Teaching Microcontrollers and Fpgas in Quarantine From Coronavirus: Challenges and Prospects

Abstract

Modern equipment is becoming more and more complex and education establishment must keep up with it and offer its contribution to the overall progress. The goal of this work is to find the way how to survive on self-isolation and teach microcontrollers and FPGAs. What challenges need to be overcome and what prospects may open up.

Aspects of Quality Assurance of the Educational Process of Higher Technical Education

“…At the level of scientific and pedagogical workers, as participants in the educational process, there is a constant work to ensure the quality of educational activities within the competences and taking into account the guidelines of the university [13][14][15][16][17][18][19][20].…”

Designing the Structure of a General-Purpose Telemedicine Complex

“…The proposed general structural schemes for the construction of portable / mobile telemedicine complexes are shown in Fig. 1 According to the analysis conducted, it is advisable to use FPGA and sensor network to develop a telemedicine complex or system [6][7][8][9][10][11].…”

Features of the Design of a Telemedicine Complex of a Wide Profile Based on Fpga

“…At the same time, for FPGAs, the term "maximum clock frequency" refers to the most favorable conditions for chip tracing -all connections are made using short circuits, connected programmable cells are located side by side, the maximum length of accelerated transfer circuits is limited. Unsuccessful routing reduces the allowable clock speed accordingly, but it is very important that after the design is completed, it remains constant [2][3][4][5][6].…”

“…The performance of FPGAs on DSP tasks is the higher, the higher the parallelism of processing is used in the algorithm, which accordingly leads to an increase in the amount of logic on the chip. In addition, an important advantage of FPGAs is their ability to provide not only high processing speed, but also continuous processing and stable speed [5][6][7][8][9][10][11].…”