Assessing IOT Projects in University Education - A Framework for Problem-Based Learning
Hanna Mäenpää, Samu Varjonen, Arto Hellas, Sasu Tarkoma, Tomi Männistö · 2017
Internet of Things (IoT) provides a thematic umbrellathat allows educators to combine various theoretical aspectsof computer science with substantial problems in everydaylife. As such, building IoT device prototypes has been suggestedby many as a means for teaching computer science and softwareengineering. However, how assessment should be conducted inthese exploratory courses is often left vague, and thus, there isa need for applicable assessment methodologies. This article reports results from three years of action researchin teaching prototyping of Internet of Things devices in apractical, problem-based setting. We present an example courseoutline for arranging learning experiences in IoT prototyping andprovide a general assessment framework, along with recommendationsfor best practices for facilitating personalized learning insimilar contexts. The results highlight that a general evaluation criteria can becomposed, despite the versatile nature and varying complexity ofthe students' project outcomes. Also, we underline that students'learning can be evaluated in detail, despite large variationsin their prior knowledge of IoT technologies or new productdevelopment as they enter the classroom for the first time.