15-year educational experience on autonomous electronic information devices by flipped classroom and try-by-yourself methods
15-year educational experience on autonomous electronic information devices by flipped classroom and try-by-yourself methods
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15年自主电子信息器件翻转课堂、亲自尝试教学经验
DOI：
10.1049/iet-cds.2016.0406
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Kawahara Yoshihiro
中科院分区：
文献类型：
--
作者：
Mita Yoshio;Kawahara Yoshihiro
自2001年起，东京大学工学部电气电子学系和信息通信电子工学系共同为本科生开设了自主电子信息设备讲座。根据在线问卷调查，2010-2012年80%的学生回答说，讲座对他们未来的职业生涯有用。给学生的任务是自己设计和实现一个自主电子信息设备（所谓的“物联网小工具”），并在同事面前进行现场演示。设备必须有一个“输入”，“输出”和一些“信息处理”。由于意识到技术发展的速度以及讲座的时间很短，教授尽量不直接回答学生关于如何立即构建和编程信息设备的问题。相反，学生们被告知要小心他们的“方法”。这是指由勒内·笛卡尔引入的演绎思维，在讲座的背景下，学生应该理解这种设备。在本研究中，讨论了各种相关主题的背景，如东京大学的教育制度，世界快速原型运动，开放硬件，课程设计，学生的反应和未来的方向。
Since 2001, the departments of Electrical and Electronics and Information and Communication Electronics Engineering of Faculty of Engineering, the University of Tokyo (UTokyo) have jointly given a lecture on autonomous electronic information devices for undergraduate students. According to the on‐line questionnaire, 80% of students in 2010–2012 replied that the lecture was useful for their future career. The task given to students was to design and realise an autonomous electronic information devices (so‐called ‘the IoT‐gadgets’) by themselves, and conduct a live demonstration in front of their colleagues. The device must have an ‘input’, ‘output’, and some ‘information processing’. Being aware of the speed of technology evolution as well as the short hours of the lecture, the professor triednot togive direct answers to students’ questions onhow‐toinstantly build and program an information device. Instead, the students were told to beware of their ‘methods’. This refers to the deductive thinking introduced by René Descartes, and in the lecture's contexthowstudentsshould behavein order to realise the device. In this study, the backgrounds of various associated topics are discussed, such as the UTokyo's educational system, the world's rapid prototyping movement, open hardware, course design, students’ reactions, and future directions.