Generally, the curriculum design for undergraduate students enrolled in digital signal processing (DSP)-related engineering programs covers hard topics from specific disciplines, namely, mathematics, digital electronics, or programming. Typically, these topics are very demanding from the point of view of both students and teachers due to the inherent complexity of the mathematical formulations. However, improvements to the effectiveness of teaching can be achieved through a multisensorial approach supported by the liberal arts. By including the development of art and literacy skills in the curriculum design, the fundamentals of DSP topics may be taught from a qualitative perspective, compared to the solely analytical standpoint taken by traditional curricula. We postulate that this approach increases both the comprehension and memorization of abstract concepts by stimulating students' creativity and curiosity. In this article, we elaborate upon a methodology that incorporates liberal arts concepts into the teaching of signal processing techniques. We also illustrate the application of this methodology through specific classroom activities related to the digital processing of multimedia contents in undergraduate academic programmes. With this proposal, we also aim to lessen the perceived difficulty of the topic, stimulate critical thinking, and establish a framework within which nonengineering departments may contribute to the teaching of engineering subjects.

中文翻译：

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差异化教学：利用文科对多媒体内容进行数字信号处理

通常，针对与数字信号处理（DSP）相关的工程课程注册的本科生的课程设计，涵盖了数学，数字电子学或编程等特定学科的硬性课题。通常，由于数学公式的内在复杂性，从学生和老师的角度来看，这些主题都要求很高。但是，可以通过通识教育所支持的多感官方法来提高教学效果。通过将艺术和读写能力的发展纳入课程设计中，与传统课程所采用的纯粹分析性观点相比，可以从定性的角度讲授DSP主题的基础知识。我们假设这种方法可以通过激发学生的创造力和好奇心来提高对抽象概念的理解和记忆。在本文中，我们将详细阐述一种将文科概念纳入信号处理技术教学的方法。我们还将通过与大学学术课程中多媒体内容的数字处理有关的特定课堂活动来说明这种方法的应用。通过此建议，我们还旨在减少该主题的感知难度，激发批判性思维，并建立一个框架，非工程部门可以在该框架内为工程学科的教学做出贡献。我们将详细介绍一种将文科概念纳入信号处理技术教学的方法。我们还将通过与大学学术课程中多媒体内容的数字处理有关的特定课堂活动来说明这种方法的应用。通过此建议，我们还旨在减少该主题的感知难度，激发批判性思维，并建立一个框架，非工程部门可以在该框架内为工程学科的教学做出贡献。我们将详细介绍一种将文科概念纳入信号处理技术教学的方法。我们还将通过与大学学术课程中多媒体内容的数字处理有关的特定课堂活动来说明这种方法的应用。通过此建议，我们还旨在减少该主题的感知难度，激发批判性思维，并建立一个框架，非工程部门可以在该框架内为工程学科的教学做出贡献。