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Using Remote Labs to Serve Different Teacherâ??s Needs - A Case Study with VISIR and RemotElectLab

Authors:
André V. Fidalgo at Polytechnic Institute of Porto
André V. Fidalgo
Gustavo Ribeiro Alves at Polytechnic Institute of Porto
Gustavo Ribeiro Alves
Maria Marques at Instituto Superior de Engenharia do Porto
Maria Marques
Clara Viegas at Polytechnic Institute of Porto
Clara Viegas
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Abstract and Figures

Remote Laboratories are an emergent technologi-cal and pedagogical tool at all education levels, and their widespread use is an important part of their own improve-ment 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 ex-plained, all reported by teachers that gave support to stu-dents 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 incor-rectly, 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. And 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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Abstract—Remote Laboratories are an emergent technologi-
cal and pedagogical tool at all education levels, and their
widespread use is an important part of their own improve-
ment 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 ex-
plained, all reported by teachers that gave support to stu-
dents 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 incor-
rectly, 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. And 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.
Index Terms—Learning Goals, Real-World Scenarios,
Remote Labs
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iJOE – Volume 8, Special Issue 3: "REV2012/1", November 2012
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iJOE – Volume 8, Special Issue 3: "REV2012/1", November 2012
39
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iJOE – Volume 8, Special Issue 3: "REV2012/1", November 2012
41
... These resources allow students to efficiently apply theoretical concepts to practical situations, as well as handling instruments, equipment and data, contributing to build and consolidate knowledge and competences [6]. Remote labs have the advantage of allowing students self-directed learning -practice autonomously and at their own pace -but teacher/tutor support and assistance is a crucial factor to the learning process [7], [8], [9], [10], [11]. In fact, the lack of a motivated and experienced teacher to support students may compromise students interest engagement, particularly in their first contact with the tool and ultimately their learning outcomes [8], [11], [12]. ...
... Teacher was also one of the researchers involved in the VISIR+ Project (November 2015 Abril 2018), in which there were plenty opportunities to discuss and share practice insights involving VISIR. So teacher was aware VISIR is a valuable resource in engineering education [8], [9] although more adequate to introductory courses [10], [11], [23], and conscious of several aspects of these didactical implementations, even if he has never used it before in his practices. In 2016/17, he decided to use it. ...
... -Prepare support material: a guide explaining the basis of VISIR and made it available in a LMS [8], [11], [12]. -Define VISIR task objectives: taking into account his main goal was to develop experimental skills he mainly intended for students to use VISIR before the hands-on lab -to increase their confidence and performance [10], [23]. -Incorporate course assessment: the proposed task was assessed and contributed for students final grade [11]. ...
Didactical use of a remote lab: a qualitative reflection of a teacher
Conference Paper
Full-text available
  • Oct 2019
This work describes the teacher reflections about a didactical implementation using a remote laboratory and their impact on his practice. These reflections are analyzed from three different perspectives: how the literature review influenced the design of the didactical implementation (namely the first); how his reflection upon his practice influenced its modifications; how his research activity impacted and affected his teaching practices in the subsequent implementations and guided the modifications made. The remote lab was introduced in a Physics Course in an Engineering degree and was intended to be a learning space where students had the opportunity to practice before the lab class, supporting the development of experimental competences, fundamental in an engineer profile. After the first implementation in 2016/17 academic year it has undergone two subsequent editions with adjustments and modifications. Some features previously reported in literature such as: teacher's experience with VISIR, the importance of an introductory activity and defining VISIR tasks objectives, were corroborated by the teacher during his practice and research. Others, such as the difficulty some students have in understanding the difference between simulation and remote labs appeared directly from his practice and were pursued in his research in order to deeply understand its implications.
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... While initially gathering researchers interested in enhancing and spreading VISIR system [18], it soon started to benefit from the input of a larger number of users, i.e., from teachers and students, and effectively growing into a CoP. The following list presents some of the results achieved by this CoP, in the past 10 years: Fig. 3 A simple formula for evaluating the added value of remote experimentation to education [15] • A number of technical improvements in the VISIR hardware (the relay matrix) and software (the user interface) directly resulting from the received user feedback [11,28]. • Developing a cheaper and equally reliable platform based on LXI-compatible instruments [29,30]. ...
International Cooperation for Remote Laboratory Use
Chapter
  • May 2018
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.
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An Alternative Way of Teaching Operational Amplifiers Using a Reconfigurable and Expandable Kit
Article
  • Nov 2021
Early on, students must develop competences by implementing simple or complex electronic circuits with Operational Amplifiers (OpAmps). Traditionally, these skills were mainly developed in laboratory classes, but technology allows us to explore other and complementary ways of aiding students in this achievement. This paper presents a contribution to improve the way OpAmps are included in electronic engineering courses’ curricula. A reconfigurable and expandable kit to teach electronic circuits based on the OpAmp uA741 was designed and implemented. This kit comprises a software application locally interfaced with a hardware platform capable of running in a PC. This platform includes a circuit with the OpAmp uA741 able to reconfigure according to a set of parameters defined by a software application. Its reconfiguration capability also enables the establishment of automatic connections for measuring and for applying signals to a reconfigured circuit, plus the ability to simulate the same or other OpAmp-based circuits. This paper provides an overview about the OpAmp uA741 and its relevance in engineering education. After presenting the kit and make some considerations for its improvement, at the end a brief discussion about its implementation in education according to specific educational strategies and methodologies are provided.
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Spreading Remote Laboratory Scope through a Federation of Nodes: VISIR Case
Article
  • Nov 2019
New social learning demands are fostered by continuous learning culture and self-learning environments. This demanding scenario requires ubiquitous educational environments without temporal restrictions. For these reasons, educational institutions increasingly rely on remote laboratories (RLs) as educational tools in order to provide real-world experiences in science education. RLs present several advantages to students which have been widely reported. Although quite powerful, RLs have intrinsically some drawbacks. While some of these drawbacks are inherent to the remote interaction and cannot be addressed, such as the impossibility to provide manual skill, many others derive from technical constraints. Traditionally, the approach to deal with these limitations on the performance is based on the redesign and improvement of the RL. However, due to the number of operating systems, an alternative approach is open for a RL: Virtual Instruments System in Reality (VISIR). VISIR is a RL designed to construct and test electrical/electronic circuits. The possibility of building a federation of VISIR nodes emerged from the actual needs detected by the VISIR community. In this paper, we describe a federation of VISIR nodes reporting the architecture implemented for the federation and the integration of the resulting federated resources into the different learning environments provided by the institutions to their students.
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Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results
Article
Full-text available
  • Apr 2011
The use of remote labs in undergraduate courses has been reported in literature several times since the mid 90’s. Nevertheless, very few articles present results about the learning gains obtained by students using them, especially with a large number of students, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some preliminary results concerning the use of a remote laboratory, known as VISIR, in a large undergraduate course on Applied Physics, with over 500 students enrolled.
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Using remote experimentation in a large undergraduate course: Initial findings
Article
Full-text available
  • Oct 2011
The use of remote labs in undergraduate courses has been reported in literature several times since the mid 90's. Nevertheless, very few articles present results about the correspondent learning gains obtained by students, and in what conditions those systems can be more efficient, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some initial findings concerning the use of a remote lab (VISIR), in a large undergraduate course on Physics, with over 550 students enrolled.
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On Objectives of Instructional Laboratories, Individual Assessment, and Use of Collaborative Remote Laboratories (HTML)
Article
Full-text available
  • Oct 2009
Three key issues should be addressed to enable universities to deliver engineers who have a solid documented laboratory experience enabling them to design goods and services complying with the requirements of a sustainable society. First, introduce learning objectives of engineering instructional laboratories in courses including laboratory components. Second, implement individual student assessment. Third, introduce free access to online experimental resources as a supplement to the equipment in traditional laboratories. Blekinge Institute of Technology (BTH) in Sweden and the University of South Australia (UniSA) have created online laboratory workbenches for electrical experiments that mimic traditional ones by combining virtual and physical reality. Online workbenches not only supplement traditional ones, but they can also be used for low-cost individual assessment. BTH has started a project disseminating the BTH workbench concept, The Virtual Instrument Systems in Reality (VISIR) Open Laboratory Platform, and invites other universities to set up replicas and participate in further development and standardization. Further, online workbenches offer additional learning possibilities. UniSA has started a project where students located in different countries can perform experiments together as a way to enhance the participants' intercultural competence. This paper discusses online laboratory workbenches and their role in an engineering education appropriate for a sustainable society.
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An Integrated Reusable Remote Laboratory to Complement Electronics Teaching
Article
Full-text available
  • Jul 2010
The great majority of the courses on science and technology areas where lab work is a fundamental part of the apprenticeship was not until recently available to be taught at distance. This reality is changing with the dissemination of remote laboratories. Supported by resources based on new information and communication technologies, it is now possible to remotely control a wide variety of real laboratories. However, most of them are designed specifically to this purpose, are inflexible and only on its functionality they resemble the real ones. In this paper, an alternative remote lab infrastructure devoted to the study of electronics is presented. Its main characteristics are, from a teacher's perspective, reusability and simplicity of use, and from a students' point of view, an exact replication of the real lab, enabling them to complement or finish at home the work started at class. The remote laboratory is integrated in the Learning Management System in use at the school, and therefore, may be combined with other web experiments and e-learning strategies, while safeguarding security access issues.
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LXI Technologies for Remote Labs: An Extension of the VISIR Project
Article
Full-text available
  • Sep 2010
Several remote labs to support analog circuits are presented in this work. They are analyzed from the software and the hardware point of view. VISIR remote lab is one of these labs. After this analysis, a new VISIR remote lab approach is presented. This extension of the VISIR project is based on LXI technologies with the aim of becoming it in a remote lab easily interchangeable with other instruments. The addition of new components and experiments is also easier and cheaper.
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A Flexible Instructional Electronics Laboratory with Local and Remote Lab Workbenches in a Grid
Article
Full-text available
  • Jan 2008
The Signal Processing Department (ASB) at Blekinge Institute of Technology (BTH) has created two online lab workbenches, one for electrical experiments and one for mechanical vibration experiments, mimicking and supplementing workbenches in traditional labo-ratories. Since some years, the workbenches are used concurrently with on-site ones in regular supervised lab sessions. The students are also free to use them on their own around the clock e.g. for preparation. The electronic workbench can be used simultane-ously by many students. The aim of a project known as VISIR (Virtual Systems in Reality) founded by ASB at the end of 2006, is disseminating the online lab workbenches using open source technologies. The goal is to create a template for a grid laboratory where the nodes are workbenches for electrical ex-periments, located at different universities. This paper focuses on standards, pedagogical aspects, and measurement procedure requirements.
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A Flexible Electronics Laboratory with Local and Remote Workbenches in a Grid
Article
  • May 2008
The Signal Processing Department (ASB) at Blekinge Institute of Technology (BTH) has created two online lab workbenches; one for electrical experiments and one for mechanical vibration experiments, mimicking and supplementing workbenches in traditional laboratories. For several years now, the workbenches have been used concurrently with on-site ones in regular, supervised lab sessions. The students are encouraged to use them on a 24/7 basis for example, in preparation for supervised sessions. The electronic workbench can be used simultaneously by many students. The aim of a project known as VISIR (Virtual Systems in Reality) founded by ASB at the end of 2006, is to disseminate the online lab workbenches using open source technologies. The goal is to create a template for a grid laboratory where the nodes are workbenches for electrical experiments, located at different universities. This paper focuses on standards, pedagogical aspects, and measurement procedure requirements.
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e-mail: ingvar.gustavsson@bth.se)
  • Sweden Karlskrona
Karlskrona, Sweden, (e-mail: ingvar.gustavsson@bth.se).
António Bernardino de Almeida
  • 4200-072
  • D Infante
  • Rua Henrique
  • Dr
Infante D. Henrique, Rua Dr. António Bernardino de Almeida, 541, 4200-072 Porto, Portugal (email: ccostalobo@upt.pt).