Computer Architecture: A Quantitative Approach
Computer Architecture: A Quantitative Approach
Teaching computer architecture in introductory computing: why? and how?
ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
Activity centered design: towards a theoretical framework for CSCL
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Exploring foundations for computer-supported collaborative learning
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
An efficient algorithm for exploiting multiple arithmetic units
IBM Journal of Research and Development
Integrating an educational 3D game in Moodle
Simulation and Gaming
Real-time collaboration of virtual laboratories through the Internet
Computers & Education
A new Moodle module supporting automatic verification of VHDL-based assignments
Computers & Education
Gender differences of knowledge sharing in online learning environment
ICHL'11 Proceedings of the 4th international conference on Hybrid learning
Rolling: A new technique for the practical teaching in computer science university degree
Education and Information Technologies
The influence of attachment styles on knowledge sharing in social media environments
ICHL'12 Proceedings of the 5th international conference on Hybrid Learning
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In this paper, a methodological educational proposal based on constructivism and collaborative learning theories is described. The suggested approach has been successfully applied to a subject entitled ''Computer Architecture and Engineering'' in a Computer Science degree in the University of La Laguna in Spain. This methodology is supported by two tools: the Moodle platform as a collaboration framework among students and teachers and a free Instruction Level Parallelism (ILP) processor simulator called SIMDE, developed by the authors to promote the experience and help the understanding of superscalar and VLIW processors. This work is described showing how the constructivist and collaborative approaches have been applied and how the activities have been structured temporarily in phases. This educational proposal has been validated and improved with the feedback of the students during two academic years. Furthermore, the methodological procedure is also suitable to be used not only in subjects with contents which require the understanding of dynamic situations but also in subjects with other requirements.