The Megaprocessor as an Educational Tool Making the Abstract Concrete

Computer architecture courses can be difficult for students to engage with and learn from. This is because, unlike most core courses for a computer science student, learning architecture is an abstract process. To address this, universities have implemented methods for teaching course material other than purely descriptive methods. This typically means using simulations to model some aspect of a CPU or FPGA (fieldprogrammable gate array) boards for hands-on experimentation in CPU design. However, there are issues with these tools. Simulations can only cover a few topics well, are prone to being abandoned, and introduce additional abstraction layers. FPGAs, while great for advanced topics and long class projects, are often best suited for senior and graduate level students. Both methods are useful, but neither offers a tangible learning experience, which is what the Megaprocessor can provide. The Megaprocessor is a room sized, general-purpose computer made from discrete components, whose architecture is comprised of primitive logic gates with LEDs on every input and output. The entire circuitry of the Megaprocessor is transparent to the users, with its entire state visible and unabstracted. Because of these properties, it is a great learning mechanism for computer architecture education. The Megaprocessor is a tool for hands on and project-based learning that can be used to span the learning gap between simulations and FPGAs

Florida Technological University College of Natural Sciences research activities, July 1, 1976-June 30, 1977

Florida Technological University, College of Natural Sciences, research activities including funded research, non-sponsored research projects, presentations of professional papers, doctoral dissertations completed, and faculty publications for the year July 1, 1976-June 30, 1977

An investigation into computer and network curricula

This thesis consists of a series of internationally published, peer reviewed, journal and conference research papers that analyse the educational and training needs of undergraduate Information Technology (IT) students within the area of Computer and Network Technology (CNT) Education. Research by Maj et al has found that accredited computing science curricula can fail to meet the expectations of employers in the field of CNT: “It was found that none of these students could perform first line maintenance on a Personal Computer (PC) to a professional standard with due regard to safety, both to themselves and the equipment. Neither could they install communication cards, cables and network operating system or manage a population of networked PCs to an acceptable commercial standard without further extensive training. It is noteworthy that none of the students interviewed had ever opened a PC. It is significant that all those interviewed for this study had successfully completed all the units on computer architecture and communication engineering (Maj, Robbins, Shaw, & Duley, 1998). The students\u27 curricula at that time lacked units in which they gained hands-on experience in modern PC hardware or networking skills. This was despite the fact that their computing science course was level one accredited, the highest accreditation level offered by the Australian Computer Society (ACS). The results of the initial survey in Western Australia led to the introduction of two new units within the Computing Science Degree at Edith Cowan University (ECU), Computer Installation & Maintenance (CIM) and Network Installation & Maintenance (NIM) (Maj, Fetherston, Charlesworth, & Robbins, 1998). Uniquely within an Australian university context these new syllabi require students to work on real equipment. Such experience excludes digital circuit investigation, which is still a recommended approach by the Association for Computing Machinery (ACM) for computer architecture units (ACM, 2001, p.97). Instead, the CIM unit employs a top-down approach based initially upon students\u27 everyday experiences, which is more in accordance with constructivist educational theory and practice. These papers propose an alternate model of IT education that helps to accommodate the educational and vocational needs of IT students in the context of continual rapid changes and developments in technology. The ACM have recognised the need for variation noting that: There are many effective ways to organize a curriculum even for a particular set of goals and objectives (Tucker et al., 1991, p.70). A possible major contribution to new knowledge of these papers relates to how high level abstract bandwidth (B-Node) models may contribute to the understanding of why and how computer and networking technology systems have developed over time. Because these models are de-coupled from the underlying technology, which is subject to rapid change, these models may help to future-proof student knowledge and understanding of the ongoing and future development of computer and networking systems. The de-coupling is achieved through abstraction based upon bandwidth or throughput rather than the specific implementation of the underlying technologies. One of the underlying problems is that computing systems tend to change faster than the ability of most educational institutions to respond. Abstraction and the use of B-Node models could help educational models to more quickly respond to changes in the field, and can also help to introduce an element of future-proofing in the education of IT students. The importance of abstraction has been noted by the ACM who state that: Levels of Abstraction: the nature and use of abstraction in computing; the use of abstraction in managing complexity, structuring systems, hiding details, and capturing recurring patterns; the ability to represent an entity or system by abstractions having different levels of detail and specificity (ACM, 1991b). Bloom et al note the importance of abstraction, listing under a heading of: “Knowledge of the universals and abstractions in a field” the objective: Knowledge of the major schemes and patterns by which phenomena and ideas arc organized. These are large structures, theories, and generalizations which dominate a subject or field or problems. These are the highest levels of abstraction and complexity\u27\u27 (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956, p. 203). Abstractions can be applied to computer and networking technology to help provide students with common fundamental concepts regardless of the particular underlying technological implementation to help avoid the rapid redundancy of a detailed knowledge of modem computer and networking technology implementation and hands-on skills acquisition. Again the ACM note that: “Enduring computing concepts include ideas that transcend any specific vendor, package or skill set... While skills are fleeting, fundamental concepts are enduring and provide long lasting benefits to students, critically important in a rapidly changing discipline (ACM, 2001, p.70) These abstractions can also be reinforced by experiential learning to commercial practices. In this context, the other possibly major contribution of new knowledge provided by this thesis is an efficient, scalable and flexible model for assessing hands-on skills and understanding of IT students. This is a form of Competency-Based Assessment (CBA), which has been successfully tested as part of this research and subsequently implemented at ECU. This is the first time within this field that this specific type of research has been undertaken within the university sector within Australia. Hands-on experience and understanding can become outdated hence the need for future proofing provided via B-Nodes models. The three major research questions of this study are: •Is it possible to develop a new, high level abstraction model for use in CNT education? •Is it possible to have CNT curricula that are more directly relevant to both student and employer expectations without suffering from rapid obsolescence? •Can WI effective, efficient and meaningful assessment be undertaken to test students\u27 hands-on skills and understandings? The ACM Special Interest Group on Data Communication (SJGCOMM) workshop report on Computer Networking, Curriculum Designs and Educational Challenges, note a list of teaching approaches: ... the more \u27hands-on\u27 laboratory approach versus the more traditional in-class lecture-based approach; the bottom-up approach towards subject matter verus the top-down approach (Kurose, Leibeherr, Ostermann, & Ott-Boisseau, 2002, para 1). Bandwidth considerations are approached from the PC hardware level and at each of the seven layers of the International Standards Organisation (ISO) Open Systems Interconnection (OSI) reference model. It is believed that this research is of significance to computing education. However, further research is needed

The Development of an Interactive Videodisc System

The thesis traces the development of interactive videodisc from origins based on early automatic machines through large-scale computer assisted learning (CAL) to microcomputer-based multi-media CAL. A comprehensive discussion of the interactive videodisc medium is provided, in terms of its features, advantages, problems, authoring and production processes, and educational applications. The requirements for interactive systems, and essential elements of video and videodisc technology are described. A relatively low-cost demonstration interactive videodisc system is developed in three phases, based on a BBC 'B' microcomputer and a Pioneer LD1100 videodisc player. In the first phase, software interfacing routines are developed in assembly language to control the player from the versatile interface adaptor (VIA) of the BBC micro. The signal control codes are based on a pulse code modulated format with uni-directional synchronous transmission. The interfacing routines are linked to, and driven by, a Basic program which provides full manual control of all player functions using the microcomputer keyboard. In the second phase, the interfacing routines are further extended to provide control linkage for interactive video application programs. Using a pilot videodisc, these Basic programs demonstrate interactive video techniques, including still frame access and the presentation of video sequences and sub-sequences. In the third phase, the application programs are converted to the authoring language, Microtext. The assembly language interfacing routines are developed into a corresponding Microtext extension command module. A mixer/genlock unit is used to provide graphics overlay of video still frames. An evaluation of the demonstration system is provided, in terms of developmental difficulties, its hardware and software features and capabilities, and its potential as a base for further suggested research work

Effectiveness of Trek-21 model of professional development on changes in teacher practices with respect to instructional technology integration

The purpose of this study was to investigate the relationship between key factors of Trek-21 professional development model and resulting changes in teacher practices with respect to the integration of instructional technologies into participants\u27 classrooms. The Trek 21 professional development was a three-year project designed to bring about a deep and lasting change in educators through the integration of instructional technologies. The project was funded as an implementation grant through the U.S. Department of Education\u27s Preparing Tomorrow\u27s Teachers to Use Technology (PT3) grant program. The Trek-21 professional development was developed around research-based practices that enabled participants to develop IT skills necessary to integrate what they learned.;Participants included 27 PK-12 teachers from schools in West Virginia, who took part in the second year (2001) of Trek-21 professional development training from January 2001 to January 2002. Data were collected using the Stages of Concern Questionnaire, the Principles of Adult Learning Scale (PALS) Questionnaire, the Survey of Computer Use Questionnaire, the Final-Daily Evaluation Questionnaire, and Indicators of Instructional Change Instrument (also known as the Lesson Sweep Instrument). Three key factors of the Trek-21 model were considered as potential factors affecting integration of instructional technologies into the classroom. These three factors include duration of training, instructional design, and evaluation. Descriptive analysis, paired t-test, correlation analysis and simple regression analysis were the quantitative statistical procedures that were used to compile the results.;Crucial key factors of the model found to be significant in affecting the integration of ITs into the classroom included duration of training and evaluation. The results indicated that teachers did make significant gains in integrating ITs learned during training over the duration of training suggesting that the period of training was sufficient enough to facilitate change in teacher practice. The study did not find Instructional Design as a crucial key factor of the Trek-21 professional development model