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

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Outline• Objective: improving laboratory practice• Terminology• Laboratory practice: problems identified• Pilot Study• Results• Conclusion• Future work

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Context

• Electrical engineering education• Electronic and Computer engineers• Learning to develop embedded

systems

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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.

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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

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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

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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

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Laboratory Practice

Students learn to use development tools and electronic components,shown how these are used to piece together an embedded system.

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Traditional Lab Approach

• One set of tools & components• Students are guided through use of

these, usually using step-by-step tutorials

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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

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Strategy

• Guide students to formulate own development methods

• Replace / supplement aspects of the traditional tutorial approach

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First Attempt: Simplify

• Fix choice of tools• Limit choice of components

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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?

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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

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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.

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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%

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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

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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

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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

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