Interactive multimedia database resources

Abstract

The article proposes an alternative solution to support electronic
technology education. A methodology oriented to the development of
hypermedia applications for the analysis of complex technologies is
commented upon and new resources to improve such a methodology is
presented. The objective is to obtain a sturdy educational system
favoring the acquisition of theoretical and practical knowledge in an
intuitive way

Full text

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30th ASEE/IEEE Frontiers in Education Conference
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INTERACTIVE MULTIMEDIA DATABASE RESOURCES

María D. Valdés1, José A. Tarrío2, María J. Moure3, Enrique Mandado4 and Angel Salaverría5


Abstract – This article proposes an alternative solution to
support the Electronic Technology
methodology oriented to the development of hypermedia
applications for the analysis of complex technologies is
commented and new resources to improve such methodology
is presented. The objective is to obtain a sturdy educational
system favoring the acquisition of theoretical and practical
knowledge in an intuitive way.

Index Terms – CAL, Complex Technology Education,
Electronic Technology Education, Hypermedia.

1 María D. Valdés, Institute of Applied Electronics, University of Vigo, Department of Electronic Technology, 36200 Vigo, Spain, mvaldes@uvigo.es
2 José A. Tarrío, University of Vigo, Department of Electronic Technology, 36200 Vigo, Spain, jatarrio@uvigo.es
3 María J. Moure, Institute of Applied Electronics, University of Vigo, Department of Electronic Technology, 36200 Vigo, Spain, mjmoure@uvigo.es
4 Enrique Mandado, Institute of Applied Electronics, University of Vigo, Department of Electronic Technology, 36200 Vigo, Spain, emandado@uvigo.es
5 Angel Salaverría, Institute of Applied Electronics, University of the Basque Country, 20011 San Sebastian, Spain, jtpsagaa@sp.ehu.es
education. A
TEACHING ELECTRONIC TECHNOLOGIES
One of the principal characteristics of the modern society is
the contineous emergence of new electronic technologies.
The struggle to obtain a stable market position encourages
each electronic manufacturing company to develop their
own products. As a consequence market is saturated with
systems and devices oriented to the same general purpose
but with different structural or functional characteristics,
making them more suitable for one particular application.
This is the case, for exampe, of Field Programmable Gate
Arrays (FPGAs - oriented to support digital systems rapid
prototyping) where manufacturers
devices, sometimes very similar.
Considering that on the one hand new electronic
technologies are very complex and on the other market
solutions are associated with a lot of new nomenclatures and
characteristics, teaching electronic technologies becomes a
very difficult task.
The main problem concerning electronic technologies
education can be reduced to two questions: what to teach?
and how to teach?. Although there is not a consensus there is
a general interest in looking for adequate methods to
analyze, characterize and
Educators recognize the need to radically revise traditional
educational methods based on concept-oriented curricula
and propose new models and pedagogical methods which
give rise to concepts like: self-learning programs, engaged
learning, or inverted curricula.
offer thousands of
teach these technologies.
OUR PROPOSAL

What to Teach? - A very extended criteria is to focus
education on the analysis of specific systems, like for
example, in the case of Digital Electronics the study of
hardware devices from several
advantage of this solution is that students can be introduced
to the analysis of a specific technology without great effort
from the teacher. The disadvantage is that students acquire a
restricted insight of the technology and in the majority of
cases cannot easily analyze other systems of the same
technology by themselves.
To make up for the previous disadvantage our research
group developed a methodology oriented to favor the
progressive analysis of all
technology. This methodology
different articles [1][2][3].
How to Teach? - The developed methodology is not
intended to replace formal teaching methods (traditional or
more sophisticated ones) but to complement them. Using it
the analysis of a complex technology seems similar to the
idea of the progressive opening of black boxes. The analysis
begins with the highest-level concepts making it possible to
understand essentials of a technology without understanding
all of it. Then, the students can go into it in depth
discovering the underlying principles.
The methodology is based on obtaining a descriptive
model of the studied technology.
What does it mean?: An accurate analysis of a complex
technology brings about a large number of description
levels. As basic concepts comprise a set of subconcepts,
each subconcept can be described by others and so on until it
reaches the maximum level of specification. Concepts and
subconcepts describing a specific
structured into the different
(hierarchically) to obtain the descriptive model of the
technology (Figure 1).
Due to the large number of concepts associated to a
complex technology, in most cases it cannot be described
using only one descriptive model, but several. For example,
manufacturers. The
the
has
characteristics
been
of a
in published
technology
description
can be
levels

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if we are analyzing FPGAs we must study some aspects like
architecture, interconnections,
programming technology,
constraints, etc. Each one of these subjects must be
associated to a different descriptive model. In any case the
different models can be considered as part of a single and
very complex one.
The greatest advantage of a descriptive model is that it
provides all the characteristics of a complex technology
(from general characteristics to more specific ones) as well
as the possible interactions between them. In this way any
real system or device can be described from it. Nevertheless,
as the characteristics associated to each system differ from
one to another, it is necessary to go through the model in an
appropriate way. According to the previous analysis, in the
descriptive model each individual system is associated with
a particular route linking the concepts and subconcepts that
characterize its properties and applications. Continuous and
discontinuous lines of Figure 1 represents two systems of a
technology.
The way in which the descriptive model is presented to
the students is another important part of the developed
methodology. In our opinion, hypermedia is the best support

0-7803-6424-4/00/$10.00 © 2000 IEEE October 18 - 21, 2000 Kansas City, MO
30th ASEE/IEEE Frontiers in Education Conference
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manufacturing
applications,
technology,
performance


FIGURE. 1
STRUCTURE OF A DESCRIPTIVE MODEL.

for transmitting this kind of information because students
can navigate from one point of the application where a
concept is described to
information dynamically. Besides, two related concepts can
be presented in the same screen allowing the associative
(parallel) analysis of those concepts. It can be said that the
hypertext presentation of information corresponds more
closely to the way in which a student thinks and needs
information [4][5][6]. Hypertext, therefore, favors analytical
thought and parallel acquisition of knowledge. On the other
hand, the hierarchical structure of the descriptive model
makes the design of hypermedia applications easy.
The development of a descriptive model and its
hypermedia application demands great effort from the
teacher, however its benefits have been verified from the
educational point of view [7].
The proposed methodology has been applied to create
some hypermedia applications focused on the analysis of
electronic technologies. In all cases a lot of commercial
devices were analyzed to obtain the descriptive models of
each technology. This information
hypermedia applications combining a lot of audio-visual
resources to support the presentation of concepts. One of the
developed applications, for example, is oriented to the study
of Monolithic Digital Integrated
"MDICs" supports a printed book entitled "Sistemas
Electrónicos Digitales" by Enrique Mandado [8]. This book
is the main text book used in teaching Digital Electronic
Circuits in the third year of the Telecommunications
Engineering degree.
another, associating related
was portable to
Circuits (MDICs).
IMPROVING THE METHODOLOGY
Using
theoretical knowledge of a particular technology. In order to
achieve a practical knowledge it is interesting to analyse the
characteristics of different real devices. To accomplish these
the hypermedia application must be particularised for each
one of the commercial devices belonging to the studied
technology.
A possible solution is to implement a commercial
device database and combine
application (designed following the proposed methodology).
Hyperlinks implement the
applications.
The database relates commercial devices with its
characteristics and they in turn are related with concepts
described in the hypermedia application. As result a
feedback information system allowing the analysis of
technologies as well as particular devices is obtained. If the
multimedia advantage for transmitting information through
powerful audiovisual resources is added, the outcome is an
effective and sturdy educational system.
the proposed methodology students obtain a
it with a hypermedia
connection between both

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30th ASEE/IEEE Frontiers in Education Conference
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In this way the methodology for the analysis o f complex
technologies is enhanced from a practical point of view.
A HYPERMEDIA APPLICATION FOR TEACHING
FPGAS
Following the previous criteria we developed a software
learning system oriented to FPGA education. The goals of
the system were:
•
To support FPGA education of electrical engineers.
•
To make the choice of suitable FPGAs for a particular
application easy.
As a result the multimedia application “FPGA” was
created (up to now in Spanish) [9]. It is used as
complementary material for Configurable Devices, which is
also taught in the third year of Telecommunications
Engineering.
“FPGA” has two parts, the first one includes all the
characteristics of the FPGAs organized and related so as to
ease understanding of the technology in its setting. This part
was developed following the methodology described in [1].
The second one constitutes the database for consulting
the specific characteristics of commercial devices. The
database links (by means of hyperlinks) with the topics
contained in the first part of t he application giving additional
information. Thus, using this application the student is
provided not only with a vision of an abstract technology but
is also introduced to the design of real systems as a natural
and parallel achievement following from the understanding
of technology. The student does not perceive the analysis of
technology and its use as unlinked themes but rather as
dependent subjects.
To make the application the author system ToolBook 5.0
combined with sound and image edition software tools was
used. It must be pointed out that although the database has
DATABASE
MAIN
APPLICATION
FIGURE 2.
ACCESSING THE DATABASE INFORMATION.

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been developed using a non-specific purpose tool, it is
provided with typical functions for updating and introducing
new data, in this case new devices and their characteristics.
Figure 2 shows three screens of the “FPGA” application.
The first two belong to the database. The left screen presents
the commercial devices included in the application, among
them the XC4000H of Xilinx. When clicking on its name the
right screen of the figure, where characteristics of the
XC4000H are stored, appears.
All screens containing device characteristics have the
same structure. The access from any data field to pages
where concepts associated with it are explained, is possible.
For example, clicking on the outlined field “TABLA DE
CONSULTA” (“Look Up Table” in English) we access to
the third screen of Figure 2. In this screen the concept of a
Logic Block based on Look Up Table is explained. When
the link between both parts of the application is established
the information is complemented making the understanding
of related concepts easier.
Finally, the database is provided with two important
functions: searching and updating.
The search function is oriented to those users interested
in choosing FPGAs with a set of specific characteristics. To
execute this function the graphic interface of Figure 3 is available.
The top screen of the figure corresponds to the main
window of the interface where pushbuttons represent the
FPGAs logic resources. Each pushbutton is associated with a
secondary dialog window containing the characteristics of
the corresponding logic resource. The bottom screen of
Figure 3, for example, shows the dialog window where the
characteristics of the Input/Output
Navigating through the main window the user defines the
desired characteristics and
devices. As result the program generates a list of the
available FPGAs offering such characteristics. This function
constitutes an important help when designing FPGAs based
systems.
Figure 4 shows the graphic interface of the updating
function, used to introduce new commercial FPGA devices
and its particular characteristics. From the top screen of the
figure the user introduces the name of the new device and
access to dialog windows containing the characteristics of
the main FPGAs resources. Depending on the device one
characteristics or others must be selected. Once the user
introduces the data in a properly way, it will be saved. If
some error occurs during the definition of a device, data can
be modified. The bottom screen of Figure 3 presents the
dialog window where the characteristics of the FPGA Logic
Blocks (one of the main logic resources of the FPGAs) can
be defined.



0-7803-6424-4/00/$10.00 © 2000 IEEE October 18 - 21, 2000 Kansas City, MO
30th ASEE/IEEE Frontiers in Education Conference
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Bloks are stored.
requests the corresponded
EVALUATING THE APPROACH
It must be remembered that the solution we propose does not
intend to replace current teaching methods but is instead
aimed at developing applications
complementary and backup material for these methods.
Although MDICs and FPGAs are not the only applications
that have been designed following our methodology, the
analysis will be based on the results obtained from these
applications as they are the ones we have worked with
directly (designing and using) and have been able to track.
Both MDICs and FPGAs are offered to students as
alternative study tools and their use is never compulsory.
to be used as
FIGURE 3.
GRAPHIC INTERFACE OF THE “SEARCH” FUNCTION.

To select the
characteristics of
the I/O Blocks

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FIGURE 4.
GRAPHIC INTERFACE OF THE “UPDATE” FUNCTION

Concerning student reaction to the use of hypermedia
applications:
•
It has been noted that students willingly accept
computers as study tools and need little time to get to
grips with a hypermedia application.
•
It has been demonstrated that learners use the
applications and are involved in their improvement,
suggesting new topics be included or animation and
other multimedia resources be added in order to explain
a concept that still remains complicated for them.
•
When asked what benefits they perceive by using the
applications they refer to two basic aspects:
a) The way information is organised1 and the possibility
of associating related
presenting further information or jumping to other screens in
concepts immediately2 (by
the application) give them, to a great extent, an analysis of the
technology.
1This is a direct consequence of previously obtaining the
descriptive models and their use as a script when
designing the hypermedia applications.
2Associative (parallel) analysis of related concepts is the
greatest advantage offered by hypermedia aimed at the
study of complex technologies.
b) Use of audio-visual resources makes certain concepts
much easier to understand [10].
It has been noted that several students have gone ahead
of the study program for the subject and analyzed topics
on their own before they are covered in class. This
shows an increased motivation in the subject.
Regarding FPGAs, some students, under their own
initiative, look for new commercial devices to add to the
application in order to keep the database up to date.
No student has admitted to finding navigation through
the application difficult or to having gotten lost.
•
•
•
CONCLUSIONS
There are different criteria about what to teach and how to
teach electronic technologies. In our opinion, combining a
hypermedia application based on a descriptive model with
a real devices database, produces a sturdy feedback
information system. The hypermedia
students the theoretical knowledge required to understand a
particular technology while
practical insight of the technology.
The methodology proposed in this article has been
oriented and used in Electronic Technology education,
nevertheless it can be applied to teaching other complex
technologies.
application gives
the database provide the
REFERENCES
[1] Valdés M.D., Moure M.J. and Mandado E., “Using Hypermedia for
Complex Technologies Education”, IEEE Transaction on Education,
Vol. 42, No. 4, November 1999, pp. 294.
[2] Valdés M.D., Moure M.J., Rodríguez L., Álvarez J. and Mandado E.,
“Using hypermedia for Programmable Logic Devices Education”,
Proceedings of IEEE International Conference on Microelectronic
Systems Education, July 1997.
[3] Valdés M.D., “Métodos de enseñanza y de diseño de sistemas basados
en FPGAs”, Doctoral Thesis, University of Vigo, October 1997.
[4] Vanlehn K., “Cascade: A simulation of human learning and its
applications”, Proceedings of AI-ED 93 World Conference on
Artificial Intelligence in Education, Edimburgo, 1993.
[5] Ramírez A., “The design of a cognitive flexible hypertext learning aid
to teach a structural model of implementation”, Proceedings of ED-
MEDIA/ ED-TELECOM 97, June 1997.
[6] Fernández M., et.al., "Hipertexto", Revista de Enseñanza y
Tecnología, Vol. 1, Nº 4, May 1995.
To define the
characteristics of
the Logic Blocks