A novel FPGA educational paradigm using the next generation programming languages case of an embedded FPGA system course

Abstract

Embedded systems play vital role in modern applications [1]. They can be found in autos, washing machines, electrical appliances and even in toys. FPGAs are the most recent computing technology that is used in embedded systems. There is an increasing demand on FPGA based embedded systems, in particular, for applications that require rapid time responses. Engineering education curricula needs to respond to the increasing industrial demand of using FPGAs by introducing new syllabus for teaching and learning this subject. This paper describes the development of new course material for teaching FPGA-based embedded systems design by using 'G' Programming Language of LabVIEW. A general overview of FPGA role in engineering education is provided. A survey of available Hardware Programming Languages for FPGAs is presented. A survey about LabVIEW utilization in engineering education is investigated; this is followed by a motivation section of why to use LabVIEW graphical programming in teaching and its capabilities. Then, a section of choosing a suitable kit for the course is laid down. Later, constructivist dynamical model of learning has been developed in accordance with [2-4]. The models are analyzed and their implications are highlighted. This followed by an overview of the designed educational examples of FPGA programming with LabVIEW for the selected kit, in accordance with the developed learning model. To expand the kit educational capacity, new external modules and peripherals have been designed. These extras are explained in details. The teaching and learning manuals of the experiments were developed in a manner that allows student-centred learning approach. Furthermore, additional video tutorials were developed to foster a self-regulated learning and lower dependence on teacher. The final section explains how LabVIEW can be used for developing a hybrid access mode Lab for the experiments (Virtual, Hands-on and Remote), in accordance with [5, 6]. The model will be applied next semester, and the paper is proposing a pedagogical framework for FPGA teaching; pedagogical evaluation will be conducted in future studies. The complete study has been done at the Faculty of Electrical and Electronic Engineering, University of Aleppo. © 2013 IEEE.