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The web has spurred our imagination as to how education can be drastically transformed and improved through the adoption of Information and Communications Technology (ICT) and the use of simulations quickly became a wildly disputed topic. This kind of simulations are considered as a significant pedagogical innovation especially in the electromagnetics course where it is possible to concretize , via a set of interactive simulations, some experiments that are inaccessible in real life. The aim of interactive simulations is to enhance the student’s understanding by providing him a meaningful insight into the studied notions, phenomena, concepts, laws and models. The design of didactic simulations is constrained by both technological choices, learning theories and numerical models which should guarantee a minimal execution time, a better stability and an acceptable precision. Our goal in this work is to design didactic simulations for electromagnetism using a numerical Element Oriented Method (EOM). The proposed EOM meets the needs of speed, accuracy and ensure bet-ter dynamical and visual interpretations of the basic laws of electromagnetic. Moreover, these applications are not only available for traditional training in the classroom but also for new training platforms provided by digital technologies such as web-based training, e-learning and m-learning.

In order to maintain the training quality and ensure efficient learning, the introduction of a scalable and well-adapted evaluation system is essential. An adequate evaluation system will positively involve students in the evaluation of their own learning, as well as providing teachers with indicators on the student's strengths, the specific encountered difficulties and the false or misunderstood studied parts. In this context, we present, in this article, a novel intelligent evaluation methodology based on fuzzy logic and knowledge based expert systems. The principle of this methodology is to reify abstract concepts of a human expertise in a numerical inference engine applied to evaluation. It reproduces, therefore, the cognitive mechanisms of evaluation experts. An im-plementation example is presented to compare this method with the classical one and draw conclusions about its efficiency. Furthermore, thanks to its flexibility, different kinds of extensions are possible by updating the basic rules and adjusting to possible new architectures and new types of evaluation.

The teaching of transmission line theory in electrical engineering courses must be tailored to an audience which is increasingly reluctant to adhere to abstract disciplines. In our opinion, the best solution to make transmission line courses more attractive is to offer practical applications and intensively use of mathematical computer-aided teaching tools to overcome, at the beginning, the difficulties linked to the theory. Indeed, transmission line theory comes alive when the travelling waves are animated on a screen (smartphone, tablets, laptop, etc.). Fundamental concepts such as “progressive wave”, “reflected wave” and “load matching” could be easily demonstrated in the classroom or at home. Transmission line simulations are applied to problems using connections to shunt, open, matched and unmatched loads, and show how the signal waveforms arise from one end to another. The proposed Android-based animations are used with a sinusoidal generator to illustrate the evolution to the sinusoidal steady state and allow learners to easily handle the corresponding Smith chart. Students are encouraged to run those applications at home as a computational laboratory to verify their solutions to homework problems. This article introduces simple Android-based virtual tools for the investigation and visualization in real time of waves traveling along a terminated finite-length transmission line, without and with faults between the source and the load. The package can be used as an educational tool in various lectures or homework to aid teaching high frequency electronics and transmission lines theory.