Experiences from large embedded systems development projects in education, involving industry and research

  • Authors:

  • Martin Törngren;Martin Grimheden;Niklas Adamsson

  • Affiliations:

  • Dept. of Machine Design, Division of Mechatronics, Royal Institute of Technology - KTH, Stockholm, Sweden;Dept. of Machine Design, Division of Mechatronics, Royal Institute of Technology - KTH, Stockholm, Sweden;Dept. of Machine Design, Division of Mechatronics, Royal Institute of Technology - KTH, Stockholm, Sweden

  • Venue:
  • ACM SIGBED Review - Special issues on the second workshop on embedded system education (WESE)
  • Year:
  • 2007

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Abstract

We present experiences from a final year M.Sc. course. The overall aim of the course is to provide knowledge and skills to develop products in small or large development teams. The course is implemented in terms of large projects in cooperation with external partners, in which the students, based on a product specification, apply and integrate their accumulated knowledge in the development of a prototype. This course, which has been running and further elaborated for 20 years, has been proven successful in terms of being appreciated by the students and by the external partners. The course has during the recent years more frequently been carried out in close connection to research groups. Our experiences indicate benefits by carrying out these types of large projects in an educational setting, with external partners as project providers, and in close cooperation with research groups.Having external partners as project providers feeds the course, students and faculty with many industrially relevant problems that are useful for motivational purposes, and in other courses for exemplification and for case studies in research. Carrying out the projects in close connection to research groups provides synergy between research and education, and can improve the academic level of the projects. A further interesting dimension is accomplished when the projects run in iterations, requiring new groups of students to take over an already partly developed complex system, and work incrementally on this system. The students are then faced with a very typical industrial situation. We advocate that students should be exposed to a mixture of "build from scratch" and "incremental" projects during the education.