A sole innovative program identified involves the perfection of communication within the laboratory setting. This communication method utilizes a technology known as an integrated design laboratory, which enables students to learn at an accelerated rate. The device consists of a PC which directs oscillations, practical generator for energy delivery. Consequently, it consists of an information attainment card that collects and stores data.
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The technology uses the readily available equipment in the industry, hence making it comprehensible to use and maintain (Tuffner, Pierre & Kubichek, 2005). The Lab VIEW is combined with data cards, which enable the instrument to output genuine global signals. The students can, therefore, examine and maneuver their way and get the real information they need. The technology aims at civilizing the complicated connections in the habitual laboratory at the University of Wyoming during communication theory lessons. Consequently, this technology permits students to utilize a mishmash of soft and hardware to produce existent global communication indicators.
An integrated design laboratory allows learners to wrap AM modulations and demodulations within the shortest time possible, thus saving on time and other resources. It is also realized that this device permits students to cover digital communications during lab sessions. Furthermore, it does not require the learners to congregate excessively complex circuits because it uses less equipment.
It is set to substitute noneffective and efficient means of executing a preliminary communication presumption laboratory. It replaces prior innovations like the breadboard and commercial lab components, which are more ineffective and expensive as opposed to the new technology. The new program targets all students studying electronic lessons as opposed to commercial lab modules because it is manageable; furthermore, it is not costly to the institution (Tuffner, Pierre & Kubichek, 2005).
Even though, it targets all electronic students it is majorly used by the junior level students. They use it during their initial communication theory lessons in the lab, which is usually two hours per week. Some of the positive findings outlined include the ability of the device to meet course objectives as well as a positive response from the students. It is efficient, effective, and affordable compared to older technologies.
Tuffner, F. Pierre, J. & Kubichek, R. (2005). Innovative Communications Experiments Using an Integrated Design Laboratory. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education.