Jankowski, M. (2011, June), Recent Advances in Computational Technology in the Classroom  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18552

\bibitem{asee_peer_18552}
  Jankowski, M. (2011, June), \emph{Recent Advances in Computational Technology in the Classroom}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18552

Mariusz Jankowski.  "Recent Advances in Computational Technology in the Classroom".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18552 Internet.  09 Jun, 2024

\bibitem{asee_peer_18552}
  Mariusz Jankowski.
  "Recent Advances in Computational Technology in the Classroom".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18552 Internet.  09 Jun, 2024

@INPROCEEDINGS{asee_peer_18552
author = "Mariusz Jankowski"
title = "Recent Advances in Computational Technology in the Classroom"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18552}
number = {10.18260/1-2--18552}
}

TY  - CPAPER
AB  -              Recent advances in computational technology in the classroomRecent advances in computational technology have made it possible to easily, conveniently create engaging, interactive, anddynamic demonstrations with programmable tools that are fully integrated within a leading mathematical software system. In thisarticle I would like to describe how Mathematica is being used in teaching selected sophomore and senior undergraduate electri-cal engineering classes and how many of the typical problems encountered in integrating an advanced computational system intoundergraduate coursework are being addressed. Particular attention will be paid to the creation and classroom use of demonstra-tions illustrating some core ideas such as convolution, filtering, and frequency response.We have been using computation to complement the study of many core concepts in mathematics and electrical engineering formany years. This is now widely accepted and for example, most (if not all) recent textbooks in areas of electrical engineeringsuch as circuits, signals and systems, digital signal processing, or control include computational modules, usually based on thepopular Matlab system. The computational modules are typically complementary to the main exposition and located in end-of-chapter sections or problem sets. The main reason for this is that the structured programming language syntax of a system such asMatlab, while computationally efficient, does not take the form of familiar mathematical notation and therefore cannot be easilyintegrated within a body of text. More generally, Matlab was never envisioned as a platform for creating technical documents.This also makes it difficult to naturally integrate Matlab into classroom lectures and slides. Systems that do a better job ofintegrating explanatory text, mathematical typesetting, computational code, and graphics certainly do exist and have been aroundfor many years. By most criteria Mathematica may be the most advanced, fully featured and popular system of this kind at themoment. However, even with its broad range of features, there are still difficulties in adopting it as an instructional tool withinengineering and science programs.The barriers in mastering any particular software system are typically considered the main reason why computation is not morewidely used in teaching and learning. Indeed, the drive behind creating web-based instructional modules stems mainly from thedesire to hide implementation and avoid the specifics of any one computer language. Other reasons for the proliferation includeavailability of tools for interactivity, creating animations, integration of sound and video, and lastly and importantly, universalavailability. Interestingly, the most recent version of Mathematica introduced a whole range of new functionality in the area ofinteractivity and graphical user interface creation. This has been an important advancement in the capabilities of the system,especially in a classroom setting. The primary reason for this is that this allows the creation of live, interactive demonstrationsthat can be used to easily and naturally explore solution domains. Interactive demonstrations are a powerful abstraction tool thattill now has been too difficult for most of us to create quickly and “as needed.” Also, since these tools are fully integrated into theMathematica system, the implementation behind any demonstration can be easily opened for inspection and discussion.
AU  - Mariusz Jankowski
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Recent Advances in Computational Technology in the Classroom
UR  - https://peer.asee.org/18552
DO  - 10.18260/1-2--18552
ER  -