Hands-on, simulated, and remote laboratories

Ma, Jun; Nickerson, Jeffrey V.

doi:10.1145/1132960.1132961

Cited by 794 publications

(616 citation statements)

References 90 publications

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“…Since 2000, a huge number of remote laboratories have been designed, implemented and set up over the world. [1,2,3,4,5]. Papers and books about remote labs focusing on their advantages/disadvantages, state of art, technologies, and didactic have been published.…”

Section: Introductionmentioning

confidence: 99%

Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results

Alves¹,

Marques²,

Viegas³

et al. 2011

Int. J. Eng. Ped.

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Abstract-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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Section: Introductionmentioning

confidence: 99%

Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results

Alves¹,

Marques²,

Viegas³

et al. 2011

Int. J. Eng. Ped.

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“…Aktan et al first described the concept of remote experimentation in 1996 [34]. There is now a consensus that remote laboratories play a significant role in the acquisition of experimental skills if successfully combined with real hands-on laboratories and virtual laboratories [35][36][37][38][39]. The types of experimental skill that students can acquire in any type of laboratory have been clarified by Feisel and Rosa [40].…”

Section: Remote Labsmentioning

confidence: 99%

Informal learning recognition through a cloud ecosystem

García-Peñalvo

Johnson

Alves

et al. 2014

Future Generation Computer Systems

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Learning and teaching processes, like all human activities, can be mediated through the use of tools. In-formation and communication technologies are now widespread within education. Their use in the daily life of teachers and learners affords engagement with educational activities at any place and time and not necessarily linked to an institution or a certificate. In the absence of formal certification, learning under these circumstances is known as informal learning. Despite the lack of certification, learning with tech-nology in this way presents opportunities to gather information about and present new ways of exploit-ing an individual's learning. Cloud technologies provide ways to achieve this through new architectures, methodologies, and workflows that facilitate semantic tagging, recognition, and acknowledgment of in-formal learning activities. The transparency and accessibility of cloud services mean that institutions and learners can exploit existing knowledge to their mutual benefit. The TRAILER project facilitates this aim by providing a technological framework using cloud services, a workflow, and a methodology. The services facilitate the exchange of information and knowledge associated with informal learning activities ranging from the use of social software through widgets, computer gaming, and remote laboratory experiments. Data from these activities are shared among institutions, learners, and workers. The project demonstrates the possibility of gathering information related to informal learning activities independently of the con-text or tools used to carry them out.

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“…af høj kvalitet og pris. Opsummerende kan disse indvendinger og omkostninger umuliggøre de praktiske (klassiske laboratorie--) øvelser og derfor er der siden midt--1990'erne blevet forsket i at afholde virtuelle laboratorium--øvelser (Schutte 1997, Ma 2006.…”

Section: Laboratoriet Anskuet Som Praksisfaellesskab Indlejret I Sociunclassified

Online farmakologi i det virtuelle laboratorium

Dahl

Hedegaard

Musaeus

2013

LOM

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The virtual laboratory is a necessary complement to the future of learning bioscience. The virtual lab is a technology--based mock--up compared to the real lab. This virtual lab needs to be available for various purposes e.g. all day for a growing number of students. There are economical and ethical arguments for using the virtual lab. But in order to function as an optimal instructional strategy they need to be rethought technologically and pedagogically. Such a digital supplement requires a focus on implementation and other facilities and capabilities --including continuing education for the trainers and faculty. This paper discusses the virtual lab and reports from a pilot project where pharmacology students and teachers used a virtual lab. We argue that the virtual lab has important implications and represent an economically justifiable alternative. The virtual lab is juxtaposed with the classical lab through the lenses of habitus and hexis. We argue that educators must learn to use virtual laboratories critically and with preparation for implementation. Furthermore the paper discusses the educational potentials and limitations of the virtual lab compared with the classical laboratory as teaching environment. AbstractEt virtuelt laboratorium er et nødvendigt supplement til fremtidens undervisningsmiljø, som skal vaere tilgaengeligt i store dele af døgnet og for et voksende antal studerende. Ud fra økonomiske hensyn til besparelser kan man hertil argumentere for, at dyre laboratoriekurser i biomedicin skal gøres billigere. Men laboratorie--kurser skal ligeledes nytaenkes teknologisk og paedagogisk så de på strategisk og velafprøvet vis kan delvist erstattes af virtuelle laboratorier. Men et sådant digitalt supplement kraever fokus på implementering, faciliteter og kompetencer. I denne artikel vil vi diskutere anvendelsen af virtuelle laboratorier og rapporterer fra et pilotprojekt, hvor både farmakologi--studerende og --undervisere oplevede en raekke fordele ved at bruge et virtuelt laboratorium. Vi argumenterer for at et virtuelt laboratorium har vigtige didaktiske og økonomisk begrundede ressourcer som kan forstås ud fra sociologen Bourdieus begreber om habitus og hexis. Vi konkluderer dog med diverse forbehold herunder, at undervisere skal laere at bruge et virtuelt laboratorium kritisk og med forberedelse før implementering.

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Hands-on, simulated, and remote laboratories

Cited by 794 publications

References 90 publications

Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results

Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results

Informal learning recognition through a cloud ecosystem

Online farmakologi i det virtuelle laboratorium

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