banner

EEE64-CpE64 Introduction Digital Logic Design

Dennis Dahlquist PE

EEE and CpE Faculty

CSU Sacramento – Sacramento State

Course Name & Description: EEE-CPE 64. Introduction to Logic Design. Covers the following topics: logic gates, binary number system, conversion between number systems, Boolean algebra, Karnaugh maps, combinational logic, digital logic design, flip-flops, programmable logic devices (PLDs), counters, registers, memories, state machines, designing combinational logic and state machines into PLDs, and basic computer architecture. Lab emphasizes the use of software equation entry design tools, the use of a schematic entry, and the use of a logic simulation design tool. Lab assignments are design-oriented. Lecture three hours; laboratory three hours. Prerequisite: CSC 15 or CSC 25. Cross Listed: EEE 64; only one may be counted for credit. Graded: Graded Student. Units: 4.0

Project Abstract: The proposed model includes; simulation software, and instructional videos of lab equipment, tools, and lab assignments. The simulation software would include MultiSim. To facilitate student use initial logic circuit layout would be set up for the students and then show them how it relates to actual logic circuits. This way they can do the labs in simulation before the actual lab. The videos will help students “see” how to use the tools and equipment, and what the lab assignment is all about.

Keywords/Tags:

Instructional Delivery: [In-class, Hybrid, Online, etc.]

Pedagogical Approaches: [Flipped, Supplemental Instruction, Peer Instruction, Active/Inquiry-based Learning, Clickers, AR/VR, AI, etc.]

About the LIT Redesign (Stage 1)

Background on the Redesign

Why Redesign your Course?

  • Course Characteristics
  • The Learning Problem

The students are un-prepared for the lab, they don’t seem to learn the necessary concepts to help them pass the course and move on other courses. There are lab instructor experience and knowledge variations. Technology lab innovations course redesign would be able to address some of these issues improving the learn environment and student success. Using videos and simulation software should help student learning. Incorporating video tutorials on use of various lab tools and software, and what to expect from the lab experience, will help the students learning and lower the demand on the lab instructor. Introducing simulation to students so they can virtually workout the lab before coming to the lab with the actual equipment and parts. Having the students build the circuits just like the lab simulation so they can use the lab simulation to figure out, trouble shoot, their actual digital lab circuit.

High Demand/Low Success/Facilities Bottleneck Issues

  • Describe the high demand/low success/facilities bottlenecks issues, if any, which are affecting the course you are redesigning?

I think the barriers to student success are demands on the lab instructor knowledge and experience variation, plus tools and techniques missing from the course. The labs and activities can be redesigned with innovations in technology to support student learning. For example, having labs that have the student become familiar with equipment and tools used in the course, then have students use these tools to determine what is wrong with their current lab. Introducing simulation to students so they can virtually workout the lab before coming to the lab with the actual equipment and parts. Having the students build the circuits just like the lab simulation so they can use the lab simulation to figure out, trouble shoot, their actual digital lab circuit. Incorporating video tutorials on use of various lab tools and software, and what to expect from the lab experience, will help the students learning and lower the demand on the lab instructor. This would allow the lab instructor to help more directed questions about the students learning experience rather than the students coming in asking, “what are we doing today?”, and the instructor having to run through the lab and explaining the concepts. Using technology assisted innovations like videos, circuit simulation, virtual labs before the actual lab logic circuits, should greatly improve the learning environment for students to add to student success.

Course History / Background

(Upload syllabus from pre-designed course)

About the Students and Instructor(s) (Stage 2)

Student Characteristics

The population of students who take the course, and their incoming knowledge and/or skills that they typically have coming into the class.

  • There are approx 120 students per semester, 220 to 250 students per year. The students only need a programming course as a prerequisite. Math Algebra, and basic Physics help.
  • The students are un-prepared for the lab, they don’t seem to learn the necessary concepts to help them pass the course and move on other courses.
  • There are lab instructor experience and knowledge variations.
  • The students often come to class wondering what is going to be done today. They could have done the work before, but they don’t seem to do this.

Advice I Give my Students to be Successful

What are the instructions you give your students so they have a first-rate learning experience? Consider providing as much detail as possible.

  • Discussion of the syllabus
  • A walk through of the LMS; where are the course notes, lectures, assignments, discussion/forum board, how to contact the instructor, etc.
  • The first assignment is to up load a picture to their profile to help add community to the forum, and to make sure the students have the correct course and are logged in correctly, and to see if they need any help or are having any problems.
  • The initial assignments provide problems and solutions so the students can check they work to provide quick feedback for the students.
  • The students are also shown a circuit simulator, MultiSim, so they can verify their work. Rather than having a traditional classroom atmosphere, a professional engineering workplace atmosphere is fostered where all are encouraged to help each other and learn from each other.
  • The exams are in professional engineering licensing format to provide the students preparation for their engineering career.

Impact of Student Learning Outcomes/Objectives (SLOs) on Course Redesign

  • List approximately 5 - 10 learning outcomes which will determine what students will know and be able to do as a result of this course. The assessments you facilitate in your course should be appropriate measures of these learning outcomes.
  1. Design digital logic circuits using the binary and hex numbering systems.
  2. Design digital logic circuits with combinational and sequential logic.
  3. Trouble shoot digital logic circuits
  4. Program digital logic devices; FPGAs, registers, memories and counters.
  5. Interface digital logic hardware and software using Integrated Design Environments, IDEs.

Alignment of SLOs With LIT Redesign

Briefly describe how the course redesign will align with the SLOs.

The labs and activities can be redesigned with innovations in technology to support student learning. For example, having labs that have the student become familiar with equipment and tools used in the course, then have students use these tools to determine what is wrong with their current lab. Introducing simulation to students so they can virtually workout the lab before coming to the lab with the actual equipment and parts. Having the students build the circuits just like the lab simulation so they can use the lab simulation to figure out, trouble shoot, their actual digital lab circuit. Incorporating video tutorials on use of various lab tools and software, and what to expect from the lab experience, will help the students learning and lower the demand on the lab instructor. This would allow the lab instructor to help more directed questions about the students learning experience

Assessments Used to Measure Students' Achievement of SLOs

  • How are you planning to assess the students' achievement regarding the SLOs?
  • What course activities are you planning to measure?
  • If you use an assessment rubric(s), please upload here.

Using videos and simulation software should help student learning. Incorporating video tutorials on use of various lab tools and software, and what to expect from the lab experience, will help the students learning and lower the demand on the lab instructor. Introducing simulation to students so they can virtually workout the lab before coming to the lab with the actual equipment and parts. Having the students build the circuits just like the lab simulation so they can use the lab simulation to figure out, trouble shoot, their actual digital lab circuit. The proposed model includes; simulation software, and instructional videos of lab equipment, tools, and lab assignments. The simulation software would include MultiSim. To facilitate student use initial logic circuit layout would be set up for the students and then show them how it relates to actual logic circuits. This way they can do the labs in simulation before the actual lab. The videos will help students “see” how to use the tools and equipment, and what the lab assignment is all about.

Accessibility, Affordability, and Diversity Accessibility

Share how you have considered designing the course to serve students with varied abilities. Does the technology support all students, including students with disabilities? Consider tapping into campus resources for video captioning or appropriate syllabus design for sight-impaired students.

  • The LMS with all course materials available to students 24/7 for the duration of the course ·

    Course lecture notes in electronic format with links to more information

    A class Question and Discussion forum

    Open resources from MERLOT, AL$, and other sources

    Class discussions are live in the classroom, streamed, and recorded for students ·

    Problems with Solutions to allow students to check their work

    Access to a terminal server (on or off campus) — the terminal server acts as a virtual PC allowing students to use course software and access to support software like MS Office.

Affordability

Are the course materials and technologies used readily available and affordable for your students? Describe the potential cost savings when using more affordable learning materials. To learn more: AL$, COOL4Ed, or MERLOT

  • The cost savings are significant to the student. The textbook is recommended rather than required. The recommended textbook can be the current or previous edition(s). There is an open textbook used (found using MERLOT). Most of the problems have been generated and do not require students to purchase a textbook(s). Many other links and resources are provided to students.

Diversity

Do the pedagogical strategies support students' learning with diverse backgrounds? For example, consider cultural, ethnic,gender, student learning style preferences, socioeconomic status, first generation students, etc.

  • The course redesign includes material in various forms and formats; written, videos, links, electronic formats, various textbooks, etc.

  • The course is designed and continues to be redesigned for diversity and universal design for learning. I find it is necessary to continue to assess and re-assess pedagogical strategies to address diversity.

    This can come down to examples and explanations given in the course or how a problem is stated. This can be as simple as making a reference to a movie or video game.

    It is challenging to keep up and be aware of sensitivity to the words that are being used.

About the Instructor

  • Instructor name(s). Please provide a 4-5 sentence description of your professional background and interests, your teaching philosophy, or anything else you'd like to share publicly. Suggestion: Add a picture and/or video.

Curriculum Vitae

  • My C.V. with the details of my background and interests. (Please include your name.)

Dennis Dahlquist PE
Electrical and Electronic Engineering, and Computer Engineering Faculty
College of Engineering and Computer Science
CSU Sacramento, Sacramento State

CSU Chancellor’s Office Lead Engineering Faculty for Course Redesign with Technology (CRT) for 4 years. It is great to work with faculty and helping with their course redesigns. My interests are in Affordable Learning Solutions (AL$) and Open Educational Resources (OER), online teaching (QM and QOLT), and Virtual Labs.

My teaching experience includes: blended (and flip classroom style), online, Education 3.0, Computer Based Testing (CBT), virtualization and simulators (Virtual Labs), and activities to promote student engagement.

CRT ePortfolio: https://contentbuilder.merlot.org/toolkit/html/snapshot.php?id=88390517782784

Dennis Dahlquist

LIT Redesign Planning (Stage 3)

Digital Logic Course Teaching

Implementing the Redesigned Course What aspects of your course have you redesigned?

  • I have incorporated simulation into the course lectures and course materials and assignments, along with the lab assignments.
    The students are introduced to National Instruments MultiSim for simulating Digital Logic circuits and electrical and electronic components.
    Simulation helps the students “visualize” and develop an intuitive understanding of how the electronic devices and electricity behave.
    Teaching Digital Logic Fundamentals - Theory, Simulation and Deployment
  • We have also developed an open source simulator for digital logic and other electronic devices.
    The simulations have been very valuable in helping students get the key concepts across for the students.
    The ability to “see” the logic circuits work in simulation is very helpful.
  • Link to redesigned labs: Link to Open source OER simulator: https://ccelearn.csus.edu/ElectronicsVirtualLabs/
  • I used to lecture with some question/answer periods for 75 minutes. Now I have "flipped" some of the classroom sessions and have my students solve problems in groups of 4 during the class and I present 10-15 minute mini-lectures to start the course on confusing key topics for the students.

Describe the class size(s) What technology is being used?

  • What technology strategies have you adopted and why? Explain how you have incorporated the technology to enhance your course redesign.
  • Editing and updating the labs, looking and additional videos and changes based on feedback from students, faculty and staff. Using the feedback to develop new tools. We have a VR breadboard - circuit board. Working on a Circuit Sandbox for digital and analog circuits. The simulation for example shows dots for the electrons flowing in the circuit. This helps students “visualize” electrical current flow. This helps students in the lecture, during assignments, and labs.

What professional development activities have you participated during your course redesign?

  • The PLC webinars, technology training, conferences, etc.
    STEM Zone PLC IPE PLC Online and Hybrid PLC
  • Key learning concepts learned?
    QM and QLT student centered approach to course layout, student learning outcomes, alinement of course materials – assessments and outcomes.

Which Additional Resources Were Needed for the Redesign?

  • Describe, for example, how you might have incorporated or consulted with institutional research, instructional designers, department or campus colleagues, librarian, and/or the accessibility technology center.
  • Consulted with CTL, CCE, instructional design staff, IRT, ECS IT,

(Upload your revised syllabus here)

Digital Logic Circuit Simulation

LIT Results and Findings (Stage 4)

LIT Redesign Impact on Teaching and Learning

  • How has the course redesign strategies affected your instruction and your students’ learning? Did your redesign strategy solve the issues that motivated you to redesign the course?

Using videos and simulation software seemed to indeed help student learning. Incorporating video tutorials on use of various lab tools and software, and what to expect from the lab experience, helped the students learning and lower the demand on the lab instructor. 

Introducing simulation to students helped so they can virtually workout the lab before coming to the lab with the actual equipment and parts. 

Having the students build the circuits just like the lab simulation helped them so they could use the lab simulation to figure out, trouble shoot, their actual digital lab circuit.

  • Describe how your students mastered the student learning outcomes. Were the students more successful in the redesigned course than in previous courses? Explain.

Students were more engage and asking more questions in class lecture time and lab time.  They felt better supported in what to do in the lab and how to do it.

  • Did you experience unexpected results after teaching the redesigned course? If so, what were they?

Surprising all students ended up using the same redesigned labs in the spring semester. All the lab instructors and students used the redesigned labs and new virtual tools. In the pasted various sections would use different lab assignments.

  • Consider attaching a more in-depth report describing the impact of your activities and experiences during the course redesign as a document/link/image. If possible consider including samples of students' work that reflect the impact of the redesign.

The main targets for the full redesigned course are this summer 2019 and coming fall 2019.  In Fall 2019 we will get a chance to use more of the tools.

Assessment Findings

  • Use table and chart template to report course data (required).
  • Upload table and chart from your template (required) and reflect on your findings with a short description. You must include a course grades comparison of pre/post student achievements.




  • Share how your students achieved the learning outcomes? Describe how they mastered the learning outcomes compared to previous courses?

The videos and simulation help “level the playing field” for the students. They all had better access to the information on what to do and how to do it.

Using videos and simulation software seemed to indeed help student learning. 

Incorporating video tutorials on use of various lab tools and software, and what to expect from the lab experience, helped the students learning and lower the demand on the lab instructor. 

Introducing simulation to students helped so they can virtually workout the lab before coming to the lab with the actual equipment and parts.

Student Feedback

  • What did your students say or how did they respond to the redesigned activities? Consider including your students' comments about their learning. Include survey results if you are able to capture them. Include student video feedback (optional).

Student responses in class were higher with the resigned course and many student’s expressed how they were in favor of course changes.  Students were more engage and asking more questions in class lecture time and lab time.  They felt better supported in what to do in the lab and how to do it.

Challenges my Students Encountered

  • What challenges did the students encounter in the redesigned activities? E.g., technical challenges, organization of course, and redesigned activities.

Some of the technical challenges were getting the simulation software to work on various computers and types of computers. We focused on having server side solutions to minimize the software problems running on various types and kinds of computer systems.

Lessons Learned & Redesign Tips

Teaching Tips

  • What advice do you have for others who might want to use this redesigned course?

Establish a good working relationship with the various campus organizations and campus resources.  This redesign project was done with the help of Sac State CCE, CTL, ECS IT, and Sac State IRT and of course CO LIT. Thank you all for your all your help and time.

Course Redesign Obstacles

  • What challenges did you confront and how did you overcome them?

Some of the challenges are the wide variety of lecture instructors and lab instructors teaching the course. Surprisingly, focusing on tasks needed for the labs with support videos and simulation tools, all the students and all the lab instructors adopted the redesigned labs and support materials.  

Strategies I Used to Increase Engagement

  • What pedagogical strategies did you use in your new redesigned course to engage students?

The videos freed up lecture time and time in lab for the students to engage in the lab activities and simulate the lab assignments so class lecture time could be used for questions and supporting the understanding of course key concepts.

Sustainability

  • How do plan to sustain the LIT redesign beyond the funding period?

Having the students build the circuits just like the lab simulation so they can use the lab simulation to figure out, trouble shoot, their actual digital lab circuit. Incorporating video tutorials on use of various lab tools and software, and what to expect from the lab experience, help the students learning and lower the demand on the lab instructor. This allows the lab instructor to help more directed questions about the students learning experience rather than the students coming in asking, “what are we doing today?”, and the instructor having to run through the lab and explaining the concepts. Using technology assisted innovations like videos, circuit simulation, virtual labs before the actual lab logic circuits, greatly improve the learning environment for students to add to student success.

The redesign lab assignments have been adopted by all lab instructors at this time. I anticipate this to continue, because it frees the lab instructors up to more directly help the students in the labs.

Instructor Reflection

  • Reflect on your participation in redesigning a course, development of an ePortfolio, participation in CSU Course Redesign Professional Learning Community Share any plans to disseminate/publish the findings of your course redesign activity.

My reflections on the project and its impact:

The students are much quicker pick up of course key concepts
There were much less issues in the lab this semester

Increased Student Success; more students getting through more of the labs

More student this semester were able to "self-express" in last lab

All sections of the labs adopted new labs.


Tools developed, and used in the course can be used in other courses and projects

Looking Towards the future, adaptive learning