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try to establish more firmly whether the perceived ef-
fects of the proposed methods are real and advanta-
geous. We also need to collect more and better student
evaluation data, as well as continue to improve and fa-
cilitate an active learning environment. Moreover, we
would like to formalise our teaching methods slightly,
and possibly adopt flipped classroom in several of our
bachelor courses similarly to what we have done for a
master’s course on artificial intelligence (Bye, 2017).
Finally, we wish to underline that only a fraction
of all the interesting aspects of teaching computer
and electrical engineering courses at the undergradu-
ate level have been covered in this paper, and that our
observations and reflections are necessarily subjective
in nature. Nevertheless, we hope that the interested
reader is able to make valuable use of at least some of
the methods we suggest in their own teaching.
ACKNOWLEDGEMENTS
The Software and Intelligent Control (SoftICE) Labo-
ratory is grateful for the financial support given by the
Study Committee at NTNU in Ålesund through the
project Research-based and Innovation-driven Learn-
ing (FILA), grant no. 70440500.
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