Simon Winberg
I am an associate professor in the Department of Electrical Engineering at the University of Cape Town, South Africa. I have worked in the field of embedded systems and digital signal processing, including various projects involving automation, radar back-end processing and telemetry among other topics in both the USA and in South Africa, before I started my academic career. My research focus is high-performance networked embedded systems, FPGAs, and signal and stream processing with application towards radar and radio astronomy systems.
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Papers by Simon Winberg
efficiency of remote supervision meetings for part-time postgraduate engineering students
working in industry. A variety of difficulties are often experienced with supervision of these
students, such as logistical problems with attending face-to-face supervision meetings,
maintaining a good focus during meetings, and general inefficiencies in responding to
supervision advice. This paper focuses on an experimental online supervision framework
designed for remote supervision of distance, part-time graduate students working in industry.
The supervision framework builds upon two fundamental network technologies: voice over IP
(VoIP) and a shared virtual workspace provided by a Virtual Network Computing (VNC)
service. The supervision framework, which is influenced by knowledge management theories,
includes guidelines in a short reference manual to facilitate its use. Evaluation of the
framework is structured around using Activity Theory (Engeström, 1999) to gain insights into
the usefulness of the meeting activities and the tools applied.
previous years. Although the 2009 students had good NSC grades, their performance showed that many of them
were under-prepared for university study. This unusually high intake of weaker than normal students has been
dubbed the ‘bubble’. This paper identifies challenges posed by the ‘bubble’ and discusses ways they were
addressed, focusing on changes to the course structure and the students’ learning experiences. The methodology
involved acquiring data from course material and assignment results. The findings indicate that students in 2009
experienced different difficulties to those in 2008, in particular difficulties at a fundamental level related to
interpretation and written technical explanations. Students in 2008 and 2009 both showed competence in
understanding program language syntax and semantics, and effective use of office software and online tools.
References:
Theory, culture & society 14(4): 1-30. Rhino. (2010). "Reconfigutable hardware interface for computing and radio." Retrieved 28-Oct-2010, from http://rrsg2.ee.uct.ac.za/rhino/index.php. ""