Abstract
Further to China’s plan that was introduced in 2017 for attracting more students into engineering, many Chinese universities have started to explore new teaching methods that can be adopted into their programs. This shift was geared towards developing student-centred teaching materials rather than traditional teacher centred instruction. In this manuscript, we compare two different methods of instruction for a course on energy harvesting using embedded systems. We describe the learning materials and showcase the impact that project-based learning has had on a cohort of Chinese students that were enrolled in a joint master’s program between the University of Electronic Science and Technology of China (UESTC) and the Royal Institute of Technology (KTH). KTH has made remarkable progress in the teaching of embedded systems technology for energy harvesting applications, with great emphasis on active as well as collaborative learning. We demonstrate two examples of projects that Chinese students have completed in KTH and present evaluative data regarding their experiences. Our results show that KTH’s approach in teaching this module has had a positive impact on student learning, with an average of 80% of students think that teaching in KTH is conducive to students’ independent exploration.
Highlights
The key to the redesign and development of China’s engineering education is the training of engineering science research talents and engineering technology talents as well as talents in other fields with engineering backgrounds [1]
This article starts from the KTH embedded system experimental course and explores several aspects: First, it summarizes the success of Swedish embedded system teaching; Second, it compares the teaching of embedded system in China and Sweden (UESTC and KTH); Third, combined with the current status of China’s current engineering higher education reform, new thinking is proposed for the future embedded system teaching model
Embedded system courses should pay more attention to practical application, which need to combine theory with practice. It involves many basic courses, which makes the teaching of embedded systems complicated
Summary
Embedded systems are centered on ‘‘applications’’ and integrate software and hardware technologies [9]. A. TEACHING METHOD Fig. 1 and Fig. 2 show the structure of how the embedded systems courses are taught in both KTH and UESTC. The Swedish experimental course is implemented in a cooperative and project-based manner This encourages students to study independently, collaborate and discuss, and to conduct diversified inquiry into various problems encountered in the experiment, not limited to the experiment itself. ARRANGEMENT OF SWEDISH EMBEDDED SYSTEM COURSE TEACHING SYSTEM In KTH, embedded systems can be taught differently, depending on the track students are enrolled in. A: SEMINAR In addition to developing student technical skills, the KTH course helps improve student soft skills, such as communication and digital literacy This teaching mode is still relatively unfamiliar to domestic universities, and foreign universities have matured. We will briefly describe the type of project based experiments that students are required to complete
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