2. Embedded systems and its applications
As computing systems embedded within larger
electronic devices, embedded technologies are key to
many of the developments in the automotive,
telecommunication, aerospace, energy, healthcare,
and manufacturing sectors.
They touch virtually every aspect of our daily lives—
from the microwave ovens, refrigerators and washing
machines in our homes, to the vehicles we move
around in, the printers and scanners in our offices,
and the automated teller machines and mobile
phones publically.
4. Embedded System Evolution
The evolution of embedded systems into “intelligent
systems” is being continuously propelled by a
growing base of cloud applications and data, better
connectivity, remarkable advances in specialized
devices and higher levels of performance,
processing power and programmability#.
Smart embedded technologies do more than just
control and contribute to the features of a system;
they also offer a unique set of solutions to problems
that will change the way we lead our lives.
# : Bilek, Jan, and Ing Pavel Ruzicka. "Evolutionary trends of embedded systems." Industrial Technology, 2003
IEEE International Conference on. Vol. 2. IEEE, 2003.
5. It is expected that the market for embedded systems
will grow to nearly 4 billion units by 2015, requiring
nearly 14.5 billion microprocessor cores, and worth
more than USD 2 trillion1.
1. Worldwide Intelligent Systems 2011–2015 Forecast: The Next Big Opportunity, Mario Morales, Shane Rau,
Michael J Palma, Mali Venkatesan, Flint Pulskamp, Abhi Dugar,International Data Corporation, September 2011
Embedded System Evolution
7. Advancement Of Embedded Technology By Intel
Advancements in technology requires regular updating of
academic curricula, efforts to ensure that faculty and
students are aware of the significance of these
advancements and the opportunities, and investments to
promote innovation and research in the field.
“Embedded devices connecting to the Internet
undoubtedly opens up exciting and enticing new
opportunities to fundamentally change the way we live,
work and interact with our surroundings and each other.”
-- Pranav Mehta
Senior Principal Engineer and CTO
Embedded and Communications
Group
Intel Corporation
http://www.intel.in/content/www/in/en/education/university/higher-education/curricula.html
8. Curriculum Development & Implementation
The Embedded Curriculum Program in India is
required to be designed to promote embedded
technology skills among engineering students, so
that they are equipped to work on a new generation
of intelligent systems and connected devices, and
their skills are aligned with industry needs.
The Program might also include grants for new
technology and equipment, inputs for a more
updated curriculum, and training programs for Indian
faculty.
9. Intel has supported the development of a curricula
on Embedded Systems in collaboration with the
Department of Computer Science and Engineering,
Indian Institute of Technology Kanpur (IIT Kanpur)
and Indian Institute of Science (IISc) Bangalore.
A series of curriculum development workshops were
conducted at IISc Banglore based on the industry
needs which was incorporated at various institutes.
Curriculum Development & Implementation
10. Key Features of New Curriculum
Key features of the curriculum are:
A. Inputs for easy adoption into the existing curriculum
B. Flexible framework for integration into postgraduate
and undergraduate curricula
C. Rich content, with industry inputs and latest
knowledge
D. Relevant teaching resources and references
E. Supported with lab exercises and projects
F. Contains real world problems for promoting inquiry,
research and innovation among students
Above key features are proposed by a joint effort of Intel India and IISc Bangalore by training about
155 faculties and 3354 students covering 35 institutes in INDIA.
11. Intel has also supported the development of an M.
Sc. course in Embedded Systems at Tumkur
University, Karnataka, India—the first course of its
kind for non-engineering students in the area of
embedded systems.
Intel® Higher Education, in collaboration with Elsevier
Publications, has also launched an India version of
Modern Embedded Computing, the book by Peter
Barry and Patrick Crowley that is designed to educate
undergraduate engineering students in the principles
of embedded system architecture and design. The
book reflects the dramatic changes in embedded
computing in recent years, thus addressing the gap
between academic textbooks and the state of modern
embedded computing.
12. Enabling, Developing & Sustaining Competency
Intel collaborates with reputed academic institutions that
have an embedded curriculum that embraces Low
Power Computing Systems and applications.
To date, Intel® Atom™ processor based Embedded
Labs have been set up in 35 reputed engineering
institutions across India.
ARM Launches Embedded Systems Education Kit on 30
October 2014. The ARM® Embedded Education Kit
gives students access to the latest ARM and ARM
Partner technologies, fully equipping them for jobs in the
embedded design industry. The kit is available now and
will also be used to train researchers and developers
working in the university sector in ARM based
technologies.
13. Developing an Online Community for Students,
Faculties, & Working Professionals
Intel Embedded Design Center Web site
(www.edc.intel.com), where institutions can ‘open source’
their curriculum for others to use, and can contribute ideas
and online support through blogs and chats.
News about embedded design competitions will be
announced through www.edc.intel.com, as well as on
www.indiaeduservices.com.
Every year Intel organize an embedded design contest “The
Intel India Embedded Challenge (Intel IEC )” is a national
level embedded design contest where participants get to
architect, design and develop novel embedded applications
based on the Intel Atom platform. The competition has two
main categories: Embedded Intelligent Systems and
14. Faculty Development on ESE
To further strengthen the education system of
academia in the field of embedded systems and
applications, Intel and various institutions
organizes national/international level workshops
for faculty members in India to sensitize them on
the development of industry relevant technology skills
among engineers.
JIIT had successfully organized a seven days
workshop on “Embedded System” in 2014.
15. Worldwide Workshop on Embedded Systems
1. 18th International Workshop on Software and Compilers for Embedded Systems
SCOPES-2015, Schloss Rheinfels, St. Goar, Germany
2. 10th Workshop on Embedded Systems Security (WESS 2015), Amsterdam,
Netherland
3. Meetings/Workshops on Embedded Systems & Ubiquitous Computing in India, MAMI
2015 — International Conference on Man and Machine Interfacing, Bhubaneswar, India
4. The Second International workshop on Embedded Systems and Applications (EMSA-
2015) Delhi, India.
5. The 5th International Workshop on Embedded Systems will take place in Heraclion
(Crete), Greece
6. International Workshop on Analysis Tools and Methodologies for Embedded and Real-
time Systems (WATERS), Sweden
7. The 2015 International Workshop on Embedded Multicore Systems (ICPP-EMS 2015)
is organized in conjunction with The 44th International Conference on Parallel
Processing (ICPP 2015), Beijing, China
16. Embedded System Education at Carnegie Mellon
A continual evolution process at Carnegie Mellon:
1980s: Introduction to embedded systems & real
time control lab
Early 1990s: Wearable computer course – taught
twice/yr.
Late 1990s: Redirect bit-slice CPU design course
to HW/SW Co-design
1999: Distributed embedded system
Koopman, Philip, et al. "Undergraduate embedded system education at Carnegie
Mellon." ACM Transactions on Embedded Computing Systems (TECS) 4.3 (2005): 500-528.
17. ECE 18-545: HW/SW Co-design
Hardware design (procedural Verilog) and programming (C)
skills
Lab-centered on building a real system on a wire-wrapped
breadboard
Project completion requires HW/SW tradeoff & co-simulation
Teams of 4 students
All ECE students
Course-defined project goal
FPGA + Processor + RAM as building blocks
60 students every Fall
ECE 18-540: “Distributed Embedded Systems”
Assumes general embedded systems skill set
Multiple small processors on an embedded/real time network
System partitioning, scheduling, and performance evaluation
Analysis, simulation from cars, elevators, trains, …
Realistic situations used for discussions/case studies
35+ students every Fall
18. Embedded Systems Education: How to Teach the
Required Skills
A panel of seven members from reputed industry
and universities presented their views to contrast
existing approaches to embedded system education
with the needs in industry.
Marwedel, Peter, et al. "Embedded systems education: how to teach the required skills?." Proceedings of the 2nd
IEEE/ACM/IFIP international conference on Hardware/software codesign and system synthesis. ACM, 2004.
19. Academic Views Industrial Views
Academic panel members present their views
on traditional embedded system education.
Industrial panel members come from different
communities, including those with a focus on multimedia
and ambient intelligence and those with a focus more on
safety-critical systems such as automotive systems.
Similar curriculum of embedded education
must be taught in EE and CS courses.
One set of requirements is coming from the design of safety
critical systems. These requirements are frequently not
considered in the current curricula. Such skills should be
obtained during the education in academia, since this may
be a time-consuming process.
The recognized curricula should reflect the
changes in recent years.
Another set of requirements is coming from the design of
highly complex multimedia systems. Modern multimedia
applications consist of source and channel coding, advanced
compression techniques, audio, video, and graphics
streaming, intelligent user interfaces, and many more.
During curriculum design following must be
considered: hardware and software should be
taught in the same courses, including
principles, algorithms, design techniques, and
systems of computation and communication
These applications are implemented by means of
Heterogeneous embedded multiprocessors systems. These
systems require a proper hardware and software
architecture in order to be flexible enough to support future
applications. Therefore, specialized skill set will be required.
Conclusion: The academic system is faced with the need to update its education in embedded system
design. Otherwise, it will become increasingly difficult to design tomorrow’s complex embedded systems.
This process requires a tight interaction with industry in order to provide the right focus.
20. Integrating Embedded Computing Systems into
High School and Early Undergraduate Education
This paper describes the experience with integrating embedded computing systems
education into high school and early undergraduate curricula to give students that
needed early exposure.
A four week course as a workshop was organized to expose high school students to
embedded systems as part of the COSMOS program (California State Summer
School for Mathematics and Science).
During the workshop, students were given a worksheet related to the lecture material
and worked with one another and the teaching assistants to complete the worksheet
to better understand the material. Those students who completed the worksheets
early were given more challenging problems and were asked to help other students
who were struggling.
The workshop included several lectures related to the Cypress boards including a
demo by Patrick Kane, the Cypress Educational Liaison. A hands-on lab experience
using and programming the CY3214 boards.
During third week of workshop, students are divided into groups for small projects on
embedded systems.
Benson, Bridget, et al. "Integrating embedded computing systems into high school and early undergraduate
education." Education, IEEE Transactions on54.2 (2011): 197-202.
21. The authors of the paper perceived the following after completion of
workshop:
Some basic programming knowledge should be a pre-requisite for the
course so students can focus more on embedded system design rather
than on semantics of programming.
The CY3214 is based on 8-bit assembly programming. The authors feel
that teaching in a more familiar 32-bit ARM microcontroller based
Cypress board assembly language will be more useful.
Figure 1: Student Group Projects. From upper left to lower right, Tilt Controlled Vehicle,
Growling Bear, Light Dimmer, Relaxation Goggles, Electronic Keyboard, Stop Watch
22. Embedded Systems Education: Future Directions,
Initiatives, and Cooperation
This paper presents the summary of and results from the 2005
Workshop on Embedded Systems Education (WESE2005).
This workshop was held in conjunction with EMSOFT 2005
Conference, the leading conference for research in embedded
systems software.
The workshop focused on presenting experiences in embedded
systems and embedded software education.
Multiple sessions focusing on embedded systems curricula and
content; teaching experiences; and labs and platforms used in
embedded systems education were conducted during the
workshop.
The panel discussion concluded the workshop delivered deeper
into the subject and raise useful questions concerning future
directions, initiatives and cooperation in developing robust
embedded systems education programs and curricula.
Jackson, David Jeff, and Paul Caspi. "Embedded systems education: future directions, initiatives, and cooperation.
" ACM SIGBED Review 2.4 (2005): 1-4.
23. Observations from the conference and workshop are:
1. Pinto et al. presented guiding principles for the embedded systems teaching and research
agenda at the University of California at Berkeley.
2. Embedded systems at the Royal Institute of Technology (KTH) in Stockholm, Sweden is
taught as a case of the Conceive, Design, Implement and Operate (CDIO) initiative with a
focus on the CDIO implementation being in the fourth and final year of the specialization in
embedded systems. Laboratory exercises, results, and international collaboration with
capstone design courses are also described.
3. A spiral model for curriculum development is described that includes requirement analysis,
design, implementation and realization phases. Specialized field tracks and industry demand for
these tracks are summarized. Finally, a demand driven curriculum for meeting these industry-
determined skills is required.
4. Edwards introduces experiences teaching an FPGA based embedded systems class at
Columbia University. This course requires students to learn C programming and VHDL coding
to design and implement an embedded systems project. Challenges faced by students include
design complexity, learning interfaces and protocols, time management, and developing design
team skills.
5. Salewski presents a view of embedded systems in the way that it is always a programmable
hardware platform (CPU based or reconfigurable hardware) i.e., Students are required to
implement the same design using multiple platforms.
6. The observation was made that institutions worldwide share many of the same concerns with
respect to embedded systems education. Some of these concerns involve appropriate course,
curriculum, and laboratory development and proper experiences for students.
7. It was also recognized that embedded systems education often develops in many different
ways. Often the development begins in computer engineering disciplines. However, the
24. Arduino for Teaching Embedded Systems. Are Computer
Scientists and Engineering Educators Missing the Boat?
To examine this question, authors describe a project based
learning embedded system course and identified which topics
are covered in it compared to the IEEE/ACM recommendations
in Embedded Systems at Miami University for third year
Electrical and Computer engineers.
The authors had compared the result of taught courses like
FPGA, PIC microcontroller and the Arduino Uno platform.
Project Based Learning (PBL) curricula is becoming the norm
for many engineering fields, business, and medicine. The reality
is a graduate degree in embedded systems that covers all the
topics in IEEE/ACM model over a number of courses, but the
average computer engineer undergraduate will either need
to extend their embedded system skills when in industry or
they will never be involved in the field.
Jamieson, Peter. "Arduino for teaching embedded systems. are computer scientists and engineering educators
missing the boat?." Proc. FECS (2010): 289-294.
25. Authors had noticed the major benefits for using Arduino in an
educational setting are:
Ease of setup - plug and play
Many examples for controlling peripherals – preloaded in the IDE
Many open source projects to look at
Works on Windows, Linux, and Mac
Low cost hardware - build or purchase prebuilt
Low cost software - free
Low maintenance cost - Destroyed microprocessors can be
replaced for approximately 4 USD
Students can prototype quickly
Can be programmed in an a number of languages including C
and JAVA.
26. The following chips were investigated by the students where Arduino
has been highlighted if that was the control device used.
SIS-2 IR Receiver/Decoder – ARDUINO
Texas Instruments TLV5628: Octal 8-bit Digital to Analog Converter - ARDUINO
ADXL-335 Analog Accelerometer - ARDUINO
EDE1144 Keypad Encoder - ARDUINO
FAN8082 Motor Driver - ARDUINO
NA 556 Dual Precision Timer - ARDUINO
AD8402 Digital Potentiometer - ARDUINO
Texas Instruments TLC549cp Analog to Digital 8 bit Conversion Chip - ARDUINO
MAX6969 LED drivers and piezzo buzzer - ARDUINO
LM50 Single-Supply Centigrade Temperature Sensor - ARDUINO
TMP01 Temperature Sensor combined with TLC549 Analog to Digital Converter - ARDUINO
MC14021B NES controller - ARDUINO
Servo Interfacing with the Arduino - ARDUINO
HopeRF RMF12 (FSK Transceiver) - PIC
XBox Kinect and the PS1080 SoC - PC and Kinect
Texas Instruments TLC1543 (11 Channel - Analog to Digital Converter) – FPGA
28. Training of Microcontrollers Using Remote Experiments
This paper presents results of project E-Learning and Practical Training
of Mechatronics and Alternative Technologies in Industrial Community
(E-PRAGMATIC) for 7 European countries to enable a low cost education.
The primary aim of the paper is presenting the learning modules
developed by WebLab-team of University of Deusto, Spain during the E-
PRAGMATIC project:
a. Introduction to Microcontroller,
b. 8-bit Microcontrollers Advanced Course,
c. Low-cost platform to provide LAN/WAN connectivity for embedded
systems.
E-PRAGMATIC network is an association of 13 regular and 6 associated
partners from seven European countries. The network’s partners are the
educational institutions, enterprises and associations.
The main aim of the network is modernizing mechatronics and
engineering vocational training of the employed professionals, apprentices
and trainees, by enhancing of the existing or establishing new in-company
training approaches in the industry.
Dziabenko, Olga, et al. "Training of microcontrollers using remote experiments." Remote Engineering and Virtual
Instrumentation (REV), 2012 9th International Conference on. IEEE, 2012.
29. The courses that are offered by WebLab-Deusto
for learning PIC microcontrollers include three
remote experiments. They manage:
a. Basic resources (digital inputs/outputs, timers,
watchdog, etc.) in introductory course;
b. Complex peripherals such as PWM, ADC, Priority
Interrupts, and SPI, etc. in course of advanced
peripherals and telecontrol;
c. An embedded system from internet with Ethernet
connectivity in last one.
In this paper, three learning courses for the
industry employees in the field of the
Microcontrollers were presented .It’s content
consists of 80% of exercises and project execution.
30. Control of an Embedded System via Internet
This paper presents a complete multimedia educational
program of dc servo drives for distant learning. The program
contains three parts: animation, simulation, and Internet-based
measurement.
The animation program helps to understand the operation of
dc motors as well as its time- and frequency-domain
equations, transfer functions, and the theoretical background
necessary to design a controller for dc servo motors.
The simulation model of the dc servo motor and the controller
can be designed by the students based on the animation
program.
The students can also test their controllers through the
Internet-based measurement, which is the most important part
from an engineering point of view. Students can then perform
various exercises such as programming the D/A and A/D cards
in the embedded system and designing different types of
controllers.Sziebig, Gábor, Béla Takarics, and Péter Korondi. "Control of an embedded system via internet." Industrial
Electronics, IEEE Transactions on 57.10 (2010): 3324-3333.
31. Two e-learning education projects supported by the European Union provide
the background of this paper.
One of the projects is called E-learning Distance Interactive Practical
Education (EDIPE), and second is called Interactive and Unified E-based
Education and Training in Electrical Engineering (INETELE).
The ways for keeping contacts between teacher and student and among the
students are widely extended via e-mail, chat rooms, etc.
Remote laboratories are further categorized based on the interaction types
with the measurement station.
1) Online measurements. Experiments are executed in real time on the measurement
system. There is a possibility for parameter modification or program upload.
2) Offline measurements. Experiments are pre-recorded; students are in a virtual
laboratory.
In a normal laboratory experiment, one to three students can use one
experiment setup. But, in this case around 40 students can log in at the same
time with individual virtual setup.
Idea of having a remote laboratory available 24 h a day.
32. Embedded System Education for Computer
Major in China
This paper describes the efforts in China to teach computer
major students how to master the necessary knowledge and skills
from embedded system.
Authors observed that the universities should overcome
following difficulties when begin the embedded system education.
1. Diversity of origins: different specific application domains
have their own features and intellectual tools.
2. Diversity of cultures: the difference of embedded system
engineering embranchment has brought about a large diversity
of cultures.
3. Diversity of practices: the possible implementation platforms
are different according to the embedded system area.
Chen, Tianzhou, et al. "Embedded System Education for Computer Major in China." 5th International Conference
on Education and Information Systems, Technologies and Applications (EISTA 2007), Orlando, USA. 2007.
33. The curriculum of embedded system in china has
five main parts, as shown in figure:
1 Embedded Software Development
Programming Language
Micro-Computer Principle
Computer Organization
Assemble Language
Computer Architecture
Operating System
2 Introduction Embedded System Introduction
3 Embedded Architecture
Embedded Architecture
ARM Architecture
ARM Assemble Language
DSP, Embedded Principle
4 Embedded Operating System
RTOS
Embedded OS
5 Embedded Software Development
Boot loader
Embedded GUI
Embedded middleware
Embedded Development Environment
34. The following table shows the curricula in 15 universities in China
including University of Electronic Science and Technology of China
and Beijing Institute of Technology.
35. Intel China has built up the Intel-Zhejiang University
Embedded Technology Center (ETC). ETC engages
and influences more and more new universities with
Intel Embedded curriculum program.
ETC arranges quarterly Workshop, regular tech
trainings for universities, faculties’ forum, on-line
communications, joint effort on textbook draft and
syllabus optimizing.
ETC has held 8 workshops, involved totally 477
faculties from 129 Universities.
There are 47 new embedded courses in universities
base on the ETC curriculum workshop. 3797
undergraduate students and 1355 graduated
students are learning those embedded courses.
36. A Spiral Step-by-Step Educational Method for Cultivating
Competent Embedded System Engineers to Meet Industry
Demands
In this paper, a spiral step-by-step educational
method, based on an analysis of industry
requirements, is proposed.
The learning process consists of multiple learning
circles piled up in a spiral.
Each learning circle consists of three steps: lecture,
demo, and hands-on practice. It was proposed that
universities should revise their specialist education to
meet industry demands.
Jing, Lei, et al. "A spiral step-by-step educational method for cultivating competent embedded system engineers to
meet industry demands."Education, IEEE Transactions on 54.3 (2011): 356-365.
37. With globalization, the demand for embedded system
engineers (SEs) in Japan is shifting from quantity to
quality.
Although there is still a huge demand for embedded
system engineers in industry, this demand is decreasing
year by year.
According to a survey report of the Japanese Ministry of
Economy, Trade and Industry, the demand decreased by
about 30% over three years, from 99 000 in 2007 to 69
000 in 2009.
Therefore, the question of how to improve the quality
rather than the quantity of IT employees has become the
38. • INDUSTRY DEMAND TO HIGH-QUALITY ENGINEERS
A. Roles of University and Industry
universities should design the courses according to
industry demands, and the educational results should be
evaluated by industry.
The committee of specialists from industry gave advice
on course design through periodic meetings with faculty
and students.
39. B. Knowledge and Skill
An important evaluation standard for an educational
methodology is required to effectively transform
knowledge into skill.
C. Educational Requirements for Universities
University education should satisfy industry demands.
• INDUSTRY DEMAND TO HIGH-QUALITY ENGINEERS
41. SUMMARY OF WRITTEN FINAL EXAMINATION ON THE KU1 AND KU2
(L: LECTURE, D: DEMO, P: PRACTICE)
A fundamental course in embedded systems was used to illustrate the
application of the educational method, and its effectiveness was confirmed
through the course evaluation.
%
42. The CE2004 Final Report by ACM & the IEEE
Computer Society
CE-ESY : Embedded System is the core subject of
computer engineering curriculum.
CE-ESY Embedded Systems [20 core hours]
CE-ESY0 History and overview [1]
CE-ESY1 Embedded microcontrollers [6]
CE-ESY2 Embedded programs [3]
CE-ESY3 Real-time operating systems [3]
CE-ESY4 Low-power computing [2]
CE-ESY5 Reliable system design [2]
CE-ESY6 Design methodologies [3]
CE-ESY7 Tool support
CE-ESY8 Embedded multiprocessors
CE-ESY9 Networked embedded systems
CE-ESY10 Interfacing and mixed-signal systems
43. Curriculum Key Features
The curriculum must reflect the integrity and character of computer
engineering as an independent discipline.
The curriculum must respond to rapid technical change and
encourage students to do the same.
Outcomes a program hopes to achieve must guide curriculum
design.
The curriculum as a whole should maintain a consistent ethos that
promotes innovation, creativity, and professionalism.
The curriculum must provide students with a culminating design
experience that gives them a chance to apply their skills and
knowledge to solve challenging problems.
44. Conclusion:
From study of literature, it is observed that the curriculum of
embedded system should be designed in order to fulfill the following
challenges:
Wide diversity and increasing complexity of applications.
Increasing number of functional/non-functional constraints.
Increasing degree of integration and networking.
Increasingly multi-disciplinary nature of products and services.
Growing importance of flexibility.
Shrinking time-to-market.
Obtaining a clear picture of the essential technology
developments for embedded systems and finding the related
technological gaps is therefore another essential task.
46. References:
1. Bilek, Jan, and Ing Pavel Ruzicka. "Evolutionary trends of embedded systems." Industrial Technology, 2003
IEEE International Conference on. Vol. 2. IEEE, 2003.
2. Jing, Lei, et al. "A spiral step-by-step educational method for cultivating competent embedded system
engineers to meet industry demands."Education, IEEE Transactions on 54.3 (2011): 356-365.
3. Jamieson, Peter. "Arduino for teaching embedded systems. are computer scientists and engineering educators
missing the boat?." Proc. FECS (2010): 289-294.
4. Koopman, Philip, et al. "Undergraduate embedded system education at Carnegie Mellon." ACM Transactions
on Embedded Computing Systems (TECS) 4.3 (2005): 500-528.
5. Sziebig, Gábor, Béla Takarics, and Péter Korondi. "Control of an embedded system via internet." Industrial
Electronics, IEEE Transactions on 57.10 (2010): 3324-3333.
6. Jackson, David Jeff, and Paul Caspi. "Embedded systems education: future directions, initiatives, and
cooperation." ACM SIGBED Review 2.4 (2005): 1-4.
7. Marwedel, Peter, et al. "Embedded systems education: how to teach the required skills?." Proceedings of the
2nd IEEE/ACM/IFIP international conference on Hardware/software codesign and system synthesis. ACM,
2004.
8. Chen, Tianzhou, et al. "Embedded System Education for Computer Major in China." 5th International
Conference on Education and Information Systems, Technologies and Applications (EISTA 2007), Orlando,
USA. 2007.
9. Benson, Bridget, et al. "Integrating embedded computing systems into high school and early undergraduate
education." Education, IEEE Transactions on54.2 (2011): 197-202.
10. Dziabenko, Olga, et al. "Training of microcontrollers using remote experiments." Remote Engineering and
Virtual Instrumentation (REV), 2012 9th International Conference on. IEEE, 2012.
11. Sangiovanni-Vincentelli, Alberto Luigi, and Alessandro Pinto. "Embedded system education: a new paradigm
for engineering schools?." ACM SIGBED Review 2.4 (2005): 5-14.
12. Sangiovanni-Vincentelli, Alberto L., and Alessandro Pinto. "An overview of embedded system design education
at Berkeley." ACM Transactions on Embedded Computing Systems (TECS) 4.3 (2005): 472-499.
13. http://www.arm.com/about/arm-launches-embedded-systems-education-kit-to-make-students-work-ready.php
14. https://iec2014.intel.com/
