06 12月 论文代写-教学模式的研究和建议
Cumo et al (2013) argues that most of the current embedded systems coursework’s are lagging behind as in most situations, the educational institution ends up teaching trivial understanding and implementations. Nooshabadi & Garside (2006) state that small level interfacing experiments are helpful but they are still not enough. Now in the case of the case studies chosen, even at the K12 School level creative projects are being built. It is seen that student play with different level of interfacings, such as with the field work for temperature sensors connected with their computers in a control room style setting. In the case of the Universities there is more complex interfacing.
Challenges in implementing curriculum exist because of cost issues as observed in the case of the New Jersey school (Roman, 21016). Although the Raspberry Mini Pi is a suitable cost alternative compared to the Arduino, procurement so as to enable everybody in a course to use it could still be expensive.
The Arduino electronics systems is one in which student gets to experiment for different applications and devices. Arduino being open source is also extensible and the form of embedded systems programming that is included here helps the student be in control of their project. RMIT must be able to tap into both the teaching of technology and the creative learning exposure students get while using the Arduino and the Raspberry. In INTE2043, the course teacher must be teaching the use of the technology and at the same time must also enable students to exercise their creative ideas with respect to project undertakings.
Technology procurement challenges could exist for RMIT too, but in the long term this cost disadvantage would be offset by a much stronger INET2043 courseware and students and institution would both benefit.