Anouar DALLI, International Journal of Emerging Trends in Engineering Research, 12(9), September 2024, 139 – 142 139 ABSTRACT The main benefit of teaching IoT in today’s classroom is that students are learning crucial skills they’ll need in the future - whether that’s at work or at home. Schools can also benefit from the Internet of Things in several ways. This article presents some techniques of teaching on connected objects. Our work is focused on active pedagogy wich is widely integrated in order to involve students in the theoretical part and to create a prototype of an object having an application purpose. The integration of this teaching into a school of engineers illustrates its implementation. Key words: Internet of things, scrum methodology, course, Connected objects, educational device, teaching. 1. INTRODUCTION Connected objects are increasingly present in our daily lives, offering a multitude of advanced features such as data collection, remote control and connectivity in real time. The teaching of these technologies is therefore become a major issue in preparing students [1] for their use and these technologies can be taught at different levels of study and at different types of training [1][2]. Project-based teaching is a tool perfectly suited to teaching objects connected. This type of teaching allows students to put their technical knowledge into practice working on a concrete project. In this article, we present a course framework on connected objects, project-based teaching used for this course and an assessment of its production][3]. 2. OBJECTIVES AND AUDIENCE 2.1 A varied audience Having an advanced culture on connected objects is essential for integrating the job market around IoT. There are training courses in embedded systems or in networks which are directly linked to this market of employment. However, other schools wish open up to this theme: computer scientists want be able to understand the issues related to embedded systems and energy consumption; electronics engineers to understand the transmission of data and network aspects [4]. This teaching is directly addressed to them. Indeed, the theoretical part is based on elementary notions mathematics, physics and electronics. These notions are acquired from the first years of study scientists in computer science or electronics. The practical part is based on platforms of open-source prototyping such as Arduino. The prerequisites for using these platforms are a knowledge of basic programming concepts (variables, loops and functions) [5]. With these prerequisites, our course can be modulated from several ways depending on the objectives teaching and the number of hours. In engineering school, in the 3rd year of a apprenticeship training in IT for an opening to the IoT. 2.2 Course organization The course is composed of a theoretical part and a practical side. The theoretical part is carried out through several 2-hour courses on different technical themes and of a flipped classroom so that students learn to become familiar with a communication standard. The hourly volume is therefore around 10 hours but perhaps extended either by deepening the themes or by offering other themes [6]. The practical part consists of carrying out a prototype with a role play between students and teachers starting from the application (defined or validated by the teachers) and the technical realization (per team of 4 to 6 students). The hourly volume can be extremely variable ranging from around ten to one twenty hours with potentially hours in autonomy. 3. IOT: FROM SENSOR TO NETWORK 3.1 Theoretical courses The aim of the course is to have a comprehensive overview of elements making up an IoT network [7]:  IoT and sensor networks: generalities, market perspectives, application examples, Network architectures & protocols  Communications for IoT, Physical layer techniques for IoT: wireless transmission, propagation channel,  Anatomy of a sensor node: sensors, embedded computing, energy management. Teaching IoT: Use Case from a School of Engineers Anouar DALLI Ecole Nationale des Sciences Appliquées de Safi (ENSAS), Université Cadi Ayyad, Marrakesh, Morocco, anouar_dalli@yahoo.fr Received Date: July 29, 2024 Accepted Date: August 29, 2024 Published Date : September 07, 2024 ISSN 2347 - 3983 Volume 12. No.9, September 2024 International Journal of Emerging Trends in Engineering Research Available Online at http://www.warse.org/IJETER/static/pdf/file/ijeter011292024.pdf https://doi.org/10.30534/ijeter/2024/011292024