Combining Learning Strategies and Tools in a First Course in Computer Architecture

1
Combining Learning Strategies and Tools in a
First Course in Computer Architecture

• Pat Teller, Manuel Nieto, and Steve RoachThe
  University of Texas at El PasoDepartment of
  Computer Sciencepteller, manueln, sroach
  _at_cs.utep.edu

2
Acknowledgements

• NSF MIE Grant
• Center for Effective Teaching and Learning
  (CETaL) at UTEP

3
Outline

• Motivation/Introduction
• Course Philosophy/Contents
• Course Structure
• Learning Vehicles
• RATS Readiness Assurance/Assessment Tests
• Problem-based Discovery Learning
• Simulation
• Robots
• Evaluation

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Objectives

• Cover a large volume of material
• Prepare students for follow-on courses
• Develop oral and written communication skills
• Hone deductive reasoning and critical analysis
  skills
• Learn to work effectively in teams

Motivation/Introduction
5
Strategies

• Traditional lecture
• Active learning
• Cooperative learning
• Problem-based learning
• Team-based learning
• RATs-Readiness Assurance/Assessment Tests
• Discovery Labs

Motivation/Introduction
6
Challenges

• Less material covered in class with participatory
  learning strategies (as compared with traditional
  lecture)
• Accurate assessment of individual mastery given
  team-generated work product, i.e., building in
  individual accountability
• Dynamic adjustment of course design to meet
  student needs
• Development and utilization of technical,
  communication, critical thinking and analysis
  skills

Motivation/Introduction
7
Course Philosophy

• Approach new, difficult concepts at multiple
  levels of abstraction
• Use RATs to motivate out-of-class preparation
• Use problem-based learning (individual,
  cooperative, and team-based) to master concepts
• Use innovative learning vehicles that facilitate
  problem-based discovery learning
• Microprocessor Simulator Labs
• Mobile Robots Labs
• Make it fun!

Course Philosophy/Contents
8
Course Focus

• Between digital systems and computer archiecture
  course based mostly on Chapters 4-8 of Patterson
  and Hennessy
• Via Motorola 68HC11
• General method by which a computer executes a
  program
• Introduction to I/O interfacing, interrupt
  handling, and robot control
• Basic concepts in software engineering
• Textbook and Motorola 6811 manuals

Course Philosophy/Contents
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Course Module Structure - 1

• Pre-class prep (study basic concepts outside
  class)
• RAT (in class)
• Lecture (maxmum 10-12 minute)
• One-on-one active learning
• Active, cooperative, and team-based learning
• Simulator or robot lab
• Lecture (maximum 10-12 minutes)
• In-class participatory learning (review)
• Assessment

Course Structure
10
Course Module Structure - 2

• Active, cooperative, and team-based learning
• in-class using simple problems
• out-of-class using simple problems
• in-class using more complex problems
• out-of-class using more complex problems

Course Structure
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Learning Vehicles

• Readiness Assurance/Assessment Tests (RATs)
• Out-of-class preparation
• Diagnosis
• Feedback
• Problem-based Discovery Labs
• Simulation
• Robots

Learning Vehicles
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Using RATs to Motivate Learning

• http//www.ou.edu/idp/teamlearning
• Larry K. Michaelsen, University of Oklahoma,
  Getting Started with Team Learning
• Team-Option Workshop materials from Larry
  Michaelsen and Dee Fink, University of Oklahoma
• J. L. Madrigal, J. S. Lawson, and G. R. Bryce,
  Brigham Young University, Experiences in the Use
  of Team Learning in University Level Quantitative
  Courses

Learning Vehicles
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Team-based Learning Basics

• Shifts focus from learning about concepts/ideas
  to learning how to use them in a meaningful
  ways
• Promotes a climate in which students (as
  individuals and as groups) feel free to challenge
  the instructor
• Student-centric rather than teacher-centric
• Up-front time investment w.r.t. RATs and
  application-focused activities

Learning Vehicles
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Purpose of RATs - 1

• Theory
• Ensure students mastery of course subject matter
• Practice
• Ensure students preparedness w.r.t. mastering
  course subject matter
• Develop familiarity with and language to discuss
  concepts
• Less class time spent on basics more time spent
  on interesting questions and applications
• Better work on basic concepts from better
  pre-class preparation
• Better work on mid-level concepts and
  applications via team discussion

RATs
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Purpose of RATs 2Application-focused Activities

• The RATs guide the development of projects and
  exams that require students to USE the concepts
  to solve the same kinds of problems they will
  face in subsequent course work and/or future
  jobs.
• These activities address the question How can I
  tell if students will be able to USE their
  knowledge of key course concepts?

RATs
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Readiness Assurance ProcessContext for RATs

• Assigned Readings individual study outside
  class
• Individual RAT- take test in class, turn in
  answers, keeping record of answers
• Team RAT re-take the SAME test in class
  (immediately after Individual RAT) but as a
  group must reach agreement on each test question
• Discussion required to choose a group answer
• Team Appeals
• Open-book process outside of class
• Formal submission of reasons for contest
• Instructor Feedback re appeals

RATs
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Readiness Assurance Process

• Assigned Readings initial exposure to concepts
• Individual RAT- additional exposure helps to
  reinforce students memory of what they learned
  during individual study
• Team RAT students orally elaborate the reasons
  for their answer choices
• excellent review of readings
• exposure to peer input allows students to learn
  from each other
• gains from acting in a teaching role
• Team Appeals written appeal
• focused re-study of troublesome concepts
• Instructor Feedback aimed at resolving any
  misunderstandings that remain
• the above ensures that the instructor is aware of
  students level of concept understanding

RATs
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Writing RATs

• Define outcomes in behavioral terms, i.e., What
  do you want students to be able to DO when they
  have completed this unit of instruction?
• Define the content that must be covered in
  assigned readings to be able to achieve outcomes.
  That is, What will students have to KNOW to do
  ?
• Define RAT questions by answering the question
  How can I ASSESS whether or not students have
  successfully mastered KEY course concepts?

RATs
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Writing RATs-Form Content

• Short multiple-choice and true/false questions on
  KEY concepts from readings
• Questions that focus on foundational concepts and
  are difficult enough to create discussion once
  the team takes the test (avoid picky details)

RATs
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Writing RATs-Form Content

• Focus on KEY concepts not on details or
  computations
• Focus on material in table of contents not index
• Students should get a Big Picture from the RAT
  they will add and retain the details as they
  complete application assignments
• Focusing on details/computations may make
  students feel that they are being punished for
  not memorizing everything
• Potential value of group RATS will be lessened by
  fact that the discussion will be brief
• Detail focus - focus on what reading says instead
  of what it means
• Computation focus one member simply acts on
  behalf of group

RATs
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My Experience with RATs

• RAT given after each reading assignment (usually
  a chapter)
• Students decided on combined score algorithm I
  set constraints no more than 50 of group score
• Individual and Team RATs and sharing of answers
  during one meeting
• Appeals submitted before next class meeting
• Discussion of appeals during next class meeting

RATs
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Example Good Questions

• All machine instructions have one or more opcode
  bytes and one or more operand bytes. T or F
• The input signals to a memory unit include
• An address, data, a read/write signal, a timing
  pulse, all of the above
• After fetching an instruction to be executed, the
  program counter is modified to point at the next
  instruction to be executed. This modification
  occurs by adding to the program counter the value
• 1, 2, 4, none of the above
• Overflow only can occur when adding numbers of
  the same sign. T or F

RATs
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RAT Scores-Data Analysis - 1
Average of 7 RATs (Spring 2002) 50 Individual and 50 Group
5/26 gt80 but lt90 13/26 gt70 but lt80 7/26 gt60 but lt70 1/26 gt50 but lt60 16/26 gt80 but lt90 10/26 gt70 but lt80
The combined average score of every student but
one was higher than her/his individual average
score. The difference for the one student was
individual average 86.98 and combined average
86.1.
RATs
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RAT Scores Data Analysis - 2
Team Indiv Low Indiv Avg Indiv High Team Score Team Hi Team Low
1 59.81 69.96 81.09 86.92 5.83 17.11
2 73.37 76.19 78.21 88.25 10.04 14.88
3 64.93 75.31 83.34 86.65 3.31 21.72
4 60.28 71.86 80.34 88.17 7.83 27.89
5 65.15 73.64 86.98 85.22 -1.76 20.03
Avg 64.71 73.39 81.99 87.04 5.05 20.33
RATs
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Observations Re RATs

• Students took the reading seriously
• There were only 4 RAT individual scores lt 50 and
  2 of these are associated with RAT1, 1 with RAT2,
  and 1 with RAT3!
• The RATs made class more interesting
• Only 5 students missed 1 RAT each!

RATs
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Observations Re Group RATs

• Students take the discussion seriously
• As you walk around the room, you hear students
  effectively supporting their positions
• Because the discussions were so effective, I
  often let them continue for longer than planned

RATs
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Observations Re RAT Appeals

• There were few only two
• Students took the appeal process seriously
• Discussion addressed misunderstandings/ambiguity

RATs
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Conclusions Re RATS - 1

• RATs are amazingly effective!
• Students
• rarely miss a RAT
• come to class prepared
• are able to discuss reading assignments
• Class time
• not consumed by basic concepts
• rather filled with discussion of interesting
  concepts/ideas

RATs
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Conclusions Re RATS - 2

• RATs must be designed carefully
• this takes time and practice
• I have a few examples with me that have good and
  bad questions I was still learning!
• but it reaps VERY positive benefits

RATs
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Learning Vehicles

• Readiness Assurance/Assessement Tests
  (RATs)-diagnosis and feedback
• Out-of-class participation is KEY
• PROBLEM-BASED DISCOVERY LABS
• Simulator Labs
• Robot Labs

Learning Vehicles
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Problem-Based Discovery Labs - 1

• Lab assignments based on guided learning via
  different levels of abstraction
• Well-defined, proctored, cooperative labs
• Lead students down a path of self discovery
• Afford opportunities for students to teach
  themselves via the scientific method

Discovery Labs
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Problem-Based Discovery Labs - 2

• Lab assignments are used to
• Introduce, explore, and strengthen understanding
  of new concepts
• Stretch students knowledge
• Students work in pairs
• Brain storming
• Communication and team skills

Discovery Labs
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Problem-Based Discovery Labs - 3

• Simulator labs
• VISUALIZATION
• Assembler listing
• Symbol table/cross-reference listing
• Registers
• Memory (text and data)
• Exploration/experimentation
• Dynamically change state
• Eases move to next level of abstraction robots
• Robot labs
• FUN
• Self reliance and critical analysis

Discovery Labs
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Simulator Learning Tool

• Helps in understanding of concepts in a visual
  manner
• Step through process via well-defined labs (much
  like science labs)
• View changes that occur at each step
• Construct hypothesis
• Experiment change process in-place
• Facilitates discovery learning
• Demo available after session

Discovery Labs
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Why Robots?

• Student point of view
• Robots are fun!
• They really can hit walls!
• Physical embodiment

Discovery Labs
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Why Robots?

• Teaching point of view
• I/O interfacing, interrupt handling, vehicle for
  real-life utilization of microprocessor
• Discovery
• Debugging
• Brain storming

Discovery Labs
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Robot Labs - Discovery

• Challenge students to discover how to
• Make robots go straight, turn right, turn left,
  etc.
• Given how to make the robot go in circles
• Use sensor to detect wall-hit
• Given how to read a sensor

Discovery Labs
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Robot Labs - Debugging

• Bugs can be hard to find
• Programs too big for
• random debugging (uneducated, uninformed)
• guessing (educated, uninformed)
• Output too difficult for brute force (uneducated,
  informed)
• Analysis (scientific method) is necessary
  (educated and informed)

Discovery Labs
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Evaluation

• Some quantitative assessment
• Ad-hoc assessment
• Excellent course evaluations
• Student comments
• Observations

Evaluation
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Student Comments Simulator

• The simulator HELPED me achieve knowledge about
  the material covered in the class
• it helped me to understand what was
  happening
• we could test and see what happened for
  ourselves
• it helped me learn how to assemble and
  disassemble
• it helped me with programming

Evaluation
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Student Comments Robots

• The introduction of the robots was a good idea
• they enforced the concepts learned in class
• they gave me confidence that I can do
  something that seems impossible at first
• they were fun!
• they made it possible to see the power of the
  68HC11 in action

Evaluation
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Observations

• Students must
• be clever about creating a hypothesis
• be resourceful in testing hypothesis
• discuss
• hypotheses must be in terms of behavior, not
  underlying computer architecture
• solutions in terms of underlying computer
  architecture

Evaluation
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Conclusions

• Effective teaching and learning means
• an open, student-centric environment
• up-front investment by the instructor
• student cooperation/participation
• continuous quality improvement
• a more successful course experience for all

Evaluation
44
AdvertisementThe Sun Conference at the
University of Texas-El PasoMarch 2003

• Center for Effective Teaching and Learning
• Keynote speakers
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THANK YOUfrom all of us
Simulator and robot demo available upon
request Example RATs (with good and bad
questions) Example Labs (both simulator and robot)