The NAND gate relay—a useful teaching and learning aid for introducing digital electronics courses

1985 ◽  
Vol 1985 (1) ◽  
pp. 19
Author(s):  
Mike Summers
Keyword(s):  
Teaching And Learning ◽  
Nand Gate ◽  
Digital Electronics

scholarly journals PROTOYPE GERBANG LOGIKA ( AND, OR, NOT, NAND, NOR ) PADA LABORATORIUM ELEKTRONIKA STMIK ROYAL KISARAN

2017 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Helmi Fauzi Siregar ◽  
Ikhsan Parinduri
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Logic Gate ◽  
Logic Gates ◽  
Digital Circuit ◽  
Nand Gate ◽  
Abstract Logic ◽  
Working Principle ◽  
Input Gate ◽  
Or Gate

Abstract - Logic gate prototype aims to meet the needs and smoothness of the teaching and learning process in one of the digital circuit lecture materials. Proof of the logic of OR, AND, NOT, NOR, and NAND gates. The working principle of logic gate prototype is working based on input logic including 0 and 1. For AND logic gates are input multiplication gates consisting of (0,0, 0,1, 1,0, 1,1) and output consists of 1 for high (1) and 3 for low (0). For OR gate is the input sum gate consists of (0,0, 0,1, 1,0, 1,1) and the output consists of 3 high (1) and 1 low (0). For the NAND gate is the logic inverting gate of the AND input gate consisting of (0,0, 0,1, 1,0, 1,1) and the output consists of 3 high (1) and 1 low (0). For NOR input logic gate consists of (0,0, 0,1, 1,0, 1,1) and the output consists of 1 for high (1) and 3 for low (0). For the NOT gate is the inverse gate with input (1, 0) and the output consists of (0,1). Keywords - Logic Gate, Prototype, OR, AND, NOT, NOR, NAND

Teaching digital electronics course for electrical engineering students in cognitive domain

2018 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Muhibul Haque Bhuyan ◽  
Sher Shermin Azmiri Khan ◽  
Mohammad Ziaur Rahman
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Method ◽  
Practical Knowledge ◽  
Real Life ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Digital Electronics ◽  
Bloom’S Taxonomy ◽  
Teacher Needs

Digital electronics course is one of the very fundamental courses for the students of undergraduate programme of electrical and electronic engineering (EEE) and the other undergraduate engineering disciplines. Therefore, ‘digital electronics’ shall be taught effectively, so that students can apply the knowledge learned to solve their real-life engineering problems. A teacher needs to adopt new teaching methodologies to attract current generation of students, and thus, to prepare them with practical knowledge and skills. Skills in the cognitive domain of Bloom’s taxonomy revolve around knowledge, comprehension and critical thinking of a particular topic. This makes teaching and learning more effective and efficient. In this paper, the teaching method of ‘digital electronics’ course for the undergraduate EEE students in the cognitive domain has been described with an example. Class performance evaluation in two different cohorts shows that the students’ results improve after using this approach.Keywords: Bloom’s taxonomy, cognitive domain, digital electronics course, teaching methods.

scholarly journals How to evaluate Industrial Engineering undergraduate teachers?

2019 ◽  
Vol 7 (11) ◽  
pp. 1394-1417
Author(s):  
Jonas Gomes da Silva ◽  
Roberta Costa da Silva
Keyword(s):  
Teacher Evaluation ◽  
Continuous Improvement ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Industrial Engineering ◽  
Good Teaching ◽  
Digital Electronics ◽  
Learning Practices ◽  
Level Of Satisfaction

In Brazil, teacher evaluation is required by the National Higher System Evaluation System (INEP, 2011). At UFAM, it is done through the student portal, which is considered ineffective, compromising the process of continuous improvement of teaching and learning. The article evaluates the students' level of satisfaction with the quality of the services provided by the teachers who taught discipline for the FT/UFAM Industrial Engineering course, to propose suggestions for improvements. To this end, the UFAM evaluation portal was studied, then a review of performance evaluation articles allowed the development of a questionnaire (Appendix 1) that was applied in 2011 to 112 (70%) students enrolled in the 2nd, 4th, 6th and 8th periods of this course. After analyzing the data, it was concluded that: a) the UFAM website to evaluate teachers was considered negative by more than 1/3 of the respondents, and the obligation to answer, the excessive amount of questions, the lack of feedback and improvement actions discourage students from responding; b) On the other hand, the application of the questionnaire revealed that the best-evaluated subjects were Special Topics of Industrial Engineering I and II, Management of Technological Innovation, Sanitation Applied to Production, Calculus II, Linear Algebra, Transport Phenomena, and Digital Electronics, most of which were taught by teachers of 2nd and 4th period. For improvement, it is recommended to identify the good teaching and learning practices of these teachers to apply seminars and disseminate them through FT/UFAM.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

Research on teaching and learning medicine

JAMA ◽  
1965 ◽  
Vol 194 (11) ◽  
pp. 1225-1225
Author(s):  
S. E. Ross
Keyword(s):  
Teaching And Learning ◽  
Research On Teaching
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