Active and project-based learning implementation in a constructively aligned digital systems design course.

Abstract

Contribution: This article describes efforts to improve the teaching and learning process for the digital system design course using active learning (AL) approaches in the classroom and a parallel hands-on project designed based on constructive alignment (CA). Background: The digital systems design course is an important part of Undergraduate Electrical Engineering curriculum. Some students find the course difficult because the learning outcomes require them to create digital circuitry that executes algorithms. Intended Outcome: The course designed based on CA can support and enhance students' learning of the subject matter. Application Design: Systematic AL aided by Padlet and E-learning were used to make students' learning of concepts visible during class time, allowing timely feedback. The hands-on aspects of the course were implemented using project-based learning that was guided in parallel with the in-class content. The use of software and hardware in the project was emphasized and monitored through a continuous series of milestones. Findings: Analysis of students' results and reflections on the learning experience in this course shows that the course has effectively developed the students' understanding of digital system concepts. Comparing the performance of the AL class cohort to the traditional lectures approach on the course learning outcomes attainment based on written examination and assignments, the cohort that used AL outperformed the traditional teaching cohort.