Telematics education II: Teaching, learning and assessment at foundation level

International Journal of Electrical Engineering Education, Apr 2005 by Vaezi-Nejad, S M, Olabiran, Y

* understand how conversion between different number systems takes place.

* appreciate the distinction between combinational and sequential logic, and the importance of the latter in the reading, storage and writing of data.

* describe some of the elements which go to make up the architecture of a microprocessor.

* use a computer-aided design package to construct a digital circuit and simulate its behaviour

If successful, these outcomes meet all the requirements for study skills listed above.

Teaching and learning methods

The core concepts of the module are communicated through a series of informal lectures. These lectures are supported by problem-solving tutorials; laboratory practical sessions and computer-based practical sessions. The laboratory practical sessions allow students to build and test some of the logic circuits covered in the lecture programme, thus reinforcing the concepts met with in the lectures. The computer-based practical sessions introduce the students to the use of computer-aided design (CAD) software in electronics. This permits more extensive investigations of circuits met with elsewhere, in an environment in which there is no danger of harm to either student or apparatus, and gives the opportunity for open-ended investigations driven by the interest of the student.

Assessment instruments

Problem sheets (formative): learning is promoted through formative assessment based on problem sheets related to the lecture material and to the computer-aided learning exercises.

Computer-aided design workbooks (formative and summative): the workbooks provide a record of achievement which is used for both formative and summative assessment.

Computer-aided design progress test (summative): a one-hour test requires students to build and test a given digital circuit.

Design coursework (formative and summative): students are required to design a device to meet a given specification, to test their design by simulation, and to present the results in written form.

Progress tests (summative): six brief, in-class tests of recall and understanding are designed to provide motivation and feedback.

In order to pass the module the aggregate coursework mark must equal or exceed 40%.

Skills breakdown

The following tables contain a detailed breakdown of skills.

Course management

The module registration process differs from that for other undergraduate students, in that semester B module registration is delayed until late in semester A (semester A module registration takes place in induction week). This is intended to allow students the opportunity to choose their semester B programme in the light of their semester A experience. Often, students of this nature find that their strengths and interests lie in unsuspected directions. Both registration processes are carried out on a one-to-one basis with a member of staff familiar with the course, allowing individual counselling to take place. Semester B module registration is preceded by a meeting with receiving course tutors from the full range of courses on offer in the Faculty, so that students may choose semester B modules in awareness of the possibilities consequent on particular programmes of study. Semester B module choices are additionally constrained by semester A prerequisites, but the new programme has endeavoured to reduce the extent of these prerequisites wherever possible.