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Xu, Fei
Publications (4 of 4) Show all publications
Taha, W., Duracz, A., Zeng, Y., Atkinson, K., Bartha, F. Á., Brauner, P., . . . Grante, C. (2016). Acumen: An Open-source Testbed for Cyber-Physical Systems Research. In: Benny Mandler, Johann Marquez-Barja, Miguel Elias Mitre Campista, Dagmar Cagáňová, Hakima Chaouchi, Sherali Zeadally, Mohamad Badra, Stefano Giordano, Maria Fazio, Andrey Somov & Radu-Laurentiu Vieriu (Ed.), Internet of Things. IoT Infrastructures: Second International Summit, IoT 360° 2015, Rome, Italy, October 27-29, 2015. Revised Selected Papers, Part I. Paper presented at EAI International Conference on CYber physiCaL systems, iOt and sensors Networks (CYCLONE '15), Rome, Italy, October 26, 2015 (pp. 118-130). Heidelberg: Springer, 169
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2016 (English)In: Internet of Things. IoT Infrastructures: Second International Summit, IoT 360° 2015, Rome, Italy, October 27-29, 2015. Revised Selected Papers, Part I / [ed] Benny Mandler, Johann Marquez-Barja, Miguel Elias Mitre Campista, Dagmar Cagáňová, Hakima Chaouchi, Sherali Zeadally, Mohamad Badra, Stefano Giordano, Maria Fazio, Andrey Somov & Radu-Laurentiu Vieriu, Heidelberg: Springer, 2016, Vol. 169, p. 118-130Conference paper, Published paper (Refereed)
Abstract [en]

Developing Cyber-Physical Systems requires methods and tools to support simulation and verification of hybrid (both continuous and discrete) models. The Acumen modeling and simulation language is an open source testbed for exploring the design space of what rigorous-but-practical next-generation tools can deliver to developers of Cyber-Physical Systems. Like verification tools, a design goal for Acumen is to provide rigorous results. Like simulation tools, it aims to be intuitive, practical, and scalable. However, it is far from evident whether these two goals can be achieved simultaneously.

This paper explains the primary design goals for Acumen, the core challenges that must be addressed in order to achieve these goals, the "agile research method" taken by the project, the steps taken to realize these goals, the key lessons learned, and the emerging language design. © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2016.

Place, publisher, year, edition, pages
Heidelberg: Springer, 2016
Series
Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211 ; 169
Keywords
Testbed, Cyber-Physical Systems (CPS), Modeling, Simulation, Hybrid Systems, Open Source Software
National Category
Computer Sciences
Identifiers
urn:nbn:se:hh:diva-29592 (URN)10.1007/978-3-319-47063-4_11 (DOI)000398616500011 ()2-s2.0-85000500985 (Scopus ID)978-3-319-47062-7 (ISBN)978-3-319-47063-4 (ISBN)
Conference
EAI International Conference on CYber physiCaL systems, iOt and sensors Networks (CYCLONE '15), Rome, Italy, October 26, 2015
Funder
Knowledge FoundationVINNOVA, 2011-01819
Note

This work was supported by US NSF award CPS-1136099, the Swedish Knowledge Foundation (KK), The Center for Research on Embedded Systems (CERES), and VINNOVA (Dnr. 2011-01819).

Available from: 2015-10-08 Created: 2015-10-08 Last updated: 2018-03-22Bibliographically approved
Taha, W., Zeng, Y., Duracz, A., Xu, F., Atkinson, K., Brauner, P., . . . Philippsen, R. (2016). Developing a first course on cyber-physical systems. ACM SIGBED Review, 14(1), 44-52
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2016 (English)In: ACM SIGBED Review, E-ISSN 1551-3688, Vol. 14, no 1, p. 44-52Article in journal (Refereed) Published
Abstract [en]

Effective and creative Cyber-Physical Systems (CPS) development requires expertise in disparate fields that have traditionally been taught in several distinct disciplines. At the same time, students seeking a CPS education generally come from diverse educational backgrounds. In this paper, we report on our recent experience of developing and teaching a course on CPS. The course addresses the following three questions: What are the core elements of CPS? How should these core concepts be integrated in the CPS design process? What types of modeling tools can assist in the design of Cyber-Physical Systems? Our experience with the first four offerings of the course has been positive overall. We also discuss the lessons we learned from some issues that were not handled well. All material including lecture notes and software used for the course are openly available online.

Place, publisher, year, edition, pages
New York, NY: Association for Computing Machinery (ACM), 2016
National Category
Computer Sciences
Identifiers
urn:nbn:se:hh:diva-36619 (URN)10.1145/3036686.3036692 (DOI)
Note

This work is based on an earlier work: Developing a First Course on Cyber-Physical Systems, in Workshop on Embedded and Cyber-Physical Systems Education, WESE, © ACM, 2014. http://dx.doi.org/10.1145/2829957.2829964. The primary support for the development of the course comes from Halmstad University, the Swedish Knowledge Foundation’s CERES centre at Halmstad University, the Swedish Knowledge Foundation’s FAR-EIS project, and the US National Science Foundation CPS Robot Design project. 

Available from: 2018-04-16 Created: 2018-04-16 Last updated: 2018-04-17Bibliographically approved
Taha, W., Hedström, L.-G., Xu, F., Duracz, A., Bartha, F. A., Zeng, Y., . . . Gunjan, G. (2016). Flipping a First Course on Cyber-Physical Systems – An Experience Report. In: Proceedings Of The 2016 Workshop On Embedded And Cyber-Physical Systems Education (Wese): . Paper presented at Workshop on Embedded and Cyber-Physical Systems Education (WESE 2016), Pittsburgh, PA, USA, Oct. 1-6, 2016. New York: ACM Press
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2016 (English)In: Proceedings Of The 2016 Workshop On Embedded And Cyber-Physical Systems Education (Wese), New York: ACM Press, 2016Conference paper, Published paper (Refereed)
Abstract [en]

The flipped classroom format involves swapping activities traditionally performed inside and outside the classroom. The expected effects from this swap include increased student engagement and peer-to-peer interaction in the classroom, as well as more flexible access to learning materials. Key criteria for successful outcomes from these effects include improved test scores and enhanced student satisfaction. Unfortunately, while many researchers have reported positive outcomes from the approach, some instructors can still encounter difficulties in reproducing this success.

In this paper we report our experiences with flipping a first course on Cyber-Physical Systems at Halmstad University. The course is required for a Masters level program and is available as an elective for undergraduates. The focus of this report is on three separate editions of the course taught over three years. In the first year, lectures were recorded. In the second, the same instructor taught the course using the flipped format. In the third, new instructors taught it using the flipped classroom format.

Our experience suggests that flipping a classroom can lead to improved student performance and satisfaction from the first edition. It can also enable new instructors to take over the course and perform at a level comparable to an experienced instructor. On the other hand, it also suggests that the format may require more effort to prepare for, and to teach, than the traditional format, and that a higher level of attention to detail is needed to execute it with positive outcomes. Thus, the format can be demanding for instructors. It is also the case that not all students preferred this format.

Place, publisher, year, edition, pages
New York: ACM Press, 2016
Keywords
Flipped Classroom, Cyber-Physical Systems, Embedded Systems
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-32093 (URN)10.1145/3005329.3005337 (DOI)000406149500008 ()2-s2.0-85009773542 (Scopus ID)978-1-450-34657-3 (ISBN)
Conference
Workshop on Embedded and Cyber-Physical Systems Education (WESE 2016), Pittsburgh, PA, USA, Oct. 1-6, 2016
Projects
FAR-EIS
Funder
Knowledge Foundation
Note

Funding: US National Science Foundation (NSF) through the NSF CPS Project #1136099, and the Swedish Knowledge Foundation (KK) Project FAR-EIS.

Available from: 2016-09-27 Created: 2016-09-27 Last updated: 2018-03-22Bibliographically approved
Duracz, A., Eriksson, H., Bartha, F. Á., Zeng, Y., Xu, F. & Taha, W. (2015). Using Rigorous Simulation to Support ISO 26262 Hazard Analysis and Risk Assessment. In: Meikang Qiu, Yongxin Zhu, Daikai Zhu & Fengling Han (Ed.), 2015 IEEE 12th International Conference on Embedded Software and Systems (ICESS): . Paper presented at The 12th IEEE International Conference on Embedded Software and Systems (ICESS 2015), August 24-26, New York, USA (pp. 1093-1096). Piscataway, N.J.: IEEE Press
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2015 (English)In: 2015 IEEE 12th International Conference on Embedded Software and Systems (ICESS) / [ed] Meikang Qiu, Yongxin Zhu, Daikai Zhu & Fengling Han, Piscataway, N.J.: IEEE Press, 2015, p. 1093-1096Conference paper, Published paper (Refereed)
Abstract [en]

Rigorous simulation is a new technology that can play a key role in managing uncertainty in the design of safety-critical cyber-physical systems. One of its important applications is the analysis and evaluation of functional safety for road vehicles according to international standards such as ISO 26262. Previous work  presented preliminary evidence to support the feasibility of using rigorous simulation for this purpose. Here we report on advances in our implementation of rigorous simulation and show how they enable the rigorous simulation of more refined and more complete models. A larger case study highlights the benefits of these advances and helps us identify new challenges that should be addressed by future work. © 2015 IEEE.

Place, publisher, year, edition, pages
Piscataway, N.J.: IEEE Press, 2015
Keywords
hybrid systems, verification, iso 26262
National Category
Computer Sciences
Identifiers
urn:nbn:se:hh:diva-29050 (URN)10.1109/HPCC-CSS-ICESS.2015.296 (DOI)000380408100180 ()2-s2.0-84961700429 (Scopus ID)
Conference
The 12th IEEE International Conference on Embedded Software and Systems (ICESS 2015), August 24-26, New York, USA
Funder
Knowledge FoundationVINNOVA, 2011-01819
Note

This work was supported by US National Science Foundation award CPS-1136099, the Swedish Knowledge Foundation (KK), The Center for Research on Embedded Systems (CERES), and VINNOVA (Dnr. 2011-01819).

Available from: 2015-07-29 Created: 2015-07-21 Last updated: 2018-03-22Bibliographically approved
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