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Introduction to the Digital Electronics subject

Introduction to the Digital Electronics subject. Francesc Josep Sànchez i Robert (francesc.josep.sanchez@upc.edu). Barcelona, June 11 th 2009. Course mechanics Examples of exercises Assessment. First year of the bachelor's degree in Telecommunications. Digital Electronics (ED).

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Introduction to the Digital Electronics subject

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  1. Introduction to the Digital Electronics subject Francesc Josep Sànchez i Robert (francesc.josep.sanchez@upc.edu) Barcelona, June 11th 2009

  2. Course mechanics • Examples of exercises • Assessment

  3. First year of the bachelor's degree in Telecommunications Digital Electronics (ED)

  4. My idea of teaching ‘Teaching’ is the purposeful creation of situations from which motivated learners should not be able to escape without learning or developing John Cowan2 So, I’m going to make you responsible of your own learning … The basis of student-centred learning • Splitt, F. G., “PART II: THE CHALLENGE TO CHANGE: On Realizing the New Paradigm for Engineering Education”, The Interface, The joint newsletter of the IEEE – ES and the ASEE, August 2003, No.2. (http://www.ewh.ieee.org/soc/es/interface.html) • John Cowan, “On Becoming an Innovative University Teacher: Reflection in Action”, Open University Press, 2nd ed., 2006 , p.100

  5. The learning objectives of Digital Electronics Specific content + + teamwork + communication skills + self-directed learning + third language cross-curricular skills at level 1 of competence: introduction Yes! You can learn them all by active techniques like: Cooperative Learning and Problem-Based Learning (but not by traditional lecturing!)

  6. The learning objectives of Digital Electronics Part 1: Combinational Systems CAD / EDA software : SPICE, Proteus-VSM, Espresso (Minilog) Application project (AP) Part 2: Sequential Systems Group Portfolio (PO) Introducing next course: ideas of C and PLD’s Specific content + teamwork + communication skills + self-directed learning + third language  Problem-based learning course

  7. Learning objectives include Content and cross-curricular skills achieved by Design- oriented tasks Effective communication Teamwork Open solutions consist of Autonomous learning solved by Real world examples method motivation include Information search (library, Internet) Guidelines for quality documentation Design verification Self-assessment Group portfolio Group and class interaction EDA tools reflection Best work samples Let’s think about it …

  8. Planning activities and study time in and out class Activities Weekly study plan Theory Teamwork session TWA (2 h) Exercises classroom 6.5 h – 8 h per week Application project Teamwork session TWB (2 h) Individual assessment Teamwork session TWC (at least 2 h) Portfolio Extra individual work  4.8 ECTS Formative and continuous assessment

  9. I’m expecting from you all these activities EX1 MI1 EX2 MI2 EX3 MI3 Application Project Group Portfolio EX4 MI4 EX5 MI5 EX6 MI6 EX7 MI7 EX8 MI8 Coop. Ind. Coop. Coop.

  10. Method 1 (quality criteria) for solving any problem of the subject  the key document! Plan You will always know exactly what to do and how to proceed … Develop Results Problems will be very guided at the course beginning  and more self-directed towards the course end Simulation Presentation Formative and continuous assessment (exercises can be improved once corrected 1 http://epsc.upc.edu/projectes/ed/ED/unitats/unitat_1_1/Criteris_Correccio_Exercici_en.pdf

  11. Classrooms with mobile tables About the classes… Format of a regular cooperative session Base groups of 3 students

  12. About the exercises … Motivation • You’ll have to: • Solve real-world problems (open solutions - design or synthesis oriented, in balance with analysis) • Tick the learning objectives • Search theory and summarise it using concept maps • Use the method for solving problems • Solve the problems in cooperation with your team • "sink or swimtogether.“ • Distribute tasks ans reflect • Sign a statement of fairness and acknowledgement • Write down your doubts or questions not yet solved • Annotate your study time • Sign the documents • Use English in each exercise

  13. Example Controlling a storage tank system for a pancake syrup manufacturing http://epsc.upc.edu/projectes/ed/ED/grups_classe/08-09-q2/1BT5/MI/MI2/ED_Curs_08_09_Q2_1BT5_Cntl_MI-2x.pdf

  14. Example A key-coded deadbolt http://epsc.upc.edu/projectes/ed/ED/grups_classe/08-09-q2/1BT5/EX/EX5/ED_Curs_08_09_Q2_1BT5_EX5x.pdf

  15. Activating a motor by a 4-digit personal pin Example Real-world problems instead of pure academic exercises Motivation Students see how their designs actually work (in the simulator or using training boards) http://epsc.upc.edu/projectes/ed/problemes/problemes_PA/Problemes_PA.htm

  16. Example of an application project A digital clock • Deep learning (content connected throughout the course) • Enables whole class collaboration • Enable content coherence  the same problems can be used again in advanced courses to enhance content learning (technology update using VHDL - FPGA or µC) http://epsc.upc.edu/projectes/ed/ED/grups_classe/07-08-q1/1BT4/07-08-Q1-1BT4.htm (EX7)

  17. 30% Student assessment Exercises 25% + Includes an oral presentation Individual controls 20% + Work samples 8 deliverables Application Project Reflection 15% + 8 individual unannounced exams Portfolio + 10% (They have to pass 7 of 8) Participation and attitude • Assessment is another learning activity integrated in the course dynamics • You exercises will be regularly corrected and feedback to your cooperative group for improvement (everything will count for the final mark) • (So, there is no need anymore for classic final exams)

  18. Student assessment course group portfolio Collecting evidences for the EPSC’s student competency portfolio Developing communication skills: oral presentation of the application project http://epsc.upc.edu/projectes/carpeta_competencies/ http://epsc.upc.edu/projectes/ed/ED/projectes_aplicacio/Oral_presentation_rubric.pdf

  19. Student assessment Semi-structured group portfolio Optional: term definition Registry of working sessions and personal opinions over the learning process Contents (optional) Group portfolio Memory and presentation of the application project 20% Registry of the activities study time Individual controls 30% Concept maps and other reference materials searched in library and Internet Up to 8 individual controls 15% Best exercises (80% minimum) pdf edition 25% (for 2A courses) Up to 8 corrected exercises An excellent way for reflecting and showing evidence of what they learnt http://epsc.upc.edu/projectes/ed/ED/dossier_aprenentatge/portfolio_rubric_v1_enx.pdf

  20. You can read all the information in the ED course Web http://epsc.upc.edu/projectes/ed/ Everything from the last 7 years is here: theory – examples – exams – references – documents – chips – software - etc.

  21. So, let’s start looking at the first exercise (EX1) http://epsc.upc.edu/projectes/ed/ED/grups_classe/08-09-q2/1BT5/EX/EX1/ED_Curs_08_09_Q2_1BT5_EX1x.pdf Let’s try to use a simple digital calculator

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