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Education, IEEE Transactions on

Issue 1 • Date Feb. 2007

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Displaying Results 1 - 21 of 21
  • Table of contents

    Page(s): C1
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  • IEEE Transactions on Education publication information

    Page(s): C2
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  • Guest Editorial Grid Education and Grid-Based Technologies Applied to Education: Ongoing Activities

    Page(s): 1 - 2
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  • Teaching Grid Computing: Topics, Exercises, and Experiences

    Page(s): 3 - 9
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (273 KB) |  | HTML iconHTML  

    Grid protocols and technologies are being adopted in a wide variety of academic, government, and industrial environments, and a growing body of research-oriented literature in grid computing is being compiled. However, there is a need for educational material that is suitable for classroom use. This paper describes topics, exercises, and experiences of teaching grid computing at two different universities. Course material in grid computing can be grouped into several knowledge areas. The focus in this paper is on grid programming, i.e., developing grid-enabled services using the Globus toolkit. Assessment data shows that with preparatory material and hands-on exercises, undergraduate computer science students can master grid programming. Topics and exercises for security, network programming, Web services, and grid programming are described. Recommendations include using stand-alone containers on individual student computers and following a first grid programming exercise that builds confidence with at least one more elaborate grid programming exercise View full abstract»

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  • GridFoRCE: A Comprehensive Resource Kit for Teaching Grid Computing

    Page(s): 10 - 16
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (367 KB) |  | HTML iconHTML  

    A comprehensive suite of pedagogical resources is presented that will enable an instructor to embed grid computing concepts in a traditional distributed system course. Rapidly advancing Internet technologies and ever expanding application domains have created excitement in teaching distributed systems. Many fundamental concepts developed decades earlier, such as remote procedure calls and multithreading, have come to play key roles in modern distributed systems. Standards such as eXtensible Markup Language (XML) and Simple Object Access Protocol (SOAP) have been developed to enable interoperability among heterogeneous distributed systems. However, a plethora of new paradigms, a wide variety of technological choices, and short cycles of technological obsolescence challenge the introduction of these important concepts into a distributed systems course. This paper describes how the author addressed these challenges in teaching grid computing. The paper also provides details of the resources developed during this process. The pedagogical resource kit developed includes course curriculum, lecture notes, a set of laboratory assignments, a Globus Toolkit-based experimental grid adapted to classroom assignments, and valuable lessons learned from the course offerings during the past two years. The material provided in this paper is expected to help to "jumpstart" educators considering the introduction of grid computing into their curricula View full abstract»

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  • Grid-Based Virtual Laboratory Experiments for a Graduate Course on Sensor Networks

    Page(s): 17 - 26
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (818 KB) |  | HTML iconHTML  

    This paper presents the pedagogical and technical challenges the authors faced in developing a distributed laboratory for the execution of virtual scientific experiments (VSEs) superimposed on a Grid infrastructure, for a course on sensor networks that is part of the Master's in Information Networking (MSIN) program jointly offered by Carnegie Mellon University (CMU), USA and Athens Information Technology (AIT), Athens, Greece. The MSIN program utilizes virtual classroom technologies because of its strong distance learning component. Courses taught by CMU faculty are attended in real-time by students in Athens, Greece, via video-wall teleconferencing sessions. Vice versa, visiting CMU faculty to AIT teach classes that are attended by students at CMU. Students in both institutions enjoy full interactivity with their classmates on the other side of the Atlantic Ocean. A distributed shared virtual laboratory is needed for many of the more empirical courses. This paper describes the challenges and issues the authors faced in developing such a lab View full abstract»

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  • A Grid-Powered Framework to Support Courses on Distributed Programming

    Page(s): 27 - 33
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (451 KB) |  | HTML iconHTML  

    Grading programming assignments of courses on distributed programming can greatly benefit from extensive testing, especially if quality aspects such as portability, robustness, security, and performance have to be evaluated. This paper presents a framework that was developed at the Turin Polytechnic, Turin, Italy, to enable seamless and fast implementation of Web portals for automated management of student programming assignments. By using a computational grid facility to schedule testing jobs on different hosts, the framework offers high flexibility and scalability, thus enabling computationally intensive tests and some kinds of distributed tests, such as portability tests and field tests, which otherwise would be difficult to automate. The grid can be made of ordinary and even nondedicated or dismissed PCs, which, according to the authors' experience, is enough to offer students online extensive testing services. The framework was successfully used in two courses on distributed programming, located at different sites, partially overlapped in time, and attended by a total of 60 students. However, the framework should be scalable enough to work with increasing numbers of students and courses View full abstract»

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  • BioLab: An Educational Tool for Signal Processing Training in Biomedical Engineering

    Page(s): 34 - 40
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (1345 KB) |  | HTML iconHTML  

    This paper introduces and evaluates BioLab, a tool for teaching biosignal processing. BioLab has been used in the biomedical engineering module that is given in the second semester of the fifth year of the electronic engineering degree at the University of Valencia, Spain. This module and its correspondent curricular pathway are also reviewed. BioLab allows the results obtained with digital processing techniques to be shown interactively in the theory classes, and it also provides support in laboratory sessions. The graphic interface of BioLab simplifies its learning and use and provides access to processing and visualization functions by means of menus. The tool is based on Matlab since the students have had previous experience in this environment. BioLab also supports diverse formats of data files, which facilitate access to real records and their conversion to usable formats. The modular structure of BioLab allows it to be easily extended to other educational materials that are related to signal processing and to research applications. An evaluation of BioLab has revealed that students found it useful for understanding the general concepts of digital processing and biosignal processing in particular. The students also found BioLab very easy to learn and use View full abstract»

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  • Applying the Problem-Based Learning Approach to Teach Elementary Circuit Analysis

    Page(s): 41 - 48
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (142 KB) |  | HTML iconHTML  

    Problem-based learning (PBL) is a motivating, problem-centered teaching method. The methodology and its application to education in elementary circuit analysis is discussed in detail. Because of administrative constraints, the implemented course does not strictly adhere to the PBL methodology in the sense that the course curriculum is strictly defined. Also, the PBL students take the same exam as the students in the traditional form of the course. The learning experience in the two course forms is compared via a questionnaire response and exam results. This comparison of the two groups seems to indicate that the PBL method is a better way of imparting education in circuit analysis, or even technology in general. The PBL students appear to grasp better the details and the overall picture of the issues taught. In addition to the subject matter, the PBL course students learn social skills through interaction in small groups, how to identify and define a problem, and how to look for and filter out relevant information. Presentation skills are also practiced View full abstract»

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  • Bioinformatics and Proteomics: An Engineering Problem Solving-Based Approach

    Page(s): 49 - 54
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (416 KB) |  | HTML iconHTML  

    There is a growing need for engineers in the burgeoning fields of bioinformatics and proteomics. The high-throughput nature of both of these related fields has made traditional biological methods, which tend to focus on one or two molecules at a time, obsolete. The consequent deluge of experiment-based information has made engineering and problem-solving skills essential to attack the resulting complex, multiscale problems. Certain technologies, such as robotics automation, microfabrication, control, and signal processing, are particularly amenable to the engineering expertise of electrical and other engineering disciplines. This paper describes methodologies and findings from 6.092/HST.480, two courses taught in 2005, at the Massachusetts Institute of Technology (MIT) that focused on bioinformatics and proteomics with an engineering-based, problem-solving approach. Many questions exist regarding how such interdisciplinary courses should be structured. For example, what should be the prerequisites, and what teaching methods could be successfully used? The course teaching style involved an elaboration, theory-based approach so that students could extend and apply engineering concepts at increasing levels of complexity as the course progressed. In addition, the biological epitomes used were in increasing levels of abstraction. On subsequent evaluations, students had high praise for the teaching, and several pursued further research in this area. Analysis of the student feedback suggested that this course served a previously unfilled need View full abstract»

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  • An Assessment of a Self-Directed Learning Approach in a Graduate Web Application Design and Development Course

    Page(s): 55 - 60
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (260 KB) |  | HTML iconHTML  

    Research has shown that adult learners have a strong desire for a self-directed and autonomous learning experience. This paper presents an evaluation of an approach to supporting self-directed learning employed in a graduate-level Web application design and development course. The approach allows students to define and develop semester-long team projects in an independent fashion including the definition of their own grading metric and the evaluation of themselves against the measure. This paper presents the results of a survey on student opinion of the self-directed learning approach and an evaluation of grades. Study results indicate that the self-directed learning approach used in the course was quite successful in providing adult students with an autonomous and self-directed learning experience View full abstract»

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  • Crazy Car Race Contest: Multicourse Design Curricula in Embedded System Design

    Page(s): 61 - 67
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (548 KB) |  | HTML iconHTML  

    This paper reports on recent initiatives aimed at significantly enhancing the teaching of engineering design at the Westcoast University of Applied Sciences. A good design experience offers opportunities for learning to synthesize, solve, and utilize a given problem. Design problems should be open-ended, moderately difficult, and common to all groups. The outcome of creating a multicourse design project, with the intention of attending an international design contest (Crazy Car Race), is described. Students with different design experience have to work together to build a racing car which navigates a given route autonomously. The course structure, its placement in the regular curriculum, and the student and instructor's evaluation results are presented and discussed View full abstract»

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  • Fuzzy Knowledge Evaluation Model as a Methodological Basis for Automation of Pedagogical Testing

    Page(s): 68 - 73
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (169 KB) |  | HTML iconHTML  

    Implementation of the mathematical methods and state-of-the-art information technologies into such an informal and descriptive subject as pedagogics is considered to be one of the demands of the times, resulting from the necessity to adapt educational systems to a modern, information-oriented society as fast as possible. The presented study considers a trainee's knowledge evaluation model intended for the procedure of testing. This fuzzy knowledge evaluation model is based on the methods of fuzzy algebra View full abstract»

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  • Proportional Controllers: Direct Method for Stability Analysis and MATLAB Implementation

    Page(s): 74 - 78
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (1013 KB) |  | HTML iconHTML  

    In most cases, the cost of a control system increases based on its complexity. Proportional (P) controller is the simplest and most intuitive structure for the implementation of linear control systems. The difficulty to find the stability range of feedback systems with P controllers, using the Routh-Hurwitz criterion, increases with the order of the plant. For high order plants, the stability range cannot be easily obtained from the investigation of the coefficient signs in the first column of the Routh's array. A direct method for the determination of the stability range is presented. The method is easy to understand, to compute, and to offer the students a better comprehension on this subject. A program in MATLAB language, based on the proposed method, design examples, and class assessments, is provided in order to help the pedagogical issues. The method and the program enable the user to specify a decay rate and also extend to proportional-integral (PI), proportional-derivative (PD), and proportional-integral-derivative (PID) controllers View full abstract»

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  • Building Common Spaces in Engineering Education: A Review From ICECE05

    Page(s): 79 - 84
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    The creation of Common Spaces for Higher Education means facing different challenges. This paper reviews the main contributions to three of these key aspects: namely, the main competencies of practicing engineers, the position of the main Education Societies in building these spaces for education, and the particularities for standards in Engineering accreditation. These ideas were debated in the last Conference on Engineering and Computer Education (ICECE05) with the technical cosponsorship of the IEEE Education Society View full abstract»

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  • Keeping a Distance-Education Course Current Through eLearning and Contextual Assessment

    Page(s): 85 - 96
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (1768 KB) |  | HTML iconHTML  

    Distance education is most economical when delivered to large groups of students over several years. The Open University course T396: Artificial Intelligence for Technology makes use of electronic delivery and a carefully designed assessment strategy to address the challenge of keeping the course up-to-date while remaining economically viable. Three aspects of currency are considered: academic content, organizational context, and breaking news. An electronic study guide permits new forms of interactivity and presentational styles, while allowing the course team the flexibility to maintain the academic content of the course. The organizational context of the course is maintained through integrated Web pages. An electronic conference provides news, such as course announcements, correction of errata, data files for assignments, and lists of frequently asked questions. It also enables students to participate in an extended learning community. Continuous assessment and the final project are designed to assess the students, to allow practice and experimentation, and to provide a vehicle for constructive feedback. The assessment strategy aims to maintain currency by introducing the latest contexts in which artificial intelligence is used. Detailed marking guides ensure consistent marking and demonstrable achievement of the intended learning outcomes. In a survey at the end of the course, a clear majority of students favored the use of the electronic study guide, particularly for teaching genetic algorithms, where the interactivity enabled difficult concepts to be demonstrated in a way that would not be possible on the printed page. The same survey also gave an overwhelming endorsement to the assessment strategy and the online electronic conference View full abstract»

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  • IEEE-RITA (Latin-America Learning Technologies Journal)

    Page(s): 97
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  • Quality without compromise [advertisement]

    Page(s): 98
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  • IEEE copyright form

    Page(s): 99 - 100
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  • IEEE Transactions on Education information for authors

    Page(s): C3
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  • Blank page [back cover]

    Page(s): C4
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Aims & Scope

Educational research, methods, materials, programs, and technology in electrical engineering, computer engineering, and fields within the scope of interest of IEEE.

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Meet Our Editors

Editor-in-Chief
Jeffrey E. Froyd
Texas A&M University