High performance VLSI architecture for Wave Digital Filtering

The application of fine grain pipelining techniques in the design of high performance Wave Digital Filters (WDFs) is described. It is shown that significant increases in the sampling rate of bit parallel circuits can be achieved using most significant bit (msb) first arithmetic. A novel VLSI architecture for implementing two-port adaptor circuits is described which embodies these ideas. The circuit in question is highly regular, uses msb first arithmetic and is implemented using simple carry-save adders. © 1992 Kluwer Academic Publishers.

Bit-Level systolic architectures for high performance IIR filtering

Several novel systolic architectures for implementing densely pipelined bit parallel IIR filter sections are presented. The fundamental problem of latency in the feedback loop is overcome by employing redundant arithmetic in combination with bit-level feedback, allowing a basic first-order section to achieve a wordlength-independent latency of only two clock cycles. This is extended to produce a building block from which higher order sections can be constructed. The architecture is then refined by combining the use of both conventional and redundant arithmetic, resulting in two new structures offering substantial hardware savings over the original design. In contrast to alternative techniques, bit-level pipelinability is achieved with no net cost in hardware. © 1989 Kluwer Academic Publishers.

Making geography mobile: using location aware technology to improve student performance in physical geography

With the increased availability of new technologies, geography educators are revisiting their pedagogical approaches to teaching and calling for opportunities to share local and international practices which will enhance the learning experience and improve students’ performance. This paper reports on the use of handheld mobile devices, fitted with GPS, by secondary (high) school pupils in geography. Two location-aware activities were completed over one academic year (one per semester) and pre-test and post-test scores for both topics revealed a statistically significant increase in pupils’ performance as measured by the standard national assessments. A learner centred educational approach was adopted with the first mobile learning activity being created by the teacher as an exemplar of effective mobile learning design. Pupils built on their experiences of using mobile learning when they were required to created their own location aware learning task for peer use. An analysis of the qualitative data from the pupils’ journals, group diaries and focus group interviews revealed the five pillars of learner centred education are addressed when using location aware technologies and the use of handheld mobile devices offered greater flexibility and autonomy to the pupils thus altering the level of power and control away from the teacher. Due to the relatively small number of participants in the study, the results are more informative than generalisable however in light of the growing interest in geo-spatial technologies in geography education, this paper offers encouragement and insight into the use of location aware technology in a compulsory school context

The use of YouTube Analytics of Video Lecture Capture as a Teaching and Learning Performance Enhancer

Do patterns in the YouTube viewing analytics of Lecture Capture videos point to areas of potential teaching and learning performance enhancement? The goal of this action based research project was to capture and quantitatively analyse the viewing behaviours and patterns of a series of video lecture captures across several computing modules in Queen’s University, Belfast, Northern Ireland. The research sought to establish if a quantitative analysis of viewing behaviours coupled with a qualitative evaluation of the material provided from the students could be correlated to provide generalised patterns that could then be used to understand the learning experience of students during face to face lectures and, thereby, present opportunities to reflectively enhance lecturer performance and the students’ overall learning experience and, ultimately, their level of academic attainment.