Experiential Learning in Computer Engineering using Medium Complexity Logic Design Circuits

Abstract- One of the main tracks of research is about Low-cost computing devices in engineering educations. This track face the problem that conventual methods are either too trivial demonstrative educational examples, or too abstracted that it hides away the necessary details students should learn, or too complex industry grade demonstrations. This research targets to utilize lost cost computing devices, and produce medium complexity educational component using analog to digital, digital to analogy circuits integrated with Field Programmable Gate Array (FPGA) devices. A medium level complexity example is illustrated in this paper using Analog to Digital and Digital to Analog converter board attached to FPGA development board. A comparison between conventional methods and proposed methods is also presented showing advantages of FPGA based logic design implementations.A medium level complexity example is illustrated in this paper using Analog to Digital and Digital to Analog converter board attached to FPGA development board. A comparison between conventional methods and proposed methods is also presented showing advantages of FPGA based logic design implementations

Neuraghe: Exploiting CPU-FPGA synergies for efficient and flexible CNN inference acceleration on zynQ SoCs

Deep convolutional neural networks (CNNs) obtain outstanding results in tasks that require human-level understanding of data, like image or speech recognition. However, their computational load is significant, motivating the development of CNN-specialized accelerators. This work presents NEURAghe, a flexible and efficient hardware/software solution for the acceleration of CNNs on Zynq SoCs. NEURAghe leverages the synergistic usage of Zynq ARM cores and of a powerful and flexible Convolution-Specific Processor deployed on the reconfigurable logic. The Convolution-Specific Processor embeds both a convolution engine and a programmable soft core, releasing the ARM processors from most of the supervision duties and allowing the accelerator to be controlled by software at an ultra-fine granularity. This methodology opens the way for cooperative heterogeneous computing: While the accelerator takes care of the bulk of the CNN workload, the ARM cores can seamlessly execute hard-to-accelerate parts of the computational graph, taking advantage of the NEON vector engines to further speed up computation. Through the companion NeuDNN SW stack, NEURAghe supports end-to-end CNN-based classification with a peak performance of 169GOps/s and an energy efficiency of 17GOps/W. Thanks to our heterogeneous computing model, our platform improves upon the state-of-the-art, achieving a frame rate of 5.5 frames per second (fps) on the end-to-end execution of VGG-16 and 6.6fps on ResNet-18

Playful Learning: The Disposition of Architecture as Pedagogy

Education is a vital foundation of a society. The standard of today’s school environment is built upon the pedigree of the factory schools from the nineteenth century. However, elementary age children require a flexible, engaging, and creative learning environment that the standard school environment does not provide. Learning is a dynamic and innovative action. Architecture should mirror the learning that it supports through providing spaces that allow for flexibility, engagement, accessibility, and attraction. Children are transformed by the spaces they are in, spaces that will leave lasting impacts on the cognitive development of the children, spaces that can be playful and imaginative for learning. By looking at how play is beneficial in children\u27s cognitive growth and the crucial role that architecture plays in supporting the learning processes, this research aims to explore the architecture of play as a means to support the children\u27s learning processes and cognitive growth. What are design strategies to create architecture that facilitate dynamic learning and pedagogy? What are ways that the physical space can stimulate playful learning through the senses, tactics, and imagination of the children? Constructivist psychological theorists Piaget and Vygotsky argued that children’s cognitive development occurs within physical and social environments. In relation to the notion of learning by doing, promoted by Froebel, Dewey, and Montessori - the benefits of learning-by-doing are refined physical motor skills, improved bonding within relationships, confident self-expression, communication, language, greater independence, and creative problem-solving and thinking. Learning-by-play predisposes a child with the practice of learning-by-doing at an early age, curating a life-long impact. Besides researching pedagogical approaches and theories, this research examines examples of successful designs of school for children. Architecturally, learning-by-play allows children to explore their environment freely, enjoying the physical and temporal space through senses and imagination

The three dimensions of Inclusive Design: Part three

This is the third part of a three part blog that describes a guiding framework for inclusive design in a digitally transformed and increasingly connected world. Part One can be found here. Part Two can be found here. The three dimensions of the framework are: 1. Recognize, respect, and design for human uniqueness and variability. 2. Use inclusive, open & transparent processes, and co-design with people who have a diversity of perspectives, including people that can’t use or have difficulty using the current designs. 3. Realize that you are designing in a complex adaptive system

Spaces for knowledge generation. Final report

The Spaces for knowledge generation: a framework for designing student learning environments for the future project has been funded via an Australian Learning and Teaching Council Priority Projects Grant and aims to address the need to create learning spaces that are based on strong design principles, informed by student needs, with the aim of producing forward-looking, flexible and sustainable Learning Spaces. Integral to the process is fostering the adoption of teaching practices to support student-directed learning and knowledge production. Longer-term outcomes include strategic cultural change to university practices and physical changes to campuses to advance learning and teaching

Summer school on intelligent agents in automation: Hands-on educational experience on deploying industrial agents

Cyber-physical systems constitutes a framework to develop intelligent, distributed, resilient, collaborative and cooperative systems, promoting the fusion of computational entities and physical devices. Agent technology plays a crucial role to develop this kind of systems by offering a decentralized, distributed, modular, robust and reconfigurable control structure. This paper describes the implementation of a summer school aiming to enhance the participants' knowledge in the field of multi-agent systems applied to industrial environments, being able to gain the necessary theoretical and practical skills to develop real industrial agent based applications. This is accomplished in an international framework where individual knowledge and experiences are shared in a complementary level.info:eu-repo/semantics/publishedVersio