Jovan Djordjevic

Bio: Jovan Djordjevic is an academic researcher from University of Belgrade. The author has contributed to research in topics: Software system & Memory map. The author has an hindex of 7, co-authored 22 publications receiving 306 citations.

A Survey and Evaluation of Simulators Suitable for Teaching Courses in Computer Architecture and Organization

Abstract: Courses in Computer Architecture and Organization are regularly included in Computer Engineering curricula. These courses are usually organized in such a way that students obtain not only a purely theoretical experience, but also a practical understanding of the topics lectured. This practical work is usually done in a laboratory using simulators of computer systems. Since the open literature contains a variety of simulators being used for such purposes, this paper attempts to give a survey of simulators suitable for teaching courses in computer architecture and organization, to establish the evaluation criteria and to evaluate selected simulators according to these criteria.

Flexible web-based educational system for teaching computer architecture and organization

Abstract: An important problem in teaching courses in computer architecture and organization is to find a way to help students to make a cognitive leap from the blackboard description of a computer system to its utilization as a programmable device. Computer simulators developed to tackle this problem vary in scope, target architecture, user interface, and support for distance learning. Usually, they include the processor only, lacking the whole-system perspective. The existing simulators mainly focus on the programmer's view of the machine and do not provide the designer's perspective. This paper presents an educational computer system and its Web-based simulator, designed to help teaching and learning computer architecture and organization courses. The educational computer system is designed to cover a broad spectrum of topics taught in lower division courses. It offers a unique environment that exposes students to both the programmer and the designer's perspective of the computer system. The Web-based simulator features an interactive animation of program execution and allows students to navigate through different levels of the educational computer system's hierarchy-starting from the top level with block representation down to the implementation level with standard sequential and combinational logic blocks.

SDLDS—System for Digital Logic Design and Simulation

Abstract: This paper presents the basic features of a software system developed to support the teaching of digital logic, as well as the experience of using it in the Digital Logic course taught at the School of Electrical Engineering, University of Belgrade, Serbia. The system has been used for several years, both by students for self-learning and laboratory work, and by teachers to automate the assessment and verification of students' work. The system allows users to design and simulate a switching circuit. It also collects data on all student activities and transfers these to the school's information system. Finally, the paper gives figures demonstrating the overall benefits of the system.

An integrated environment for teaching computer architecture

Abstract: A major problem in teaching computer architecture and organization courses is how to help students make the cognitive leap that connects their theoretical knowledge with practical experience. Numerous researchers involved in computer architecture and organization education have tackled this problem, resulting in a variety of educational tools for computer system simulation. The tools differ greatly in scope, target architecture complexity, simulation level, and user interface. The available educational systems vary in how they handle digital system simulation. They usually offer tools for creating hardware component libraries, viewing simulation results, and conducting statistical analysis of system performance. Available systems range from sophisticated ones, for complex analysis, to simpler ones that are more readily understood by users, both instructors and students. Beyond system simulation, an educational system should support three key objectives. First, it must cover an extensive range of computer architecture and organization topics. Second, it should graphically depict a computer system, from the block level to the register-transfer level. Third, it must provide the means to follow system functions at the program, instruction, and clock cycle levels.

A hierarchical memory system environment

Abstract: The paper presents an environment for teaching elements of a computer system memory hierarchy. It is made up of a hierarchical memory system, a reference manual, a software package and a set of laboratory experiments. The hierarchical memory system is devised to cover the virtual memory and translation lookaside buffer, the cache memory, and the main memory. The reference manual provides all implementation details with the appropriate circuits drawings and detailed descriptions. For the devised hierarchical memory system a software package, which includes the graphical simulator with the accompanying tools, is developed. They allow one to carry out the simulation down to the register transfer level by executing a set of laboratory experiments.

A Survey and Evaluation of Simulators Suitable for Teaching Courses in Computer Architecture and Organization

Abstract: Courses in Computer Architecture and Organization are regularly included in Computer Engineering curricula. These courses are usually organized in such a way that students obtain not only a purely theoretical experience, but also a practical understanding of the topics lectured. This practical work is usually done in a laboratory using simulators of computer systems. Since the open literature contains a variety of simulators being used for such purposes, this paper attempts to give a survey of simulators suitable for teaching courses in computer architecture and organization, to establish the evaluation criteria and to evaluate selected simulators according to these criteria.

Can peer instruction be effective in upper-division computer science courses?

Abstract: Peer Instruction (PI) is an active learning pedagogical technique. PI lectures present students with a series of multiple-choice questions, which they respond to both individually and in groups. PI has been widely successful in the physical sciences and, recently, has been successfully adopted by computer science instructors in lower-division, introductory courses. In this work, we challenge readers to consider PI for their upper-division courses as well. We present a PI curriculum for two upper-division computer science courses: Computer Architecture and Theory of Computation. These courses exemplify several perceived challenges to the adoption of PI in upper-division courses, including: exploration of abstract ideas, development of high-level judgment of engineering design trade-offs, and exercising advanced mathematical sophistication. This work includes selected course materials illustrating how these challenges are overcome, learning gains results comparing these upper-division courses with previous lower-division results in the literature, student attitudinal survey results (N = 501), and pragmatic advice to prospective developers and adopters. We present three main findings. First, we find that these upper-division courses achieved student learning gains equivalent to those reported in successful lower-division computing courses. Second, we find that student feedback for each class was overwhelmingly positive, with 88p of students recommending PI for use in other computer science classes. Third, we find that instructors adopting the materials introduced here were able to replicate the outcomes of the instructors who developed the materials in terms of student learning gains and student feedback.

Collaborative Learning Using Wiki Web Sites for Computer Science Undergraduate Education: A Case Study

Abstract: This paper proposes a collaborative approach to enhancing the student learning experience based on Web 2.0 principles. Specifically, wiki Web sites are used by students for collaboration and for publication of course assignments, which are then shared with the class. Web 2.0 principles include: the Web as platform, harnessing collective intelligence, data are the next Intel Inside, and rich user experiences. Based on a case study in a junior-level undergraduate class, this paper studies a set of six factors with comprehensive grading and evaluation criteria that are critical to make this approach successful. The six factors are knowledge base, motivation, research, social aspects, presentation, and feedback and support. The data collected show that most of the students who participated feel that this approach is exciting and rewarding, and that even some undergraduate students are able to produce original and innovative concepts. The data also show other interesting phenomena with respect to motivation, undergraduate research, and social aspects. Finally, the paper proposes a methodology of conducting a wiki project in a university class using a cyclic constant improvement process.

Flexible web-based educational system for teaching computer architecture and organization

Abstract: An important problem in teaching courses in computer architecture and organization is to find a way to help students to make a cognitive leap from the blackboard description of a computer system to its utilization as a programmable device. Computer simulators developed to tackle this problem vary in scope, target architecture, user interface, and support for distance learning. Usually, they include the processor only, lacking the whole-system perspective. The existing simulators mainly focus on the programmer's view of the machine and do not provide the designer's perspective. This paper presents an educational computer system and its Web-based simulator, designed to help teaching and learning computer architecture and organization courses. The educational computer system is designed to cover a broad spectrum of topics taught in lower division courses. It offers a unique environment that exposes students to both the programmer and the designer's perspective of the computer system. The Web-based simulator features an interactive animation of program execution and allows students to navigate through different levels of the educational computer system's hierarchy-starting from the top level with block representation down to the implementation level with standard sequential and combinational logic blocks.

Experimental Validation of the Learning Effect for a Pedagogical Game on Computer Fundamentals

Abstract: The question/answer-based computer game Age of Computers was introduced to replace traditional weekly paper exercises in a course in computer fundamentals in 2003. Questionnaire evaluations and observation of student behavior have indicated that the students found the game more motivating than paper exercises and that a majority of the students also perceived the game to have a higher learning effect than paper exercises or textbook reading. This paper reports on a controlled experiment to compare the learning effectiveness of game play with traditional paper exercises, as well as with textbook reading. The results indicated that with equal time being spent on the various learning activities, the effect of game play was only equal to that of the other activities, not better. Yet this result is promising enough, as the increased motivation means that students work harder in the course. Also, the results indicate that the game has potential for improvement, in particular with respect to its feedback on the more complicated questions.