Using Remote Labs to Serve Different Teacherâ??s Needs - A Case Study with VISIR and RemotElectLab

Authors

  • Andre Vaz Fidalgo School of Engineering â?? Polytechnic of Porto, Rua Dr. Antonio Bernardino de Almeida, 431, 4200-072 Porto, Portugal
  • Gustavo Ribeiro Alves School of Engineering â?? Polytechnic of Porto, Rua Dr. Antonio Bernardino de Almeida, 431, 4200-072 Porto, Portugal
  • Maria Arcelina Marques School of Engineering â?? Polytechnic of Porto, Rua Dr. Antonio Bernardino de Almeida, 431, 4200-072 Porto, Portugal
  • Maria Clara Viegas School of Engineering â?? Polytechnic of Porto, Rua Dr. Antonio Bernardino de Almeida, 431, 4200-072 Porto, Portugal
  • Maria Cristina Costa-Lobo Universidade Portucalense Infante D. Henrique, Rua Dr. António Bernardino de Almeida, 541, 4200-072 Porto, Portugal
  • Unai Hernandez University of Deusto, Bilbao, 48007 Bilbao, Spain
  • Javier Garcia-Zubia University of Deusto, Bilbao, 48007 Bilbao, Spain
  • Ingvar Gustavsson Electrical Engineering Department, Blekinge Institute of Technology, SE-37179 Karlskrona, Sweden

DOI:

https://doi.org/10.3991/ijoe.v8iS3.2259

Keywords:

Learning Goals, Real-World Scenarios, Remote Labs

Abstract


Remote Laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. Three main issues are presented and explained, all reported by teachers that gave support to students use of remote laboratories. The first issue deals with the need to allow students to select the actual place where an ammeter is to be inserted on electric circuits, even incorrectly, therefore emulating real world difficulties. The second one deals with problems with timing when several measurements are required at short intervals, as in the discharge cycle of a capacitor. And the last issue deals with the use of a multimeter in DC mode when reading AC values, a use that collides with the lab settings. All scenarios are presented and discussed including the solution found for each case. The conclusion derived from the described work is that the remote laboratories area is an expanding field, where practical use leads to improvement and evolution of the available solutions, requiring a strict cooperation and information sharing between all actors, i.e. developers, teachers and students.

Author Biographies

Andre Vaz Fidalgo, School of Engineering â?? Polytechnic of Porto, Rua Dr. Antonio Bernardino de Almeida, 431, 4200-072 Porto, Portugal

Professor DEE

Gustavo Ribeiro Alves, School of Engineering â?? Polytechnic of Porto, Rua Dr. Antonio Bernardino de Almeida, 431, 4200-072 Porto, Portugal

Professor DEE

Maria Arcelina Marques, School of Engineering â?? Polytechnic of Porto, Rua Dr. Antonio Bernardino de Almeida, 431, 4200-072 Porto, Portugal

Professor D Physics

Maria Clara Viegas, School of Engineering â?? Polytechnic of Porto, Rua Dr. Antonio Bernardino de Almeida, 431, 4200-072 Porto, Portugal

Professor D Physics

Maria Cristina Costa-Lobo, Universidade Portucalense Infante D. Henrique, Rua Dr. António Bernardino de Almeida, 541, 4200-072 Porto, Portugal

Professor Univ. Portucalense

Unai Hernandez, University of Deusto, Bilbao, 48007 Bilbao, Spain

Professor Computer Architecture

Javier Garcia-Zubia, University of Deusto, Bilbao, 48007 Bilbao, Spain

Professor Computer Architecture

Ingvar Gustavsson, Electrical Engineering Department, Blekinge Institute of Technology, SE-37179 Karlskrona, Sweden

Professor Electrical Engineering Department

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Published

2012-11-28

How to Cite

Fidalgo, A. V., Alves, G. R., Marques, M. A., Viegas, M. C., Costa-Lobo, M. C., Hernandez, U., … Gustavsson, I. (2012). Using Remote Labs to Serve Different Teacherâ??s Needs - A Case Study with VISIR and RemotElectLab. International Journal of Online and Biomedical Engineering (iJOE), 8(S3), pp. 36–41. https://doi.org/10.3991/ijoe.v8iS3.2259