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Integration of Interactive Simulations and Virtual Experiments in Fiber Optics and Wireless Communications Courses for Onsite, Online and Hybrid Delivery Yakov E. Cherner*, Amin Karim**, Ahmed S. Khan** *ATeL, LLC, **DeVry University

Abstract

Rapid pace of technological growth has placed new demands on the skills, competencies and knowledgebase of engineering and engineering technology graduates. In order to be successful in the 21st century workplace, graduates are required to acquire Digital-age literacy. The engineering and engineering technology graduates are not only expected to understand the theory behind state-of-the-art technologies, but also to exhibit hands-on, analytical, problem solving, expert thinking, and complex communication skills.

To address these changing needs, it is imperative that new technological tools and teaching methodologies be incorporated in the curricula so that students can acquire Digital-age literacy for becoming life-long learners. However, incorporation and implementation of state-of-art technological tools requires considerable investment of time and financial resources. Keeping curricula and lab resources current with respect to the fast pace of technological advances in the field is another challenge for faculty

Educators can address these challenges by using the simulation and virtual experiments. With the availability of broadband technologies, which offer high data rate connections, simulation-based e-learning is rapidly becoming a significant and effective component of the teaching and learning process. The use of virtual systems enables students engaged in distance learning to master practical skills at any time and at any place. This paper presents an introduction to “Active Learning Suite (ALSuite)” software developed for interactive simulations and virtual experiments, and discusses its application for Fiber Optics and Wireless Communications Courses, for onsite, online and hybrid delivery modes.

I. Introduction

In the first half of the 20th century, students were required to acquire three basic skills: reading, writing and calculating. These skills were considered appropriate to become literate and to build on these skills students’ knowledgebase. But in this day and age, the exponential growth of technology has imposed new demands on students and educators. To achieve success in learning and in pursuing a successful career, a student in the 21st century needs to attain proficiency in science, technology, and culture, in addition to the reading, writing and calculating skills. The Digital-age literacy requires students to gain understanding of information in all its forms: basic literacy, scientific literacy, economic literacy, technological literacy, visual literacy, information literacy, multicultural literacy, and global awareness (Table 1).1

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

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Karim, A., & Cherner, Y., & Khan, A. (2005, June), Integration Of Interactive Simulations And Virtual Experiments In Fiber Optics And Wireless Communications Curricula For Online And Hybrid Instructional Delivery Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14476