This Paper reports on a state of the art remote laboratory project, so-called Virtual Instrument Systems in Reality (VISIR), VISIR allows wiring and measuring of electronic circuits remotely on a virtual workbench that replicates a physical circuit breadboard. The wiring mechanism is developed by means of a relay switching matrix connected to a PXI (PCI eXtensions for Instrumentation) instrumentation platform. The entire equipment is controlled by a LabVIEW server software, in addition to a measurement server software that protects the equipment by verifying input circuit designs, sent by students, before being executed. The paper addresses other approaches such as remote labs based on Data Acquisition Cards (DAQs), NetLab and RemotElectLab, comparing them with VISIR in order to emphasize its singularity. The technical description, software, operation cycle, features and provided services are discussed, in addition to the feedbacks received by students at several universities, and the encountered drawbacks along with proposed solutions. The paper finally addresses the ongoing and future challenges within the VISIR community including its integration with Learning Management Systems (LMS) and iLab Shared Architecture (ISA), its new hardware version release that is based on LAN eXtensions for Instrumentation (LXI), and its new open platform version that supports federated access.
As technology is increasingly being seen as a facilitator to learning, open remote laboratories are increasingly available and in widespread use around the world. They provide some advantages over traditional hands-on labs or simulations. This paper presents the results of integrating the open remote laboratory VISIR into several courses, in various contexts and using various methodologies. These integrations, all related to higher education engineering, were designed by teachers with different perspectives to achieve a range of learning outcomes. The degree to which these VISIR-related outcomes were accomplished is discussed. The results reflect the levels of student engagement and learning and of teacher involvement. From the analysis, a connection between these two aspects was traced, although only related to the user profiles. VISIR is shown to be always of benefit for more motivated students, but this benefit can be maximized under particular conditions and characteristics.
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