| 1. |
- Alves, Gustavo R., et al.
(författare)
-
International Cooperation for Remote Laboratory Use
- 2018
-
Ingår i: Contributions to Higher Engineering Education. - Singapore : Springer. - 9789811089176 ; , s. 1-31
-
Bokkapitel (refereegranskat)abstract
- Experimenting is fundamental to the training process of all scientists and engineers. While experiments have been traditionally done inside laboratories, the emergence of Information and Communication Technologies added two alternatives accessible anytime, anywhere. These two alternatives are known as virtual and remote laboratories and are sometimes indistinguishably referred as online laboratories. Similarly to other instructional technologies, virtual and remote laboratories require some effort from teachers in integrating them into curricula, taking into consideration several factors that affect their adoption (i.e., cost) and their educational effectiveness (i.e., benefit). This chapter analyzes these two dimensions and sustains the case where only through international cooperation it is possible to serve the large number of teachers and students involved in engineering education. It presents an example in the area of electrical and electronics engineering, based on a remote laboratory named Virtual Instruments System in Reality, and it then describes how a number of European and Latin American institutions have been cooperating under the scope of an Erasmus+ project, for spreading its use in Brazil and Argentina.
|
|
| 2. |
- Arguedas-Matarrita, Carlos, et al.
(författare)
-
A teacher training workshop to promote the use of the VISIR remote laboratory for electrical circuits teaching
- 2017
-
Ingår i: Proceedings of 2017 4th Experiment at International Conference. - : Institute of Electrical and Electronics Engineers Inc.. - 9781538608104 ; , s. 1-6
-
Konferensbidrag (refereegranskat)abstract
- The learning of Physics involves building up and using lab experiments. In turn, teachers must be trained in experimenting and using several resources that enable them to design valuable teaching strategies and learning activities. Thanks to Information and Communication Technologies (ICT), virtual and remote labs can provide a framework where physical experiments can be developed. Altough remote labs have been in use for over a decade now in several countries and levels of education, its use at secondary schools in Latin America has not been reported yet. The Virtual Instruments System in Reality (VISIR) is one of these remote labs, suitable to practice in the area of electrical circuits. This paper aims at describing how this remote lab was used in a training workshop for secondary school level teachers of Physics in Costa Rica. © 2017 IEEE.
|
|
| 3. |
- Evangelista, Ignacio, et al.
(författare)
-
Active learning of DC circuits : Spreading the use of the VISIR remote lab in Argentina
- 2018
-
Ingår i: EDUNINE 2018 - 2nd IEEE World Engineering Education Conference. - : Institute of Electrical and Electronics Engineers Inc.. - 9781538648896 ; , s. 216-221
-
Konferensbidrag (refereegranskat)abstract
- The VISIR+ Project was launched in 2015 with the objective of spreading the use of the VISIR remote laboratory in Latin America, promoting an enquiry-based approach to teaching and learning on electric and electronic circuits. Within the scope of this project, several didactical implementations were achieved both in Argentina and in Brazil. This article describes the latest implementation of VISIR in a pre-university technical school in Argentina (associated partner of the VISIR+ team) in three Physics courses with students having different background knowledge and interests. A set of activities comprising simulations, remote and hands-on experiments were designed in order to engage students in the learning process. The implementation was assessed in terms of the learning objectives and outcomes. Results showed that VISIR is an effective tool to promote active learning. Moreover, this experience seems highly valuable to encourage the dissemination of VISIR in Argentina. © 2018 IEEE.
|
|
| 4. |
- Evangelista, Ignacio, et al.
(författare)
-
Science education at high school : A VISIR remote lab implementation
- 2017
-
Ingår i: Proceedings of 2017 4th Experiment at International Conference. - : Institute of Electrical and Electronics Engineers Inc.. - 9781538608104 ; , s. 13-17
-
Konferensbidrag (refereegranskat)abstract
- Experimentation is crucial in science teaching at any education level. Students' motivation and collaborative work are also essential in order to achieve positive learning outcomes. This article portrays the implementation of remote experimentation using VISIR in a Physics subject at high-school level. Qualitative and quantitative data were analyzed for this particular case study in order to shed light on the influence of VISIR on students' motivation. Results showed that VISIR remote lab is a powerful tool to arouse interest in electronic circuit topics. © 2017 IEEE.
|
|
| 5. |
- Lima, Natercia, et al.
(författare)
-
Do students really understand the difference between simulation and remote labs?
- 2017
-
Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : Association for Computing Machinery. - 9781450353861
-
Konferensbidrag (refereegranskat)abstract
- Laboratory experiments play a crucial role in engineering education as they strongly contribute to the development of important skills for the professional practice. This paper addresses a students' understanding gap between simulations and remote labs. These two resources (and namely the remote laboratory VISIR - Virtual Instrument Systems in Reality) have been commonly used on several didactical implementations, along with other didactical resources in different Engineering degrees at the Federal University of Santa Catarina and Polytechnic of Porto School of Engineering. This work, developed in the scope of the VISIR+ Project, intends to evaluate students' perceptions considering simulation and remote lab results. Quantitative and qualitative data were analyzed to better understand how deeply students realize the differences between these resources and their type of data. Preliminary results indicate that a considerable number of student's don't have a clear idea of these differences, even though sometimes they know their definition. Furthermore, this gap does not seem to differ much with the context (country, course, academic year, course content), students' final grades, teacher approach or implemented tasks. © 2017 Association for Computing Machinery.
|
|
| 6. |
- Marchisio, Susana, et al.
(författare)
-
Starting the Study of Electronic Circuits with VISIR Viewpoints of college students in a Pilot Test in Argentina
- 2017
-
Ingår i: PROCEEDINGS OF 2017 4TH EXPERIMENT@INTERNATIONAL CONFERENCE. - : Institute of Electrical and Electronics Engineers Inc.. - 9781538608104 ; , s. 18-23
-
Konferensbidrag (refereegranskat)abstract
- This paper aims at introducing the first intensive use of a remote lab named as VISIR by lecturers and students from Facultad de Ciencias Exactas, Ingeniería y Agrimensura, Universidad Nacional de Rosario. The research was carried under the VISIR + project. It is a pilot test in which 17 students from the third year of an Electronic Engineering degree took part. The pilot test was developed in order to bring forward possible difficulties, assess successes and failures and eventually suggest other possible ways of curricular incorporation of VISIR in the teaching of the Physics of Electronic Devices subject. VISIR was used as a complement to hands-on lab, after the last experimental design activity of basic circuits with bipolar transistor. The students carried out an individual lab work. Then, they were asked to answer an opinion poll made up of 20 items, 1-4 Likert scale. Descriptive statistical analysis and summary of cases were carried out in order to conclude about four dimensions of analysis linked to the students' viewpoint. They are: perceived learnings, VISIR acceptance, perceived teachers' guidance and time and technical restrictions. © 2017 IEEE.
|
|
