June 14, 2009
June 14, 2009
June 17, 2009
Computers in Education
14.1203.1 - 14.1203.9
The DSP of an Unstable Financial Account
This paper discusses a simple framework that can be used to connect a signiﬁcant num- ber of the tools and techniques developed in a ﬁrst course in either discrete-time signals and systems or digital signal processing. While this framework is not revolutionary, it allows for the rapid placement of new material into the course’s context. Additionally, a simple model of an unstable ﬁnancial system allows for a rapid introduction and overview of the course while observably increasing student interest and motivation. In these challenging economic times, it is somewhat reassuring to know that some unstable ﬁnancial accounts are actually a good thing!
It is widely known that even in the classroom “ﬁrst impressions” are long lasting. Given this fact, we believe that the ﬁrst impressions that our students develop related to either discrete-time signals and systems (DTSS) or digital signal processing (DSP) should be both memorable and inspirational. Pedagogically, it also makes considerable sense during a topic’s introduction to give a complete overview of that material before continuing on into the details. This approach to teaching has wide ranging consequences. Speciﬁcally it can,
• Create a framework upon which the course is based • Encourage and motivate the students regarding the importance of the new material • Rapidly place the new material into context • Provide the necessary structure to prevent “global learners” from becoming lost and frus- trated
The ﬁrst and probably most important of these bullets is to create a framework upon which the course is based. One example of this concept is illustrated in Fig. 1 in which the vast majority of the new tools, techniques, and mathematical procedures that an entry level student will study concerning DTSS or DSP are depicted. Speciﬁcally, the six bubbles of this ﬁgure represent major topics, if not entire chapters, of a textbook. At the end of a ﬁrst DSP course, students should be able to comfortably move between the six bubbles shown. We call this ﬁgure “the DSP big picture,” in that we constantly refer back to it as we relate past, present, and future DSP topics. Once this framework is established, an appropriate and memorable example is necessary to quickly demonstrate these concepts.
Welch, T., & Wright, C., & Morrow, M. (2009, June), The Dsp Of An Unstable Financial Account Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/4939
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