IEEE TRANSACTIONS ON EDUCATION, VOL. 41, NO. 2, MAY 1998 101 A Multidisciplinary Cooperative Problem-Based Learning Approach to Embedded Systems Design Doug L. Maskell and Peter J. Grabau Abstract—A subject introducing embedded systems design to second-year undergraduate students is described. The subject provides units introducing microprocessors and CAD tools for electronic circuit design and integrates these units into a sin- gle cohesive subject by means of a group project. The subject is developed as a multidisciplinary cooperative problem-based learning program with the base groups structured to comprise members from different degree programs offered by the School of Engineering at James Cook University. Initial results show that cooperative problem-based learning can be used to develop problem-solving, teamwork, and lifelong learning skills as well as producing a level of technical knowledge beyond that of individual achievement. Index Terms— Cooperative learning, embedded systems, life- long learning, problem-based learning, problem solving. I. INTRODUCTION T HIS paper describes an embedded systems design subject which is offered to second-year undergraduate students at James Cook University (JCU). While the subject has been designed specifically to serve the needs of engineering stu- dents enrolled in the Electrical and Electronic Engineering, Computer Systems Engineering, and Mechatronics degree programs, it is also available as an option to Computer Science students. Topics include: a study of single-chip mi- croprocessors with emphasis on the Motorola MC68HC11; computer-aided design (CAD) tools for printed-circuit board (PCB) design, and programmable logic device (PLD) design; as well as a microprocessor-based design project. II. PROBLEM-BASED COOPERATIVE LEARNING The undergraduate engineering program at JCU consists of a common first year where students receive approximately equal subject components from the science and the engineering dis- ciplines. First-year engineering students are exposed to a broad range of topics, however, specialization within the science and engineering degree programs results in students entering into this subject with considerable differences in knowledge skills, and individuals do not have sufficient expertise or experience in all areas to complete a project of the magnitude given in the design component. Because of the different and varied skill base of the students entering this subject, it was decided to implement the design project component as a cooperative Manuscript received October 2, 1995; revised December 18, 1997. The authors are with James Cook University of North Queensland, School of Engineering, Electrical and Computer Engineering, Townsville Queensland, 4811, Australia. Publisher Item Identifier S 0018-9359(98)03407-4. problem-based learning (PBL) program so that the students could work together to maximize their own and each others learning. Problem-based learning [1] is the process of using a problem situation to focus the learning activities on a need-to-know basis. This contrasts with subject-based learning, where the student is presented with discipline-based material and is then given a problem (or example) of its use. PBL is ideal for engineering education as it encourages a multidisciplinary approach to problem solving (which is essential for modern engineering practice) and develops techniques and confidence in solving problems which have not been encountered before. Combining PBL with cooperative learning [2], [3] provides a mechanism for students to maximize their own and other group members’ learning by working in teams to accomplish a common task or goal. Cooperative learning develops personal skills including conflict resolution and social skills as well as developing interdependence and individual and group account- ability. Learning in groups has the additional advantage of reducing the resource demand on the engineering department. The design project is structured around a formalized base group which exists for the duration of the subject. The base groups are selected at random from the different degree programs and, in general, consist of three members with no two members from the same degree program. This format results in the formation of groups where an individual’s contribution to the design is maximized and where the skill base is spread as widely as possible. III. COURSE DETAILS The subject, which runs in the second semester, is divided into three units: microprocessors and peripherals; CAD tools for electronic design; and an integrated design project. The mi- croprocessors and peripherals unit is presented as 13 lectures and 13 tutorial sessions, given weekly throughout the semester. For the majority of students it is their first introduction to this subject material. The target microprocessor is the MC68HC11 which provides the students with a sound vehicle for gaining an understanding of the subject material. Features which make this microprocessor attractive for student use at this level include: • its relative simplicity; • the range of on-board peripherals which are used in the design unit of this course as well as later year project work; 0018–9359/98$10.00  1998 IEEE