Browsing by Author "Naiman, S."

Now showing 1 - 4 of 4
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    Challenge Driven Education in the Context of Internet of Things
    (IATED Academy, 2017-07) Taajamaa, V.; Rwegasira, D.; Kelati, A.; Kondoro, A.; Mvungi, Nerey H.; Tenhunen, H.; Ben Dhaou, I.; Naiman, S.
    The need for solid engineering and for engineers that can engineer hasn´t changed in the past 100 years. What has, however, become more and more evident is that todays, and more so tomorrow´s engineers need to be equipped with skills that make them efficient and productive in a the complex environment of todays societal challenges. Challenge-driven education (CDE) is aimed for students as well as for individuals who are focusing on, among other things, to their problem solving and team collaboration skills. These skills are widely perceived as crucial for solving the complex and wicked engineering challenges that the industry and societies face. In the very core of CDE is the aim of going through the learning cycles while at the same time serving the global society. CDE aims to put the best and the brightest to work on the problems most in need of solution1. This makes the CDE model also both lucrative and challenging for the educator. The traditional curricula of universities do not support the CDE model throughout the degree structure. Challenge driven courses with early phase project courses are seen to support the students learning by confronting them with different knowledge gaps, mental models and conceptual understanding from the very beginning. In authentic projects the students cannot refer to the equations they have just learned in their mathematics or physics class. The uncertainty and ambiguity that arises in the real-life project work is an identification process between the interface of knowledge and the need for more knowledge. The ability to improve competence is strengthened by the fact that students are working in an authentic, open-ended and real-life situation where they need to observe, identify, design and solve problems.
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    Energy Meter Reading and Tampering protection through Powerline Communication Channel
    (FoE, 2004) Naiman, S.; Kissaka, Mussa; Mvungi, Nerey H.
    Power utility companies have suffered revenue losses due to uncollected bills and energy tampering for many years. The use of powerline communication to overcome the problems has been proposed. This needs tampering detection and transceivers capable of communicating data through powerline channel. This paper identifies different methods of tampering, presents simulated results for tampering detection scheme and proposes a Direct Sequence Spread Spectrum (DSSS) with Binary Phase Shift Keying (BPSK) transceiver design for energy metering as a solution to the problem. The choice of DSSS-BPSK modulation scheme is based on its robustness and its ability to spread signal into wide band to protect jamming and interference. The performance of the designed tampering detection, transceiver and selection of suitable parameters is performed by using matlab software
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    Energy Meter Reading through Powerline Communication Channel
    (IEEE, 2004) Kissaka, Mussa; Naiman, S.; Mvungi, Nerey H.
    Power utility companies have suffered revenue losses due to uncollected bills and energy tampering for many years. The use of remote monitoring system to overcome the problem using powerline communication has been identified as a solution. This needs transceiver capable of communicating data through powerline channel. In this paper we present simulated results of BPSK (DSSS) transceiver for energy metering based on powerline channel as media for communication. The choice of spread spectrum BPSK modulation scheme is based on its robustness and its ability to spread signal into wide band to protect jamming and interference. The performance of the designed transceiver and selection of suitable parameter is verified using matlab simulation.
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    Training the Future ICT Innovators on Open Science Platform
    (IATED Academy, 2017-07) Kondoro, A.; Rwegasira, D.; Ben Dhaou, I.; Kelati, A.; Naiman, S.; Tenhunen, H.; Mvungi, Nerey H.; Taajamaa, V.
    Our national industrial base is experienced very rapid and large scale changes where old corporation are losing they leading market position and at the same time new corporation are created based on new innovation on technology, service or business concept. At the same our nations and industrial infrastructures are facing global challenges in terms of climate, people's wellbeing, safety and security. This rapid change has pushed the academic system most recently in Europe, to start to work with new working models in terms of strategic partnership and pedagogic models. During the last 25 years KTH has been very active in innovating and implementing educational reforms at local and at global level for ICT with key focus on societal and industrial impact. Global challenges are often materialized locally and render solutions in a local context. In good circumstances, they may be scaled up into global solutions. The lack of investments in certain areas or lack of certain infrastructure in emerging and developing economies offers unique opportunities to explore entirely different solutions to problems that are beyond the horizon of our present imagination. They could thrive and develop rapidly in the fertile innovation ecosystem that is provided by universities and their interface to society. Thus, from a university perspective, connecting research, education, and innovation to an effective knowledge triangle is of paramount importance. We present here the concrete experiences, and directions for the new development especially from the global perspective in order to create more innovative learning environments with much stronger impact and excitement for the all stakeholders. Although over the last 25 years we have walked a long way from the traditional engineering education models, we still have a long way to go, especially in understanding the need and role of global partnership and possibilities to create significant impact to the society, university, students and involved faculty. We foresee that there will be no single "correct" model, but various models and best practices which a context and partnership dependent, but which at the same time fulfills the fundamental degree requirements and intended learning outcomes at the degree level both at international and national perspective in an explicit and transparent manner.