Abstract:

Today the teaching staff in universities discusses the possibility of how digital tools can help deepen the real-world connection with students. Many universities – University of Oxford, University of Cambridge, London’s Global University – develop their digital education strategies. The strategies establish a framework for engagement and creativity in this important area of education and innovation, ensuring the universities to become world leaders in the integration of education and research and remain premier institutions for teaching by adopting the most exciting teaching innovations made possible by digital technologies.

The main ideas in the digital education strategies are:
1. Face-to-face teaching;
2. Online teaching, allowing to expand the teaching beyond the constraints of the classroom;
3. Assessment and feedback;
4. Independent learning that helps the students learn how to learn;
5. Outreach and widening access;
6. Public engagement;
7. Using technology to enhance teaching and learning.

The digital generation, called generation of six screens –TV, computer, laptop, tablet, fablet, smartphone– cannot and should not be taught as children’ parents. Replacing the blackboard with white one, and the chalks with markers, does not change things. It is necessary, through the massive and effective use of ICT-based innovative educational technologies and didactic models, to adapt the education system to the digital generation, and by introducing the research approach into the educational process, to reorient it from mechanical learning to rediscovery of knowledge and developing skills.

Different types of channel codes – linear block, cyclic, BCH, convolutional and Reed-Solomon codes – are studied in the course "Coding in Telecommunication Systems", included as optional in the curriculum of the specialty “Telecommunication Systems” for the Bachelor degree in the University of Ruse “Angel Kanchev”. Reed-Solomon codes are hardly perceived by students because of the need to possess complex mathematical knowledge in the area of the finite Galois fields. This necessitates the development of a tool for an easy way to present the process of the systematic encoding instead of using the division of polynomials in Galois fields. The paper describes the process of encoding a message using (7,3) Reed-Solomon code, based on Galois field GF(2^3), generated by the primitive irreducible polynomial f(x)=x^3+x^2+1. The paper presents the principle of operation of MATLAB-based software tool developed for implementation of Reed-Solomon encoders. In order to better absorption of the material taught active learning methods are applied. An individual assignment is given to each student and he/she has to solve the task during the practical exercises and present it at the end of the classes to the lecturer. The results of using the methodology proposed here are given for the past seven academic years. They confirm the benefits of the active learning methods: 1) they give the learner feedback on their incomplete understandings and encourage them fix this, for example by helping each other; 2) they give the teacher feedback on which learners understand, and who needs help; 3) they develop thinking skills such as analysis problem solving, and evaluation; 4) they help learners to use their learning in realistic and useful ways, and see its importance and relevance; 5) they are more funny and of course they give the teacher a bit of a rest.

Keywords:

Software for Education, Reed-Solomon codes, MATLAB, Encoders, Noise, Burst errors.