Remote electronics lab within a MOOC: Design and preliminary results

Díaz, Gabriel; Loro, Félix García; Castro, Manuel; Tawfik, Mohamed; Sancristobal, Elio; Monteso, Santiago

doi:10.1109/expat.2013.6703036

Cited by 21 publications

(7 citation statements)

References 6 publications

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“…In addition, it is also used by students from secondary schools [34], helping them to complete their experiments remotely [37]. PAPER USING UML MODELS TO DESCRIBE THE VISIR SYSTEM Web interfaces of VISIR system are designed well.…”

Section: Results and Suggestionsmentioning

confidence: 99%

Using UML Models to Describe the VISIR System

et al. 2016

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Abstract-Analysis and design are important phases in the system development lifecycle. In these phases, developers record information necessary for properly understanding the nature of the systems under consideration.We consider a particular type of system, named Remote Lab that allows both teachers and students to perform real experiments over the internet and we focus on Virtual Instrument Systems in Reality (VISIR).We describe a summarized web interface of VISIR using the Unified Modeling Language (UML). Our case study aims at identifying the requirements of VISIR and at creating a set of UML diagrams that succinctly provide enough information to both developers and users so that they acquire enough information for building a general understanding of it.Additionally, we provide elements for extending UML to better support further user interface development in VISIR.

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Section: Results and Suggestionsmentioning

confidence: 99%

Using UML Models to Describe the VISIR System

et al. 2016

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“…Gamification strategies can be either integrated directly into the experiment setup or software or used as a framework interacting with the setup or the learning management system, such as Moodle or a MOOC platform. Also, initial studies with MOOCS on industrial electronics circuits indicate high drop-out rates and show a frequent lack of student engagement and commitment [10]. Implementing gamification strategies into MOOCs can achieve enhanced student participation and engagement in MOOCs.…”

Section: Introductionmentioning

confidence: 95%

Enhancing online and mobile experimentations using gamification strategies

Pirker

Gütl

Astatke

2015

2015 3rd Experiment International Conference (exp.at'15)

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In teaching theoretical topics, modern STEM education uses interactive hands-on approaches, which support students in understanding the topic instead of teaching them simply how to memorize theoretical concepts. Pedagogical strategies in fields with an abundance of abstract concepts, such as physics or electrical engineering, additionally recommend experiential experience, such as laboratory experiments, as essential learning tools. To fulfill increased demand for engineers, additional educational opportunities have been created, which include online, remote and blended learning environments. Unfortunately, providing hands-on experience in these environments, which is as effective as in-class experiments in STEM fields, is extremely challenging. Different departments have developed online and remote solutions, from single remote introductory courses with online experiments to entire off-campus programs supported by remotely conducted experiments with mobile studios. However, in online situations, students often feel lost, have issues with the technology, and experience lack of engagement. All these factors can result in increased dropout rates or lack of understanding and commitment. Current trends in online education incline towards engaging students using gamification strategies to reduce dropout rates and to increase students' motivation in a playful way. Additionally, creating playful experiences for students can be used to attract novice students to this field. In this paper, we introduce a theoretical framework, which can be used to enhance online and mobile experiments with game design strategies to raise students' engagement and commitment and reduce initial onboarding obstacles.

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“…The difficulty of laboratory setup [11], running remote laboratories [12], [13] and computer simulation components in MOOCs have been well recognized [7]. Assessment of laboratory exercises also presents challenges.…”

Section: Introductionmentioning

confidence: 99%

Developing and Assessing MATLAB Exercises for Active Concept Learning

et al. 2019

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New technologies, such as MOOCs, provide innovative methods to tackle new challenges in teaching and learning, such as globalization and changing contemporary culture and to remove the limits of conventional classrooms. However, they also bring challenges in course delivery and assessment, due to factors such as less direct student-instructor interaction. These challenges are especially severe in engineering education, which relies heavily on experiential learning, such as computer simulations and laboratory exercises, to assist students in understanding concepts. As a result, effective design of experiential learning components is extremely critical for engineering MOOCs. In this paper, we will share our experience gained through developing and offering a MOOC on communication systems, with special focus on the development and assessment of MATLAB exercises for active concept learning. Our approach introduced students to concepts using learning components commonly provided by many MOOC platforms (e.g., online lectures and quizzes), and augmented the student experience with MATLAB based computer simulations and exercises to enable more concrete and detailed understanding of the material. We describe here a systematic approach to MATLAB problem design and assessment, based on our experience with the MATLAB server provided by MathWorks and integrated with the edX MOOC platform. We discuss the effectiveness of the instructional methods as evaluated through students learning performance. We analyze the impact of the course design tools from both the instructor and the student perspective.

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Remote electronics lab within a MOOC: Design and preliminary results

Cited by 21 publications

References 6 publications

Using UML Models to Describe the VISIR System

Using UML Models to Describe the VISIR System

Enhancing online and mobile experimentations using gamification strategies

Developing and Assessing MATLAB Exercises for Active Concept Learning

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