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COST-EFFECTIVE TEACHING IN THE NANOTECHNOLOGY: MULTIPLE-LANGUAGES APPLIED TO VIRTUAL LESSONS AT THE NANOSCALE

A. Lapresta-Fernández1, A. Salinas-Castillo1, E. Castillo2, D.P. Morales2, J.A. Álvarez-Bermejo3

1University of Granada, Department of Analytical Chemistry (SPAIN)
2University of Granada, Department of Electronic and Computer Tecnology (SPAIN)
3University of Almeria, Department of Information Technology (SPAIN)
Nanotechnology is one of the very frontiers of science today. To make this complicated field understandable and attractive, the aim of this virtual lesson is to be feasible not only for undergraduate/graduated students but also for general readers interested in gaining some fundamental understand of nanotechnologies and in their principles. In this framework, the knowledge of a language, other than their native language, makes a fundamental contribution to the integral formation of students in a global world. The experiments developed in audiovisual materials, cover fundamental concepts of nanosciences and nanotechnologies, based on three main applications as the synthesis of silver nanoparticles (NPs), bimetallic silver/gold NPs as well as the preparation of hard coatings. In order to converge the European linguistic diversity and ensuring the correct learning of some basic nanotechnology applications, the present Virtual Lessons aspires to only to be a platform based on the established bilingualism in cultural movements (Spanish / English) but also, attending to the EU guidelines, the German language was added as third language of European relevance.[1] As a great feedback, an increasing in the cooperation between students of different nationalities will ensure the development of different ideas into a similar framework based on different linguistic criteria. Thereby, both the students and professors are the beneficiaries of this educational process reinforcing their communication skills in a foreign language. As way of e-learning process this Platform offers to the students an opportunity to combine studies with other commitments. Another challenge is to provide University professors and teachers with a lasting tool they could use for their teaching by integrating nanotechnology concepts in their classroom activities and in the lab. Hence, developing and disseminating by the Internet appropriate e-learning and teaching materials, to provide information and services, in accessible and usable formats, increasing the capacity to deliver the information to a huge community overcoming languages frontiers, is of special interest. Moreover, the students can visualize the videos all the times they need to reinforced the concepts, avoiding constraining geographical distances, timeless consuming and decreasing the lab expenses, involving an effectively cost-effective teaching. Finally, the virtual lessons offer a powerful and engaging teaching opportunity that will help them to strength their confidence in a mobile working environment and allow them a more competitive professional development in the diversity of countries of the European space.

References:
[1] A. Lapresta-Fernández, A.Salinas Castillo, M.Camprubí Robles, and S.Anderson de la Llana. in: Virtual Laboratory For The Student Pedagogic Orientation Into Nanotechnology. Proceeding, ICERI 2012. 5th international conference of education, research and innovation , 3444-3448. 2012.