Digital technology roadmap

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

2. Large volume of production Digital technology roadmap Systems on Chip (SoC) & ASICS (GA) VHDL & C Large Altera/Lattice/Xilinx FPGA (>100k logic gates) 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 4: Microcontrollers (µC) Schematics & VHDL The versatile GAL22V10 (500 logic gates) PIC16/18 family of microcontrollers Chapter 3: Dedicated processors The theory basics and the classic 74 series / CMOS (SSI & MSI) Vendor specific design flow tools (MPLAB, assembler, C, simulation Proteus-VSM) Application specific digital systems (Datapath + control unit) Digital processors and subsystems (peripherals) Chapter 2: FSM Introductory circuits & FSM Chapter 1: Combinational circuits Advanced optional subjects or research Digital Circuits & Systems

3. CSD competencies 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

4. 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, every work sample counts and can be improved, group e-portfolio No need of traditional exams

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

6. CSD specific content Chapter 1 Combinational circuits (35 h) – 1.4 ECTS Chapter 2 Finite state machines (FSM) (23h) – 0.92 ECTS Chapter 3 Digital processor (Datapath + control unit) (23h) – 0.92 ECTS Chapter 4 Microcontrollers (C) (69h) – 2.76 ECTS Laboratory skills: signal generators, oscilloscopes, logic analysers, debuggers/programmers, etc. … • Proteus-ISIS (Labcenter) • Minilog, IC prog • WolframAlpha • VHDL • ModelSim (Mentor Graphics), Active HDL (Aldec) • ISim (Xilinx) • SynplicitySynplify 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) • HI-TECH C Compiler for PIC10/12/16 MCUs (Lite mode) (Microchip) • 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. • Classic IC’s • sPLD GAL22V10 • ispLEVER Classic

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

8. 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) 13 weeks Exercises (EX1 .. EX4) Problem solving teamwork session at classroom / laboratory (1 h)* Guided learning Application project 11.5 h per week Problem solving teamwork session at laboratory (2 h) Individual test (IT1 .. IT4) Student-conducted teamwork sessions (>6h) 6 ECTS Self-directed learning ePortfolio Extra individual work * Guided academic activities

9. Exercises and calendar on the CSD web

10. The CSD Blog http://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 EX : exercise/problem A : assessment IM: improvement AP: project eP: e-portfolio IT: 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 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

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

17. Experiència previa amb portafolis en paper (ED) i en format pdf (SED) http://epsc.upc.edu/projectes/ed http://epsc.upc.edu/projectes/sed Format PDF SED ED Un registre ben classificat, presentat, i raonat de la feina feta durant el quadrimestre

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. Showcase ePortfolio An ePortfolio organised according the subject’s cross-curricular skills to show your achievements (http://electronicportfolios.com/balance) • 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 An excellent way for showing evidence of what you’ve learnt

21. The course first exercise

22. 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

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

24. Assessment scheme A remark on the Exercises assessment: There is a link between the IT and the EX: Exercises (30%) Individual Test (25%) IT1 EX1A , EX1B, EX1C IT2 EX2 IT3 EX3 IT4 EX4 • 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 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.)

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