E2LP: A Unified Embedded Engineering Learning Platform Miodrag Temerinac 1 , Ivan Kastelan 1 , Karolj Skala 2 , Branka Medved Rogina 2 , Leonhard Reindl 3 , Florent Souvestre 4 , Margarita Anastassova 4 , Roman Szewczyk 5 , Jan Piwinski 5 , Jorge R. Lopez Benito 6 , Enara Artetxe Gonzalez 6 , Nikola Teslic 7 , Vlado Sruk 8 , Moshe Barak 9 1 University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia 2 Rudjer Boskovic Institute, Zagreb, Croatia 3 University of Freiburg, Department of Microsystems Engineering, Freiburg, Germany 4 CEA, LIST, Sensory and Ambient Interfaces Laboratory, 91191 - Gif-sur-Yvette CEDEX, France 5 Industrial Research Institute for Automation and Measurements, Warsaw, Poland 6 CreativiTIC INNOVA S.L., Logrono, Spain 7 RT-RK Institute for Computer Based Systems, Novi Sad, Serbia 8 University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia 9 Ben-Gurion University of the Negev, Be’er Sheva, Israel miodrag.temerinac@rt-rk.com Abstract— The main idea behind this project is to provide a unified platform which will cover a complete process for embedded systems learning. A modular approach is considered for skills practice through supporting individualization in learning. This platform shall facilitate a novel development of universal approach in creative learning environment and knowledge management that encourage use of ICT. New learning model is challenging the education of engineers in embedded systems design through real-time experiments that stimulate curiosity with ultimate goal to support students to understand and construct their personal conceptual knowledge based on experiments. In addition to the technological approach, the use of cognitive theories on how people learn will help students to achieve a stronger and smarter adaptation of the subject. Applied methodology will be evaluated from the scientific point of view in parallel with the implementation in order to feedback results to the R&D. Keywords-technology enhanced learning, embedded systems, learning platform, engineering education I. INTRODUCTION Embedded systems are invisible electronics and corresponding software that bring intelligence to objects, processes and devices. The main challenge in engineering education for embedded systems is a complex interdisciplinary approach which includes: understanding of various systems based on different technologies and system solution optimizations. The significance of laboratory work in electrical engineering education has been widely recognized. It provides engineering education personnel to transform passive listener’s students into active learners, thus stimulating students to actively participate in the learning process [1]. Moreover, knowledge obtained through laboratory hands-on experience has proven to be more profound and more lasting. Increased role of computer based embedded systems in various industrial applications has produced a growing need for embedded system engineers. As of today, the job market is very competitive for highly qualified electronics systems engineers [2]. Furthermore, the European Centre for the Development of Vocational Training (Cedefop) in its publication "Skills supply and demand in Europe, Medium- term forecast up to 2020" [3] predicts that increase of 10.7% in new engineering positions across all disciplines in Europe will be reached up to 2020, compared to the 2010 level. Similar projections are available for USA by the Bureau of Labor Statistics, U.S. Department of Labor in “Occupational Outlook Handbook, 2010-11 Edition” [4] and Asia given in "Employment Outlook Asia: Focus on China and India" written by Mary Anne Thompson [5]. Consequently, many technical faculties have put more emphasis on embedded systems learning by introducing a number of active learning laboratory- based courses [1]. A typical approach in the field of computer engineering education is to have a group of courses for a specific computer engineering topic. Usually, these courses comprise a set of laboratory assignments which are performed using different hardware platforms for each particular course, thus introducing high cost requirements for learning equipment. Further, the dynamics necessary to address industry needs have put teaching personnel under significant pressure to adequately design the laboratory environment for the courses, since updates of the learning environment in an embedded systems course are necessary on a regular basis to keep it relevant. Having this in mind, it is not hard to imagine technical faculties ending up with a set of different and often inconsistent laboratory setups and teaching platforms used throughout the curriculum. As a result, efficiency of laboratory work in embedded systems learning usually suffers from introduced overhead (30%) in both the time and the effort necessary to get students familiar with hardware platforms and software tools for each course. This work was partially supported by the EU 7 th Framework Programme (FP7) project E2LP under European Commission Grant Agreement No. 317882, for period 2012-2015.