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

2. 2 Course mechanics Examples of exercises Assessment

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

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 Cowan 2 1.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) 2.John Cowan, “On Becoming an Innovative University Teacher: Reflection in Action”, Open University Press, 2 nd ed., 2006, p.100 The basis of student-centred learning So, I’m going to make you responsible of your own learning …

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

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

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

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

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

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

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

12. About the exercises … 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 swim together.“ 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 Motivation

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

16. Example of an application project A digital clock http://epsc.upc.edu/projectes/ed/ED/grups_classe/07-08-q1/1BT4/07-08-Q1-1BT4.htm (EX7) 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)

17. Student assessment 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) Assessment is another learning activity integrated in the course dynamics Exercises + Individual controls + Application Project + Portfolio + Participation and attitude 8 deliverables 8 individual unannounced exams Includes an oral presentation Work samples Reflection (They have to pass 7 of 8) 30% 25% 20% 15% 10%

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

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