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Integration of Interactive Simulations and Virtual Experiments in Telecommunications Courses for Onsite, Online and Hybrid Delivery

Abstract

The rapid pace of technological growth and the convergence of Information Technology, Biotechnology and Nanotechnology are placing new demands on the knowledgebase and skill- sets of engineering and engineering technology graduates. 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 essential that new technological tools and teaching methodologies be incorporated in the curricula so that students can acquire Digital-age literacy for becoming “Deep Learners.”. However, incorporation and implementation of state-of-art technological tools requires considerable investment of time and economic resources. Keeping curricula and lab resources current with respect to the swift 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 Telecommunication (Fiber Optics and Wireless Communications) Courses, for onsite, online and hybrid delivery modes.

I. Introduction

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. Moreover, a student has to become proficient in “ Deep Learning” in contrast to :Surface Learning” (See Table 1).1

In the book In The New Division of Labor: How Computers are Creating the Next Job Market, Harvard Professor Richard Murnane and MIT economist Frank Levy have examined the role of computers in reshaping the job market and types of human skills required in today’s marketplace. Professors Levy and Murnane contend that the jobs growing in numbers share two general skills that the computer cannot replicate: expert thinking and complex communication. The first skill, expert thinking, addresses the ability to solve new problems that cannot be solved by rules. The second general skill, complex communications, addresses the ability not only to transmit information, but to convey a particular interpretation of information to others in jobs like teaching, selling, and negotiation. 2,3 According to Professor R. Murnane “Training all

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Cherner, Y., & Karim, A., & Khan, A., & Rubanchik, V. (2006, June), Integration Of Interactive Simulations And Virtual Experiments In Telecommunications Courses For Onsite, Online And Hybrid Delivery Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1215