Design of a processor to support the teaching of computer systems

Teaching computer systems, including computer architecture, assembly language programming and operating system implementation, is a challenging occupation. At the University of Waikato this is made doubly true because we require all computer science and information systems students study this material at second year. The challenges of teaching difficult material to a wide range of students have driven us to find ways of making the material more accessible. The corner stone of our strategy for delivering this material is the design and implementation of a custom CPU that meets the needs of teaching. This paper describes our motivation and these needs. We present the CPU and board design and describe the implementation of the CPU in an FPGA. The paper also includes some reflections on the use of a real CPU rather than a simulation environment. We conclude with a discussion of how the CPU can be used for advanced classes in computer architecture and a description of the current status of the project

XinuPi3: Teaching Multicore Concepts Using Embedded Xinu

As computer platforms become more advanced, the need to teach advanced computing concepts grows accordingly. This paper addresses one such need by presenting XinuPi3, a port of the lightweight instructional operating system Embedded Xinu to the Raspberry Pi 3. The Raspberry Pi 3 improves upon previous generations of inexpensive, credit card-sized computers by including a quad-core, ARM-based processor, opening the door for educators to demonstrate essential aspects of modern computing like inter-core communication and genuine concurrency. Embedded Xinu has proven to be an effective teaching tool for demonstrating low-level concepts on single-core platforms, and it is currently used to teach a range of systems courses at multiple universities. As of this writing, no other bare metal educational operating system supports multicore computing. XinuPi3 provides a suitable learning environment for beginners on genuinely concurrent hardware. This paper provides an overview of the key features of the XinuPi3 system, as well as the novel embedded system education experiences it makes possible

A lattice representational definition of a hierarchy of instructional processors usable in educational courseware

The basic “recognize-act-recognize-end” cycle can be recognized in elementary as well as in more advanced forms of CAI. This article attempts to offer a unifying formal framework in which different elaborations of this cycle (embodied in a “processor”) can be placed. Three different levels of elaboration are distinguished which can be considered to be situated into the nodes of a lattice of models of the instructional process. A formal definition of such a framework can serve at least two functions. In the first place a uniform and precise definition of various elaborations can be given and new elaborations can be created in a logically funded way. Secondly, such a framework can support the modelling of instructional processes and the stimulation of student behavior. Thus, pre-testing of courseware could become feasible. Aspects of the framework have been used to implement two prototypes of support systems for the development of CAI courseware

TechNews digests: Jan - Mar 2010

TechNews is a technology, news and analysis service aimed at anyone in the education sector keen to stay informed about technology developments, trends and issues. TechNews focuses on emerging technologies and other technology news. TechNews service : digests september 2004 till May 2010 Analysis pieces and News combined publish every 2 to 3 month

What is an affordance and can it help us understand the use of ICT in education?

This paper revisits the concept of affordance and explores its contribution to an understanding of the use of ICT for teaching and learning. It looks at Gibson‟s original idea of affordance and at some of the difficulties long associated with the use of the word. It goes on to describe the translation of the concept of affordance into the field of design through the work, in particular, of Norman. The concept has since been translated into research concerning ICT and further opportunities and difficulties emerge. The paper locates key points of divergence within the usage of „affordance‟, as involving direct perception, invariant properties and complementarity. It concludes by arguing that affordance offers a distinctive perspective on the use of ICT in education because of its focus on possibilities for action

AADLib, A Library of Reusable AADL Models

The SAE Architecture Analysis and Design Language is now a well-established language for the description of critical embedded systems, but also cyber-physical ones. A wide range of analysis tools is already available, either as part of the OSATE tool chain, or separate ones. A key missing elements of AADL is a set of reusable building blocks to help learning AADL concepts, but also experiment already existing tool chains on validated real-life examples. In this paper, we present AADLib, a library of reusable model elements. AADLib is build on two pillars: 1/ a set of ready-to- use examples so that practitioners can learn more about the AADL language itself, but also experiment with existing tools. Each example comes with a full description of available analysis and expected results. This helps reducing the learning curve of the language. 2/ a set of reusable model elements that cover typical building blocks of critical systems: processors, networks, devices with a high level of fidelity so that the cost to start a new project is reduced. AADLib is distributed under a Free/Open Source License to further disseminate the AADL language. As such, AADLib provides a convenient way to discover AADL concepts and tool chains, and learn about its features