2024 ASEE Annual Conference & Exposition
An Enhanced Learning Method Used for Datapath Design Topics in Computer Engineering Curriculum
Presented at Computing and Information Technology Division (CIT) Technical Session 7
Single cycle datapath and pipelined datapath play a significant role in Computer Architecture curriculum that is a challenging topic to be taught for senior students. Beyond traditionally teaching the concepts and explaining problems from the textbook, a more effective pedagogy is necessary as a helpful learning supplement for students.
In this paper, a hybrid pedagogy consisting of a Technological Pedagogical Knowledge (TPK) based method associated with a flipped learning method, and multiple practice exercises is implemented to create learning opportunities that allow students to construct their knowledge (the K) of the technological/tool (the T) through the pedagogical module (the P). TPK is used to explore correlations and interactions between technological tools and specific pedagogical practices. The multi-practice-exercise enabled method (MPEM) was utilized to construct the TPK of senior students in the context of designing single cycle datapath and pipelined datapath in Computer Architecture course. In particular, in this research, a series of well-organized multiple practice exercises was prepared to cover a variety of inherently connected topics in the datapath design timely. The flipped learning method in education is an instructional approach in the classroom that reverses the traditional model of teaching on this topic. In this flipped learning, the primary shift is in the way instructional content is delivered and how class time is used. Parts of course materials on single cycle datapath and pipelined datapath are carefully planned and assigned to students early, before they can get involved in the learning, discussion of the materials in the classroom. Thus, the flipped learning method leverages technology and active learning strategies to enhance the learning experience, encouraging students to be more self-directed in the classroom and promoting deeper understanding of the course materials on single cycle datapath and pipelined datapath.
This on-going practice exercises integrated with the flipped learning pedagogy are designed to not only improve students’ learning outcomes and understanding of datapath design content, but also to develop and enhance their problem solving, problem analysis and critical thinking skills. Various practice exercises corresponding to the datapath design assigned to students just after the various lectures in support of better understanding datapath design was elaborately managed. In light of performance of students through homework assignments, Q/A sessions, exams, self-assessment survey and students’ input to the official course evaluation administered by the university, and a comparison to the instructor’s previous years of teaching experience, the adopted hybrid pedagogy effectively and efficiently enhanced students to learn datapath design meaningfully. Final assessment and evaluation of this new hybrid pedagogy for providing Computer Architecture and Computer Engineering education through obtained valuable information supports its effectiveness.
-
Prof. Gene Eu Jan Tainan National University of the Arts [biography]
Are you a researcher? Would you like to cite this paper? Visit the ASEE document repository at peer.asee.org for more tools and easy citations.
For those interested in:
- Academia-Industry Connections
- computer science
- engineering
- engineering technology
- Faculty
- Graduate
- information technology
- undergraduate