Considerations for software-defined radio use within a project-based learning subject

Glenn J Bradford; Gavin Buskes; Paul N Beuchat

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Power Engineering & Curriculum Innovations
Tagged Division: Electrical and Computer Engineering Division (ECE)
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--43157
Permanent URL: https://peer.asee.org/43157
Download Count: 158

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Paper Authors

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Glenn J Bradford University of Melbourne

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Glenn Bradford is a Teaching Fellow in the Department of Electrical and Electronic Engineering at the University of Melbourne. His main focus is creating innovative curriculum that incorporates practical, hands-on experiences to better drive student learning.
From 2015 to 2020, he worked as a 5G Wireless Systems Engineer at Intel Corporation developing advanced 5G wireless prototypes and systems exploring the convergence of 5G wireless with emerging immersive media applications. Prior to Intel, he worked on the implementation of software-radio based cellular products as a Senior Software Engineer at Motorola Solutions, Inc.
He received his Ph.D. in electrical engineering from the University of Notre Dame in 2014.

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Gavin Buskes The University of Melbourne orcid.org/0000-0002-7920-8052

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Gavin is an Associate Professor and Deputy Head (Academic) in the Department of Electrical and Electrical Engineering at the University of Melbourne, Australia. He teaches a wide range of engineering subjects and has research interests in optimal control, idea generation, prior knowledge and developing professional skills. He also holds the role of Assistant Dean (Teaching and Learning) in the Faculty of Engineering and Information Technology.

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Paul N Beuchat The University of Melbourne

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Paul N. Beuchat received the B.Eng. degree in mechanical engineering and the B.Sc. degree in physics from the University of Melbourne, Melbourne, Australia, in 2008, and the M.Sc. degree in robotics, systems, and control in 2014 and the Ph.D. degree in 2019, from ETH Zürich, Zürich, Switzerland, where he completed his research with the Automatic Control Laboratory. He is currently working as a Teaching Fellow with the University of Melbourne. Paul’s research interests include control and optimization of large-scale systems with applications in the areas of building control and multi-agent robotics, as well as research investigating project-based learning pedagogies for teaching highly technical concepts.

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Abstract

In this paper we reflect on the use of software-defined radio (SDR) within a project-based learning (PBL) subject at the master’s level that incorporates a semester-long wireless communication design project. PBL as a pedagogy is an important tool for addressing disparities existing between the capabilities with which engineering students graduate and those demanded by employers. Ideally, it enables ‘dual impact’ activities in which both technical and professional skills can be developed concurrently. For the teaching of wireless communication systems, SDR has been the key enabling technology for a wider adoption of PBL pedagogies. SDR’s use of programmable software frameworks and general-purpose hardware lowers the barrier-to-entry for students to model, implement, debug, and verify real-world communication systems. As with any example of PBL, when using SDR to meet intended learning goals it is important to give due consideration to key subject design characteristics such as project complexity and open-endedness.

The subject reported in this paper exists as an opportunity for students to integrate prior knowledge from overlapping areas in communication systems, signal processing, and embedded systems. As is common in the literature, for the design project we chose a spectrum challenge in which students optimize the performance of a secondary communication link while limiting interference to a primary user with priority spectrum access. We first give an overview of the pedagogical subject design, the chosen design project, and the software and hardware platforms employed. Drawing upon instructor observations and student self-reflections, we report on the positive outcomes and limitations inherent in the subject’s design, highlighting important considerations when employing PBL to develop student capabilities in wireless communications. Among such considerations are a project’s suitability for addressing theoretical and conceptual topics, the time required for students to upskill on SDR software and hardware tools, and the need to ensure students apply sufficient engineering rigor in their analysis and design of project solutions.

Citation
Format

Bradford, G. J., & Buskes, G., & Beuchat, P. N. (2023, June), Considerations for software-defined radio use within a project-based learning subject Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43157

TY  - CPAPER
AB  - In this paper we reflect on the use of software-defined radio (SDR) within a project-based learning (PBL) subject at the master’s level that incorporates a semester-long wireless communication design project. PBL as a pedagogy is an important tool for addressing disparities existing between the capabilities with which engineering students graduate and those demanded by employers. Ideally, it enables ‘dual impact’ activities in which both technical and professional skills can be developed concurrently. For the teaching of wireless communication systems, SDR has been the key enabling technology for a wider adoption of PBL pedagogies. SDR’s use of programmable software frameworks and general-purpose hardware lowers the barrier-to-entry for students to model, implement, debug, and verify real-world communication systems. As with any example of PBL, when using SDR to meet intended learning goals it is important to give due consideration to key subject design characteristics such as project complexity and open-endedness. 

The subject reported in this paper exists as an opportunity for students to integrate prior knowledge from overlapping areas in communication systems, signal processing, and embedded systems. As is common in the literature, for the design project we chose a spectrum challenge in which students optimize the performance of a secondary communication link while limiting interference to a primary user with priority spectrum access. We first give an overview of the pedagogical subject design, the chosen design project, and the software and hardware platforms employed. Drawing upon instructor observations and student self-reflections, we report on the positive outcomes and limitations inherent in the subject’s design, highlighting important considerations when employing PBL to develop student capabilities in wireless communications. Among such considerations are a project’s suitability for addressing theoretical and conceptual topics, the time required for students to upskill on SDR software and hardware tools, and the need to ensure students apply sufficient engineering rigor in their analysis and design of project solutions.
AU  - Glenn J Bradford
AU  - Gavin Buskes
AU  - Paul N Beuchat
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Considerations for software-defined radio use within a project-based learning subject
UR  - https://peer.asee.org/43157
DO  - 10.18260/1-2--43157
ER  -