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

2. CSD competencies /learning goals
Programmable logic devices and VHDL
English
Self-directed learning
Oral and written communication
Project management
Team work
Microcontrollers
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
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3. CSD systematic instructional design
After completing the course students have to be able to …
Learning objectives and cross-curricular skills
Repeated every term
In and out of class timetable, problem-based learning, application project
Activities and study time scheduling
Course evaluation
Coherence and consistency
Student questionnaires,
and instructors processing
Systematic procedures for solving assignments (plan, develop, simulate, prototype, measure, report)
Continuous formative and summative assessment
Active methodologies
Cooperative Learning, integrated learning of content and cross-curricular skills, Learning by doing
Individual and group assessing, group e-portfolio
No need of traditional exams
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4. Combinational circuits
CSD specific content
Chapter 1
Combinational circuits
(50 h) – 2 ECTS
Chapter 2
Finite state machines
(FSM) (50 h) – 2 ECTS
Chapter 3
Microcontrollers
(C) (50h) – 2 ECTS
Laboratory skills: logic analysers, debuggers/programmers, simulators, etc. …
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)
Quartus II (Altera)
ispLEVER Starter or Classic (Lattice Semiconductor)
ISE (Xilinx)
Proteus-VSM (Labcenter)
MPLAB (Microchip) / Atmel Studio
C compilers
PIC 16F/18F family of microcontrollers , Atmel microcontrollers
Training boards PICDEM2+, etc.
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.
Classic IC’s
sPLD GAL22V10
ispLEVER Classic
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5. Oral and written communication Self-directed learning
CSD generic tools
Oral and written communication
English
Self-directed learning
Team work
Project management
Google docs
Google sites
Web editing tools
Proofing tools
Google translate
etc.
Microsoft Office
Visio 2010
Thunderbird
CMapTools
Gantt diagrams
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6. Planning activities and study time in and out of the classroom (6 ECTS – 150 h)
Weekly study plan
Activities
(~problem solving all the time)
Problem solving teamwork session at classroom (2 h) (tutorials)
12 weeks
Exercises
(P1 .. P12)
Guided learning
Problem solving teamwork session at laboratory (2 h)
Oral presentation
12.5 h per week
Problem solving teamwork session and assessment at laboratory (1 h)*
Individual test
(IT1, IT2, IT3)
Student-conducted teamwork sessions (>6h)
6 ECTS
ePortfolio
Self-directed learning
Extra individual work
* Guided academic activities
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7. Web pages and blog
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8. Activities  Design of real world applications
Design using PLD/VHDL
Design using microcontrollers

9. The content on the CSD web (units) is focused on problem solving
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10. 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
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11. A typical 2-hour group work session
Questions from previous sessions or exercises
Up to 15 minutes
Introduction of new concepts or materials (generally, the problem to be designed)
Up to 15 minutes
Group work for revising concepts and planning exercises
30 minutes
Questions, discussion and general orientations
Up to 15 minutes
Group work for developing exercises
30 minutes
Conclusions and planning for the student-directed sessions outside the classroom
15 minutes

12. Cooperative group ePortfolio and instructor’s feedback
A semi structured group e-portfolio organised to show your learning process and results
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13. Every piece of work counts for the final grade
Student assessment
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
Assessment is another learning activity integrated in the course dynamics  ePortfolio
Every piece of work counts for the final grade
Final exams are no longer needed
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14. + + + + Assessment scheme
Rubrics and examples from previous terms, facilitates assessing and classroom dynamics gives fast feedback
Projects +
An group oral presentation of a course exercise
Individual
test +
Examples to demonstrate content learning, cross-curricular skills development and reflection
Oral
Presentation
Cooperative group projects every week or every two weeks +
e-Portfolio
3 individual exams +
If failed downgrade project marks
Participation
and attitude
Ep1: Week 6, 4%
Ep2: Week 12 , 8%
Continuous assessment: you’ll always know where you are and what you have to do to get better marks
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15. Assessment scheme
A remark on the projects assessment: There is a link between the IT and the weekly projects:
Projects (48%)
Individual
Test (24%)
P1 .. P4
IT1
P5 .. P8
IT2
P9 .. P12
IT3
Projects will have a provisional group grade. In order to consolidate it, students have to pass the corresponding IT. If a student fails the IT, the corresponding projects will be downgraded to “4”.
At the exams weeks there will be another opportunity to pass or improve IT1 (week 7) and IT2 and IT3 (week 14).
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16. Course evaluation and processing
Learning objectives and cross-curricular skills
This quality cycle has to be repeated every term
Activities and study time scheduling
Course evaluation
CSD WEB page 
Coherence and consistency
Student questionnaires,
and instructors processing
Continuous formative and summative assessment
Active methodologies
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.). Examples of feedback ( .
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