[Edumips64-commit] SF.net SVN: edumips64:[611] paper/ieee-tedu

[<sv...@ed...>]

Revision: 611
          https://www.edumips.org/changeset/611
Author:   lupino3
Date:     2011-06-03 13:13:11 +0200 (Fri, 03 Jun 2011)
Log Message:
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Fixed FF's bio; wrote 90% of the Conclusions section, that still needs a conclusive statement.

Modified Paths:
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    paper/ieee-tedu/bios.tex
    paper/ieee-tedu/conclusions.tex

Modified: paper/ieee-tedu/bios.tex
===================================================================
--- paper/ieee-tedu/bios.tex	2011-06-03 11:05:03 UTC (rev 610)
+++ paper/ieee-tedu/bios.tex	2011-06-03 11:13:11 UTC (rev 611)
@@ -41,7 +41,7 @@
   responsible for the functional verification of 32-bit lines of
   microprocessors at STMicroelectronics. Since 2004 he collaborates
   with the Department of Computer and Telecommunications
-  Engineering. He is Silicon Engineer at Icera Inc., Bristol (UK).
+  Engineering. He is Silicon Engineer at Icera Inc, Bristol (UK).
 \end{biographynophoto}
 
 \begin{biographynophoto}{Vincenzo

Modified: paper/ieee-tedu/conclusions.tex
===================================================================
--- paper/ieee-tedu/conclusions.tex	2011-06-03 11:05:03 UTC (rev 610)
+++ paper/ieee-tedu/conclusions.tex	2011-06-03 11:13:11 UTC (rev 611)
@@ -1,30 +1,16 @@
 \section{Conclusions}
 \label{sec:conclusions}
-In this paper we have presented \EM{}, a platform-independent MIPS64
-Instruction-Set Simulator conceived with the aim of introducing
-students of computer science disciplines in understanding the basic
-principles which govern RISC-based computing architectures. We have
-shown how \EM{} represents a viable tool for both students and
-teachers. The first can take advantage of an effective user interface,
-to rapidly learn how instructions are executed, how bubbles propagate
-into the pipeline, how forwarding helps to reduce data hazards, and
-how memory hierarchy impacts on overall system performance. On the
-other front, teachers can visually and easily transmit important
-concepts like code optimization by means of instruction re-ordering
-and make it natural the acquisition of the design practice based on
-the quatitative approach.
+Computer Architecture and Organization is one of the core topics that a solid
+Computer engineer needs to master in order to be successful. This paper
+presented the outline of an undergraduate-level Computer Architecture course
+that adopts as the main educational tool a visual, free and
+platform-independent MIPS64 Instruction-Set Simulator called \EM{}.
 
-We evaluated the impact of the adoption of the simulator on the teaching
-process, from both the teachers' and the students' point of view; thanks to
-this feedback, we found that \EM{} is perceived as a good educational aid, 
-and spotted its strengths and weaknessess.
+The features of the simulator and its user-friendly interface allowed for its
+adoption as the main tool of the course, and several assignments and teaching
+processes that revolve around it have been described.
 
-In addition to the features already described in this paper, other features
-are being developed, tested and integrated in the simulator; the most
-important ones are the support for floating point instructions and registers,
-the implementation of the branch delay slot, and the development of a cache
-simulator.
-
-Future research activity will need to be addressed towards the release of new
-versions of the simulator and on the continuous evaluation of its
-effectiveness for students and teachers of Computer Architecture courses.
+We evaluated the impact of the adoption of the simulator on the teaching
+process by means of a survey compiled by students after the completion of the
+course; thanks to this feedback, we found that \EM{} is perceived as a good
+educational aid, and spotted its strengths and weaknessess.