Browsing by Author "Costa-Lobo, Cristina"
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- Adapting remote labs to learning scenarios: case studies using VISIR and RemotElectLabPublication . Fidalgo, André Vaz; Alves, Gustavo R.; Marques, Maria A.; Viegas, C.; Costa-Lobo, Cristina; Henandez-Jayo, Unai; Garcia-Zúbia, Javier; Gustavsson, IngvarRemote 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. In addition, 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.
- Diferentes Integrações de Laboratórios Remotos em Cursos de EngenhariaPublication . Costa-Lobo, Cristina; Viegas, Clara; Alves, Gustavo R.; Marques, Maria A.Este artigo aborda diferentes integrações do VISIR. O VISIR é um laboratório aberto remoto dedicado a experimentos com circuitos elétricos e eletrónicos. Este laboratório permite que professores e alunos tenham oportunidade de contatar com experimentos remotamente e em tempo real, com equipamentos de teste e medição (fonte de alimentação tripla DC, gerador de funções, multímetro e um osciloscópio) ligado a componentes elétricos e eletrónicos. As abordagens didáticas são resumidas e as análises feitas fornecem explicações para alguns dos problemas encontrados, além de algumas diretrizes para futuras implementações. Uma série de pontos fortes e fracos é destacada, levando a sugestões sobre como aprimorar algumas abordagens estratégicas para motivar professores e motivar alunos para o potencial da utilização do VISIR no ensino e na aprendizagem. São apresentadas referências apropriadas para trabalhos publicados anteriormente que ajudam a entender o contexto de pesquisa e as lições derivadas de um uso mais intensivo do VISIR.
- Engaging students by moodleing a course? Case studies at the Polytechnic of Porto–School of EngineeringPublication . Viegas, C.; Marques, Maria A.; Alves, Gustavo R.; Costa-Lobo, CristinaThis work presents a comparative study covering four different courses lectured at the Polytechnic of Porto - School of Engineering, regarding the usage of a particular Learning Management System, i.e. Moodle, and its impact on students' results. This study addresses teachers who used this platform as a complement to their courses (b-learning) and identifies some particular issues in order to potentiate students' engagement and learning. Even though positive correlation factors exist, e.g. between the number of Moodle accesses versus the final exam grade obtained by each student, the explanation behind it may not be straightforward. Mapping this particular factor to course numbers reveals that the quality of the resources might be preponderant and not only their quantity. These results point to the fact that some dynamic resources might enlarge students' engagement.
- How remote labs impact on course outcomes: various practices using VISIRPublication . Marques, Maria A.; Viegas, C.; Costa-Lobo, Cristina; Fidalgo, André Vaz; Alves, Gustavo R.; Rocha, J. S.; Gustavsson, IngvarAs technology is increasingly being seen as a facilitator to learning, open remote laboratories are increasingly available and in widespread use around the world. They provide some advantages over traditional hands-on labs or simulations. This paper presents the results of integrating the open remote laboratory VISIR into several courses, in various contexts and using various methodologies. These integrations, all related to higher education engineering, were designed by teachers with different perspectives to achieve a range of learning outcomes. The degree to which these VISIR-related outcomes were accomplished is discussed. The results reflect the levels of student engagement and learning and of teacher involvement. From the analysis, a connection between these two aspects was traced, although only related to the user profiles. VISIR is shown to be always of benefit for more motivated students, but this benefit can be maximized under particular conditions and characteristics.
- Impact of different moodle course designs on students? PerformancePublication . Alves, Gustavo R.; Viegas, C.; Marques, Maria A.; Costa-Lobo, Cristina; Silva, António A.; Formanski, Francieli; Silva, Juarez Bento daThis work describes the impact of different teachers’ approaches in using Moodle, for supporting their courses, at the Polytechnic of Porto - School of Engineering. The study covers five different courses, from different degrees and different years, and includes a number of Moodle resources especially supporting laboratory classes. These and other active resources are particularly analyzed in order to evaluate students’ adherence to them. One particular course includes a number of remote experiments, made available through VISIR (Virtual Instrument Systems in Reality) and directly accessible through links included in the Moodle course page. The collected data have been correlated with students’ classifications in the lab component and in the exam, each one weighting 50% of their final marks. This analysis benefited from the existence of different teachers’ approaches, which resulted in a diversity of Moodle-supported environments. Conclusions point to the existence of a positive correlation factor between the number of Moodle accesses and the final exam grade, although the quality of the resources made available by the teachers seems to be preponderant over its quantity. In addition, different students perspectives were found regarding active resources: while some seem to encourage students to participate (for instance online quiz or online reports), others, more demanding, are unable to stimulate the majority of them.
- Ponderação e sequência de utilização de diferentes ambientes laboratoriais no processo ensino-aprendizagemPublication . Costa-Lobo, Cristina; Duarte, Marina; Alves, Gustavo R.; Oliveira, Paulo C.O processo ensino-aprendizagem tem sido alvo constante de estudos, em particular ao nível do Ensino Superior em consequência do aumento anual de novos alunos que, em termos meramente estatísticos, têm vindo a evidenciar um abaixamento progressivo das médias de acesso. A preocupação com a manutenção de um determinado nível de qualidade na formação destes alunos, conjugada com a vontade de alargar o acesso a todos aqueles que terminam o Ensino Secundário, despoletou uma maior intervenção dos especialistas em educação, em parceria com docentes de todas as áreas do Ensino Superior, na análise do problema. Considerando o caso particular das Ciências e Engenharias, onde a componente laboratorial no processo ensino- aprendizagem assume um papel relevante, os recentes avanços ao nível das tecnologias educativas criaram alternativas válidas aos ambientes laboratoriais tradicionais, nomeadamente os ambientes laboratoriais virtuais e remotos, ainda não totalmente exploradas. Em paralelo, assiste-se também a uma crescente preocupação com a análise dos estilos de aprendizagem, em resultado da crescente heterogeneidade que caracteriza, de forma global, os alunos que optam por aquelas áreas do Ensino Superior. Dispondo os docentes de uma variedade crescente de recursos educativos e de métodos de ensino, em face de um leque alargado de alunos com estilos de aprendizagem próprios, importa estudar de que forma se pode ponderar e sequenciar os diferentes tipos de ambientes laboratoriais, para atingir o objectivo geral de aumentar o nível do saber e das competências experimentais dos alunos que optam pelas Ciências e Engenharias.
- Psicologia da Educação no Instituto Superior de Engenharia do Porto: Projecto Caminhos de BolonhaPublication . Costa-Lobo, Cristina; Alves, Gustavo R.; Carvalho, C.; Delerue-Matos, Cristina; Duarte, Marina; Ferreira, P.; Martins, A.; Mendes, J.; Neves, Maria C.; Oliveira, Paulo C.; Viegas, Maria C.Este artigo apresenta a síntese da intervenção em Psicologia da Educação no Instituto Superior de Engenharia do Porto, no âmbito do Projecto Caminhos de Bolonha. O objectivo que norteia as actividades deste Projecto tem sido, desde o seu início, o apoio do Conselho Científico do ISEP na operacionalização do projecto de modernização e inovação do processo ensino aprendizagem no ISEP, induzido pela adesão ao processo de Bolonha.
- Structuring and moodleing a course: case studies at the polytechnic of Porto - School of engineeringPublication . Alves, Gustavo R.; Marques, Maria A.; Viegas, C.; Costa-Lobo, CristinaThis work presents a comparative study covering four different courses lectured at the Polytechnic of Porto - School of Engineering, in respect to the usage of a particular Learning Management System, i.e. Moodle, and its impact on students' results. Even though positive correlation factors exist, e.g. between the number of Moodle accesses versus the final exam grade obtained by each student, the explanation behind it may not be straightforward. Mapping this particular factor to course numbers reveals that the quality of the resources might be preponderant and not only their quantity. This paper also addresses teachers who used this platform as a complement to their courses (b-learning) and identifies some particular issues they should be aware in order to potentiate students' engagement and learning.
- Student performance analysis under different moodle course designsPublication . Alves, Gustavo R.; Viegas, C.; Marques, Maria A.; Silva, António A.; Costa-Lobo, Cristina; Formanski, Francieli; Silva, Juarez Bento daThis work extends a recent comparative study covering four different courses lectured at the Polytechnic of Porto - School of Engineering, in respect to the usage of a particular Learning Management System, i.e. Moodle, and its impact on students' results. A fifth course, which includes a number of resources especially supporting laboratory classes, is now added to the analysis. This particular course includes a number of remote experiments, made available through VISIR (Virtual Instrument Systems in Reality) and directly accessible through links included in the Moodle course page. We have analyzed the students' behavior in following these links and in effectively running experiments in VISIR (and also using other lab related resources, in Moodle). This data have been correlated with students' classifications in the lab component and in the exam, each one weighting 50% of their final marks. We aimed to compare students' performance in a richly Moodle-supported environment (with lab component) and in a poorly Moodle-supported environment (with only theoretical component). This question followed from conclusions drawn in the above referred comparative study, where it was shown that even though a positive correlation factor existed between the number of Moodle accesses and the final exam grade obtained by each student, its explanation behind was not straightforward, as the quality of the resources was preponderant over its quantity.
- Using remote experimentation in a large undergraduate course: initial findingsPublication . Costa-Lobo, Cristina; Alves, Gustavo R.; Marques, Maria A.; Viegas, C.; Barral, R. G.; Couto, R. J.; Jacob, F. L.; Ramos, C. A.; Vilão, G. M.; Covita, D. S.; Alves, Joaquim; Guimarães, P. S.; Gustavsson, IngvarThe 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 correspondent learning gains obtained by students, and in what conditions those systems can be more efficient, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some initial findings concerning the use of a remote lab (VISIR), in a large undergraduate course on Physics, with over 550 students enrolled.