Constructivist Multi-Access Lab Approach in Teaching FPGA Systems Design with LabVIEW

Embedded systems play vital role in modern applications [1]. They can be found in autos, washing machines, electrical appliances and even in toys. FPGAs are the most recent computing technology that is used in embedded systems. There is an increasing demand on FPGA based embedded systems, in particular, for applications that require rapid time responses. Engineering education curricula needs to respond to the increasing industrial demand of using FPGAs by introducing new syllabus for teaching and learning this subject. This paper describes the development of new course material for teaching FPGA-based embedded systems design by using ‘G’ Programming Language of LabVIEW. A general overview of FPGA role in engineering education is provided. A survey of available Hardware Programming Languages for FPGAs is presented. A survey about LabVIEW utilization in engineering education is investigated; this is followed by a motivation section of why to use LabVIEW graphical programming in teaching and its capabilities. Then, a section of choosing a suitable kit for the course is laid down. Later, constructivist closed-loop model the FPGA course has been proposed in accordance with [2- 4; 80,86,89,92]. The paper is proposing a pedagogical framework for FPGA teaching; pedagogical evaluation will be conducted in future studies. The complete study has been done at the Faculty of Electrical and Electronic Engineering, Aleppo University

Remote Laboratory for E-Learning of Systems on Chip and Their Applications to Nuclear and Scientific Instrumentation

Configuring and setting up a remote access laboratory for an advanced online school on fully programmable System-on-Chip (SoC) proved to be an outstanding challenge. The school, jointly organized by the International Centre for Theoretical Physics (ICTP) and the International Atomic Energy Agency (IAEA), focused on SoC and its applications to nuclear and scientific instrumentation and was mainly addressed to physicists, computer scientists and engineers from developing countries. The use of e-learning tools, which some of them adopted and others developed, allowed the school participants to directly access both integrated development environment software and programmable SoC platforms. This facilitated the follow-up of all proposed exercises and the final project. During the four weeks of the training activity, we faced and overcame different technology and communication challenges, whose solutions we describe in detail together with dedicated tools and design methodology. We finally present a summary of the gained experience and an assessment of the results we achieved, addressed to those who foresee to organize similar initiatives using e-learning for advanced training with remote access to SoC platforms

Online Laboratory Course using Low Tech Supplies to Introduce Digital Logic Design Concepts

This paper describes a Digital Logic Design Laboratory Course developed to engage students with hardware systems within an online setting. This is a junior level core course for students from Computer Science (CS), Computer Engineering (CE) and Electrical Engineering (EE). Hence, the laboratories are designed to provide the hands-on experience of breadboarding, testing and debugging essential to CE and EE while accommodating CS students with no prior hardware experience. Commercially available low-cost electronic trainers (portable workstations) are loaned to the students in addition to basic electronic components. To ensure a strong foundation in debugging, prior to utilizing these workstations, students are introduced to the concepts of design, build, test and debug through everyday stationary supplies and educational toys like Snap Circuits. Results from students\u27 surveys regarding their perception of such an introduction as well as their eventual confidence in breadboarding digital logic systems is discussed. The lab structure in context of the course objectives and its implementation in an online classroom is presented. Some of the student work is included for demonstration

Innovative Remote Smart Home for Immersive Engagement

An openly accessible, remotely operated smart home will be demonstrated as a tool for students to learn about residential energy usage and environmental impacts. Specifically, the demonstration unit provides classrooms an engaging experience that teaches students about energy efficiency technologies and how their behavior will have an impact on energy usage and the environment. It is expected that as students become aware of and understand how various energy efficiency technologies work barriers to their adoption will be lowered. The use of a web accessible, remote laboratory dramatically reduces lab setup time and equipment cost/space requirements for educators. Special attention is given to the web based interface to ensure the system is easy to use and requires only a standard web browser in order to operate. The interface also includes a video link so the user can feel that they are working with real hardware in real time and not using a simulation or virtual facility. An associated website provides a self-scheduling tool to provide access to the system and a resource for related background information on smart grid and residential energy efficiency technologies. In addition, supporting instructional materials that coincide with NGSS standards are available via download

HELP – Home Electronics Laboratory Platform –Development And Evaluation

In response to the COVID pandemic, many of our undergraduate students were supplied with custom development kits to undertake their electronic laboratory activities at home. Following our return to on-campus teaching, we plan to combine on-campus laboratory sessions with at-home experiments taking advantage of both on-campus and at-home experimental work while avoiding some of the limitations experienced during remote teaching. The goal is to embed active learning as a key part of a long-term strategy to enable students to better manage their learning and to maximise the analytical engagement with lecturers in a hybrid blend of on-campus and remote activities. In this paper, we report on three generations of the at-home laboratory kit developed by the author\u27s institute and partners in the Erasmus+ project “Home Electronics Laboratory Platform (HELP)”. The HELP kit comprises a portable signal generator and measurement instrument and a custom electronic board, which includes several functional blocks alongside the usual breadboard for assembling circuits with discrete components. The motivation for the design of each generation is introduced and the desired functionality and its implementation are described. The impact and user experience with the kits have been assessed through student surveys and staff focus groups in the HELP consortium partners. The main themes associated with take-home electronics laboratories have also been explored in a workshop with HELP partners and contributors from other universities across Europe and the USA. This work is summarised and future potential technical and pedagogical developments are outlined

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

Teaching HW/SW codesign with a Zynq ARM/FPGA SoC

© 2017 IEEE. In this paper we describe a lab session-based hardware/software (HW/SW) codesign course for implementing embedded systems. The goals of the course are to teach the fundamental concepts of embedded system design, develop hands-on HW/SW codesign skills, and to show that there are many possible ways to explore the design space. The reason behind choosing HW/SW codesign approach is that it brings the best of the two worlds: the flexibility of SW and the power/energy/computation efficiency of HW. As an example project, students codesign the well-known RSA public-key cryptosystem in the Xilinx Zybo boards that contain a Xilinx 7-series FPGA coupled with an embedded ARM processing unit. Students are required to explore the design space, weigh the various alternatives and take design decisions. Besides, the project cultivates non-technical skills such as team building and management, sharing of work-load, decision making, presentation and technical report writing

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