Teaching Digital ASIC Design to Students with Heterogeneous Previous Knowledge

Hedberg, H.; Rodrigues, Joachim Neves; Kristensen, Fredrik; Svensson, Henrik; Kamuf, Matthias; Öwall, Viktor

doi:10.1109/mse.2005.52

Cited by 6 publications

(3 citation statements)

References 2 publications

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“…Besides the numerous university courses without fabrication (e.g. [7], [9], [1]), only few universities are known to the authors, where students have the possibility for a complete chip development ( [2], [8], [12]). …”

Section: Introductionmentioning

confidence: 99%

Design of innovative integrated circuits in education

Schafer

Mielke

Brück

2011

Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education

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Teaching practical ASIC design, one faces a lot of problems, such as high manufacturing costs, long workflow, and heterogeneous previous knowledge of the students. On one hand, it is difficult to find topics that motivate students and, at the same time, are not too complex. On the other hand, the industry requires students who are trained not only theoretically, but also have practical experience in team work and project management. We regard these problems as a challenge and are going to create a concept of a project-oriented ASIC design course that focuses on teaching hard and soft skills.In this paper, we describe our concept for a student project work, which leaves to the students a lot of degrees of freedom in the design process and offers the possibility to realize an own idea as integrated circuit.

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Section: Introductionmentioning

confidence: 99%

Design of innovative integrated circuits in education

Schafer

Mielke

Brück

2011

Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education

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“…However, proposals such as [4], [5], [6] are too focused on the details of the HDL and do not answer to the necessities of the industry [7]. Nowadays, many proposals are being made to try to reduce the gap between the educational community and industry [8], [9], [10], [11]. In a digital design course, students should work similarly to digital hardware engineers in a company, in particular when it is a course near the end of their graduation.…”

Section: Introductionmentioning

confidence: 99%

A project driven digital design course using FPGAs

Araújo

Alves

2008

2008 19th EAEEIE Annual Conference

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This paper presents a project based teaching experience in an advanced digital systems design course with emphasis on design methodologies and laboratory assignments. Projects are the core of the practised teaching methodology and are structured in a pedagogical format according to the course programme. The use of the FPGA technology as the most suitable implementation technology for digital design teaching purposes is discussed. The course structure, oriented to the development of real working digital systems, challenges the students and increases their motivation. This way, the learning process is improved and the classes are more productive. A laboratory development infrastructure based on a FPGA device, used to implement a real-time video processing system, is presented. Examples of laboratory projects implemented with this infrastructure in a recent course edition are also presented.

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“…Therefore, system engineers need comprehensive knowledge in computer architecture and chip design. Within the last two decades, a variety of different material on such digital systems has been introduced in electrical engineering and computer science curricula [1]. Unfortunately, the practical training at universities often does not meet the expected requirements.…”

Section: Introductionmentioning

confidence: 99%

ChipDesign

Payá-Vayá

Jambor

Septinus

et al. 2007

Proceedings of the 2007 Workshop on Computer Architecture Education - WCAE '07

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This paper presents our experiences and describes the details of a project-oriented ASIC design course held at Leibniz University Hannover. Our approach for this curriculum is to bring a real project (AVR instruction compatible microcontroller) into the classroom and introduce a professional standard cell based chip-design to the students. Moreover, the students are responsible for the organization of the overall project, improving their social skills and the ability to manage conflicts. The feedback shows that this approach is implementable and fulfills the required needs for both, industry and university curriculum.

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Teaching Digital ASIC Design to Students with Heterogeneous Previous Knowledge

Cited by 6 publications

References 2 publications

Design of innovative integrated circuits in education

Design of innovative integrated circuits in education

A project driven digital design course using FPGAs

ChipDesign

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