[Edumips64-commit] SF.net SVN: edumips64:[604] paper/ieee-tedu/introduction.tex

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Revision: 604
          https://www.edumips.org/changeset/604
Author:   lupino3
Date:     2011-06-03 10:57:34 +0200 (Fri, 03 Jun 2011)
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The Introduction, reloaded

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 \PARstart{C}{omputer} Architecture and Organization is one of the key
 elements which characterizes the curricula of electrical and computer
-engineers. One of the most critical aspects on teaching such
-discipline is how to support the theoretical concepts of the subjects
+engineers \cite{ieee-curricula}. One of the most critical aspects on teaching
+such discipline is how to support the theoretical concepts of the subjects
 with appropriate practical experiences usually organized as laboratory
-assignments. Such experiences are mainly aimed at performing a
-quantitative analysis on the system parameters related to both the
-\emph{computer architecture} (which encompasses the programmer's
-abstract view of the machine) and the \emph{computer organization}
-(which deals with implementation details).
+assignments. Such experiences are mainly aimed at performing a quantitative
+analysis on the system parameters related to both the \emph{computer
+architecture} (which encompasses the programmer's abstract view of the
+machine) and the \emph{computer organization} (which deals with implementation
+details).
 
 Instruction-Set Simulators (ISSs) represent the basic tool used for
 supporting teaching of the topics related to the computer architecture
-part of the course. Unfortunately, most of the available educational
-ISSs focus on specific aspects of a computer system like assembly
-language~\cite{spim-web}, pipelining~\cite{windlx-web}, memory
-hierarchy~\cite{dinero-web}, out-of-order execution~\cite{???},
-superscalar systems principles~\cite{???}, \etc. The heterogeneous
-nature of the tools used to cover the different topics of the course,
-could take to a fragmentation of the knowledge. In fact, analyzing in
-isolation the different sub-systems of the computer system, make it
-difficult for the student to understand how those parts interact with each
-other, with a consequent blinding of the system-level view.
+part of the course. In this context, visual representation of the concept
+introduced in the course, platform independence, distance learning support, 
+free availability of the tools and full coverage of the course topics are key
+factors which determine the effectiveness of the teaching armaments.
 
-This paper emphasizes the role of ISSs and its ability of making
-practical the theoretical topics dealt in a computer architecture
-course. The basic premise of this work is the lack of tools (ISSs in
-particular) which have been specifically designed with the aim of
-supporting students of computer architecture course in understanding
-the fundamentals of the basic topics of assembly programming, basic
-pipeline, and memory hierarchies. In this context, visual
-representation of the concepts introduced in the course, platform
-independence, distance learning support and free availability of the
-tools are the key factors which determine the effectiveness of the
-teaching armaments.
+Unfortunately, some of the available educational ISSs focus on specific
+aspects of a computer system, like assembly language~\cite{spim-web},
+pipelining~\cite{windlx-web} or memory hierarchy~\cite{dinero-web}; the
+heterogeneous nature of the tools used to cover the different topics of the
+course, could take to a fragmentation of the knowledge. In fact, analyzing in
+isolation the different sub-systems of the computer system, make it difficult
+for the student to understand how those parts interact with each other, with a
+consequent blinding of the system-level view. Moreover most of them do not
+offer the other qualities mentioned before, like platform independence or
+distance learning support, and this makes it difficult to base on those tools
+a solid and involving Computer Architecture course.
 
-Based on the international curricula recommendations, the joint IEEE
-Computer Society and Association for Computing Machinery (ACM)
-Computer Engineering Task Force has identified memory hierarchy
-together with pipelining as core topics in the computer organization
-and architecture area of knowledge~\cite{ieee-curricula}. One of the
-main difficulties encountered by the teacher in presenting the above
-core topics is finding a suitable representation of the system which,
-in general, cannot be static. In fact, presentating the basic pipeline
-events (like hazards) or the discussing the different policies to
-manage the memory hierarchy require the design of ad-hoc examples
-which cannot be summarized with a single slide. Instead, a
-cycle-by-cycle analysis is needed to show how bubbles propagate
-through the pipeline, how forwarding helps to solve kinds of data
-hazards, \etc. This paper shows how the use of a visual CPU simulator,
-namely \EM, improved the teaching quality and its effectiveness in an
-undergraduate course of basic computer architectures.
+This paper is focused on the description and assessment of a Computer
+Architecture Undergraduate course in which the \EM{} simulator
+\cite{edumips_wiley_caee} has been employed as the primary tool for explaining
+the topics, for the students' homework and for the final exam. \EM{} is a free
+visual MIPS64 CPU simulator built over the last 5 years at the University of
+Catania.
 
-The rest of the paper is organized as
-follows. Section~\ref{sec:related-works} provides a brief overview on
-available tools and methodologies aimed at enhancing the learning
-process of the topics in an undergraduate course of basic computer
-architectures. Section~\ref{sec:em_description} presents the main
-features of \EM{} used as the reference simulation platform in this
-paper. The teaching methodology based on the use of \EM{} is presented
-in Section~\ref{sec:teaching}. The suitability of \EM{} is discussed
-in Section~\ref{sec:survey} by means of a quantitative assessment
-carried out by survey compiled by students themselves. Finally,
-Section~\ref{sec:conclusions} draws conclusions and discusses possible
-future investigations.
+The rest of the paper is organized as follows. Section~\ref{sec:related-works}
+provides a brief overview on available tools and methodologies aimed at
+enhancing the learning process of the topics in an undergraduate course of
+basic computer architectures. Section~\ref{sec:em_description} presents the
+main features of \EM{} used as the reference simulation platform in this
+paper. The teaching methodology based on the use of \EM{} is presented in
+Section~\ref{sec:teaching}. The suitability of \EM{} is discussed in
+Section~\ref{sec:survey} by means of a quantitative assessment carried out by
+survey compiled by students themselves. Finally, Section~\ref{sec:conclusions}
+draws conclusions and discusses possible future investigations.