Browsing by Author "Dobboletta, Elsa"
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- Active learning of DC circuits: spreading the use of the VISIR remote lab in ArgentinaPublication . Evangelista, Ignacio; Cadierno, Matías; Farina, Juan; Roldán, Gabriel; García-Zubía, Javier; Hernández, Unai; Alves, Gustavo R.; Pozzo, María I.; Dobboletta, Elsa; Marchisio, Susana; Concari, Sonia; Nilsson, KristianThe VISIR+ Project was launched in 2015 with the objective of spreading the use of the VISIR remote laboratory in Latin America, promoting an enquiry-based approach to teaching and learning on electric and electronic circuits. Within the scope of this project, several didactical implementations were achieved both in Argentina and in Brazil. This article describes the latest implementation of VISIR in a pre-university technical school in Argentina (associated partner of the VISIR+ team) in three Physics courses with students having different background knowledge and interests. A set of activities comprising simulations, remote and hands-on experiments were designed in order to engage students in the learning process. The implementation was assessed in terms of the learning objectives and outcomes. Results showed that VISIR is an effective tool to promote active learning. Moreover, this experience seems highly valuable to encourage the dissemination of VISIR in Argentina
- Diseño de instrumentos para la investigación sobre la implementación educativa del laboratorio remoto VISIR en LatinoaméricaPublication . Pozzo, Maria; Dobboletta, Elsa; Viegas, Clara; Marques, Arcelina; Lima, Natércia; Evangelista, Ignacio; Alves, Gustavo R.El presente trabajo tiene como objetivo general describir los instrumentos de investigación diseñados para el seguimiento de la implementación de los Módulos Educativos sobre teoría y práctica de circuitos eléctricos y electrónicos con el apoyo del laboratorio remoto VISIR (Virtual Instrument Systems in Reality) en instituciones de educación superior de Brasil y Argentina en el marco del proyecto VISIR+. Los objetivos particulares son: describir las dimensiones técnicas y pedagógicas que se desprenden de los propósitos del Proyecto VISIR y definir cómo se operacionalizan en el diseño de los instrumentos para la recolección de datos destinados a los profesores y alumnos que participan en la implementación de los módulos. La investigación educativa ofrece herramientas que se fundamentan en posturas epistemológicas diversas y que pueden reconocerse en las decisiones que se toman al elaborar un diseño de investigación. A través de esta presentación, se espera contribuir a acercar ámbitos habitualmente disociados tales como la docencia, la ciencia y la tecnología, la innovación educativa y la investigación en la educación para la ingeniería.
- Do Students Really Understand the Difference Between Simulation and Remote Labs?Publication . Lima, Natércia; Viegas, Clara; Zannin, Marcelo; Marques, Arcelina; Alves, Gustavo R.; Marchisio, Susana; Lerro, Federico G.; Merendino, Claudio; Felgueiras, Carlos; Costa, Ricardo; Fidalgo, André; Silva, Juarez B. da; Pozzo, Maria; Dobboletta, Elsa; Gustavsson, Ingvar; Garcia-Peñalvo, FranciscoLaboratory experiments play a crucial role in engineering education as they strongly contribute to the development of important skills for the professional practice. This paper addresses a students’ understanding gap between simulations and remote labs. These two resources (and namely the remote laboratory VISIR - Virtual Instrument Systems in Reality) have been commonly used on several didactical implementations, along with other didactical resources in different Engineering degrees at the Federal University of Santa Catarina and Polytechnic of Porto School of Engineering. This work, developed in the scope of the VISIR+ Project, intends to evaluate students’ perceptions considering simulation and remote lab results. Quantitative and qualitative data were analyzed to better understand how deeply students realize the differences between these resources and their type of data. Preliminary results indicate that a considerable number of student’s don´t have a clear idea of these differences, even though sometimes they know their definition. Furthermore, these gap does not seem to differ much with the context (country, course, academic year, course content), students’ final grades, teacher approach or implemented tasks.
- Educational Scenarios Using Remote Laboratory VISIR for Electrical/Electronic ExperimentationPublication . Castro, Manuel; Díaz-Orueta, Gabriel; Alves, Gustavo R.; Fidalgo, André Vaz; García-Zubía, Javier; Hernández-Jayo, Unai; Pester, Andreas; Zutin, Danilo; Kulesza, Wlodek; Gustavsson, Ingvar; Pozzo, María I.; Dobboletta, ElsaIn 2015, Electrical and Computer Engineering Department (DIEEC) of the Spanish University for Distance Education (UNED) in Spain started to- gether with the Santiago del Rosario National University (UNSE, Argentina) and with the support of the Research Institute of Education Sciences of Ro- sario (IRICE-CONICET, Argentina) under the Coordination of the Polytechnic Institute of Porto (IPP, Portugal) the new development and deployment of the VISIR system inside the UNSE University as part of the VISIR+ Project. The main objective of the VISIR+ Project is to extend the current VISIR net- work in South America, mainly in Argentina and Brazil, with the support and patronage of the European Union Erasmus Plus program inside the Capacity Building program and as part of an excellence network future development in- tegration framework. This extension of VISIR nodes reconfigure in 2016 a new project, PILAR, that as part of the Erasmus Plus projects will allow the Strategic Partnership to develop a new federation umbrella over the existing nodes and network.
- Enseñanza de Ciencias en Nivel Secundario: Experimentación Remota Usando VISIRPublication . Evangelista, Ignacio; Farina, Juan A.; Pozzo, Maria; Dobboletta, Elsa; Alves, Gustavo R.; García-Zubía, Javier; Hernández-Jayo, Unai; Marchisio, Susana T.; Concari, Sonia B.; Gustavsson, IngvarLa actividad experimental es fundamental en la enseñanza de las ciencias en cualquier nivel de educación, para la comprensión de los contenidos, pero también para despertar el interés en las asignaturas científicas. La motivación de los estudiantes y el trabajo colaborativo son aspectos esenciales para lograr resultados positivos en el aprendizaje. Este artículo describe la implementación de una serie de actividades de experimentación remota utilizando el laboratorio remoto VISIR en una asignatura de Física en nivel secundario. Datos cualitativos y cuantitativos fueron analizados con el objetivo de estudiar la influencia del uso de VISIR en la motivación de los estudiantes. Los resultados mostraron que la experimentación remota es una herramienta muy útil para fomentar el interés en tópicos de circuitos electrónicos.
- First Practical Steps on the Educational Activities using VISIR and Remote Laboratories at UNSE in Partnership with UNED inside the VISIR+ ProjectPublication . Soria, Mario F; Fernández, Rubén; Gómez, Mario; Paz, Hector; Dobboletta, Elsa; Fidalgo, André; Alves, Gustavo R.; García-Loro, Félix; Sancristobal, Elio; Diaz, Gabriel; Castro, ManuelThe main goals of this paper are to present and disseminate the educational activities carried out in Higher and Medium Education in Santiago del Estero (Argentina) to provide remote access to electrical and electronics practices using remote laboratories, specifically VISIR (Virtual Instruments System In Reality), on the framework of the VISIR+ project, and the Erasmus Plus PILAR project granted by the European Union. This study shows the first data obtained after deploying several practical circuits, which shows the acceptance of the concept and the use of the VISIR remote laboratory, proceeding step by step to increase the use of the circuit for common purposes and potentially new purposes in several institutions (High and Medium Education) in the Northern part of Argentina, having as center Santiago del Estero. The data and results obtained show the feasibility of the preliminary use of the remote laboratory within those institutions
- Impact of a remote lab on teaching practices and student learningPublication . Viegas, Clara; Pavani, Ana; Lima, Natércia; Marques, Maria Arcelina; Pozzo, Isabel; Dobboletta, Elsa; Atencia, Vanessa; Barreto, Daniel; Calliari, Felipe; Fidalgo, André; Lima, Delberis; Temporão, Guilherme; Alves, Gustavo R.Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion in literature. Teachers and researchers are aware that the thorough analysis of both strengths and shortcomings of remote labs in didactical implementations may not only lead to the improvement of these resources but also of the pedagogical implications in engineering classes. The present study was carried out in a Higher Education Institution in Brazil in two different courses during three consecutive semesters where a remote lab (VISIR) addressing electric and electronic topics was implemented, yielding 471 students' academic results and opinions. These students' results (while using VISIR) cross-analysed with the course characteristics, reveal some factors teachers may tackle to foster student learning and motivation. The conclusions point to the need for VISIR interface modernization and showed it is more useful in basic courses than in more advanced ones, when dealing with classic lab experiments. Results also show that teachers' involvement plus their ability to brief students on VISIR's usefulness have a significant influence not only on students' performance but also on their perception of learning and satisfaction with the tool. In the analysed cases, the students with more learning needs seemed to be the ones who could benefit more from VISIR.
- International Cooperation for Remote Laboratory UsePublication . Alves, Gustavo R.; Fidalgo, André; Marques, Maria Arcelina; Viegas, Clara; Felgueiras, Carlos; Costa, Ricardo J.; Lima, Natércia; Castro, Manuel; Díaz-Orueta, Gabriel; SanCristóbal-Ruiz, Elio; García-Loro, Felix; García-Zubía, Javier; Hernández-Jayo, Unai; Kulesza, Wlodek J.; Gustavsson, Ingvar; Nilsson, Kristian; Zackrisson, Johan; Pester, Andreas; Zutin, Danilo G.; Schlichting, Luis C.; Ferreira, Golberi; de Bona, Daniel D.; Pacheco, Fernando S.; da Silva, Juarez B.; Alves, João B.; Biléssimo, Simone; Pavani, Ana M.; Lima, Delberis A.; Temporão, Guilherme; Marchisio, Susana; Concari, Sonia B.; Lerro, Federico; de Arregui, Gaston S.; Merendino, Claudio; Plano, Miguel; Fernández, Rubén A.; Paz, Héctor R.; Soria, Mario F.; Gómez, Mario J.; de Almeida, Nival N.; de Oliveira, Vanderli F.; Pozzo, María I.; Dobboletta, Elsa; Bertramo, BrendaExperimenting is fundamental to the training process of all scientists and engineers. While experiments have been traditionally done inside laboratories, the emergence of Information and Communication Technologies added two alter-natives accessible anytime, anywhere. These two alternatives are known as virtual and remote labs, and are sometimes indistinguishably referred as online labs. Sim-ilarly to other instructional technologies, virtual and remote labs require some ef-fort from teachers in integrating them into curricula, taking into consideration sev-eral factors that affect their adoption (i.e. cost) and their educational effectiveness (i.e. benefit). This chapter analyses these two dimensions and sustains the case where only through international cooperation it is possible to serve the large num-ber of teachers and students involved in engineering education. It presents an ex-ample in the area of Electrical and Electronics Engineering, based on a remote lab named Virtual Instruments System in Reality, and it then describes how a number of European and Latin-American institutions have been cooperating under the scope of an Erasmus+ project2, for spreading its use in Brazil and Argentina.
- Perspectivas de los Laboratorios Remotos en la Educación Media y Superior de Santiago del EsteroPublication . Soria, Mario F.; Fernández, Rubén; Gómez, Mario; Paz, Héctor; Pozzo, Maria; Dobboletta, Elsa; Fidalgo, André; Alves, Gustavo R.; Sancristobal, Elio; García-Loro, Félix; Castro, Manuel; Diaz, GabrielEl presente artículo tiene como principal objetivo averiguar las perspectivas de los laboratorios remotos en la educación superior y media técnica, con especialidad en electricidad y electrónica, de la ciudad de Santiago del Estero. Motiva este estudio, la instalación de un Laboratorio Remoto VISIR en la Universidad Nacional de Santiago del Estero. Argentina, puesto a disposición de las instituciones de nivel superior y media técnica de la ciudad de Santiago del Estero y con la posibilidad de brindar un servicio del más alto nivel, ajustado a las limitaciones del laboratorio remoto. La metodología utilizada es el Estudio por Encuesta y el instrumento para recolección de datos, el cuestionario. Los resultados indican una aceptación pedagógica del concepto y uso de Laboratorio Remoto. Este estudio sería un punto de partida para investigaciones posteriores que aborden temáticas cada vez más complejas, tales como, la relación entre el rendimiento académico de los alumnos y el uso de laboratorios remotos y/o el incremento en las vocaciones por el estudio de carreras de ingeniería.
- Projeto VISIR+ Contextualização da Matemática em EngenhariaPublication . Lima, Natércia; Viegas, Clara; Zannin, Marcelo; Marques, Arcelina; Alves, Gustavo R.; Felgueiras, Carlos; Costa, Ricardo; Fidalgo, André; Silva, Juarez B. da; Pozzo, Maria; Dobboletta, Elsa; Gustavsson, Ingvar; Garcia-Peñalvo, FranciscoO objetivo a longo prazo da educação em engenharia é formar profissionais capazes de dar resposta aos problemas e necessidades da sociedade. Nesta formação, a componente prática não pode ser descurada e nas últimas décadas a utilização de laboratórios remotos e de simulações tem-se generalizado, sendo um complemento ou alternativa aos laboratórios tradicionais. Este trabalho, no âmbito do Projeto VISIR+, apresenta os primeiros resultados de uma implementação didática levada a um cabo numa disciplina de matemática numa universidade brasileira. Nesta implementação foram usados em simultâneo o laboratório remoto VISIR (Virtual Instrument Systems in Reality), simulação e cálculo em cerca de 20% do conteúdo da disciplina. Os resultados obtidos, apontam que o uso de vários recursos pode de facto contribuir para um melhor desempenho dos estudantes, impulsionando o desenvolvimento de competências.