This document discusses an experiment conducted to improve students' practical training abilities in digital logic courses. The experiment involves designing an independent innovation experiment where students use LED lights to creatively display their ideas. This allows students to think independently and implement their own circuit designs. Conducting such open-ended experiments early in their studies helps motivate students and improve their practical skills over time through hands-on work. Evaluation found that giving students ownership over their experimental ideas and designs increased participation and improved practical experience compared to traditional verification experiments.
CULTIVATING STUDENTS'INNOVATIVE PRACTICE ABILITY IN HARDWARE EXPERIMENTijejournal
How to cultivate students' innovative practical ability effectively is the subject of Computer Science in Colleges and Universities, especially for the first-year or second-year undergraduate students. This paper introduces the experimental teaching reform trial of the Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of innovation in the hardware experiment teaching and how to improve the students' practical ability. This paper proposes that we should start the student
independent innovation experiment as soon as possible at the university stage. We design the independent innovation experiment in Digital Logic Circuit of the hardware experiment, that experiment is an openminded experiment. After years of experiments carried out, the students deepened understanding of the knowledge of theory course, improve the interest in the design of hardware, understand the basic processes of the design of electronic products, improve the ability of practical, and establish the consciousness of
innovation and practice. Our trial has proved that it is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of computer major.
E-Learning Student Assistance Model for the First Computer Programming CourseIJITE
The document presents an e-learning student assistance model called c-Learn for novice computer programming students. c-Learn was developed to address low passing rates in introductory programming courses by providing tutoring, assessment, and backtracking guidance. It was tested on 11 students who used c-Learn for 2.5 hours, showing improved exam scores compared to their initial midterm. c-Learn uses color-coded syntax, interactive exercises, and compiler feedback. It requires achieving a 70% threshold in each section before advancing, or backs students to relevant earlier sections if below the threshold. The study found c-Learn improved students' marks and increased the standard deviation, indicating it positively impacted learning for students with different capabilities.
The document provides guidance for teachers on designing flipped classroom activities using existing educational content. It discusses key aspects of out-of-class and in-class activity design for a flipped classroom approach. For the out-of-class segment, it recommends identifying learning objectives and key concepts, locating relevant open educational resources for students, and designing assessments aligned to the learning objectives. For the in-class segment, it suggests engaging students in active learning strategies like think-pair-share and peer instruction that involve higher-order thinking and feedback. Examples are provided for how to structure different parts of the flipped classroom activity design.
21st Century School Presentation - Acorn High SchoolLisa Nielsen
This document outlines the vision and plans for integrating technology at ACORN High School for Social Justice Technology. It begins with the goals of preparing students and teachers to use technology, and creating a 21st century classroom environment. An action plan is then described to fix existing technology issues, provide teachers with laptops and training, and establish technology support for teachers and students. Implementation details are provided on software and technologies that have been adopted, and future plans include expanding laptop and Smartboard access, online parent resources, and distance learning opportunities.
Reflection on my Philosophy of Teachnologysbhamber
The document discusses the author's reflections on using technology in teaching. It describes how the author has learned to use an interactive whiteboard effectively in lessons by making it an interactive component. Examples are given of lessons planned around the interactive whiteboard. The document also discusses how technology can be used as a tool for differentiation, allowing lessons to be more interactive and engaging for students of different learning styles. Labs and simulations using an interactive whiteboard are given as examples of how technology can enrich learning experiences.
Graciella Marell P. Corpuz is a third year student studying Bachelor of Secondary Education majoring in English at Cavite State University. [1] This portfolio outlines her learning in the educational technology courses. It provides definitions of educational technology focusing on how technology can be used as a tool to facilitate learning. [2] The portfolio also details Graciella's significant learnings which included creating effective PowerPoint presentations, understanding Dale's Cone of Experience, and carefully selecting instructional materials. [3] Graciella recognizes that while technology engages students, it should not entirely replace the teacher or traditional teaching methods.
Unifying an Introduction to Artificial Intelligence Course ...butest
This document describes a project that aims to enhance introductory artificial intelligence courses by incorporating machine learning as a unifying theme. The project involves developing hands-on lab projects centered around machine learning. Six initial lab projects are described that cover topics like web document classification, character recognition using neural networks, and applying machine learning techniques to games. The projects were tested in introductory AI courses at three universities. Preliminary results found that the projects helped enhance student learning and increased interest in AI topics by emphasizing connections to machine learning and software engineering.
This unit introduces 9th grade students to stop motion animation. Students will work in groups of 2-4 to complete a stop motion animation project using various software and tools. They will go through the design process, storyboarding their animation, building characters and sets, shooting the animation, and presenting their final project. The classroom is arranged with computers around the perimeter and worktables in the center to facilitate both digital work and physical model building.
CULTIVATING STUDENTS'INNOVATIVE PRACTICE ABILITY IN HARDWARE EXPERIMENTijejournal
How to cultivate students' innovative practical ability effectively is the subject of Computer Science in Colleges and Universities, especially for the first-year or second-year undergraduate students. This paper introduces the experimental teaching reform trial of the Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of innovation in the hardware experiment teaching and how to improve the students' practical ability. This paper proposes that we should start the student
independent innovation experiment as soon as possible at the university stage. We design the independent innovation experiment in Digital Logic Circuit of the hardware experiment, that experiment is an openminded experiment. After years of experiments carried out, the students deepened understanding of the knowledge of theory course, improve the interest in the design of hardware, understand the basic processes of the design of electronic products, improve the ability of practical, and establish the consciousness of
innovation and practice. Our trial has proved that it is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of computer major.
E-Learning Student Assistance Model for the First Computer Programming CourseIJITE
The document presents an e-learning student assistance model called c-Learn for novice computer programming students. c-Learn was developed to address low passing rates in introductory programming courses by providing tutoring, assessment, and backtracking guidance. It was tested on 11 students who used c-Learn for 2.5 hours, showing improved exam scores compared to their initial midterm. c-Learn uses color-coded syntax, interactive exercises, and compiler feedback. It requires achieving a 70% threshold in each section before advancing, or backs students to relevant earlier sections if below the threshold. The study found c-Learn improved students' marks and increased the standard deviation, indicating it positively impacted learning for students with different capabilities.
The document provides guidance for teachers on designing flipped classroom activities using existing educational content. It discusses key aspects of out-of-class and in-class activity design for a flipped classroom approach. For the out-of-class segment, it recommends identifying learning objectives and key concepts, locating relevant open educational resources for students, and designing assessments aligned to the learning objectives. For the in-class segment, it suggests engaging students in active learning strategies like think-pair-share and peer instruction that involve higher-order thinking and feedback. Examples are provided for how to structure different parts of the flipped classroom activity design.
21st Century School Presentation - Acorn High SchoolLisa Nielsen
This document outlines the vision and plans for integrating technology at ACORN High School for Social Justice Technology. It begins with the goals of preparing students and teachers to use technology, and creating a 21st century classroom environment. An action plan is then described to fix existing technology issues, provide teachers with laptops and training, and establish technology support for teachers and students. Implementation details are provided on software and technologies that have been adopted, and future plans include expanding laptop and Smartboard access, online parent resources, and distance learning opportunities.
Reflection on my Philosophy of Teachnologysbhamber
The document discusses the author's reflections on using technology in teaching. It describes how the author has learned to use an interactive whiteboard effectively in lessons by making it an interactive component. Examples are given of lessons planned around the interactive whiteboard. The document also discusses how technology can be used as a tool for differentiation, allowing lessons to be more interactive and engaging for students of different learning styles. Labs and simulations using an interactive whiteboard are given as examples of how technology can enrich learning experiences.
Graciella Marell P. Corpuz is a third year student studying Bachelor of Secondary Education majoring in English at Cavite State University. [1] This portfolio outlines her learning in the educational technology courses. It provides definitions of educational technology focusing on how technology can be used as a tool to facilitate learning. [2] The portfolio also details Graciella's significant learnings which included creating effective PowerPoint presentations, understanding Dale's Cone of Experience, and carefully selecting instructional materials. [3] Graciella recognizes that while technology engages students, it should not entirely replace the teacher or traditional teaching methods.
Unifying an Introduction to Artificial Intelligence Course ...butest
This document describes a project that aims to enhance introductory artificial intelligence courses by incorporating machine learning as a unifying theme. The project involves developing hands-on lab projects centered around machine learning. Six initial lab projects are described that cover topics like web document classification, character recognition using neural networks, and applying machine learning techniques to games. The projects were tested in introductory AI courses at three universities. Preliminary results found that the projects helped enhance student learning and increased interest in AI topics by emphasizing connections to machine learning and software engineering.
This unit introduces 9th grade students to stop motion animation. Students will work in groups of 2-4 to complete a stop motion animation project using various software and tools. They will go through the design process, storyboarding their animation, building characters and sets, shooting the animation, and presenting their final project. The classroom is arranged with computers around the perimeter and worktables in the center to facilitate both digital work and physical model building.
This document provides information for a lab course on Object Oriented Software Engineering at Galgotias University. It outlines the course code, faculty details, syllabus, objectives, and activities. The course aims to teach students various object oriented modeling tools and techniques for designing and implementing software projects. Key topics covered in the syllabus include UML diagrams, software engineering processes, and project management. Students will complete assignments modeling various systems using UML diagrams. The document provides context and guidelines for the lab course.
This document summarizes a senior capstone project to create mobile applications for chapters of an electrical engineering probability course. A team of three students each created an app for one chapter, with sections on theory, problems, and simulations. While most sections were completed, the simulation for chapter 3 was not finished due to difficulties with the required programming language. The apps were tested by previous students and received positive feedback. The project helped students learn mobile app development and provided a new way for probability concepts to be taught, with the aim of improving student performance and retention in the course.
This document is a teacher's guide for teaching the exploratory course on Computer Hardware Servicing as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the TLE exploratory courses and learning modules, and guidance for teachers on using the learning modules which include learning outcomes, lesson components, teaching strategies, and assessing student understanding. The overall goal is to prepare students for technical vocational careers by developing their skills and knowledge in specific TLE areas based on industry standards.
This document outlines an instructional design plan for training teachers to integrate SmartBoards into their lessons. It includes an analysis of the learning context and learners, objectives for teaching hardware set-up and software use in large and small group sessions, and plans for formative assessment during the training. The training will be delivered in two parts, first demonstrating basic functions to all teachers, then splitting them into small groups for hands-on practice and application of skills learned. Surveys of teachers found a range of technology experience, with objectives tailored to address varying skill levels and needs.
Authoring system of drill & practice elearning modules for hearing impaired s...ijcsit
Hearing Impaired (HI) persons need to keep on practicing and repeating their lessons as well as their exercises. Teaching methodology of HI students differ than normal students. HI students need to be involved in practicing more and more using their modes of visual communication like sign language to cover their audio disability. Teaching methodology of HI students recommends demonstration and repeating with slow presentations of instructional material. A teacher displays his lesson directly face to
face without visual noise. More reinforcement and encouragement to HI students , fun & enjoyment should
be strongly included in the e-lessons as well as continuous interaction between teacher and HI students. As
per previous factors the decision of researchers is to develop Drill & Practice (D&P) e-learning modules(eLMs) for selected topics like Mathematics. D&P eLMs of Mathematics for HI persons would be the case study of this research including Developing & Evaluating.
The authors selected D&P eLMs Because eLMs match the requirements and mechanism of teaching methodology for HI students.
The mechanism of developing eLMs is represented by Developing an Authoring System which allows teachers of HI persons to generate any eLM of any selected topic for HI students. Also they can generate multiple eLMs in the project.
The evaluating producer & tools for the experimental eLMs were view points of Experts through openQuestionnaire to list their evaluating comments. Besides view points of experts. There are experiments which were held in real environment of HI students to test the eLMs of D&P of Mathematics to get valuable feedback from them.
The document discusses the development of electronic educational content and the proper path for this. It argues that previous approaches focused on digitizing textbooks or developing software programs, which did not fully utilize technology or allow for interaction. The ideal approach is developing a content management platform (CMS) that teachers and students can use, giving teachers flexibility to continuously develop and innovate integrated lessons incorporating their experience and expertise into a personalized learning environment.
This presentation focuses on technology integration and the effective use of the ET in DoDEA classes based on a framework created by Punya Mishra and Michael Koehler of Michigan State University.
This document proposes content development for an Object Oriented Programming course. It discusses conducting a needs assessment which analyzes course data, IT infrastructure, and syllabi from three universities. The proposal outlines plans for an instructional design phase to develop subject matter, a learning management system, and evaluations. It proposes a six-month implementation plan with three phases for design, development and deployment, and includes schedules, budgets and team roles. The goal is to create a student-centered online learning approach for teaching OOP concepts using Java.
The document provides an overview of the Introduction to Programming EV3 Curriculum. It is designed to teach core computer programming logic and reasoning skills using a robotics engineering context. The curriculum contains 10 projects organized around key robotics and programming concepts like loops, sensors, and switches. It aims to help students learn computational thinking practices that are critical for problem solving across STEM disciplines. The document outlines the learning objectives, standards addressed, topics covered in each unit, and how teachers can implement the curriculum in their classroom.
This document outlines the curriculum for a Master of Technology (Computer Science and Engineering) degree program. It includes the course requirements and electives for each of the four semesters. In the first semester, students will take courses in mathematical foundations, computer architecture, data structures and algorithms, computer networks, and research methodology. They will also complete labs in network management and a term paper. The subsequent semesters include additional theory courses, labs, and electives in areas such as databases, distributed systems, software engineering, and a capstone project. The degree requires a total of 75 credits over four semesters.
Universal Design for Learning is a framework that provides flexibility in how information is presented, how students demonstrate knowledge, and how students are engaged. It aims to reduce barriers and support all students, including those with disabilities. When integrating assistive technology into instruction, educators must consider each student's needs and how technology can help access the curriculum, improve instruction, and increase motivation. Teachers should design instruction around the student, curriculum, adaptations, and classroom environment and evaluate how well adaptations help students accomplish tasks.
The document describes the development of an Intelligent Individualized Instruction (I3) system that provides individualized learning tailored to each student's needs and abilities. The I3 system consists of several modules including a Tutor module to manage instruction, a Problem Solver to provide domain expertise for problem solving, a Problem Generator to construct practice problems, and a Student Model to evaluate student performance and provide feedback to the Tutor. The goal of the I3 system is to facilitate adaptive, self-paced learning for students in engineering and related domains.
The document discusses using Alice, a 3D programming environment, to teach introductory programming courses. It aims to motivate students to program, minimize frustration for new programmers, and improve problem solving skills. Common challenges in introductory courses include wide variation in student backgrounds, difficulty of the subject, and time spent on syntax. The author proposes using Alice initially for its visual nature before transitioning to Java, to make programming more accessible and enjoyable for new learners.
This instructional design project provides a plan for teaching eighth grade students how to create a 5-slide PowerPoint presentation with text, images, and action buttons. The plan includes analyzing learner needs through a survey, establishing learning objectives, and designing instructional materials and assessments. Objectives cover topics like inserting text and images, formatting text, and adding hyperlinks between slides. Students will view an instructional video, create a sample presentation, self-assess their work against a rubric, and submit their completed presentation for grading. The goal is to provide students with 21st century presentation skills that transfer to assessments in their online history course and beyond.
This document outlines a research proposal to investigate the alignment between the intended learning outcomes, teaching and learning activities, and assessment methods for a Pneumatic Training Instrument (PTI) laboratory course. The research aims to compare the curriculum objectives to the practical skills developed in students and recommend an improved assessment model. A literature review focuses on learning outcomes, practical skills development through PTI, and assessment of practical skills. The methodology will use a qualitative case study approach, collecting data through document analysis, observations, and interviews at two technical institutions. The research is currently in progress, with preliminary studies and a conference paper submitted.
English is a language that must be known all-digital era at this time where almost all information is in English, ranging from kindergarten to college learn English. elementary school is now also there are learning and to help introduce English is prototype application recogni-tion of common words in English and can be updated dynamically so that updates occur information to new words and sentences in Eng-lish to be introduced to students.
IM634 Tk20 Design Doc DBlanchard MHowe Final VersionDave Blanchard
This document provides an analysis for the development of eLearning modules to help education students at St. Cloud State University learn how to use Tk20, a portfolio and assessment system. It identifies that students find the existing Tk20 instructions confusing. The proposed eLearning modules would cover compressing videos, uploading artifacts, and reviewing portfolios before submission. As the modules target adult learners, principles of andragogy and multimedia design will guide their creation. Each module will include modeling, practice opportunities, and assessments to help students achieve the learning objectives.
Embedded System Practicum Module for Increase Student Comprehension of Microc...TELKOMNIKA JOURNAL
The result of applying the embedded system in education for students is successfully applied in
university. On the other side, many people in Indonesia use smart equipment’s (Hand phone, Remote), but
none of those equipments are used in education. University as the source of knowledge should overcome
the problem by encouraging the students to use a technology with learning about it first. Embedded
System Practicum Module Design needs a prototype method so that the practicum module that is desired
can be made. This method is often used in real life. A prototype considered of a part of a product that
expresses logic and physical of external interface that is being displayed and this method will fully depend
on user contentment. Embedded System Practicum Module Design is made to increase student
comprehension of embedded system course and to encourage students to innovate, so that many
technologies will be developed and also to help lecturers deliver course subjects. With this practicum it is
hoped that the student comprehension will increase significantly. The result of this research is a decent
practicum module, hardware or software that can help students to know better about technology and the
course subjects so that it will encourage the students to create an embedded system technology. The
result of the test has been done; there is an increase of learning value obtained by 7.8%.
Interactive Learning through Hands-on Practice using Electronic Mini - Lab (E...Vikas Dongre
- The document describes an "Electronic Mini-Lab (EML)" approach used to teach electronics practical skills through hands-on experience to students in India.
- The EML consists of basic electronic components, tools, and a breadboard that students purchase themselves for about 1000 Rupees. It allows them to perform electronics experiments anywhere by connecting components on the breadboard using a battery as a power supply.
- Using the EML, students design and test digital and analog circuits for their classes. This gives them direct experience handling components, troubleshooting issues, and learning from failures. It also reduces workload in formal labs and allows independent practice.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
This document introduces a new teaching model called the Virtual Flipped Classroom (VFC) which integrates the flipped classroom approach and virtual classroom environment. The researchers applied this model to teach prerequisite computer programming knowledge to students at Sultan Qaboos University who were struggling due to a lack of this foundational knowledge. An experiment using a one-group pretest-posttest design was conducted on 18 students over one semester. Pre- and post-tests were used to measure the impact of the VFC model on students' learning achievement and motivation. The findings indicated that the VFC model led to significant improvements in both learning outcomes and motivation for students in the computer programming course.
The document outlines an action research proposal to address issues with new hires in a technical analyst training program. 40% of new hires lack relevant technology experience and score poorly on initial tests, requiring extra one-on-one attention. The purpose is to ensure the hiring process evaluates applicants' technical skills to better prepare technicians. A survey will assess skills to modify training. Expected outcomes are trainees demonstrating technical support readiness and trainers spending less time on basic skills. The plan is to implement a fundamental instruction curriculum, professional development for trainers, and differentiated instruction over a 7 week period.
This document provides information for a lab course on Object Oriented Software Engineering at Galgotias University. It outlines the course code, faculty details, syllabus, objectives, and activities. The course aims to teach students various object oriented modeling tools and techniques for designing and implementing software projects. Key topics covered in the syllabus include UML diagrams, software engineering processes, and project management. Students will complete assignments modeling various systems using UML diagrams. The document provides context and guidelines for the lab course.
This document summarizes a senior capstone project to create mobile applications for chapters of an electrical engineering probability course. A team of three students each created an app for one chapter, with sections on theory, problems, and simulations. While most sections were completed, the simulation for chapter 3 was not finished due to difficulties with the required programming language. The apps were tested by previous students and received positive feedback. The project helped students learn mobile app development and provided a new way for probability concepts to be taught, with the aim of improving student performance and retention in the course.
This document is a teacher's guide for teaching the exploratory course on Computer Hardware Servicing as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the TLE exploratory courses and learning modules, and guidance for teachers on using the learning modules which include learning outcomes, lesson components, teaching strategies, and assessing student understanding. The overall goal is to prepare students for technical vocational careers by developing their skills and knowledge in specific TLE areas based on industry standards.
This document outlines an instructional design plan for training teachers to integrate SmartBoards into their lessons. It includes an analysis of the learning context and learners, objectives for teaching hardware set-up and software use in large and small group sessions, and plans for formative assessment during the training. The training will be delivered in two parts, first demonstrating basic functions to all teachers, then splitting them into small groups for hands-on practice and application of skills learned. Surveys of teachers found a range of technology experience, with objectives tailored to address varying skill levels and needs.
Authoring system of drill & practice elearning modules for hearing impaired s...ijcsit
Hearing Impaired (HI) persons need to keep on practicing and repeating their lessons as well as their exercises. Teaching methodology of HI students differ than normal students. HI students need to be involved in practicing more and more using their modes of visual communication like sign language to cover their audio disability. Teaching methodology of HI students recommends demonstration and repeating with slow presentations of instructional material. A teacher displays his lesson directly face to
face without visual noise. More reinforcement and encouragement to HI students , fun & enjoyment should
be strongly included in the e-lessons as well as continuous interaction between teacher and HI students. As
per previous factors the decision of researchers is to develop Drill & Practice (D&P) e-learning modules(eLMs) for selected topics like Mathematics. D&P eLMs of Mathematics for HI persons would be the case study of this research including Developing & Evaluating.
The authors selected D&P eLMs Because eLMs match the requirements and mechanism of teaching methodology for HI students.
The mechanism of developing eLMs is represented by Developing an Authoring System which allows teachers of HI persons to generate any eLM of any selected topic for HI students. Also they can generate multiple eLMs in the project.
The evaluating producer & tools for the experimental eLMs were view points of Experts through openQuestionnaire to list their evaluating comments. Besides view points of experts. There are experiments which were held in real environment of HI students to test the eLMs of D&P of Mathematics to get valuable feedback from them.
The document discusses the development of electronic educational content and the proper path for this. It argues that previous approaches focused on digitizing textbooks or developing software programs, which did not fully utilize technology or allow for interaction. The ideal approach is developing a content management platform (CMS) that teachers and students can use, giving teachers flexibility to continuously develop and innovate integrated lessons incorporating their experience and expertise into a personalized learning environment.
This presentation focuses on technology integration and the effective use of the ET in DoDEA classes based on a framework created by Punya Mishra and Michael Koehler of Michigan State University.
This document proposes content development for an Object Oriented Programming course. It discusses conducting a needs assessment which analyzes course data, IT infrastructure, and syllabi from three universities. The proposal outlines plans for an instructional design phase to develop subject matter, a learning management system, and evaluations. It proposes a six-month implementation plan with three phases for design, development and deployment, and includes schedules, budgets and team roles. The goal is to create a student-centered online learning approach for teaching OOP concepts using Java.
The document provides an overview of the Introduction to Programming EV3 Curriculum. It is designed to teach core computer programming logic and reasoning skills using a robotics engineering context. The curriculum contains 10 projects organized around key robotics and programming concepts like loops, sensors, and switches. It aims to help students learn computational thinking practices that are critical for problem solving across STEM disciplines. The document outlines the learning objectives, standards addressed, topics covered in each unit, and how teachers can implement the curriculum in their classroom.
This document outlines the curriculum for a Master of Technology (Computer Science and Engineering) degree program. It includes the course requirements and electives for each of the four semesters. In the first semester, students will take courses in mathematical foundations, computer architecture, data structures and algorithms, computer networks, and research methodology. They will also complete labs in network management and a term paper. The subsequent semesters include additional theory courses, labs, and electives in areas such as databases, distributed systems, software engineering, and a capstone project. The degree requires a total of 75 credits over four semesters.
Universal Design for Learning is a framework that provides flexibility in how information is presented, how students demonstrate knowledge, and how students are engaged. It aims to reduce barriers and support all students, including those with disabilities. When integrating assistive technology into instruction, educators must consider each student's needs and how technology can help access the curriculum, improve instruction, and increase motivation. Teachers should design instruction around the student, curriculum, adaptations, and classroom environment and evaluate how well adaptations help students accomplish tasks.
The document describes the development of an Intelligent Individualized Instruction (I3) system that provides individualized learning tailored to each student's needs and abilities. The I3 system consists of several modules including a Tutor module to manage instruction, a Problem Solver to provide domain expertise for problem solving, a Problem Generator to construct practice problems, and a Student Model to evaluate student performance and provide feedback to the Tutor. The goal of the I3 system is to facilitate adaptive, self-paced learning for students in engineering and related domains.
The document discusses using Alice, a 3D programming environment, to teach introductory programming courses. It aims to motivate students to program, minimize frustration for new programmers, and improve problem solving skills. Common challenges in introductory courses include wide variation in student backgrounds, difficulty of the subject, and time spent on syntax. The author proposes using Alice initially for its visual nature before transitioning to Java, to make programming more accessible and enjoyable for new learners.
This instructional design project provides a plan for teaching eighth grade students how to create a 5-slide PowerPoint presentation with text, images, and action buttons. The plan includes analyzing learner needs through a survey, establishing learning objectives, and designing instructional materials and assessments. Objectives cover topics like inserting text and images, formatting text, and adding hyperlinks between slides. Students will view an instructional video, create a sample presentation, self-assess their work against a rubric, and submit their completed presentation for grading. The goal is to provide students with 21st century presentation skills that transfer to assessments in their online history course and beyond.
This document outlines a research proposal to investigate the alignment between the intended learning outcomes, teaching and learning activities, and assessment methods for a Pneumatic Training Instrument (PTI) laboratory course. The research aims to compare the curriculum objectives to the practical skills developed in students and recommend an improved assessment model. A literature review focuses on learning outcomes, practical skills development through PTI, and assessment of practical skills. The methodology will use a qualitative case study approach, collecting data through document analysis, observations, and interviews at two technical institutions. The research is currently in progress, with preliminary studies and a conference paper submitted.
English is a language that must be known all-digital era at this time where almost all information is in English, ranging from kindergarten to college learn English. elementary school is now also there are learning and to help introduce English is prototype application recogni-tion of common words in English and can be updated dynamically so that updates occur information to new words and sentences in Eng-lish to be introduced to students.
IM634 Tk20 Design Doc DBlanchard MHowe Final VersionDave Blanchard
This document provides an analysis for the development of eLearning modules to help education students at St. Cloud State University learn how to use Tk20, a portfolio and assessment system. It identifies that students find the existing Tk20 instructions confusing. The proposed eLearning modules would cover compressing videos, uploading artifacts, and reviewing portfolios before submission. As the modules target adult learners, principles of andragogy and multimedia design will guide their creation. Each module will include modeling, practice opportunities, and assessments to help students achieve the learning objectives.
Embedded System Practicum Module for Increase Student Comprehension of Microc...TELKOMNIKA JOURNAL
The result of applying the embedded system in education for students is successfully applied in
university. On the other side, many people in Indonesia use smart equipment’s (Hand phone, Remote), but
none of those equipments are used in education. University as the source of knowledge should overcome
the problem by encouraging the students to use a technology with learning about it first. Embedded
System Practicum Module Design needs a prototype method so that the practicum module that is desired
can be made. This method is often used in real life. A prototype considered of a part of a product that
expresses logic and physical of external interface that is being displayed and this method will fully depend
on user contentment. Embedded System Practicum Module Design is made to increase student
comprehension of embedded system course and to encourage students to innovate, so that many
technologies will be developed and also to help lecturers deliver course subjects. With this practicum it is
hoped that the student comprehension will increase significantly. The result of this research is a decent
practicum module, hardware or software that can help students to know better about technology and the
course subjects so that it will encourage the students to create an embedded system technology. The
result of the test has been done; there is an increase of learning value obtained by 7.8%.
Interactive Learning through Hands-on Practice using Electronic Mini - Lab (E...Vikas Dongre
- The document describes an "Electronic Mini-Lab (EML)" approach used to teach electronics practical skills through hands-on experience to students in India.
- The EML consists of basic electronic components, tools, and a breadboard that students purchase themselves for about 1000 Rupees. It allows them to perform electronics experiments anywhere by connecting components on the breadboard using a battery as a power supply.
- Using the EML, students design and test digital and analog circuits for their classes. This gives them direct experience handling components, troubleshooting issues, and learning from failures. It also reduces workload in formal labs and allows independent practice.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
This document introduces a new teaching model called the Virtual Flipped Classroom (VFC) which integrates the flipped classroom approach and virtual classroom environment. The researchers applied this model to teach prerequisite computer programming knowledge to students at Sultan Qaboos University who were struggling due to a lack of this foundational knowledge. An experiment using a one-group pretest-posttest design was conducted on 18 students over one semester. Pre- and post-tests were used to measure the impact of the VFC model on students' learning achievement and motivation. The findings indicated that the VFC model led to significant improvements in both learning outcomes and motivation for students in the computer programming course.
The document outlines an action research proposal to address issues with new hires in a technical analyst training program. 40% of new hires lack relevant technology experience and score poorly on initial tests, requiring extra one-on-one attention. The purpose is to ensure the hiring process evaluates applicants' technical skills to better prepare technicians. A survey will assess skills to modify training. Expected outcomes are trainees demonstrating technical support readiness and trainers spending less time on basic skills. The plan is to implement a fundamental instruction curriculum, professional development for trainers, and differentiated instruction over a 7 week period.
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Exploration on Training Practice Ability in Digital Logic Experiment
1. International Journal on Integrating Technology in Education (IJITE) Vol.5, No.3, September 2016
DOI :10.5121/ijite.2016.5302 17
EXPLORATION ON TRAINING PRACTICE ABILITY IN
DIGITAL LOGIC EXPERIMENT
Shanshan Li, Ninghan Zheng, Chengbin Quan, Yongqiang Chen
Department of Computer Science & Technology, Tsinghua University, Beijing, China
Abstract
The hardware related courses in computer major require a lot of practise on experiment to fully
understand the theoretical knowledge for the students. Especially for the first-year or second-year
undergraduate students, how to cultivate students' practical ability effectively is the subject of Computer
Science in Colleges and Universities. This paper introduces the experimental teaching reform trial of the
Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of
innovation in the hardware experiment teaching and how to improve the students' practical ability. This
paper proposes that we should start the student independent innovation experiment as soon as possible at
the university stage. We design the independent innovation experiment in Digital Logic Circuit of the
hardware experiment, that experiment is an open-minded experiment. After years of experiments carried
out, the students deepened understanding of the knowledge of theory course, improve the interest in the
design of hardware, understand the basic processes of the design of electronic products, improve the
ability of practical, and establish the consciousness of innovation and practice. Our trial has proved that it
is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of
computer major.
Keywords
Experimental Teaching; Computer Hardware; Practice Training
1. INTRODUCTION
As important as software courses, hardware related courses are the important component in the
course of computer science curriculum [1]. From studying of the hardware courses, students will
understand the working mechanism of the computer more clearly. At present, most of the
computer hardware series courses in colleges and universities have been set up, including Digital
Logic, Computer Organization and Architecture, etc.
Theoretical teaching focuses on the knowledge points, while experimental teaching focuses on
the application of knowledge. Through the study of computer hardware experiment, we can train
students' practical ability, engineering practice ability and the ability of development and
innovation [2]. Hardware experiment teaching is an important part of computer hardware course.
In order to really achieve the purpose of the experiment, operating the real experimental
equipment is needed.
CS2013 raises: Appreciation of the interplay between theory and practice [3]. Undergraduate
students of computer science and technology should have practical ability, and understand the
interplay between theory and links between them. Graduates of a Computer Science program
need to understand how theory and practice influence each other. This also shows we should pay
attention to the practice teaching in the whole teaching position.
Hardware courses mainly include Digital Logic, Computer Organization, Computer Architecture,
Computer Interface and so on [4]. Digital Logic is the fundamental of these courses and
experimental teaching is an important part, which is an indispensable means to cultivate students’
practical ability, engineering practice ability and innovation ability.
The computer professional requires many practices, so the experimental teaching is very
important in computer professional students training process [5]. Thus we try to stimulate
students' innovation consciousness through the practice in the process of experiment teaching.
2. International Journal on Integrating Technology in Education (IJITE) Vol.5, No.3, September 2016
18
Using the hardware experiment to improve the students’ practical hands-on participation, to
cultivate their ability of innovation and practice. How to cultivate students' innovative practical
ability effectively is the subject of Computer Science in Colleges and Universities, especially for
the first-year or second-year undergraduate students. We select the Digital Logic course as a
starting point [6]. This course is a compulsory fundamental hardware course for computer
professional sophomore in Tsinghua University. We made a lot investigation and research for this
course, especially on experimental teaching. We generalized and analysed the old experiment
contents, set up the new content, and adopted some new experimental methods, in order to
consolidate the students’ theoretical knowledge, in the meanwhile cultivate their ability of
innovation and practice.
2. DIGITAL LOGIC EXPERIMENT
For the computer professional students in sophomore, Digital Logic course is one of the earliest
hardware courses they encounter. They have no knowledge of computer hardware, so it need to
step by step to make them aware of what the computer hardware is, and thus cause their interest
to learn these courses.
And the experimental teaching is an important part in Digital Logic course [7]. The experiments
of computer major mainly include following types: the basic verification experiment, the
advanced comprehensive experiment, the independent innovation experiment, and etc. In our
department, we select following experiments as course experiment, shown in Table 1.
Table 1. Experiments
Experiment Description Type
Instrument
Operation
Learn how to the use of experimental
instruments, including the oscilloscope,
logic analyzer, etc.
Basic
Chip Measurement
Measurement of the delay and transmission
characteristics for 74 series chip.
Basic
Adder
Assemble the adder circuit using 74 series
chip.
Basic
Timing Control
Using 74 series chip to assemble a circuit,
which can control an device with three
period of timing.
Advanced
Adder/ Counter
Use hardware description language to
design and implement an adder and a
counter.
Basic
Traffic
Lights
Use hardware description language to
design and implement a controller of the
traffic lights.
Advanced
Electronic Cipher
Lock
Use hardware description language to
design and implement an electronic cipher
lock.
Advanced
Colored LED
Show Originality
Use the light emitting diode or light array to
complete a creative idea experiment.
Innovation
After learning the basic theoretical knowledge of Digital Logic course, the independent
innovation experiment is arranged. This arrangement is mainly based on the following
considerations.
Independent experiment can cultivate students' ability of practice. The basic verification
experiments and the advanced comprehensive experiments usually involve only one or
several points of knowledge. For the cultivation of innovative consciousness and practical
ability, these experiments are obviously deficient. However, the innovative experiment can
3. International Journal on Integrating Technology in Education (IJITE) Vol.5, No.3, September 2016
19
stimulate students' creative thinking and training their practical ability. As long as the
experimental difficulty is designed appropriately, it will be of great advantage for cultivating
the students' engineering practice ability [8].
It is a long term work to cultivate students' practice ability. The training process must keep
on throughout the whole the course of the university education [9]. Due to the influence of
the oriented examination education in primary and secondary schools, the students who just
enter universities are often lack of interest and initiative in hardware of computer. Therefore,
the students should do the practice training as soon as possible at the university stage, in
order to help them to change their inherent thinking formed by the oriented examination
education. In the university, we should mobilize the students’ enthusiasm of innovation
practice first, which will help the students learn the new knowledge more efficient, and help
them adapt to the society requirement quickly after graduation [10].
The students in Digital Logic course are just touching the hardware experiment, so the
experiment should not be very difficult, and the experiment should have good visible display,
thus it can arouse more interest and motivation in students for hardware experiment. So we
designed the innovation experiment called Colored LED Show Originality, in which the students
should use the LED (light-emitting diodes) or LED array to do a show or other things to display
their creative ideas. The implementation can use ready-made circuit board, or the circuit board
designed by the students themselves. Design does not need to have a high level in technical
content, only need to have enough creativity, to show the concept of hardware design. That is
enough for the entrance of the hardware course, which will make the students have the interest
for the hardware courses.
In this hardware experiment, the students are required to think the topic themselves, using the
knowledge learned in Digital Logic course to design and implement a circuit demonstration
device to show their ideas or have some distinctive functions. The experiment requires the
students to have their own ideas, but also need them to realize their ideas in practice. This is a
good exercise for fostering the students’ ability of innovation and practice.
3. EXPERIMENT TEACHING
In the course of experiment teaching, the basic experiment content can strengthen the
understanding of the students' knowledge. But these experiments lack the creativity of students,
students are easy to feel boring for these experiments. It's different for the innovation
experiments. Because the experiment contents are thought out by the students themselves, So the
students will have much interesting on it, and are willing to do more work on it.
Because the experiment ideas are different, the results of the experiments are various. Good
experimental results are welcome of course, but for the independent innovation experiment, the
process of the experiment should get more attention. This is because the students’ ability of
innovation and practice is gradually accumulated in the experiment process. The whole process of
the experiment should always around how to inspire the innovative thinking and improve the
practice ability.
3.1. Idea of the Experiment
The good idea will produce the good experiments. Innovative awareness is by no means without
foundation, need to have the accumulation. The students usually pay attention to observation, and
have diligent in thinking, or have wide interests of students, they will have more innovative ideas.
And the students usually do not pay much attention to this area, through the training in this
experiment, it will also let them gradually consciously strengthen the training in this area.
Our innovative experiment wants the student show their ideas through the LED lights. The
implement does not need very complex circuit design, but there must be a sufficient display and
have innovative ideas. This experiment wants to let the student realize their own ideas through
4. International Journal on Integrating Technology in Education (IJITE) Vol.5, No.3, September 2016
20
the LED lights, and want to cultivate their innovation consciousness and exercise practical
ability.
Through the experiment carrying in these years, it is proved that that as long as the students were
provided with the independent experiment contents open and free, their creative potential will be
fully motivated. Figure 1. is the students’ experiments demonstration, they are fun and full of
innovative ideas. For example, they made a model of DNA double helix structure with the LED
lights, and this model can show the DNA replication process using the different color lights
flashing. Other demonstrations include colored traffic signal lights, Snake game, digital alarm
clock, etc.
Figure 1. Experiments demonstration
In this innovation experiment, we found that the good experiments have the following
characteristics:
It has unique or creative ideas. It chooses some interesting or meaningful things in life to
show through the lights, such as the DNA double helix structure, showing its replication
process.
It has innovation in the design or function. It is good at trying to do things that others have
not done, such as using the competition mechanism to show which side of the game press the
key faster.
It helps to achieve a good display effect. The show need to be clear and not monotonous,
demonstration rich and colorful, such as traffic signal lights, Snake game, etc.
It need the combination of functional and interesting as far as possible. the pursuit of
practical and interesting, such as electronic cube, digital alarm clock, etc.
3.2. Implement of the Experiment
Any idea must be based on a certain material and technical basis. We want to let the student
implement their creative ideas into the real thing; otherwise, the idea will become a dream.
In the first few years, the experimental equipment and material we provided to the students
mainly includes TTL chip and GAL (General Array Logic). The students mainly adopt two ways
to realize their design: First is only use TTL devices, the second is mixed with GAL and TTL
5. International Journal on Integrating Technology in Education (IJITE) Vol.5, No.3, September 2016
21
devices. The first way will use what they have learned in course, in the experiment it can
consolidate and deepen the understanding of basic knowledge; the second, because of the
advantages of GAL devices, the students will use the HDL (Hardware Description Language) to
achieve a complex design more easily and will learn more new technologies [11]. Students need
to design their own circuit board or using the bread-board to complete the experiment.
From 2012, we provide a control core board for the students in the experiment. This board
contains a CPLD (Complex Programmable Logic Device) with many Input/ Output connection
pins, which will be used as a universal function board. Using this core board, the students only
need to focus on the internal function implement. By writing HDL code and simulation, the
students can easily realize the control function. Combined with self-designed display board, the
students will get their final implement. At 2014, we designed an experimental board with built-in
128*64 light emitting diode array, and this board has ten chip sockets that can plug in 74 series
chips. It also has a CPLD, switch as input and seven segments LED, etc. The students can
directly do the experiment on this experiment board.
3.3. Practice in Experiment
Practical ability is important for the student. The students of computer professional generally pay
more attention to software skill training, but for the ability of hardware practice they do not have
enough training. However, to become an outstanding innovative students of computer
professional, the students must have good hardware knowledge and skillful practice ability [12].
In hardware experiment, we cultivate students' practical ability mainly from the following two
aspects.
In order to improve the students’ practical ability, it should encourage the students to practice
consciously [13]. If we only focus on learning the basics theory knowledge, overlook the
cultivation of this consciousness, the students will miss the valuable opportunity to accumulate
the experience for improving the practical ability. In the experiment, the teachers and laboratory
only provide some knowledge and technical support, the students are always the dominant in
experiment. Compared to the traditional validation experiments, the opening experiment content,
independent selection, efforts to complete their own creativity, the students will get higher
fulfillment from the experiment, which will promote the students to have more interest and
enthusiasm into hands-on practice.
Practical ability improving is a process of gradual accumulation of the experience. In this
hardware experiment, students should realize their ideas, in which they will experience the
process from the circuit design, simulation and debugging, PCB (Printed Circuit Board) design,
to the final implement. This specific steps of the experiment will improve students' practical
ability gradually. In the experiment, the students will encounter a variety of practical problems,
and some problem maybe not easily found the solution directly from the textbook, the students
perhaps take many detours to solve these problems. But it is such a process gives students
hands-on practice for a personal experience, accumulated experience, improve the ability to solve
specific problems. For example, the students in the PCB board design, should take into account
the location of each chip in the circuit board as well as the beauty of the circuit board, and in
circuit design they should consider the driving ability of chip pins. These are all the problems
only met in the real design. From such an experiment training, the students will get much more
experience on hardware design.
After the completion of their own creative products, the students will give a presentation in class,
and submit an experiment report. The report must include the design ideas, schematics, printed
circuit board diagram or HDL code, and the product demonstrations instructions. Meanwhile the
report also must include the problems encountered in the design or debugging and the
corresponding solving method.
6. International Journal on Integrating Technology in Education (IJITE) Vol.5,
The design of this experiment will help students to sum up their own innovation practice
experience in a timely manner, and it will be a good inspiration for them to improve their
innovation ability in the future engineering practice.
4. ACHIEVEMENT
This innovation experiment is not a course required experiment, students can choose whether to
do the experiment according to their time and interest. In order to motivate students to do the
innovation experiment, we will give additional score points to those who have creative id
completed the experiment outstandingly.
In the past five years of experiment teaching in Digital Logic courses, we continuously improve
our innovation experiment, and the students have designed and implemented a lot of very crea
experimental content. Table 2. is the distinctive experiments in these years.
Year Title
2011 DNA Model
2012 Snakes Game
2013 Rotated 3D Display
2014 Electronic Cube
2015 Battle Game
In the experiments carried out process of these five years, the number of students selecting the
innovation experiment were continuously growing, shown in Figure
fifth students selected the innovation experiment, but after several years of efforts, basically all of
the students will choose the innovation experiment. The main reason is that the students have
been aware of the innovative experiment is not complex to complete, and it has a lot of fun; and
there is no denying the fact, bonus score also encourage students to chosen for the experiment.
In the process of the innovation experiment, students will be more interested in, and wi
effort and time on it, so as to learn some new knowledge for it. Students are also very welcome to
the innovation experiment, in the students’ experiment report it is often mentioned that the
experiment can exercise their practical ability, exp
very interesting experiment.
Figure 2. The student number select the innovation experiments
Because the students selecting this experiment may need the circuit board manufacturing or will
buy some chips, they need some financial support from the laboratory. If the circuit board is
entirely their own design, basically each student will need $50 support. However, because there
Students
Selected
100
200
International Journal on Integrating Technology in Education (IJITE) Vol.5, No.3, September
xperiment will help students to sum up their own innovation practice
experience in a timely manner, and it will be a good inspiration for them to improve their
innovation ability in the future engineering practice.
nt is not a course required experiment, students can choose whether to
do the experiment according to their time and interest. In order to motivate students to do the
innovation experiment, we will give additional score points to those who have creative id
completed the experiment outstandingly.
In the past five years of experiment teaching in Digital Logic courses, we continuously improve
our innovation experiment, and the students have designed and implemented a lot of very crea
is the distinctive experiments in these years.
Table 2. Distinctive Experiments
Description
DNA model was made using the LED, showing the
process of DNA replication.
Implement the game Snake on the LED array.
Display
Let the LED array rotation, display three-dimensional
space graphics, such as a sphere.
The cube six surface are using different color LEDs,
pressing the button stand the rotation of the cube,
LEDs will change the color.
Similar to the open turret game。
In the experiments carried out process of these five years, the number of students selecting the
tinuously growing, shown in Figure 2. At the first year, only one
fifth students selected the innovation experiment, but after several years of efforts, basically all of
the students will choose the innovation experiment. The main reason is that the students have
ve experiment is not complex to complete, and it has a lot of fun; and
there is no denying the fact, bonus score also encourage students to chosen for the experiment.
In the process of the innovation experiment, students will be more interested in, and wi
effort and time on it, so as to learn some new knowledge for it. Students are also very welcome to
the innovation experiment, in the students’ experiment report it is often mentioned that the
experiment can exercise their practical ability, expand thinking. They think this experiment is a
Figure 2. The student number select the innovation experiments
Because the students selecting this experiment may need the circuit board manufacturing or will
hey need some financial support from the laboratory. If the circuit board is
entirely their own design, basically each student will need $50 support. However, because there
2011 2012 2013 2014 2015
Students 146 138 142 147 144
Selected 32 65 121 136 133
146 138 142 147 144
32 65
121 136 133
0
100
200
September 2016
22
xperiment will help students to sum up their own innovation practice
experience in a timely manner, and it will be a good inspiration for them to improve their
nt is not a course required experiment, students can choose whether to
do the experiment according to their time and interest. In order to motivate students to do the
innovation experiment, we will give additional score points to those who have creative ideas or
In the past five years of experiment teaching in Digital Logic courses, we continuously improve
our innovation experiment, and the students have designed and implemented a lot of very creative
DNA model was made using the LED, showing the
dimensional
The cube six surface are using different color LEDs,
pressing the button stand the rotation of the cube, the
In the experiments carried out process of these five years, the number of students selecting the
2. At the first year, only one
fifth students selected the innovation experiment, but after several years of efforts, basically all of
the students will choose the innovation experiment. The main reason is that the students have
ve experiment is not complex to complete, and it has a lot of fun; and
there is no denying the fact, bonus score also encourage students to chosen for the experiment.
In the process of the innovation experiment, students will be more interested in, and will put more
effort and time on it, so as to learn some new knowledge for it. Students are also very welcome to
the innovation experiment, in the students’ experiment report it is often mentioned that the
and thinking. They think this experiment is a
Because the students selecting this experiment may need the circuit board manufacturing or will
hey need some financial support from the laboratory. If the circuit board is
entirely their own design, basically each student will need $50 support. However, because there
7. International Journal on Integrating Technology in Education (IJITE) Vol.5, No.3, September 2016
23
are several types of ready-made experiment device can be chosen, the students can be directly
complete the experiment on our equipment provided.
But with the experiments carried out and continuous accumulation in experiment, the students
reflect that it is more and more difficult to think out a new experiment that is different from the
previous experiments. So the experiment content the students choose, slowly focus to the games,
such as pinball, aircraft fighting. We are also introducing a number of new content and
equipment, so that the students can have more choice in experiment.
5. SUMMARY
We designed the independent innovation experiment in Digital Logic Circuit of the hardware
experiment, that experiment is an open-minded experiment. After years of experiments carried
out, the students deepened understanding of the knowledge in theory course, improve the interest
in the design of hardware, understand the basic processes of the design of electronic products,
improve the ability of practical, and establish the consciousness of innovation and practice. Our
trial has proved that it is very meaningful and feasible to enhance the ability of innovation
practice in the low grade students of computer professional.
ACKNOWLEDGEMENTS
Thanks are due to professor Yang Shiqiang and Zhao Youjian for assistance in the corresponding
theory courses and to professor Liu Weidong for valuable discussion. We gratefully acknowledge
the valuable cooperation of Tian Shuzhen in experiment teaching with us and thanks to Gao
Yuchao and Sun Yongqian for the work in experiment preparing and checking.
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Authors
Shanshan Li: Born in 1979. Master Degree of CS. Work in Department of Computer
Science and Technology, Tsinghua University in Beijing, China. Engaged in experimental
teaching research of Computer Science.
Ninghan Zheng: Born in 1979. Master Degree of CS. Work in Department of Computer
Science and Technology, Tsinghua University in Beijing, China. Engaged in experimental
teaching research of Computer Network and Embedded System.
Chengbin Quan: Born in 1972. PhD in CS. Work in Department of Computer Science and
Technology, Tsinghua University in Beijing, China. Engaged in experimental teaching
research of Computer Science.
Yongqiang Chen: Born in 1978. Master Degree of CS. Work in Department of Computer
Science and Technology, Tsinghua University in Beijing, China. Engaged in experimental
teaching research of Computer Science.