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Advisor(s)
Abstract(s)
Analog and digital design are subjects in the
Electronic Engineering curricula. Being apparently similar
subjects they are quite contradictory in design flow level as a
result of each technological area maturation state. As so, teaching
methodologies are also very different, being challenging for both
teachers and students. In fact, electronic design in the digital field
is centered in the use of microprocessor and FPGA based circuits
taking advantage from the relatively high level
programing/configuring languages such as C or VHDL. Later on,
at the debug stage, all changes will take place at software level
only, being relatively easy to implement them. In a very different
way, the analog design is traditionally based on the use of
elementary components associated with macroblocks in order to
built-up the wanted mission circuit. At the debug stage any
circuit modification embraces necessarily some degree of
hardware changing, with the all associated difficulties. As result,
a massive share of electronic engineering students prefers to
develop electronic work only at digital arena, generating um
undesirable and unbalanced situation.
This work relates the analog and digital design flow and
proposes the use of analog programmable/configurable (e.g.
FPAA, PSoC) circuits as a way to get the analog arena more
attractive for electronic student and therefore balance analog and
digital arenas at number of students level. This strategy,
however, bring some drawbacks once it evolves the use of
concepts not often taught in the traditional analog design classes.
To surpass then is proposed the development of dedicated
pedagogical materials making use of the ICT and including
dedicated remote labs.
Description
Keywords
Remote labs Configurable analog devices e-learning
Pedagogical Context
Citation
Publisher
Institute of Electrical and Electronics Engineers