Abstract:The Internet technology has provided additional teaching strategies, with online education being one of the most exciting enhancements. A particular challenge for online education in engineering is how to extend the traditional hands-on laboratories to the Internet. Currently, there are two approaches to conducting labs online, virtual and remote labs. Virtual lab is based on software to simulate the lab environment while remote lab, by definition, is an experiment which is conducted and controlled remotely th… Show more
“…While in a traditional client-server architecture [9], the server and client share a specification that is often uniquely used by them. On the contrary, the Smart Device paradigm defines one common specification that is shared by all Smart Devices.…”
Section: Smart Devices Paradigmmentioning
confidence: 99%
“…Afterwards, the metadata design choices and the metadata for the services are described, and then we describe how metadata can be added for additional services. Since all above-mentioned languages were hard to use WebSockets with, we have opted for Swagger v1.2 9 . Swagger is a JSON-based description language meant for RESTful APIs, but it was easily extensible to WebSockets, while conserving all of Swagger's features.…”
Section: Paper the Smart Device Specification For Remote Labsmentioning
Abstract-This paper presents the Smart Device specification to interface with remote labs. To encourage the broader sharing of remote labs, the Smart Device paradigm decouples the client from the server and provides well-defined interfaces between client and server. Such Smart Device services are exposed on the Internet and enable interoperability with client applications, other Smart Devices and external services (e.g. a booking service). This paper presents the extensible and platform-agnostic specification of the Smart Device services and internal functionalities. The Smart Device specification contains sufficient service metadata to enable the automatic generation of basic client applications. The specification is illustrated through an example and first implementations of the specification are presented.
“…While in a traditional client-server architecture [9], the server and client share a specification that is often uniquely used by them. On the contrary, the Smart Device paradigm defines one common specification that is shared by all Smart Devices.…”
Section: Smart Devices Paradigmmentioning
confidence: 99%
“…Afterwards, the metadata design choices and the metadata for the services are described, and then we describe how metadata can be added for additional services. Since all above-mentioned languages were hard to use WebSockets with, we have opted for Swagger v1.2 9 . Swagger is a JSON-based description language meant for RESTful APIs, but it was easily extensible to WebSockets, while conserving all of Swagger's features.…”
Section: Paper the Smart Device Specification For Remote Labsmentioning
Abstract-This paper presents the Smart Device specification to interface with remote labs. To encourage the broader sharing of remote labs, the Smart Device paradigm decouples the client from the server and provides well-defined interfaces between client and server. Such Smart Device services are exposed on the Internet and enable interoperability with client applications, other Smart Devices and external services (e.g. a booking service). This paper presents the extensible and platform-agnostic specification of the Smart Device services and internal functionalities. The Smart Device specification contains sufficient service metadata to enable the automatic generation of basic client applications. The specification is illustrated through an example and first implementations of the specification are presented.
“…Today there are many lab course designs apply the internet facility as one part to support its implementation. This phenomenon introduces the emergence of new terms such as web-based laboratories [4], and webbased experiments [5] that was triggered up by the high access of the internet network at any educational institution especially in the universities and in the family.…”
“…Progressive work regarding lab experiences is currently being developed. Literature is now reflecting an emphasis in the development of virtual and remote laboratory experiences for online engineering students (Chen, Song, & Zhang, 2010;Chen, Olmi, & Song, 2010;Cooper, 2005;Hesselink et al, 2003;Saad, Saliah-Hassane, Hassan, El-Guetioui, & Cheriet, 2002) leading the way into finding legitimate laboratory alternatives. An additional barrier with some engineering education faculty is a sense that online education is typified by an isolated, individualized, self-paced instruction model (Bourne, Harris, & Mayadas, 2005).…”
The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb's learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population's prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.
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