Assessing IOT Projects in University Education A Framework for Problem-Based Learning

摘要

Internet of Things (IoT) provides a thematic umbrella that allows educators to combine various theoretical aspects of computer science with substantial problems in everyday life. As such, building IoT device prototypes has been suggested by many as a means for teaching computer science and software engineering. However, how assessment should be conducted in these exploratory courses is often left vague, and thus, there is a need for applicable assessment methodologies. This article reports results from three years of action research in teaching prototyping of Internet of Things devices in a practical, problem-based setting. We present an example course outline for arranging learning experiences in IoT prototyping and provide a general assessment framework, along with recommendations for best practices for facilitating personalized learning in similar contexts. The results highlight that a general evaluation criteria can be composed, despite the versatile nature and varying complexity of the students' project outcomes. Also, we underline that students' learning can be evaluated in detail, despite large variations in their prior knowledge of IoT technologies or new product development as they enter the classroom for the first time.