Tags: teaching and learning

Resources (1-15 of 15)

  1. Framework for Evaluating Simulations: Analysis of Student Developed Interactive Computer Tool

    25 Jun 2015 | | Contributor(s):: Kelsey Joy Rodgers, Heidi A Diefes-Dux, Yi Kong, Krishna Madhavan

    This is the presentation for a paper presented at the 2015 annual American Society of Engineering Education (ASEE) conference. The paper discusses a developed framework for evaluating and scaffolding student-developed simulations in an open-ended learning environment.  The full paper...

  2. Framework for Evaluating Simulations: Analysis of Student Developed Interactive Computer Tools

    21 Jul 2014 | | Contributor(s):: Kelsey Joy Rodgers, Heidi A Diefes-Dux, Krishna Madhavan

    Computer simulations are discussed in the learning environment from two major perspectives: 1) teaching students how to build simulations and 2) developing simulations to teach students targeted concepts. This study is approaching learning with simulations from a different perspective. We are...

  3. NCN Education Team: Student Research

    09 Apr 2014 | | Contributor(s):: Kelsey Joy Rodgers, Oguz Hanoglu, Yi Kong

  4. Evaluating the Fermi Function at Ec + 0.02 eV

    15 Oct 2013 | | Contributor(s):: Tanya Faltens

    This is a short animation explaining how to evaluate the fermi function, given a band diagram and an energy level of interest.

  5. Opportunities for Integrating nanoHUB Computational Simulations as Learning Tools

    25 Feb 2013 | | Contributor(s):: Alejandra J. Magana

    This presentation introduces a research agenda that focuses on identifying how to provide: (i) instructors with educational resources to help them better integrate nanoHUB computational simulation tools into their teaching and (ii) learners with adequate scaffolds (supports) to use computational...

  6. Students Perceptions and Experiences of Using Computational Simulations as Learning Tools

    25 Feb 2013 | | Contributor(s):: Alejandra J. Magana

    This presentation summarizes the results of three research studies aiming to investigate students perceptions and experiences of using computational simulations as learning tools. The three guiding research questions were: (i) how do students with different academic level experience nanoHUB...

  7. Application of the nanoHUB tools in the Classroom

    28 Jul 2011 | | Contributor(s):: Dragica Vasileska

    This online presentation describes the application of the nanoHUB tools in the classroom.

  8. How engineering instructors use nanoHUB simulations as learning tools?

    08 Apr 2010 | | Contributor(s):: Alejandra J. Magana

    In this section we provide a description of two of the most frequent ways engineering instructors incorporate nanoHUB simulations as learning tools. In the supporting document section we provide case studies that describe in detail specific ways in which instructors have incorporated nanoHUB...

  9. The Transparency Paradox: Computational Simulations as Learning Tools for Engineering Graduate Education

    08 Apr 2010 | | Contributor(s):: Alejandra J. Magana, Sean Brophy,

    Computational simulations have become a critical part of computational science, which is being described as the third leg in this century’s methodologies of science. Computational simulations have also become a critical element of learning experiences as they can provide engineering students...

  10. Are Simulation Tools Developed and Used by Experts Appropriate Experimentation Tools for Educational Contexts?

    08 Apr 2010 | | Contributor(s):: Alejandra J. Magana, Sean Brophy,

    Simulations and visualizations can lead to significant improvements in students'conceptual understanding. This increased understanding may be due to the formation of expert-like dynamic mental models. Laboratory simulations have been used in educational contexts forinquiry learning by allowing...

  11. Professors' Instructional Approaches and Students' Perceptions of nanoHUB Simulations as Learning Tools.

    08 Apr 2010 | | Contributor(s):: Alejandra J. Magana, Sean Brophy,

    Simulations can provide a critical element of learning experiences. Simulations are alsobecoming a critical part of computational science, which is being described as the thirdlegin this century's methodologies of science (Sabelli, et. al, 2005). Opportunities existto use the same simulation as...

  12. Thinking about Learning Objectives

    07 Apr 2010 | | Contributor(s):: Krishna P. C. Madhavan

    The first and most significant step in the backward design process is the identification of clear learning objectives that will eventually be assessed. Using New Bloom's Taxonomy as the theoretical basis, we highlight how learning objectives can be written such that they focus on cognitive and...

  13. Backward Design for Instruction

    07 Apr 2010 | | Contributor(s):: Krishna P. C. Madhavan, Sean Brophy

    Backward design is an instructional design process that focuses on what specific learning objectives need to be accomplished and how learning will be assessed appropriately before the instructional materials are designed. This design process is the complete opposite of what instructors typically...

  14. How People Learn 101: Theory and Practice

    07 Apr 2010 | | Contributor(s):: Krishna P. C. Madhavan, Sean Brophy

    One of the primary goals of the NCN Education and Assessment Group is to allow insights from engineering education research to diffuse into the engineering curricula. This resource is designed to provide faculty members designing a course using nanoHUB resources a quick introduction to the How...

  15. Professor's and Student's Perceptions and Experiences of Computational Simulations as Learning Tools

    04 Apr 2010 | | Contributor(s):: Alejandra J. Magana

    Computational simulations are becoming a critical component of scientific and engineering research, and now are becoming an important component for learning. This dissertation provides findings from a multifaceted research study exploring the ways computational simulations have been perceived...