A tool for teaching and research on computer architecture and reconfigurable systems

Teuscher, Christof; Haenni, Jacques-Olivier; Gómez, Francisco; Restrepo, Héctor Fabio; Sánchez, Eduardo García

doi:10.1109/eurmic.1999.794490

Cited by 5 publications

(1 citation statement)

References 4 publications

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“…The latter in particular are versatile integrated circuits, which allow users to configure them to implement any logical circuit, including custom processors [Hauck and Dehon 2007]. This has been recognized by academics for more than a decade, with many attempts to introduce FPGAs to EEE and CE curricula [Hall and Hamblen 2006;Haskell and Hanna 2005;Loya-Hernandez et al 2007;Shoufan and Huss 2010;Skylarov and Skliarova 2005;Teuscher et al 1999;Torreson et al 2007;Vera et al 2006]. However, most of these works have either adopted FPGAs to teach a particular digital systems topic such as reconfigurable processors [Shoufan and Huss 2010] or reconfigurable digital systems [Skylarov and Skliarova 2005].…”

Section: Introductionmentioning

confidence: 99%

Digital Hardware Design Teaching

Benkrid

Clayton

2012

ACM Trans. Comput. Educ.

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This article presents the design and implementation of a complete review of undergraduate digital hardware design teaching in the School of Engineering at the University of Edinburgh. Four guiding principles have been used in this exercise: learning-outcome driven teaching, deep learning, affordability, and flexibility. This has identified discrete electronics as key components in the early stages of the curriculum and FPGAs as an economical platform for the teaching of various digital hardware design concepts and techniques in later stages of the curriculum. In particular, the article presents the detailed design and implementation of one digital hardware design laboratory, called Gateway, which introduces students to synchronous digital circuit development from high level functional specifications, uses Verilog for hardware description and FPGAs as an implementation platform. Biggs' theory of constructive alignment was applied in the design of this lab's learning outcomes, lab content, teaching and learning methods, and assessment methods. The lab makes extensive use of multimedia in both lab content delivery and demonstration applications developed by students. Student feedback following the deployment of this lab was overwhelmingly positive and an evaluation of the lab results compared to previous lab offerings' shows the merit of the approach taken.

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