Design and Development of Interactive Simulations to Support an Engineering Technology Course

Gonca Altuger-Genc; Yue Han; Yegin Genc

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Simulations and Project-Based Learning II
Tagged Division: Engineering Technology
Page Count: 10
Page Numbers: 24.362.1 - 24.362.10
DOI: 10.18260/1-2--20253
Permanent URL: https://peer.asee.org/20253
Download Count: 352

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Paper Authors

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Gonca Altuger-Genc State University of New York, Farmingdale State College

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Dr. Gonca Altuger-Genc is an assistant professor at State University of New York - Farmingdale State College in the mechanical engineering technology department and the K-12 STEM outreach team leader at the Renewable Energy and Sustainability Center at Farmingdale State College. Her research interests are engineering technology education, self-directed lifelong learning, and the decision-making process in design and manufacturing environments.

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Yue Han Stevens Institute of Technology

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I am a second year Ph.D. student in the Howe School of Technology Management at Stevens Institute of Technology. My research interests are social networks, social media and crowdsourcing. Currently I am working on the remixing process of creativity generation in social media.

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Yegin Genc

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Yegin Genc is a Ph.D. candidate in the field of information systems in the Howe School of Technology Management at Stevens Institute of Technology. His research interests include designing, creating, and studying decision-support systems that help users reason about unstructured and complex data. Yegin Genc holds a B.S. degree in mechanical engineering and an M.S. degree in information technology.

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Abstract

DESIGN AND DEVELOPMENT OF INTERACTIVE SIMULATIONS TO SUPPORT AN ENGINEERING TECHNOLOGY COURSEOnline courses prove to be a convenient and effective way of learning. The flexibility of timeand the location independency of online courses solve many scheduling problems and makeeducation available to many more students who wouldn’t have the chance otherwise. Hence,colleges and universities adopt more online and distance-learning courses every year. Albeit theadvantages, educators still need to make sure the quality of the education is not affected by theasynchronous nature of the interactions. As an example, laboratory sections, an essential part ofengineering education, require that students interact with tools while conducting experiments,observe and report on the results.While the educational platform such as Blackboard and Angel are designed to support theinteractions of online courses, educators still need to prepare the materials in a fashion so thatstudents can have the best learning experience at a distance. Variety of educators adopteddifferent styles of online teaching: video-based teaching, slide-based teaching, voice-recording,online office hours, discussion boards, and teleconference office hours, etc. However, withoutdirect student interaction, teaching theories of computational courses is still challenging. In orderto overcome this challenge a set of custom animations have been designed and developed to beimplemented in an engineering technology undergraduate course. The animations are customdesigned to present a variety of concepts of Applied Fluid Mechanics such as viscosity,measuring viscosity through a falling ball viscometer, continuity equation, and Bernoullitheorem. In order to create the animations, Scratch – a programming language developed byMIT Media Lab – is used. Scratch is free programming software that serves as a platform tocustom design animations, simulations, interactive art, etc. Users of Scratch can share theircreations with others in the online community.This paper will provide an overview of transforming basic fluid mechanics concepts intoanimations and simulations to support lecture materials. In addition to the design anddevelopment of the animations and simulations, the instructions to guide students on what theanimation is about and the assessment tools to measure students’ procedural knowledge andmeta-cognitive knowledge will be provided.

Citation
Format

Altuger-Genc, G., & Han, Y., & Genc, Y. (2014, June), Design and Development of Interactive Simulations to Support an Engineering Technology Course Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20253

TY  - CPAPER
AB  -                DESIGN AND DEVELOPMENT OF INTERACTIVE               SIMULATIONS TO SUPPORT AN ENGINEERING                        TECHNOLOGY COURSEOnline courses prove to be a convenient and effective way of learning. The flexibility of timeand the location independency of online courses solve many scheduling problems and makeeducation available to many more students who wouldn’t have the chance otherwise. Hence,colleges and universities adopt more online and distance-learning courses every year. Albeit theadvantages, educators still need to make sure the quality of the education is not affected by theasynchronous nature of the interactions. As an example, laboratory sections, an essential part ofengineering education, require that students interact with tools while conducting experiments,observe and report on the results.While the educational platform such as Blackboard and Angel are designed to support theinteractions of online courses, educators still need to prepare the materials in a fashion so thatstudents can have the best learning experience at a distance. Variety of educators adopteddifferent styles of online teaching: video-based teaching, slide-based teaching, voice-recording,online office hours, discussion boards, and teleconference office hours, etc. However, withoutdirect student interaction, teaching theories of computational courses is still challenging. In orderto overcome this challenge a set of custom animations have been designed and developed to beimplemented in an engineering technology undergraduate course. The animations are customdesigned to present a variety of concepts of Applied Fluid Mechanics such as viscosity,measuring viscosity through a falling ball viscometer, continuity equation, and Bernoullitheorem. In order to create the animations, Scratch – a programming language developed byMIT Media Lab – is used. Scratch is free programming software that serves as a platform tocustom design animations, simulations, interactive art, etc. Users of Scratch can share theircreations with others in the online community.This paper will provide an overview of transforming basic fluid mechanics concepts intoanimations and simulations to support lecture materials. In addition to the design anddevelopment of the animations and simulations, the instructions to guide students on what theanimation is about and the assessment tools to measure students’ procedural knowledge andmeta-cognitive knowledge will be provided.
AU  - Gonca Altuger-Genc
AU  - Yue Han
AU  - Yegin Genc
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Design and Development of Interactive Simulations to Support an Engineering Technology Course
UR  - https://peer.asee.org/20253
DO  - 10.18260/1-2--20253
ER  -