1 2 Una experiència en assignatures d’electrònica digital de l’EETAC Circuits i Sistemes Digitals (CSD) (30 min)

2 Digital technology roadmap Digital Circuits & Systems Chapter 1: Combinational circuits The theory basics and the classic 74 series / CMOS (SSI & MSI) Chapter 2: FSM Chapter 3: Dedicated processors Advanced optional subjects or research Chapter 4: Microcontrollers (µC) Systems on Programmable Chip (SoPC) Systems on Chip (SoC) & ASICS (GA) The versatile GAL22V10 (  500 logic gates) Altera/Lattice/Xilinx CPLD and FPGA (2,5k – 100k logic gates) Large Altera/Lattice/Xilinx FPGA (>100k logic gates) PIC16/18 family of microcontrollers Introductory circuits & FSM Application specific digital systems (Datapath + control unit) Digital processors and subsystems (peripherals) Large volume of production Professional applications in Telecommunications Systems and Telematics Schematics & VHDL VHDL & C Vendor specific design flow tools (MPLAB, assembler, C, simulation Proteus-VSM) Electrical and digital simulation & verification using educational boards and laboratories Active HDL / ModelSim Quartus II / ispLEVER / ISE

3 Programmable logic devices and VHDL Microcontroller s CSD competencies English Oral and written communication Team work Self-directed learning Project management Lab skills (Systematically design, analyse, simulate, implement, measure, report, present, publish on the web and reflect about … digital circuits and systems using state-of-the-art digital programmable devices, CAD/EDA software tools and laboratory equipment And show all your achievements constructing your ePortfolio

4 CSD systematic instructional design Learning objectives and cross-curricular skills Activities and study time scheduling After completing the course students have to be able to … Active methodologies Continuous formative and summative assessment Course evaluation Coherence and consistency In and out of class timetable, problem- based learning, application project Cooperative Learning, integrated learning of content and cross-curricular skills, Learning by doing Individual and group assessing, every work sample counts and can be improved, group e-portfolio Student questionnaires, and instructors processing Repeated every term Systematic procedures for solving assignments (plan, develop, simulate, prototype, measure, report) No need of traditional exams

5 Learning objectives Chapter 1 Combinational circuits Chapter 1 Combinational circuits Chapter 2 Finite state machines Chapter 2 Finite state machines Chapter 3 Digital processor Chapter 3 Digital processor Chapter 4 Microcontrollers Chapter 4 Microcontrollers #6, #7, #8, #10 Cross-curricular objectives: # 1, # 2, # 3, # 4, # 5 #9, #10, #11 #10, #12 #13, #14, #15

6 Chapter 1 Combinational circuits (35 h) – 1.4 ECTS Chapter 1 Combinational circuits (35 h) – 1.4 ECTS Proteus-ISIS (Labcenter) Minilog, IC prog WolframAlpha VHDL ModelSim (Mentor Graphics), Active HDL (Aldec) ISim (Xilinx) Synplicity Synplify synthesis (Synopsys) Altera Integrated Synthesis XST (Xilinx Synthesis tools) CSD specific content Chapter 2 Finite state machines (FSM) (23h) – 0.92 ECTS Chapter 2 Finite state machines (FSM) (23h) – 0.92 ECTS Chapter 3 Digital processor (Datapath + control unit) (23h) – 0.92 ECTS Chapter 3 Digital processor (Datapath + control unit) (23h) – 0.92 ECTS Chapter 4 Microcontrollers (  C) (69h) – 2.76 ECTS Chapter 4 Microcontrollers (  C) (69h) – 2.76 ECTS Quartus II (Altera) ispLEVER Starter or Classic (Lattice Semiconductor) ISE (Xilinx) Proteus-VSM (Labcenter) MPLAB (Microchip) HI-TECH C Compiler for PIC10/12/16 MCUs (Lite mode) (Microchip) Classic IC’s sPLD GAL22V10 ispLEVER Classic Programmable logic devices (CPLD and FPGA) from Altera, Lattice, Xilinx Training boards (UP2, DE2, Spartan 3AN Starter Kit, MachXO USB Starter Kit, NEXYS 2, etc. PIC 16F/18F family of microcontrollers Training boards PICDEM2+, etc. Laboratory skills: signal generators, oscilloscopes, logic analysers, debuggers/programmers, etc. …

7 Oral and written communication Microsoft Office Visio 2010 Thunderbird CMapTools Gantt diagrams CSD generic tools English Self-directed learning Team work Google docs Google sites Web editing tools Proofing tools Google translate etc. Project management

8 Planning activities and study time in and out of the classroom (6 ECTS – 150 h) Activities (~problem solving all the time) Exercises (EX1.. EX4) Application project Individual test (IT1.. IT4) Individual test (IT1.. IT4) ePortfolio Weekly study plan Problem solving teamwork session at classroom (2 h) Problem solving teamwork session at classroom / laboratory (1 h)* Student-conducted teamwork sessions (>6h) Extra individual work Guided learning 11.5 h per week 6 ECTS Problem solving teamwork session at laboratory (2 h) Self-directed learning 13 weeks * Guided academic activities

9 Exercises and calendar on the CSD web

10 The CSD Blog digsys.upc.es/wp/wordpress /

11 Activities  Design of real world applications Design using PLD/VHDL Design using microcontrollers

12 The content on the CSD web ( units ) is focused on problem solving

13 Course timetable AP: project IM: improvementA : assessmentEX : exercise/problem eP: e-portfolioIT: Individual unannounced test

14 Cooperative Learning as the instructional method Positive interdependence Team members are obliged to rely on one another to achieve their common goal Individual accountability All students in a group are held accountable for doing their share of the work and for mastery of all of the content to be learned Face-to-face promotive interaction Group members providing one another with feedback, challenging one another’s conclusions and reasoning, and teaching and encouraging one another Appropriate use of collaborative skills Students are encouraged and helped to develop and practice skills in communication, leadership, decision-making, conflict management, and other aspects of effective teamwork Regular self-assessment of group functioning Team members periodically assess what they are doing well as a team and what they need to work on for functioning more effectively in the future

15 A typical 2-hour group work session Questions from previous sessions or exercises Introduction of new concepts or materials (generally, the problem to be designed) Group work for revising concepts and planning exercises Questions, discussion and general orientations Group work for developing exercises Conclusions and planning for the student- directed sessions outside the classroom Up to 15 minutes 30 minutes Up to 15 minutes 30 minutes 15 minutes

16 A semi structured group e-portfolio organised to show your learning process and results Cooperative group ePortfolio and instructor’s feedback

17 Experiència previa amb portafolis en paper (ED) i en format pdf (SED) Un registre ben classificat, presentat, i raonat de la feina feta durant el quadrimestre ED SED Format PDF

18 Exemple de criteris de correcció del portafoli

19 M. Valero, “Com dissenyar activitats per al desenvolupament de competències genèriques”, Curs ICE-UPC, maig 2009

20 An excellent way for showing evidence of what you’ve learnt An ePortfolio organised according the subject’s cross-curricular skills to show your achievements ( Showcase ePortfolio Table of contents 1. Course, purpose, audience and structure 2. A list of hardware/software tools and laboratory equipment and examples on the way you’ve been using them 3. Work samples and reflection for the cross-curricular skills 1. 3rd language (English) 1. An active reading of a paper or a book unit 2. A written assignment in English 3. Exam solution 2. Team work 1. Learning an electronic design automation (EDA) tool in group 2. An example of a group assignment 3. Oral and written communication 1. A concept prepared to learn the design flow for a digital circuit 2. A peer-reviewed written assignment 3. An oral presentation in class 4. Self-directed learning/project management 1. Example of a project organisation and development 2. Example of a unit or lesson studied autonomously. General reflection and conclusions

21 The course first exercise

22 Assessment is not a mechanism for verifying student knowledge, but an stimulus to guarantee that (motivated) students will do the group tasks which lead them to learn the content and skills Student assessment Every piece of work counts for the final grade Final exams are no longer needed Assessment is another learning activity integrated in the course dynamics  ePortfolio

23 Assessment scheme Exercises + Individual test + Application Project + e-Portfolio + Participation and attitude 6 deliverables with optional improvement 4 individual “unannounced” exams Includes an oral presentation and a written report n Rubrics and examples from previous terms, facilitates assessing and giving fast feedback Examples to demonstrate content learning, cross- curricular skills development and reflection Continuous assessment: you’ll always know where you are and what you have to do to improve Ep1: Week 9, 5% Ep2: Week 14, 10% Oral: 12.5% Written doc: 7.5%

24 Assessment scheme Exercises (30%) Individual Test (25%) EX1A, EX1B, EX1C IT1 A remark on the Exercises assessment: There is a link between the IT and the EX: EX2 IT2 EX3 IT3 EX4 IT4  The EX will have a preliminary group grade. In order to get its final grade, students have to pass the corresponding IT. If a given student fail its IT, its EX will be graded with a “4”.  At week 9 there will be another opportunity to pass or improve IT1 and IT2. IT3 and 4 can be assessed again at week 14.

25 Course evaluation and processing Learning objectives and cross-curricular skills Activities and study time scheduling Active methodologies Continuous formative and summative assessment Course evaluation Coherence and consistency Student questionnaires, and instructors processing This quality cycle has to be repeated every term The evaluation’s aim is to prepare a plan with specific actions to improve teaching in upcoming courses (problems redesigning, timetable scheduling, workload, teaching materials, new software, demonstration exercises, etc.) CSD WEB page 

26 Sobre aquesta experiència... Activitat #2: Per discutir:Activitat #2: Per discutir: 1)Què trobeu més significatiu (de bo o de dolent) sobre aquestes experiències? 2)Què trobeu més difícil d’aplicar a la vostra àrea?