Large volume of production VHDL C Large AlteraLatticeXilinx

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Large volume of production VHDL & C Large Altera/Lattice/Xilinx FPGA Systems on Programmable Chip

Large volume of production VHDL & C Large Altera/Lattice/Xilinx FPGA Systems on Programmable Chip (So. PC) (>100 k logic gates) Altera/Lattice/Xilinx CPLD and FPGA (2, 5 k – 100 k logic gates) Schematics & VHDL The theory basics and the classic 74 series / CMOS (SSI & MSI) Chapter 1: Combinational circuits Chapter 4: Microcontrollers (µC) The versatile GAL 22 V 10 ( 500 logic gates) Chapter 3: Dedicated processors Introductory circuits & FSM of microcontrollers Digital processors and subsystems (peripherals) Digital Circuits & Systems Professional applications in Telecommunications Systems and Telematics PIC 16/18 family Application specific digital systems (Datapath + control unit) Chapter 2: FSM Systems on Chip (So. C) & ASICS (GA) V (M end PL or AB sp , a ec ss ific Pr em de ot b s eu ler ign s- , C f VS , lo M sim w t ) ul oo at ls io n si Ele m ct u r ed lati ical uc on an at & d io ve di na r gi Qu l b ific tal ar oa at tu rd ion s Ac s II /i tiv s e HD p. LE V L / M ER /I od S el Si E m Digital technology roadmap Advanced optional subjects or research 1

CSD competencies Digital systems and VHDL Microcontrollers CAD/EDA, laboratory software and tools English Oral

CSD competencies Digital systems and VHDL Microcontrollers CAD/EDA, laboratory software and tools English Oral and written communication Team work Self-directed learning Report edition, presentation and publishing Project management e. Portfolio edition 2

CSD systematic instructional design Repeated every term Course evaluation Student questionnaires, and instructors processing

CSD systematic instructional design Repeated every term Course evaluation Student questionnaires, and instructors processing Learning objectives and cross-curricular skills Coherence and consistency Continuous formative and summative assessment After completing the course students have to be able to … Activities and study time scheduling In and out of class timetable, problembased learning, application project Method for solving assignments Active methodologies Individual and group assessing, every work sample counts and can be improved, group e-portfolio No need of traditional exams Cooperative Learning, integrated learning of content and competencies, Learning by doing 3

Learning objectives Chapter 1 Combinational circuits Chapter 2 Finite state machines Chapter 3 Digital

Learning objectives Chapter 1 Combinational circuits Chapter 2 Finite state machines Chapter 3 Digital processor Chapter 4 Microcontrollers #6, #7, #8, #10 #9, #10, #11 #10, #12 #13, #14, #15 Cross-curricular objectives: #1, #2, #3, #4, #5 http: //epsc. upc. edu/projectes/ed/CSD/index_CSD. html 4

CSD specific content Chapter 1 Chapter 2 Chapter 3 Chapter 4 Combinational circuits Finite

CSD specific content Chapter 1 Chapter 2 Chapter 3 Chapter 4 Combinational circuits Finite state machines Digital processor Microcontrollers (FSM) (OU + CU) ( C) (23 h) – 0. 92 ECTS (69 h) – 2. 78 ECTS (34. 5 h) – 1. 38 ECTS • Proteus-ISIS (Labcenter) • Minilog • Wolfram. Alpha • Quartus II (Altera) • Proteus-VSM (Labcenter) • isp. LEVER Starter (Lattice Semiconductor) • MPLAB (Microchip) • ISE (Xilinx) • HI-TECH C Compiler for PIC 10/12/16 MCUs (Lite mode) (Microchip) • IC prog • VHDL • isp. LEVER Classic (Lattice Semiconductor) • Model. Sim (Mentor Graphics), Active HDL (Aldec) • Synplicity Synplify synthesis (Synopsys) • Classic IC’s • s. PLD GAL 22 V 10 • Programmable logic devices (CPLD and FPGA) from Altera, Lattice, Xilinx • PIC 16 F family of microcontrollers • Training boards (UP 2, DE 2, Spartan 3 AN Starter Kit, Mach. XO USB Starter Kit, etc. • Training boards PICDEM 2+, etc. 5

CSD generic tools Oral and written communication Self-directed learning English • Microsoft Office •

CSD generic tools Oral and written communication Self-directed learning English • Microsoft Office • Proofing tools • Visio • Web editing tools • Thunderbird • Google sites • CMap. Tools • Google translate • Gantt diagrams • Etc. Team work • Google docs 6

Planning activities and study time inside and outside the classroom (ECTS) Weekly study plan

Planning activities and study time inside and outside the classroom (ECTS) Weekly study plan Activities (~problem solving) Application project Guided learning Exercises Individual assessment Self-directed learning e. Portfolio Problem solving teamwork session (2 h) Guided academic activities (1 h) Problem solving teamwork session at laboratory (2 h) 11. 5 h per week 6 ECTS Student-conducted teamwork sessions (>6 h) Extra individual work A PBL and CL course means training students for master degrees 7

Activities Design of real world applications Designed using PLD/VHDL Designed using microcontrollers 8

Activities Design of real world applications Designed using PLD/VHDL Designed using microcontrollers 8

Course timetable EX : exercise/problem C : correction IM: improvement AP: project PO: portfolio

Course timetable EX : exercise/problem C : correction IM: improvement AP: project PO: portfolio 9

Cooperative Learning as the instructional method • Positive interdependence Team members are obliged to

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 10 they need to work on for functioning more effectively in the future

A typical 2 -hour group work sessions Up to 15 minutes Questions from previous

A typical 2 -hour group work sessions Up to 15 minutes Questions from previous sessions or exercises Up to 15 minutes Introduction of new concepts or materials (generally, the problem to be designed) 30 minutes Group work for revising concepts and planning exercises Up to 15 minutes Questions, discussion and general orientations 30 minutes Group work for developing exercises 15 minutes Conclusions and planning the autonomous session outside the classroom 11

Student assessment Assessment is not a mechanism for verifying student knowledge, but an stimulus

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 e. Portfolio Every piece of work counts for the final grade • Final exams are no longer needed 12

Assessment scheme n Very important: rubrics for correcting and fast feedback Exercises + Individual

Assessment scheme n Very important: rubrics for correcting and fast feedback Exercises + Individual controls 6 deliverables with voluntary improvement Includes an oral presentation and a written report + 5 individual unannounced exams Students have to pass all the 5 minimums in order to pass the course Application Project + Examples to demonstrate crosscurricular skills development and reflection e-Portfolio + Participation and attitude 13

Cooperative group e. Portfolio Table of contents Semi-structured group portfolio organised according the subject’s

Cooperative group e. Portfolio Table of contents Semi-structured group portfolio organised according the subject’s cross-curricular skills 1. Course, purpose, audience and structure 2. A list of hardware/software tools 3. Work samples and reflection for the cross-curricular skills 1. 3 rd 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 1. Example of a project organisation and development 2. Example of a unit or lesson studied autonomously 4. General reflection and conclusions An excellent way for showing evidences of what have been learned 14

Course evaluation and processing This quality cycle has to be repeated every term CSD

Course evaluation and processing This quality cycle has to be repeated every term CSD WEB page Course evaluation Student questionnaires, and instructors processing Learning objectives and cross-curricular skills Coherence and consistency Continuous formative and summative assessment Activities and study time scheduling Active methodologies The 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. ) 15