Semiconductor Devices (Electronics, Technical University)

Author(s): Tania Vasileva & Vassiliy Tchoumatchenko

Affiliation(s): Technical University of Sofia

Date of publication: March 23, 2015

The Educational Problem

The educational challenge was

  1. To increase the commitment and motivation of students
  2. To meet the requirements of business for:
    • Better practical training;
    • Team work on common task;
    • Shared responsibility for the quality of the overall product;
    • Distribution of tasks in line with the specified deadline.

The problem was how to restructure the Semiconductor Devices course in order to:

  • Obtain better students’ knowledge and competencies,
  • Obtain better systematic training during the semester,
  • Stimulate circuit design and simulation for project verification,
  • Transfer the initiative towards student-teacher direction.

The Solution

In order to achieve these objectives and resolve problems a new trialogical educational approach was introduced with

  • Using cloud computing technologies,
  • Up-to-date communication tools for student-teacher connection
  • Continuous monitoring and assistance students’ activities

Trialogical approach was used to address:

  • Team work on shared object (report)
  • Continuous and prolonged work (within 2 weeks) before the laboratory work.
  • Strengthening the tasks of circuit design using devices’ data sheets and simulation of the circuits, calculations of circuit’s currents and parameters
  • Continuous monitoring and teacher assistance in this process, providing help on request
  • Reporting on the individual contribution of each team member to the overall project
  • Respect to meet the deadline (after the prescribed date the project is locked for editing)

Key Experiences

Introducing new technologies and paradigms in established engineering courses is always challenging. In addition to the core subject matter, students had to learn and use advanced tools for collaboration and communication in the network. The majority of students showed more interest and were more motivated to work in teams on a common report. The immediacy of help provided via email, compared to the scheduled face to face meeting, was considered as very positive. In a whole, it has been a rewarding experience for both students and teachers.

Materials and Links

Presentation material

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