Aktuella utvärderingar

Visa resultat

Här kan se resultatet från utvärderingen och exportera statistiken till ett annat program. Det går också att göra en enkel filtrering genom att klicka på svarsalternativen och kommentarerna eller en avancerad filtrering genom att använda knappen längst ned.

Methods for electronic system design and verification, Lp 2 Ht09, DAT110

Status: Avslutad
Öppen för svar: 2009-12-08 - 2009-12-21
Antal svar: 16
Procent av deltagarna som svarat: 40%
Kontaktperson: Åsa Samdell»

Your own effort

1. How many hours per week did you spend on this course?

We mean total time, that is, it comprises the time you spent in class and the time you spent on your own work. Try to estimate the average time over the entire study period.

16 svarande

At most 15 hours/week»1 6%
Around 20 hours/week»4 25%
Around 25 hours/week»3 18%
Around 30 hours/week»4 25%
At least 35 hours/week»4 25%

Genomsnitt: 3.37

- To much work, it steals too much time from the analog course.» (At least 35 hours/week)

2. How large part of the teaching offered did you attend?

16 svarande

0%»0 0%
25%»0 0%
50%»0 0%
75%»12 75%
100%»4 25%

Genomsnitt: 4.25

- I attended the labs, both on my booked sessions and on the Tuesday session. Even outside the scheduled sessions for this course. The lectures I did not attend, mostly.» (75%)
- A problem that often occured was that the program ran out of licence and it was not possible to work. This can not be accepted.» (75%)

Goals and goal fulfilment

The course syllabus states the course goals in terms of learning outcomes, i.e., knowledge, skills and attitudes to be acquired by the student during the course.

3. How understandable are the course goals?

16 svarande

I have not seen/read the goals»0 0%
The goals are difficult to understand»2 12%
The goals give some guidance, but could be clearer»5 31%
The goals clearly describe what I am supposed to learn»9 56%

Genomsnitt: 3.43

- He teacher may have show them and talk about them but they are still not good. They dont give any specifics at all. They are so general they can nearly belong to any course, and his grading system is not a very good idea either. He say what part that is most dominant but not how we are suppose to get them better.» (The goals are difficult to understand)

4. Are the goals reasonable considering your background and the number of credits?

Answer this this question and the succeeding one, only if you do know the course goals.

16 svarande

No, the goals are set too low»1 6%
Yes, the goals seem reasonable»12 75%
No, the goals are set too high»3 18%

Genomsnitt: 2.12

- Considering how unclear the course is, in the manner of lab compendiums and so on, the lectures didn"t give much knowledge since just hearing a teacher talk doesn"t make any one learn anything.» (No, the goals are set too high)

5. Did the examination assess whether you have reached the goals?

16 svarande

No, not at all»2 12%
To some extent»6 37%
Yes, definitely»6 37%
I don"t know/have not been examined yet»2 12%

Genomsnitt: 2.5

- Answer as i do since i don"t know if examination does. The term paper is chaos since there are NO guidelines to how it"s supposed to be formed. As with the Opposition, nothing to explain what the opposition is supposed to contain (the written opposition that is). The Lab report? nothing here either. The only sort-of-guidelines there is to find is in the lecture slides? They are not clear at all, and does not address things like structure of these reports. » (No, not at all)
- Not very good no. Or im actually not sure since the goals are kind of fussy so it is hard to know if i have reached them.» (To some extent)

Teaching and course administration

6. To what extent has the teaching been of help for your learning?

15 svarande

Small extent»2 13%
Some extent»6 40%
Large extent»5 33%
Great extent»2 13%

Genomsnitt: 2.46

- I suppose that this is concerning the lectures. Since i stopped attending them after lecture 3 or 4, because i didn"t learn anything from them.» (Small extent)
- Tung was very helpful. » (Large extent)

7. To what extent has the course literature and other material been of help for your learning?

16 svarande

Small extent»4 25%
Some extent»3 18%
Large extent»7 43%
Great extent»2 12%

Genomsnitt: 2.43

8. How well did the course administration, web page, handouts etc work?

16 svarande

Very badly»3 18%
Rather badly»1 6%
Rather well»5 31%
Very well»7 43%

Genomsnitt: 3

- The administration of this course is a joke. Two homepages? and no posting of vital news on the messageboard (on pingpong), such as when the first hand-in is graded. This just came in a mail, which means there was effectively 3 places students had to check to be up to date. There was no link between the two pages on either one of them. How can schedule and books with the term paper topics not be posted on pingpong if all the other material is there? How can it be that no messages about news on the other site was posted on the pingpong message board? And furthermore there was the licenses to Cadens? 14 in total and there was many occupied by phd"s? It is NOT ok to have students come to the lab sessions just to tell them they can"t do the labs because there is no licenses for the program. Then, why did we only have one lab assistant who knew the program? especially when he was more or less always occupied with groups showing him labs they had done, or having a problem that took forever to solve (my group waited 1½,h at one time for help). Then the term paper, opposition and lab report, there is no guidelines to how these should be structured. How can there not be a document were this is stated? And NO, lecture slides does not count (these didn"t give much guidance any way). Then the lab compendiums. How can you expect the students ALU"s to work with your testbenches when the compendium did not state explicitly how the interface between them should look like? This issue of communication and interfaces was even brought up in some lectures I believe, but you don"t follow it yourself?» (Very badly)
- First impression was good but then it just went more and more confussing during the course. Diffrent course pages with diffrent information. Too much of it from the start and nearly none of it later. An example most of the student had no idea that we were supposed to make a report on the opposition, this we found out the first presentation day after someone found it somewhere on one of the homepages and told the rest. None actually remembers this was mention on the lectures. When we were supposed to send in documents we had to spend about an hour to look on the diffrent homepages to see if somthing was mention about them anywhere.» (Very badly)
- There is no reason at all to have information separated on two locations. The argument you had about having one open and one closed cite is odd, the information should be gathered at ONE place.» (Very badly)
- No handout on the lectures. I would be good whit a printout of the slides during lectures.» (Rather badly)
- Kind of weird to have two course pages.» (Rather well)
- But why two different pages?» (Rather well)
- It would be good with groups for the code hand in at pingpong, so both can see the comments» (Rather well)

Study climate

9. How were the opportunities for asking questions and getting help?

16 svarande

Very poor»0 0%
Rather poor»4 25%
Rather good»3 18%
Very good»8 50%
I did not seek help»1 6%

Genomsnitt: 3.37

- On the labs we got quite good help, when the lab assistants was not occupied. Or even when we had a license for the program so we could ask questions. » (Rather poor)
- The people in the lab was helpfull but too few. The idea about seting grades on students during the lab is just stupid. People who is trying to get better grade is just talking alot to the teacher and student who actually need help to progress in the lab dont get it because of this. This cource have the same fault as the introduction course, we are not supposed to learn anything from it, we are supposed to already know it when we get here. We never have a chance to be stupid.» (Rather poor)
- The TA"s were good but it didn"t help when there were no licences to work with...» (Rather good)
- Not good in the lab.» (Very good)

10. How well has cooperation between you and your fellow students worked?

16 svarande

Very poorly»0 0%
Rather poorly»2 12%
Rather well»6 37%
Very well»8 50%
I did not seek cooperation»0 0%

Genomsnitt: 3.37

11. How well did the collaburation with your lab partner work?

16 svarande

Very Poorly»2 12%
Rather poorly»2 12%
Rather good»5 31%
Very good»7 43%

Genomsnitt: 3.06

- I did everything.» (Very Poorly)
- Some labgroups was very bad, some of the student dident do any work at all or they copy it from someone else. This affects the other student heavy since he/she dont have anyone to talk about the labs with. Some student ingored thiere lab group because of this and worked instead with student who actually did somehing.» (Very Poorly)
- I was one of the lucky ones, many groups have one partner who does nothing, didn"t show up, cheated or studied on other things while the other one works.» (Rather good)

12. How was the course workload?

16 svarande

Too low»0 0%
Low»1 6%
Adequate»6 37%
High»5 31%
Too high»4 25%

Genomsnitt: 3.75

- would have been good with a few days to write the labreport after the final lab session.» (Adequate)
- Since we had to be at the lab way outside schedule to get a Cadence license. » (High)
- To much to do and confussing information about what we are supposed to do.» (Too high)

13. How was the total workload this study period?

16 svarande

Too low»0 0%
Low»1 6%
Adequate»4 25%
High»9 56%
Too high»2 12%

Genomsnitt: 3.75

- It was too high beacuse of this course, the analog was ok.» (Too high)

Summarizing questions

14. What is your general impression of the course?

16 svarande

Poor»2 12%
Fair»1 6%
Adequate»4 25%
Good»8 50%
Excellent»1 6%

Genomsnitt: 3.31

- The chaos of administration kills the impression totally.» (Poor)
- Confussing infromation, strange beahavior from the teacher. The course is about showing what you can and not about teaching you anything» (Poor)
- I have never met a course that is this boring. There are not any fun at all.» (Fair)
- More licences » (Adequate)
- Good course in general, I"d like to focus more on the later part of the lab-serie(lab3-4).» (Good)

15. What should definitely be preserved to next year?

- the idea of the course, to let students see and be part of the whole design flow.»
- guest lectures»
- Labs»
- The lab serie is very promising, but maybe focus a bit more on the later stages instead of writing VHDL?»
- The Lab Series and Term Paper writing»
- in my view the should be same »

16. What should definitely be changed to next year?

- ADMINISTRATION. There should be rules against multiple homepages. The lab compendiums should be revised to be more specific. And there must be documents that states how reports and hand-ins should be structured and what they should contain. »
- Tung know the VHDL coding part well, but someone should really check the feedback before publiching it. On each lecture the teacher gave negative criticism to his colliges, which is not fun to hear all the time. He presented himself as the best of them all.»
- Less slides and the teacher should write on the board. To envolve the students. It was not many students who were on the lectures.»
- Stop using diffrent homepages. The information must be more clear, now it is quite confussing and all is given the first few days. The labgroups work very porly, the goals must be more specific since now they actually does not say anything.»
- How you divide groups! More licenses or more lab sessions. Not two deadlines on the same day.»
- The term paper should be devided into two phases. First phase should consists of synopsis by the student stating clearly what he has planed to do and what are the contants he is going to cover. The teacher should also provide a very quick feed back on his synopsis.»
- term paper group partner should be provided from your side. »

17. Additional comments

- The course should really be devided in to two parts, with respect to credit. Where you get credit for passing the lab part and credits for the term paper.»
- The scare tactic in the first lectures is just idiotic. Stand there and talk grim about grades here and failing there bla bla. This is not the way to motivate students, this may have worked during Primary education but not anylonger. Students here have already spended a couple of years studing any most likely are motivated about it. The only result this scare tactic may have is that the student get less motivated since any intrest they may have in the course will be gone.»
- please let us choose groups ourselves, Neither me nor many other students want to work with those who contribute nothing at all... Especially for the coming project!»
- (1) The term paper"s group should not consists of more than two persons as it increases dependency and decreases the grade more rapidly if only one in between the group is eager to work. (2) The lab schedule should start earlier and should finish earlier in order to learn more things in the lab. (3) The pre-requisite of the course is "Introduction to Electronic System Design". In this course I learned a lot of stuff regarding VHDL but not Hardware (created by it) while it is Hardware Description Language. So, the next course should must have a lecture in the very start introducing one more time actual Hardware created by describing different VHDL constructs and also precautions writing test banches for Hardware and not for VHDL.»

Kursutvärderingssystem från