@book{Huening2018,
  author    = {H{\"u}ning, Felix},
  title     = {Embedded Design For IoT With Renesas Synergy},
  publisher = {Renesas Electronics},
  address   = {D{\"u}sseldorf},
  pages     = {143 S.},
  year      = {2018},
  language  = {en}
}
@inproceedings{Huening2019,
  author    = {H{\"u}ning, Felix},
  title     = {Complexity for heterogeneous classes: teaching embedded systems using an open project approach},
  series = {Varietas delectat: Complexity is the new normality - 47th Annual Conference, Budapest, Hungary16th - 20th September 2019. SEFI 47th Annual Conference Proceedings},
  booktitle = {Varietas delectat: Complexity is the new normality - 47th Annual Conference, Budapest, Hungary16th - 20th September 2019. SEFI 47th Annual Conference Proceedings},
  isbn      = {978-2-87352-018-2},
  pages     = {540 -- 549},
  year      = {2019},
  language  = {en}
}
@inproceedings{Huening2021,
  author    = {H{\"u}ning, Felix},
  title     = {Sustainable changes beyond covid-19 for a second semester physics course for electrical engineering students},
  series = {Blended Learning in Engineering Education: challenging, enlightening - and lasting?},
  booktitle = {Blended Learning in Engineering Education: challenging, enlightening - and lasting?},
  isbn      = {978-2-87352-023-6},
  pages     = {1405 -- 1409},
  year      = {2021},
  abstract  = {The course Physics for Electrical Engineering is part of the curriculum of the bachelor program Electrical Engineering at University of Applied Science Aachen. Before covid-19 the course was conducted in a rather traditional way with all parts (lecture, exercise and lab) face-to-face. This teaching approach changed fundamentally within a week when the covid-19 limitations forced all courses to distance learning. All parts of the course were transformed to pure distance learning including synchronous and asynchronous parts for the lecture, live online-sessions for the exercises and self-paced labs at home. Using these methods, the course was able to impart the required knowledge and competencies. Taking the teacher's observations of the student's learning behaviour and engagement, the formal and informal feedback of the students and the results of the exams into account, the new methods are evaluated with respect to effectiveness, sustainability and suitability for competence transfer. Based on this analysis strong and weak points of the concept and countermeasures to solve the weak points were identified. The analysis further leads to a sustainable teaching approach combining synchronous and asynchronous parts with self-paced learning times that can be used in a very flexible manner for different learning scenarios, pure online, hybrid (mixture of online and presence times) and pure presence teaching.},
  language  = {en}
}