Combinational Logic Circuits Design Tool for a Learning Management System
This paper presents a genetic algorithm based tool for combinational logic circuits synthesis specifically developed to be integrated in a learning management system. With this application the students can learn digital systems design by testing pre-defin
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Combinational Logic Circuits Design Tool for a Learning Management System Cecı´lia Reis and Viriato M. Marques
Abstract This paper presents a genetic algorithm based tool for combinational logic circuits synthesis specifically developed to be integrated in a learning management system. With this application the students can learn digital systems design by testing pre-defined circuits and also by projecting new circuits.
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Introduction
The basic description of a Learning Management System (LMS) is: a software application that automates the administration, tracking, and reporting of training events [1]. However, it is not that simple. A robust LMS should be able to do the following: • • • • • •
centralize and automate administration; use self-service and self-guided services; assemble and deliver learning content rapidly; consolidate training initiatives on a scalable web-based platform; support portability and standards; personalize content and enable knowledge reuse.
The current LMS lack pedagogy and interactivity, giving rise to e-learning models that strongly reside on student’s own motivation. Technical teaching is traditionally composed of lectures, knowledge application exercises and laboratory classes. The teacher maintains a direct contact with the
C. Reis (*) Engineering Institute, Porto Polytechnic Institute (ISEP/IPP), Porto, Portugal e-mail: [email protected] V.M. Marques Engineering Institute, Coimbra Polytechnic Institute (ISEC/IPC), Coimbra, Portugal e-mail: [email protected] A. Madureira et al., Computational Intelligence and Decision Making: Trends and 479 Applications, Intelligent Systems, Control and Automation: Science and Engineering 61, DOI 10.1007/978-94-007-4722-7_45, # Springer Science+Business Media Dordrecht 2013
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students thus allowing the evaluation of their performance and psychological profile, answer doubts and questions, fit examples and give general orientations to each one. In this context, e-learning systems pose some problems: LMS’s allow little more than creating e-learning course contents accessible by an Internet site, offering some additional services such as chat and on-line sessions, all in a single system of comfortable usage by means of Internet access. Contents development makes use of learning-objects; their reutilization is the goal of specifications such as SCORM, AICC and IMS [2, 3]. However, pedagogy is supposed to be included in the contents, not embedded in the LMS. Contents and example adaptation to student’s questions is difficult or absent; the role of such LMS’s is essentially passive: the initiative belongs to the student. Nevertheless, learning styles, pedagogy, interactivity, autonomy and creativity must integrate such systems. In this context it is of major importance to provide the LMS’s with the following features: 1. Catch the performance and learning style of students as well as success and failure stories; 2. Adapt the (shown) contents to each student cognitive level and preferential learning profile; 3. Provide h
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