June 23, 2013
June 23, 2013
June 26, 2013
Electrical and Computer
23.1293.1 - 23.1293.19
Use of Flash Simulations to Enhance Nanotechnology EducationAuthors: Jim Antonakos, Jane LeClair, Lifang ShihAbstractExcelsior College has been considered as a pioneer institution in distance learning. Consideringthe needs of career-oriented adults learners, Excelsior (EC) recognized that college-levelknowledge can be obtained in many ways and designed a student-centered learning model thatintegrates transfer credits from approved sources, courses from Excelsior and other institutions,and credits earned through assessment exams and prior learning evaluation.The on-line learning environment facilitates a learner-centered approach to learning, with thelearner as an active participant in the learning process. Since 2004, numerous on-line courseshave been developed by the College to serve the educational needs of its students. This posterintroduces one of the three concentrations, Nanotechnology in the BS in Electrical EngineeringTechnology offered at Excelsior College, a totally online program.The BS in Electrical Engineering Technology (BSEET) degree program offered by ExcelsiorCollege is accredited by ETAC/ABET and requires 124 semester hours of credits, including atleast 60 credits in the arts and sciences component and at least 48 credits in the electricalengineering technology component. All the BS Electrical Engineering Technology students mustselect one of the three15-credit concentrations sequence of five courses in addition to their corecourse work: Electronics, Nanotechnology, Power Systems.In the Nanotechnology concentration the students learn about the nanofabrication process, theequipment associated with nanofabrication, as well as nanotechnology applications. In an effortto enhance the educational experience, each of the five courses in the nanotechnologyconcentration will contain custom-designed Flash simulations. These Flash simulations are notjust animations, but true simulations that allow the student to manipulate controls to change theway the simulation unfolds, so that they are able to truly explore the topic presented by thesimulation.This poster will illustrate 16 different Flash simulations and explanations of their operation andhow they relate to the course outcomes. Lesson learned and best practices will also be discussedin the poster.
Shih, L., & LeClair, J., & Anwar, S. (2013, June), Use of Flash Simulations to Enhance Nanotechnology Education Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22678
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