Employing Literate Programming Instruction in a Microprocessors Course

Jones, Bryan A.; Mohammadi-Aragh, Mahnas Jean

doi:10.18260/p.26941

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…Clearly, there is a need to explore new pedagogical approaches for teaching students how to program and design digital systems. Authors Jones and Mohammadi-Aragh are actively exploring literate programming (LP) as one approach to improving programming pedagogy [6][7][8]. In the LP approach, the programmer (author) composes the program (document) in a form that is readable by humans.…”

Section: Introductionmentioning

confidence: 99%

Exploring Literate Programming in Electrical Engineering Courses

Jones¹,

Bruce²,

Mohammadi-Aragh³

2020

CoED

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Knuth's literate programming paradigm positions source code as a work of literature for which communication to a human is prioritized over communication to a computer. A primary pedagogical value of literate programming lies with the act of writing, especially good writing, leading to good thinking. Issues with early literate programming tool implementations plagued the classroom adoption of literate programming. Advances in technology have warranted a reinvestigation of the benefits of the paradigm. To complement existing inquiry of literate programming in computer programming courses, we investigate, "How can literate programming support student learning in microprocessors and digital system design courses?" In our examination of microprocessors, the instructor used principles of literate programming during in-class demonstrations of assembly programming. In our examination of digital system design, students used the tool to engage in literate programming while writing in a hardware description language. Our results indicated students had a slight preference for instructors to utilize literate programming when presenting in-class examples, and we observed small improvements for graded assignments in sections in which literate programming examples were employed. We also observed a difference in preferences for literate programming by major (computer versus electrical engineering) and noted multiple instructor-observed challenges with introducing a drastically different pedagogical technique in upper-level courses. While our examination did not produce statistically significant results, student and instructor perceptions can be used to guide future literate programming implementations and investigations.

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Section: Introductionmentioning

confidence: 99%

Exploring Literate Programming in Electrical Engineering Courses

Jones¹,

Bruce²,

Mohammadi-Aragh³

2020

CoED

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“…Figure 1 and Figure 3 illustrate this approach. CodeChat [13,14], a tool which transforms a program into a web page based on literate programming principles and Enki [15], a powerful text editor which produces Runestone Interactive books, significantly ease the task of authoring a textbook.…”

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confidence: 99%

Literate Programming for Authorship of Interactive Textbooks for Programming-centric Courses

Jones¹,

Moorhead²

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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From 1996 to 2000, he was a Hardware Design Engineer with Compaq, where he specialized in board layout for high-availability redundant array of independent disks (RAID) controllers. His research interests include engineering education, robotics, and literate programming.Ms. Jane N. Moorhead, Mississippi State University Jane received her B.S. in Electrical Engineering from North Carolina State University. Her career has been all about hardware and software development; with NASA she designed cut-down systems for weather balloons and telemetry systems. Working for IBM, she designing modems and routers and had the opportunity to work at IBM Research Yorktown Heights on the first large-scale voice recognition system. Moving to Mississippi, Jane took a job at Mississippi State University teaching courses in Digital Design using FPGAs, Microprocessors course based on the PIC. She enjoys playing around with new designs for technology, presently playing with the Raspberry PI and Arduino as the basis for projects. Obtaining a GIS-Remote Sensing certificate, she is working on a design of a GPS-based system interfaced with a Raspberry PI. She now is working on a Broadcast Meteorology certificate to find ways to embed hardware into the geosciences curriculum. Always looking for fun educational instructional methods, Jane designed and taught BullyBots -a summer robotics camp for junior-high students; with her college-age students, she has held line-sensing robotics competitions and sea-perch competitions. She requires her students to utilize the development boards to control the robots. To improve the challenge for her students, and always hoping to get back to the water, she decided to embark on the Mate challenge.

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A Modular Plugin Architecture for Literate Programming Editors

Adhikari

Jones

2019

2019 SoutheastCon

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Employing Literate Programming Instruction in a Microprocessors Course

Cited by 3 publications

References 5 publications

Exploring Literate Programming in Electrical Engineering Courses

Exploring Literate Programming in Electrical Engineering Courses

Literate Programming for Authorship of Interactive Textbooks for Programming-centric Courses

A Modular Plugin Architecture for Literate Programming Editors

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