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Project Abstract

In order to facilitate, increase and improve the learning process of our students and to involve the use of the HP mobile technologies, we have the active collaboration of twelve professors (in ten courses with a total of 500 students) for adjusting and adapting the curriculum, the pedagogical and didactical strategies, the activities that will be developed by the students and the evaluation of three courses of digital systems.

Principal Investigator's
email address:

Names of faculty directly involved in the project
Gloria Marciales
María del Mar Ruiz
Alejandra González
Jorge Sanchez
Tatiana Aparicio
Luisa García
Lady Pinillla
Martha Cano
Briana Erazo
Alejandro Forero
Jose Luis Uribe

Cohort: 2006


The design processes for the final projects were really successful, this situation showed that all the groups came to a similar level and reached the target of the courses. The methodology of the courses promoted the development of digital design skills, which are oriented to the professional career. Among others, these skills are:
  1. Understand the requirements of the design
  2. Give solutions
  3. Understand the solutions of others
  4. Construct: to be able to design, and to describe in a language and to validate

Through the projects, the students have developed their communicative skills; for example, now they are writing professionally so other persons like partners or clients can understand the proposed solutions. Finally, through these activities they are able to argue their solutions.

At the end of the semester the students evaluated their experience specifically, they took these factors into account: motivation, collaborative work and learning process. Additionally the students recognized which the positive and negative aspects were (during the semester).

The table 1 presents the characteristics associated with the qualification of the learning, obtaining an average of evaluation of 8.6/10:

QUALITATIVE % Occurrences
Academic Aspects
They got major clarity in the concepts for its practical application in the classroom thanks to the TABLET 42,30%
The teacher's explanations helped in the solution of doubts 26,92%
Major access to information due to the TABLET PC 11,54%
Due to the mobile technology, it was easier to present the student's works and to confront them with the opinion of their classmates. 11,54%
Aspects related directly to the PC
It facilitates capture of notes 54,55%
It improves the use of the time 18,18%
It facilitates the subject study 18,18%
It simplifies tasks 9,09%
Table 1. Learning

The students evaluated their motivation during the semester obtaining an average of 9.0/10 and the characteristics that they associated with this qualification are showed in table 2.

QUALITATIVE % Occurrences
Participation in class: The classroom and the TABLET PC generate expectations and motivation to be present in class. The assistance improves. 26%
Utilization of time in class: The use the tools in the classroom allowed: rapid explanations of doubts, rapid access to information, to observe concepts in the practice, to show ideas to others. 36,5%
Role of the student: The mobile HP technology allowed major participation, major interaction with the group, conscious work, and fulfillment of responsibilities. 16,5%
Practical aspects: The TABLET PC improves the taking notes activity and it easies to share, to send and to receive the notes. 21%
Table 2. Motivation

The collaborative learning received a qualification of 8.7/10. The students have given importance to the contribution in the interactions established among classmates, taking into account the diversity of strengths, and the interactions with the teacher; this explained the participation increase. Some of them discovered the relevance of the teamwork through such interactions, and in general they experienced a climate of collaboration and respect among participants. The table 3 shows the characteristics that the students have associated with the qualification of this factor:

QUALITATIVE % Occurrences
Interactions: Increase of participation in class, major interaction teacher -student, and among groups, the interactions allow to know different points of view, and to discover the importance of being part of a group. 68,63%
Processes communicative: effective communication and the information is shared rapidly; it is useful for receiving suggestions of the teacher and explanations of doubts 27,45%
Proved reached: it improves the way of working in a group and the productivity 3,92%
Table 3. Collaborative Learning

Finally the students evaluated the positive and negative aspects of the experience. In the table 4 are observed the academic aspects emphasized positively by the students.

QUALITATIVE % Occurrences
It was easy to see practical application of concepts thanks to the simulators installed in the TABLET PC 20%
Improved participation in class 17,5%
Immediate Feedback: solution of doubts and mistakes thanks to the facility of communication that allows the mobile HP technology 15%
Easy access to information by the TABLET PC 15%
Collaborative work: to share information by means of the PC TABLET. 10%
Academic performance improves 15%
Allows efficient work thanks to the process optimization in classroom because of the TABLET PC 5%
Development of design skills 5%
Table 4. Positive and Negative Aspects

On the other hand the students emphasized practical aspects favored by the mobile HP technology, table 5.

QUALITATIVE % Occurrences
Software installed in the TABLET PC facilitates the work 29,73%
Taking notes is easy because of the active screen 27,03%
The TABLET PC offers tools that facilitate the elaboration of class work 16,22%
Easy use of the TABLET PC 10,81%
Contact with technology 8,11%
Table 5. Practical Aspects

Finally the students present negative aspects, table 6.

QUALITATIVE % Occurrences
Personal aspects
The Internet access generates distraction 40%
It is difficult to work with notes out of class 25%
We were not used to work with these tools 5%
It is not easy to get organized notes when writing on the TABLET PC 5%
It is necessary to have a computer for studying 5%
Didactic Aspects
We are not taking full advantage of the tools 5%
It is not easy to take notes on a traditional way 5%
Table 6. Negative Aspects


José Luis Uribe Aponte
  • First, the sessions are composed mainly of a magisterial presentation based on slides. However, with HP TABLET it is possible to make changes “on Live”, or make templates for solve exercises step by step, for showing the students the process and not only the result; this is very important, since my class is the base for the next courses. In the other hand, the possibility to make annotations in the journal and to send them to the students later, give them the opportunity to focus in the explanation and not in taking notes.
  • Second, one problem that have the classic magisterial session is the impossibility for making a simulation or corroborate in a practical way the theory exposed. With HP TABLETS it is possible to make a practical example and not a presentation of an example. For instance, with software Quartus II, it is possible to simulate interconnections of logic gates, and to evaluate a truth function, that allows to probe an exercise or a design, developed by the student.
  • Third, by having access to Internet, it allows to show complex interactive examples or navigate in searching more specific information through the Web. In this case, it is possible to search datasheet components or application notes.
Luisa Fernanda García Vargas
  • The students can share the developed works using the video beam and since they do not have to copy in the board saving time of the class.
  • By using Internet they have access to processor's and component's specifications and data sheets in order to study and to compare the information found among them.
  • The student can do practical examples using the PCSIM simulator and programming in C, using his own computer and comparing the results with those of his classmates.


José Luis Uribe Aponte
  • The technology allow the students to have an interactive learning process. In first instance, they have a repository that they can access through the Blackboard Platform, where they can find, and review slides, interactive examples, simulations, papers, etc., on the classroom; also, they can show to the class through the HP TABLET, their advance in the homework or their doubts so they do not waste time in deploy their advance.
  • Complementing the first answer, by taking notes in the journal or in the slides, it allows to have a logbook very complete and organized for each session and even bring up to date in case of missing a session.
  • With respect to the software that I use it is mainly the following: MS Power Point to make presentations, Quartus II to simulate basic examples, Dev C++ to develop programming of simple projects, and Windows Journal to take notes.

Martha Lucia Cano Morales

  • I can see students reactions (if they understand, if they do not), since I am looking at them and not looking at the board
  • I have access to components' datasheets in real time. Those help students to get a better understanding of their functioning and we can find the answer to some doubts immediately.
  • I don't have the markers' dust all over my hands, my clothes and my face. That makes me happy and I think it's reflected it the class mood. (I'm kind of allergic to that dust).
  • I can put on line exercises and the students can download them in class, with no need to print them, and saving time.
Luisa Fernanda García Vargas
  • Simulations in PCSIM
  • Analyze the processors developed in Quartus II
  • Use the Blackboard® platform to develop home works, to share information and to solve quices
  • Share the project design developed by each student
  • The teacher uses the TABLET to write, to save the subject and to make the history of the subject reviews.
  • The following Software is being used : PCSIM, Quartus II, BlackBoard, Windows Journal, Visual C++






Video 1 (.avi 617 MB)
Video 2 (.avi 339 MB)
Video 3 (.avi 1.04 GB)


Approximate number of Students impacted to date: 500 students
Approximate number of faculty involved: 12 teachers

Discipline: Engineering and psychology
Courses impacted: Logic Circuits, Digital System Design, Digital Processor Architecture, Educative Psychology.