June 15, 2019
June 15, 2019
June 19, 2019
Computing and Information Technology
Student-centered learning has been discovered as the most effective pedagogy for teaching and learning science process skills and content. However, in some difficult curriculum, use of student-centered learning pedagogy only for enhancement of engineering student skills has its drawback. This paper addresses a back-and-forth based pedagogy integrated with the student-centered learning for engineering and computer science student curriculum enhancement in Computer Architecture course. The objective of this Computer Architecture course offered for electrical engineering, computer engineering, software engineering and computer science students is to cultivate an understanding of modern computing technology through an in-depth study and learning of the interface between hardware and software.
This paper describes a new course curriculum development that dedicates to enhancing the quality of student learning by such an integrated learning pedagogy. In the back-and-forth base learning, course materials are logically decomposed into interconnected pieces. The previous section will be frequently reviewed by the instructor later on a back and forth basis, while some assignments are assigned to students for enhancement of their learning quality. This paper describes preliminary evidence that a back-and-forth methodology can effectively improve student learning in the senior-level and graduate level semester-long Computer Architecture course by learning assessment.
A series of well-prepared review problems and assignments were assigned to students to cover various topics in this course, which assist in student learning enhancement of hardware and programming skills in Computer Architecture course. Teaching and learning strategies by the back-and-forth based methodology associated with student-centered learning were implemented with learning outcomes of this course by analysis of assignments. Satisfactory performance was evaluated by various milestone review sessions, assignments, in-class exercises, exams and other activities.
This curriculum is mainly focused on a set of rules and methods that describe the functionality, organization, and implementation of computer systems and architecture. Students learn MIPS assembly language, fundamentals of hardware technologies, computer arithmetic, pipe-lining, memory hierarchies, and I/O., while corresponding review questions, assignments, and in-class exercises were assigned to students frequently in a back-and-forth mode to apply the models they have learned to deeply understand computer architecture and organization. For evolution of outcomes, milestone questionnaires were utilized to analyze and interpret results to meet requirements of application and design of computer architecture and organization. The teaching quality was effectively assessed by student self-assessment and course assessment. Results of learning outcomes and assessment indicate that this integrated learning pedagogy is effective and efficient in student learning and improving the quality of computer design and organization.
Luo, C. (2019, June), An Integrated Learning Approach Used in Computer Architecture Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32069
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015