new techniques 1

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New practices in Knowledge and Information

Management Techniques

M-learning & E-learning Software for Microprocessor Using

P2P, Mobile Computing, Cross Compiler and Simulation

Miss Bhavna Khatri

(Lecturer, SDITS Engineering College Khandwa (M.P.))

Email-id: - [email protected]

Contact no- 09425086395, 0733-2233196

Abstract

The Microprocessor is one of the most difficult core subjects of Computer

discipline. While learning this subject, student is always interested to

watch the effect of every line of the assembly program on flags, registers,

program counter, stack pointer. That is the students are interested in hand

on experience along with teaching. For teaching this subject, the tradi-

tional teaching methodologies like blackboard, overhead projectors are

inadequate. With the help of latest technologies & E-learning the teach-

ing-learning process can be improved.

This paper describes the new innovative E-learning and M-learning methods

with the help of recent techniques like simulation, peer-to-peer computing,

mobile computing, cross compiler etc.

Keywords: E-learning, M-learning, Mobile Computing, Simulation, Micro-

processor.

1. Introduction

The Microprocessor is one of the core subjects of Computer and Electronics

discipline. Through out India in all the institutes this subject is taught through black-board teaching method and laboratory practical using microprocessor kit.

The microprocessor executes the programs written in assembly language

but this process is not direct. First the assembler converts the assembly programs into

.bin files and then these. .bin files can be executed on microprocessor. During execu-

tion of this converted assembly programs (i.e. .bin file containing Hex Code), each

line or instruction of the program affects the values of registers, program counter,

stack pointer and flags. Thus to understand the working of assembly language pro-

gram and in turn understanding the working of microprocessor the teaching environ-

ment should display
mailto:[email protected]:[email protected]


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Instructions

Memory address of instructions

Registers

Flags

Program counter

Stack pointer

Block diagram of the microprocessor

To understand the concepts of microprocessor thoroughly the student

should understand how the data is flowing inside the microprocessor. Thus the tradi-

tional teaching methods like blackboard teaching or teaching using overhead

projector are inadequate for explaining the concepts of this subject in a proper way.

This subject needs hands on training with the help of microprocessor kit

along with the teaching.

The input to microprocessor kit is always Hex code converted assemblylanguage program i.e. .bin. This kit never shows directly all the parameters men-

tioned above. But simultaneously all the parameters cannot be displayed. Thus the

teaching-learning process hampers in the classroom as well as in the laboratory.

To overcome the difficulties of teaching-learning process there is a need of

integrated E-learning and M-learning solutions. In this paper the new innovative E-

learning and M-learning technique has been described, which uses the recent techno-

logies like simulation, peer-to-peer computing, mobile computing, cross compiler

etc.

In the beginning the solution has been successfully developed for desktopcomputers with the help of simulation techniques, assembler and cross compilers.

In the second stage the web-based solution has been implemented for borderless edu-

cation. In the third stage the collaborative environment has been introduced using

peer-to-peer computing technology. In the final stage the M-learning solution has

been introduced.

2. First stage: Desktop

2.1 Pseudo Simulation Technique using Flash

The simulation of assembly programs can enhance the teaching-learning

process considerably [1-5]. Thus Macromedia Flash 8.0 has been used to develop the

visual simulations. Its a pseudo simulation technique. The simulations has been de-

veloped for every important concept and tested over 5 batches of 20 students each.

This helps a lot for understanding the data flow inside the microprocessor during the

execution of assembly language programs. The feed back of the students shows over-

whelming response. The figure 1 shows the simulation of assembly language program

using Flash.


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Fig 1. Simulation of the Assembly language program

The content development using Flash is time-consuming and difficult job.

SWF Scout is an Active X library for SWF flash movies generation from Visual Ba-sic, Visual Basic.NET, Visual C#, ASP & ASP.NET. The Visual Basic is Rapid Applic-

ation Development Tool and thus with the help of this Active X very easily the flash

contents can bee developed [6].

The Switch version 2.0 is another good RAD Flash tool, which has been used

extensively to accomplish this task [7].

2.2 Pseudo Simulation Technique using JAVA

The Macromedia Flash provides Action Script for visual programming. As

compare to Java it has limited capabilities. Thus for complicated simulations the Javahas been used.

The three-dimensional effects the Java 3D API have been preferred.

The programs written in VB can be converted to Java using VB-To-Java

software [8]. The VB is a RAD tool and thus few simulations have been written using

VB.

2.3 Assembler and Simulator using C Language

To develop the pseudo simulation of the assembly program is a time con-

suming process. Thus it is not advisable to develop simulation for each and every as-

sembly program. To develop more practical solution for each and every program the

Microprocessor Simulator has been developed using C language.

The students are more interested in running the programs on Microprocessor

kit. To solve this problem the 2-pass Assembler has been developed which generate

the .bin and .prn files (Figure 2 ). The bin file has been supplied to the Simulator,

which Simulates the Microprocessor (Figure 3, 4, 5). The Assembler translates the as-

sembly language source code into object code or machine code, which can be ex-

ecuted by microprocessor.


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Through this Simulator, while executing the assembly language program, the

students can watch Registers, Flags, Program counter, Stack Pointer, Code and data in

the memory. The program can be executed in two modes i.e. single step and burst

mode.

While developing this software many issues like e-pedagogy, memory reten-

tion techniques, software engineering for content development has been considered[9-15].

Fig 2. Main Screen of Assembler

Fig 3. Execution of first instruction of the assembly program


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Fig 4. Execution of third instruction of the assembly program

3. Second Stage: Web Based solution using RLO, SCORM & LMS

The E-learning system based on On Demand training, any time training,

Anywhere Training is the need of the hour. The Web based E-learning product en-

hances the capability of e-learning system [16-20]. Thus in 2004, the entire product

has been redesigned. Instead of C language, the java language has been preferred [21-

22]. To implement the project using Learning Management System (LMS) the con-

tent should based on Reusable Learning Objects (RLO) [23-28]. All the Flash fileshave been redesigned and converted to RLO according to the SCORM (Shareable

Content Object Reference Model) standard [29]. The LMS is the costly affair and

hence Open source LMS like Model [30] has been preferred.


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Start simulation

Ask starting address & initialize location Counter

Ask Execution Mode

If single

step

NoYes

Flag i = 1 Flag i = 0

Read memory contents from address specified by Location Counter

Identify the instruction

If HLT

Yes

No

Stop

Call appropriate routine to implement the

instruction & increment the location accordingly

If i = 0

YesNo

Accept key Check the key pressed

If Key Process H/W interruptsMemory Watch

F10END

ESC

Change execution mode

Fig 5: Block Diagram of Simulator


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The best free soft wares for developing the SCORM compatible RLO have

been provided by RELOAD Content Package and Metadata Editor, Learning Design

Editor and Players. RELOAD is part of the X4L (Exchange for Learning) program

funded by the Joint Information System Committee (JISC). THE JISC promotes the

innovative application and use of information systems and information technology in

further and higher education across the UK. These software have been used to de-

veloped XML based, SCORM compatible RLO.

4. Third Stage: P2P Networking for Collaborative Activities and Web

Teaching

According to Howard Gardeners Multiple Intelligence theory there are 7

types of intelligence. To satisfy the intra-personal type learners the there is a need for

collaborative environment for E-learning solution. In the recent years many peer-to-

peer based as well as client server based collaborative tools has been introduced like

Groove Workspace, WebEx, Net podium, Center wheel, eRoom, NetMeeting,

Place Ware, Flypaper, Go ToMyPC, Customized, CentraWheel, Web Line, InfoWork-

Space2.5, Presence-AR, Evoke Communications Intranets etc. Out of Groove Work-space uses the client server and peer-to-peer technology very effectively. It uses the

client server technology for student tracking mechanism and peer-to-peer technology

for other collaborative activities. Generally the collaborative tool provides facilities

like:

Calendar and Scheduling

Discussion Options: Audio conference, Video conference,

BBS/discussion board, Polls/surveys

Instant messaging, chat.

Information management: Document library, Image library,

Bookmarks, Knowledge base, News/Events. Html editor, send e-mail to members, Virtual scratchpad, user

defined database, notepad.

Other features like Email notification, Full search facility, Rate

content facility, Email client, Online help,

Calculator

Security: User login password, Group access and User access

Application sharing

Data sharing

Distributed Document management

Distributed project management

Distributed Software development

File sharing

Automatic Presence Detection

Remote Desktop access

Virtual Workspace

Web casting

White Board


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The Groove Workspace provides most of these facilities except the video

conferencing. Using this tool most of the collaborative activities have been imple-

mented [32].

In addition to this the Groove Workspace software can be used for web

based teaching. The facilities like navigate together, audio conferencing, instant mes-

saging etc. are very helpful for this purpose.

5. Fourth Stage: M-learning

After the Television the mobile is the next revolutionary technology, which

has tremendous penetration power and becomes the technology of masses.

In 2005 more than one billion persons have access to this technology. These

devices have many advantages like ubiquity, convenience, instant connectivity, per-

sonalization, coverage, better battery life, localization of product and services. The

size and cost of the computers is reducing and the power of mobile devices is increas-

ing. The PDA is the smallest version of the computer whereas the smart phone is the

latest version of the mobile. The computing power of recent smart phone is far betterthan PDA (figure 6). Thus the next generation E-learning will be M-learning (i.e. Mo-

bile learning) [33-37].


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Figure 6: Handheld Devices

The last decade witnessed the exponential growth of E-learning tools and

technologies. For desktop computers there is an technologies of desktop an amplechoice for E-learning technologies. The mobile devices have smaller screen, limited

memory etc. Thus all the technologies of desktop computers cannot be used as it is

for mobile devices.

To take the advantage of mobile devices the entire softwares have been re-

framed and modified using new techniques and technologies. This is very challenging

and innovative work. These applications have

been tested using series 60 Symbian Operating Sys-

tem based Nokia 6630 device [38].

Fig 7: Nokia 6630 Mobile

The Java (J2EE), C++ and .Net are the common language for developing the

application for the mobile. But it is little bit tidies job. Recently the AppForges has

launched the new software for mobile programming namely Crossfire Mobile VB

version 5.6.1 [39]. This is an add-on for Visual Basic 6.0. Using this Visual Basic

6.0 can be utilized for developing the applications for mobiles. The figure 8 shows

the screen-shots of this software. This software supports multi-platform development

without changing the code with the help of Crossfire Clients, which are required to

execute the applications at mobile devices. To do this job, this software supplies

crossfire clients for various types of handheld devices. For Symbian Operating Sys-tems it directly generates the .sis files. Using this software, it is far easy to develop


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mobile applications as

compare to all oth-

er programming lan-

guage. Thus this soft-

ware has been pre-

ferred.

Fig 8: Screenshots of AppForges Mobile VB

To play Flash files on mobile devices, the Adobe Macromedia Flash provides a

special player namely Flash Lite 1.1. Because of limited screen size and

memory capabilities of mobile devices the Flash Lite cannot support all the cap-

abilities of Flash version 8. The Flash Lite compatible content can be generatedusing Macromedia Flash version 7.2 or higher versions.


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The Flash Lite supports only Flash 4 capabilities thus all the SWF files

previously developed couldnt be converted into Flash Lite format. Sometimes

these files have been converted to AVI file format and then converted to mobile

Compatible AVI files using Smart Movie Converter [40]. In addition to this the

help of Mob clip software has been taken to convert the SWF file to .mo file to

view on mobile phone devices [41]. This project will take another one year forfinal release.

6. Results

6.1. First Stage

In the first stage itself, it has replaced 60% classroom teaching and more than

80% laboratory work. Without the help of teacher students have learned the subject,

initially, students have faced the difficulties for understanding few concepts. Later on

in updated version these simulation have been modified and got better results. Still

this software could not replace the teacher fully. Without the help of this tool gener-

ally 80 hours teaching was required for covering entire syllabus. This tool has re-duced the teaching time up to 45%.

Previously the second/third year students had always executed the assembly

language programs in the Advanced Microprocessor lab during specified class hours.

Using this product they can do the assembly language experiments at any time, even

at home. The students feedback shows very encouraging results.

6.2. Second Stage

The creation of independent RLO is a difficult task and many simulations have

been restructured to achieve this goal. The second stage has increased the conveni-

ence and time efficiency. The concepts like knowledge On-Demand and Know-

ledge Any-Where have been implemented in this stage. In true sense the borderless

education has been provided in this stage.

6.3. Third Stage

Up to the second stage 80% teaching-learning process has been automated.

Teacher has imparted the remaining 20% knowledge through the traditional teaching

methods like blackboard or overhead projectors. But geographically scattered stu-

dents this manual teaching facility was not available. In the third stage using the col-laborative tool Groove web based teaching this problem has been solved.

In the classroom students learn through collaborative activities too. In the

stage this facility has been provide through the collaborative tool Groove.

6.4. Fourth Stage

The fourth stage facilitates more time efficient, convenient teaching-learning

process with the help of mobile devices.

Conclusion


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Through this software the basic aim hands on training along with teaching

has been achieved successfully. This E-learning product has substantially reduced the

teaching load of microprocessor and produces very satisfactory results. It has in-

creased the student apprehension level substantially. This is a very time efficient tool

and saved approximately 45% teaching time. Using this technique it is possible to

teach geographically scattered students and create the collaborative environment. The

mobile learning phase of this software has enhanced the capability of this project andfacilitates to use the spare time of the student very effectively.

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