An Intelligent Universal Virtual Laboratory (UVL)

Duarte, M.; Butz, B.P.; Miller, Susan M.; Mahalingam, A.

doi:10.1109/te.2006.888902

Cited by 41 publications

(12 citation statements)

References 1 publication

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“…In related work, Duarte, Butz, Miller, and Mahalingam (2008) proposed using a software simulator within an engineering laboratory. Software simulators include graphical user interfaces (GUIs) that provide learners with a more realistic and enhanced learning experience.…”

Section: Online Synchronous Discussion (Osd)mentioning

confidence: 99%

To enhance collaborative learning and practice network knowledge with a virtualization laboratory and online synchronous discussion

Hwang

Kongcharoen

Ghinea

2014

IRRODL

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<p>Recently, various computer networking courses have included additional laboratory classes in order to enhance students’ learning achievement. However, these classes need to establish a suitable laboratory where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux operating system can be used to operate network devices and the virtualization technique can include multiple OSs for supporting a significant number of students. In previous research, the virtualization application was successfully applied in a laboratory, but focused only on individual assignments. The present study extends previous research by designing the Networking Virtualization-Based Laboratory (NVBLab), which requires collaborative learning among the experimental students. The students were divided into an experimental group and a control group for the experiment. The experimental group performed their laboratory assignments using NVBLab, whereas the control group completed them on virtual machines (VMs) that were installed on their personal computers. Moreover, students using NVBLab were provided with an online synchronous discussion (OSD) feature that enabled them to communicate with others. The laboratory assignments were divided into two parts: Basic Labs and Advanced Labs. The results show that the experimental group significantly outperformed the control group in two Advanced Labs and the post-test after Advanced Labs. Furthermore, the experimental group’s activities were better than those of the control group based on the total average of the command count per laboratory. Finally, the findings of the interviews and questionnaires with the experimental group reveal that NVBLab was helpful during and after laboratory class.</p>

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Section: Online Synchronous Discussion (Osd)mentioning

confidence: 99%

To enhance collaborative learning and practice network knowledge with a virtualization laboratory and online synchronous discussion

Hwang

Kongcharoen

Ghinea

2014

IRRODL

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“…Both authors in [4], [5] focus on complementarities of the three types of labwork : hands-on, virtual, and remote labs (this last one meaning taking distant control on real-world instrumentation). The interest of timeless labwork is especially important for disabled people [5], [6], who need more time for doing a job, or need to repeat once or twice before proceeding further in the labwork sequence.…”

Section: Related Workmentioning

confidence: 99%

“…This raises the questions of rich media and of synchronous versus asynchronous communication for collaboration. The universal virtual lab for introduction to electrical circuits [6] is based on the exchange of text files since it is found to be a reliable method to function as closely as possible to real-time.…”

Section: Related Workmentioning

confidence: 99%

LaboRem: open lab for remote work

Luthon¹,

Petre²,

Steriu

et al. 2009

2009 3rd International Conference on Signals, Circuits and Systems (SCS)

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The advances in communication networks together with the improvement of device interconnectivity and web technology make it possible nowadays to develop distant e-learning applications that encompass the entire learning process : not only lectures, tutorials and simulations, but also practical labwork on real or virtual instruments. Pros and cons of e-labs are listed in the literature, based on comparative studies between the three types of laboratories: hands-on, virtual and remote. In this paper, we present an open client-server architecture for remote instrumentation within a virtual lab. It is based on a plugin technique for sharing technical resources (i.e. connection of new available experiments). We describe a prototype implementation for labwork at undergraduate level in signal processing, circuit measurement and system testing. Our contribution is twofold: a) a template plug-in technique, making it easy for tutors to design and insert new experiments within the lab framework (flexibility and extensibility); b) the use of a game-like pedagogical approach: the distant labwork is implemented as a game sequence with various steps. Finally, this project is intended for being used by foreign universities that do not have at disposal all the expensive equipment required for measurement and testing, but only have access to the network. We hope this will contribute to the "democracy of knowledge".

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“…Therefore, the main emphasis in the design of virtual laboratories is usually made on attempts to make it as similar as possible to a real laboratory. The examples of such laboratories can be a Universal Virtual Laboratory (UVL, a realistic, real-time, electrical engineering virtual laboratory) [5], virtual laboratories for demonstration of experiments and support a hands-on learning environment for teaching engineering courses such as [6], a virtual chemistry laboratory for undergraduate students (a tool for conducting virtual chemistry experiments, solving problems and verifying learning material) [7] and many others. Attempts have also been made to generalize the characteristics of virtual laboratories and create the ontology for a general virtual laboratory for further use of research results in the design and development of new virtual labs, and their integration into existing learning environments such as Moodle [8].…”

Section: Introductionmentioning

confidence: 99%

Methods for Constructing Virtual Laboratories

Zolotukhina¹,

Bondarchuk²,

Storchak³

et al. 2019

TIT

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The paper analyzes thethe methods of representing, storing, transmitting and processing virtual lab data and architecture. The features of virtualization of educational tasks are considered. Key requirements for the virtual lab were prioritized using the MoSCoW technique. The proposed approaches to determining the key characteristics of a virtual laboratory do not depend on the subject area for which the laboratory is being developed. The methods of analyzing the content and methods of presenting the results of educational activities allow not only to evaluate the amount of work to create a virtual laboratory, but also to determine the composition of the team to justify the involvement of various specialists.

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An Intelligent Universal Virtual Laboratory (UVL)

Cited by 41 publications

References 1 publication

To enhance collaborative learning and practice network knowledge with a virtualization laboratory and online synchronous discussion

To enhance collaborative learning and practice network knowledge with a virtualization laboratory and online synchronous discussion

LaboRem: open lab for remote work

Methods for Constructing Virtual Laboratories

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