D&T Education & Training in Europe What are the Main Challenges? Some thoughts and experiences

1. D&T Education & Training in EuropeWhat are the Main Challenges?Some thoughts and experiences Raimund Ubar, Tallinn Technical University ESTONIA

2. Test Issues and Engineering Education • The importance of test (fault diagnosis) as a teaching objective is underestimated in traditional engineering education • Test is taught usually as a subtopic in a design course • It is taught as an independent discipline only when it is a hobby horse of the professor Why? • Test is interpreted as a nonproductive issue (vs. design) • The number of courses that should be taught at universities doubles in a decade(Tenhunen, EWME, Lausanne, April 2004)

3. Didactical Issues • Fault Diagnosis is not only a Digital D&T related issue, it has an important didactive role for engineering education in general: • It is a method to learn how to ask right questions • It develops the ability of analysingcause-effect relationships • It is looking for answers to the questions like what is thereason of what happened --------- • Logic world (digital systems) because of its inherent logical complexity could be the best objective for learning the concepts of diagnostic analysis for any technical systems in general

4. Test Issues and D&T Education What is the University? A student is not coming to university to betaught, he is coming to learn how the professor thinks • Students should not be asked to press simply on buttons in labs to get results which only confirm what they know already • The real targets of education are: creativity, critical thinking, problem solving skills Therefore, • Learning Test at a university should be research oriented • The test issues because of their complexity can be really understood only by hands-on laboratory research

5. Problems: Commercial test tools for using in university laboratories are too complex and expensive They may develop skills, but they do not educate How to cross during a single course the gap between introductory trivial issues and hands-on research oriented learning?

6. Our Experience • At TU Tallinn ateaching environmenthas beendevelopedtointroduce students into the world ofDigital Test • It is a combination of • playing with internet based simple “living pictures”, and • hands-on training with a set ofcommercial design tools, and low-cost university tools • Living pictures(applets) target introductory teaching issues, and can be used • by the teacher during lectures, • by students for self-learning purposes, independent on time and place, and • by the teacher duringexams • Hands-on experiments target more advancedresearch teachingissues

7. Living Pictures Test generation: Signal values for fault activation and propagation can be inserted directly on connections Fault simulation: The test vectors can be inserted manually or generated automatically Fault diagnosis: Sequential method (guided probing) and combinational procedure (by processing fault tables)are supported • The game-like character raises the students' curiosity • Because of interaction the learning process becomes more efficient

8. Applets for Learning RT Level Test Task list: • Micropro-gramming • RTL Design • Fault simulation • Test program design • BIST architectures

9. TT: Tool Set for Hands-On Training Fault models: Stuck-at-faults Stuck-opens Delay faults Methods: Single fault Parallel Deductive Methods: Deterministic Random Genetic Levels: Gate Macro Test Generation Fault Simulation Fault Location Design Test BIST Simulation Methods: BILBO CSTP Store/Generate Fault Table Fault Diagnosis Test Optimization

10. The number of courses that should be taught at universities doubles in a decade Test as a teaching objective has an intensive didactic content A student is not coming to university to betaught, he is coming to learn how the professor thinks Learning test should be coupled with research