A FPGA system for QRS complex detection based on Integer Wavelet Transform

Due to complexity of their mathematical computation, many QRS detectors are implemented in software and cannot operate in real time. The paper presents a real-time hardware based solution for this task. To filter ECG signal and to extract QRS complex it employs the Integer Wavelet Transform. The system includes several components and is incorporated in a single FPGA chip what makes it suitable for direct embedding in medical instruments or wearable health care devices. It has sufficient accuracy (about 95%), showing remarkable noise immunity and low cost. Additionally, each system component is composed of several identical blocks/cells what makes the design highly generic. The capacity of today existing FPGAs allows even dozens of detectors to be placed in a single chip. After the theoretical introduction of wavelets and the review of their application in QRS detection, it will be shown how some basic wavelets can be optimized for easy hardware implementation. For this purpose the migration to the integer arithmetic and additional simplifications in calculations has to be done. Further, the system architecture will be presented with the demonstrations in both, software simulation and real testing. At the end, the working performances and preliminary results will be outlined and discussed. The same principle can be applied with other signals where the hardware implementation of wavelet transform can be of benefit

Design of an oximeter based on LED-LED configuration and FPGA technology

sensor

Risks, reflection, rewards, and resistance: academic perspectives on creative pedagogies for active learning

In recent decades there has been a paradigmatic shift in higher education towards active learning, requiring educators to adopt student-centred approaches to teaching to promote deep learning and the development of essential graduate attributes. A ‘Creative pedagogies for active learning’ course was designed to offer academic staff an opportunity to take risks in developing innovative student-centred teaching approaches. While participants encountered ‘dissonance’ during the early stages of the creative pedagogies course, the course leads were able to support participants through this period of uncertainty and risk-taking towards successfully disrupting their own teaching practice. This reflective analysis paper outlines the course and showcases several case studies of practice by participants. We also reflect on their experiences through a subsequent roundtable discussion. This revealed that the course had made a longer-term impact on some participants in terms of their teaching and assessment practice and showcasing this to other educators. However, resistance to change in some departments was noted, making it difficult for staff to implement creative pedagogies more widely in practice. Suggestions for overcoming resistance are presented, and the paper concludes with future directions for taking this work forward