workshop delivered deeper into the subject and raise useful questions concerning future directions, initiatives and cooperation in developing robust embedded systems education programs and curricula.

Jackson, David Jeff, and Paul Caspi. "Embedded systems education: future directions, initiatives, and cooperation. " ACM SIGBED Review 2.4 (2005): 1-4.

Observations from the conference and workshop are:1. Pinto et al. presented guiding principles for the embedded systems teaching and

research agenda at the University of California at Berkeley.

2. Embedded systems at the Royal Institute of Technology (KTH) in Stockholm, Sweden is taught as a case of the Conceive, Design, Implement and Operate (CDIO) initiative with a focus on the CDIO implementation being in the fourth and final year of the specialization in embedded systems. Laboratory exercises, results, and international collaboration with capstone design courses are also described.

3. A spiral model for curriculum development is described that includes requirement analysis, design, implementation and realization phases. Specialized field tracks and industry demand for these tracks are summarized. Finally, a demand driven curriculum for meeting these industry-determined skills is required.

4. Edwards introduces experiences teaching an FPGA based embedded systems class at Columbia University. This course requires students to learn C programming and VHDL coding to design and implement an embedded systems project. Challenges faced by students include design complexity, learning interfaces and protocols, time management, and developing design team skills.

5. Salewski presents a view of embedded systems in the way that it is always a programmable hardware platform (CPU based or reconfigurable hardware) i.e., Students are required to implement the same design using multiple platforms.

6. The observation was made that institutions worldwide share many of the same concerns with respect to embedded systems education. Some of these concerns involve appropriate course, curriculum, and laboratory development and proper experiences for students.

7. It was also recognized that embedded systems education often develops in many different ways. Often the development begins in computer engineering disciplines. However, the embedded systems field is highly multidisciplinary and there are many instances where the development is from a mechatronic viewpoint.

Arduino for Teaching Embedded Systems. Are Computer Scientists and Engineering Educators Missing the Boat?

To examine this question, authors describe a project based learning embedded system course and identified which topics are covered in it compared to the IEEE/ACM recommendations in Embedded Systems at Miami University for third year Electrical and Computer engineers.

The authors had compared the result of taught courses like FPGA, PIC microcontroller and the Arduino Uno platform.

Project Based Learning (PBL) curricula is becoming the norm for many engineering fields, business, and medicine. The reality is a graduate degree in embedded systems that covers all the topics in IEEE/ACM model over a number of courses, but the average computer engineer undergraduate will either need to extend their embedded system skills when in industry or they will never be involved in the field.

Jamieson, Peter. "Arduino for teaching embedded systems. are computer scientists and engineering educators missing the boat?." Proc. FECS (2010): 289-294.

Authors had noticed the major benefits for using Arduino in an educational setting are:

Ease of setup - plug and play

Many examples for controlling peripherals – preloaded in the IDE

Many open source projects to look at

Works on Windows, Linux, and Mac

Low cost hardware - build or purchase prebuilt

Low cost software - free

Low maintenance cost - Destroyed microprocessors can be replaced

for approximately 4 USD

Students can prototype quickly

Can be programmed in an a number of languages including C and

JAVA.

The following chips were investigated by the students where Arduino has been highlighted if that was the control device used. SIS-2 IR Receiver/Decoder – ARDUINO

Texas Instruments TLV5628: Octal 8-bit Digital to Analog Converter - ARDUINO

ADXL-335 Analog Accelerometer - ARDUINO

EDE1144 Keypad Encoder - ARDUINO

FAN8082 Motor Driver - ARDUINO

NA 556 Dual Precision Timer - ARDUINO

AD8402 Digital Potentiometer - ARDUINO

Texas Instruments TLC549cp Analog to Digital 8 bit Conversion Chip - ARDUINO

MAX6969 LED drivers and piezzo buzzer - ARDUINO

LM50 Single-Supply Centigrade Temperature Sensor - ARDUINO

TMP01 Temperature Sensor combined with TLC549 Analog to Digital Converter - ARDUINO

MC14021B NES controller - ARDUINO

Servo Interfacing with the Arduino - ARDUINO

HopeRF RMF12 (FSK Transceiver) - PIC

XBox Kinect and the PS1080 SoC - PC and Kinect

Texas Instruments TLC1543 (11 Channel - Analog to Digital Converter) – FPGA

THE GOOGLE TRENDS FOR ARDUINO

Training of Microcontrollers Using Remote Experiments

This paper presents results of project E-Learning and Practical Training of Mechatronics and Alternative Technologies in Industrial Community (E-PRAGMATIC) for 7 European countries to enable a low cost education.

The primary aim of the paper is presenting the learning modules developed by WebLab-team of University of Deusto, Spain during the E-PRAGMATIC project:

a. Introduction to Microcontroller,b. 8-bit Microcontrollers Advanced Course,c. Low-cost platform to provide LAN/WAN connectivity for embedded

systems. E-PRAGMATIC network is an association of 13 regular and 6 associated partners from seven European countries. The network’s partners are the educational institutions, enterprises and associations.

The main aim of the network is modernizing mechatronics and engineering vocational training of the employed professionals, apprentices and trainees, by enhancing of the existing or establishing new in-company training approaches in the industry.

Dziabenko, Olga, et al. "Training of microcontrollers using remote experiments." Remote Engineering and Virtual Instrumentation (REV), 2012 9th International Conference on. IEEE, 2012.

The courses that are offered by WebLab-Deusto for learning PIC microcontrollers include three remote experiments. They manage:

a. Basic resources (digital inputs/outputs, timers, watchdog, etc.) in introductory course;

b. Complex peripherals such as PWM, ADC, Priority Interrupts, and SPI, etc. in course of advanced peripherals and telecontrol;

c. An embedded system from internet with Ethernet connectivity in last one.

 In this paper, three learning courses for the industry employees in the field of the Microcontrollers were presented .It’s content consists of 80% of exercises and project execution.

Control of an Embedded System via Internet

This paper presents a complete multimedia educational program of dc servo drives for distant learning. The program contains three parts: animation, simulation, and Internet-based measurement.

The animation program helps to understand the operation of dc motors as well as its time- and frequency-domain equations, transfer functions, and the theoretical background necessary to design a controller for dc servo motors.

The simulation model of the dc servo motor and the controller can be designed by the students based on the animation program.

The students can also test their controllers through the Internet-based measurement, which is the most important part from an engineering point of view. Students can then perform various exercises such as programming the D/A and A/D cards in the embedded system and designing different types of controllers.

Sziebig, Gábor, Béla Takarics, and Péter Korondi. "Control of an embedded system via internet."  Industrial Electronics, IEEE Transactions on 57.10 (2010): 3324-3333.

Two e-learning education projects supported by the European Union provide

the background of this paper.

One of the projects is called E-learning Distance Interactive Practical

Education (EDIPE), and second is called Interactive and Unified E-based

Education and Training in Electrical Engineering (INETELE).

The ways for keeping contacts between teacher and student and among the

students are widely extended via e-mail, chat rooms, etc.

Remote laboratories are further categorized based on the interaction types

with the measurement station.

1) Online measurements. Experiments are executed in real time on the measurement

system. There is a possibility for parameter modification or program upload.

2) Offline measurements. Experiments are pre-recorded; students are in a virtual

laboratory.

In a normal laboratory experiment, one to three students can use one

experiment setup. But, in this case around 40 students can log in at the

same time with individual virtual setup.

Idea of having a remote laboratory available 24 h a day.

Embedded System Education for Computer Major in China

This paper describes the efforts in China to teach computer major students how to master the necessary knowledge and skills from embedded system.

Authors observed that the universities should overcome following difficulties when begin the embedded system education.

1. Diversity of origins: different specific application domains have their own features and intellectual tools.

2. Diversity of cultures: the difference of embedded system engineering embranchment has brought about a large diversity of cultures.

3. Diversity of practices: the possible implementation platforms are different according to the embedded system area.

Chen, Tianzhou, et al. "Embedded System Education for Computer Major in China." 5th International Conference on Education and Information Systems, Technologies and Applications (EISTA 2007), Orlando, USA. 2007.

The curriculum of embedded system in china has five main parts, as shown in figure:

1 Embedded Software Development

Programming Language

Micro-Computer Principle

Computer Organization

Assemble Language

Computer Architecture

Operating System2 Introduction Embedded System Introduction

3 Embedded Architecture

Embedded Architecture

ARM Architecture

ARM Assemble Language

DSP, Embedded Principle

4 Embedded Operating SystemRTOS

Embedded OS

5 Embedded Software Development

Boot loader

Embedded GUI

Embedded middlewareEmbedded Development Environment

The following table shows the curricula in 15 universities in China including University of Electronic Science and Technology of China and Beijing Institute of Technology.

Intel China has built up the Intel-Zhejiang University Embedded Technology Center (ETC). ETC engages and influences more and more new universities with Intel Embedded curriculum program.

ETC arranges quarterly Workshop, regular tech trainings for universities, faculties’ forum, on-line communications, joint effort on textbook draft and syllabus optimizing.

ETC has held 8 workshops, involved totally 477 faculties from 129 Universities.

There are 47 new embedded courses in universities base on the ETC curriculum workshop. 3797 undergraduate students and 1355 graduated students are learning those embedded courses.

A Spiral Step-by-Step Educational Method for Cultivating Competent Embedded System Engineers to Meet Industry

Demands In this paper, a spiral step-by-step

educational method, based on an analysis of industry requirements, is proposed.

The learning process consists of multiple learning circles piled up in a spiral.

Each learning circle consists of three steps: lecture, demo, and hands-on practice. It was proposed that universities should revise their specialist education to meet industry demands.

Jing, Lei, et al. "A spiral step-by-step educational method for cultivating competent embedded system engineers to meet industry demands."Education, IEEE Transactions on 54.3 (2011): 356-365.

With globalization, the demand for embedded system engineers (SEs) in Japan is shifting from quantity to quality.

Although there is still a huge demand for embedded system engineers in industry, this demand is decreasing year by year.

According to a survey report of the Japanese Ministry of Economy, Trade and Industry, the demand decreased by about 30% over three years, from 99 000 in 2007 to 69 000 in 2009.

Therefore, the question of how to improve the quality rather than the quantity of IT employees has become the most important factor in industries.

• INDUSTRY DEMAND TO HIGH-QUALITY ENGINEERS

A. Roles of University and Industry universities should design the courses

according to industry demands, and the educational results should be evaluated by industry.

The committee of specialists from industry gave advice on course design through periodic meetings with faculty and students.

B. Knowledge and Skill An important evaluation standard for an

educational methodology is required to effectively transform knowledge into skill.

C. Educational Requirements for UniversitiesUniversity education should satisfy industry demands.

• INDUSTRY DEMAND TO HIGH-QUALITY ENGINEERS

Proposed syllabus for Fundamental and Practice of the Embedded Systems

SUMMARY OF WRITTEN FINAL EXAMINATION ON THE KU1 AND KU2 (L: LECTURE, D: DEMO, P: PRACTICE)

A fundamental course in embedded systems was used to illustrate the application of the educational method, and its effectiveness was confirmedthrough the course evaluation.

%

The CE2004 Final Report by ACM & the IEEE Computer Society

CE-ESY : Embedded System is the core subject of computer engineering curriculum.

CE-ESY Embedded Systems [20 core hours] CE-ESY0 History and overview [1] CE-ESY1 Embedded microcontrollers [6] CE-ESY2 Embedded programs [3] CE-ESY3 Real-time operating systems [3] CE-ESY4 Low-power computing [2] CE-ESY5 Reliable system design [2] CE-ESY6 Design methodologies [3] CE-ESY7 Tool support CE-ESY8 Embedded multiprocessors CE-ESY9 Networked embedded systems CE-ESY10 Interfacing and mixed-signal systems

Curriculum Key Features

The curriculum must reflect the integrity and character of computer engineering as an independent discipline.

The curriculum must respond to rapid technical change and encourage students to do the same.

Outcomes a program hopes to achieve must guide curriculum design.

The curriculum as a whole should maintain a consistent ethos that promotes innovation, creativity, and professionalism.

The curriculum must provide students with a culminating design experience that gives them a chance to apply their skills and knowledge to solve challenging problems.

Conclusion:From study of literature, it is observed that the curriculum of embedded system should be designed in order to fulfill the following challenges:

Wide diversity and increasing complexity of applications.

Increasing number of functional/non-functional constraints.

Increasing degree of integration and networking.

Increasingly multi-disciplinary nature of products and services.

Growing importance of flexibility.

Shrinking time-to-market.

Obtaining a clear picture of the essential technology

developments for embedded systems and finding the related

technological gaps is therefore another essential task.

Thank You…

References:1. Bilek, Jan, and Ing Pavel Ruzicka. "Evolutionary trends of embedded systems." Industrial Technology, 2003

IEEE International Conference on. Vol. 2. IEEE, 2003.

2. Jing, Lei, et al. "A spiral step-by-step educational method for cultivating competent embedded system engineers to meet industry demands."Education, IEEE Transactions on 54.3 (2011): 356-365.

3. Jamieson, Peter. "Arduino for teaching embedded systems. are computer scientists and engineering educators missing the boat?." Proc. FECS (2010): 289-294.

4. Koopman, Philip, et al. "Undergraduate embedded system education at Carnegie Mellon." ACM Transactions on Embedded Computing Systems (TECS) 4.3 (2005): 500-528.

5. Sziebig, Gábor, Béla Takarics, and Péter Korondi. "Control of an embedded system via internet." Industrial Electronics, IEEE Transactions on 57.10 (2010): 3324-3333.

6. Jackson, David Jeff, and Paul Caspi. "Embedded systems education: future directions, initiatives, and cooperation." ACM SIGBED Review 2.4 (2005): 1-4.

7. Marwedel, Peter, et al. "Embedded systems education: how to teach the required skills?." Proceedings of the 2nd IEEE/ACM/IFIP international conference on Hardware/software codesign and system synthesis. ACM, 2004.

8. Chen, Tianzhou, et al. "Embedded System Education for Computer Major in China." 5th International Conference on Education and Information Systems, Technologies and Applications (EISTA 2007), Orlando, USA. 2007.

9. Benson, Bridget, et al. "Integrating embedded computing systems into high school and early undergraduate education." Education, IEEE Transactions on54.2 (2011): 197-202.

10. Dziabenko, Olga, et al. "Training of microcontrollers using remote experiments." Remote Engineering and Virtual Instrumentation (REV), 2012 9th International Conference on. IEEE, 2012.

11. Sangiovanni-Vincentelli, Alberto Luigi, and Alessandro Pinto. "Embedded system education: a new paradigm for engineering schools?." ACM SIGBED Review 2.4 (2005): 5-14.

12. Sangiovanni-Vincentelli, Alberto L., and Alessandro Pinto. "An overview of embedded system design education at Berkeley." ACM Transactions on Embedded Computing Systems (TECS) 4.3 (2005): 472-499.

13. http://www.arm.com/about/arm-launches-embedded-systems-education-kit-to-make-students-work-ready.php

14. https://iec2014.intel.com/

15. http://www.intel.in/content/www/in/en/education/university/higher-education/curricula.html