Abstract
This article describes details of design and implementation of an upper-level (core-Tier2) computer organization and architecture course with an online hands-on component as a blended learning environment. The revised course content is based on contemporary pedagogical approaches: blended learning,
Highlights
Following the active learning approach in [2, 3, 17], this article describes design of revising an upperlevel computer organization and architecture course with an online hands-on component as a blended learning environment [8, 9, 13]
We realigned core modules with the Architecture knowledge area specified in ACM/IEEE joint task force computing curricula [1], and implemented core bodies of knowledge specified, with respect to computer organization and architecture
Small electronic circuits as well as a breadboard and other IC-modules that second-year engineering students typically experiment in a digital design laboratory. This has been a positive learning experience for students as the computer science curricula offered in the department is mostly classical, and did not focus on computer architecture related knowledge areas to a great extent, whereas a large portion of the theoretical part in the course assumed some level of experience
Summary
Following the active learning approach in [2, 3, 17], this article describes design of revising an upperlevel (i.e., core-Tier2) computer organization and architecture course with an online hands-on component as a blended learning environment [8, 9, 13]. Modules of the hands-on component are based on three particular contemporary curricular guidelines: blended learning, flipped classroom, lead learner, and project-based learning Using these main approaches, the laboratory component of computer architecture course has been designed to complement the theoretical part and provide students hands-on skills in working with single-board computers [11, 16], as well as a set of sensors, components, and associated programming interfaces that interact together with the computers. Small electronic circuits as well as a breadboard and other IC-modules that second-year engineering students typically experiment in a digital design laboratory This has been a positive learning experience for students as the computer science curricula offered in the department is mostly classical, and did not focus on computer architecture related knowledge areas to a great extent, whereas a large portion of the theoretical part in the course assumed some level of experience. Completing basic hands-on exercises as the laboratory component at their own pace provided students the confidence to implement the projects that they have picked
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