| 1. |
- A.V., Fidalgo, et al.
(author)
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Adapting remote labs to learning scenarios : Case studies using VISIR and remotElectLab
- 2014
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In: Revista Iberoamericana de Tecnologias del Aprendizaje. - : Education Society of IEEE (Spanish Chapter). - 1932-8540. ; 9:1, s. 33-39
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Journal article (peer-reviewed)abstract
- Remote laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. Three main issues are presented and explained, all reported by teachers, that gave support to students' use of remote laboratories. The first issue deals with the need to allow students to select the actual place where an ammeter is to be inserted on electric circuits, even incorrectly, therefore emulating real-world difficulties. The second one deals with problems with timing when several measurements are required at short intervals, as in the discharge cycle of a capacitor. In addition, the last issue deals with the use of a multimeter in dc mode when reading ac values, a use that collides with the lab settings. All scenarios are presented and discussed, including the solution found for each case. The conclusion derived from the described work is that the remote laboratories area is an expanding field, where practical use leads to improvement and evolution of the available solutions, requiring a strict cooperation and information-sharing between all actors, i.e., developers, teachers, and students.
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| 2. |
- Odeh, Salaheddin, et al.
(author)
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A Two-Stage Assessment of the Remote Engineering Lab VISIR at Al-Quds University in Palestine
- 2015
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In: IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA. - 1932-8540. ; 10:3, s. 175-185
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Journal article (peer-reviewed)abstract
- Engineering labs are an essential part in engineering education, since they provide practical knowledge for students, illustrate concepts and principles, and improve technical skills. Remote labs allow devices, equipment, and instrumentations to be shared with other universities. In addition, they relax time and space constraints, and are capable of being adapted to the pace of each student; in the case, there was insufficient time in the laboratory. This paper describes an empirical study, which embeds two stages of assessment. In the first stage, we are concerned with finding out the level of flexibility when applying the engineering remote lab VISIR as a contemporary remote lab technology in the engineering faculty at Al-Quds University in Jerusalem in Palestine, and whether the engineering students will accept such technology to interact with in their future lab courses or not. In the second stage of the assessment study, a more in-depth comparative analysis will be carried out in order to have a categorization of VISIR in the landscape of the engineering labs, such as hands-on and simulations. The three lab approaches will be compared with each other by means of an experimental testing based on assessment criteria that are in accordance with the fundamental course objectives of engineering instructional labs: student's retention rate and satisfaction survey, as well as their performance.
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