Percorrer por autor "Kulesza, W."
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- A Federation of VISIR remote laboratories through the PILAR ProjectPublication . Kulesza, W.; Gustavsson, I.; Marques, A.; Fidalgo, André; Alves, Gustavo R.; Hernandez-Jayo, Unai; Garcia-Zubia, J.; Kreiter, C.; Oros, R.G.; Pester, A.; Garbi-Zutin, D.; Auer, M.; Garcia-Hernandez, C.; Tavio, R.; Valtonen, K.; Garcia-Loro, F.; Macho, A.; Sancristobal, E.; Diaz, G.; Castro, M.This paper describes how a new Erasmus Plus project, PILAR, (Platform Integration of Laboratories based on the Architecture of visiR), is being developed and how the startup of the partnership and the project is reinforcing the VISIR (Virtual Instrument Systems in Reality) network and the Special Interest Group of VISIR under the Global Online Laboratory Consortium (GOLC) of the International Association of Online Engineering (IAOE). The Spanish University for Distance Education (UNED) coordinates the project that aims to federate the existing (or new) VISIR systems in order to use the resources more effectively and in a more efficient way, making transparent to the final user the election of the shared resources.
- Using a 3-tier training model for effective exchange of good practices in an ERASMUS+ PROJECTPublication . Alves, Gustavo R.; Fidalgo, André; Marques, M.; Viegas, M.; Felgueiras, Carlos; Costa, R.; Lima, N.; Kulesza, W.; Zubia, J.; Castro, M.; Pester, A.; Pavani, A.; Silva, J.; Schlichting, L.; Marchisio, S.; Fernández, R.; Oliveira, V.; Pozzo, M.VISIR+ is an Erasmus+ project that aims to develop educational modules for electric and electronic circuits theory and practice following an enquiry-based teaching and learning methodology. The project has installed five new VISIR remote labs in Higher Education Institutions located in Argentina and Brazil, to allow students doing more experiments and hence acquire better experimental skills, through a combination of traditional (hands-on), remote and virtual laboratories. A key aspect for the success of this project was to motivate and train teachers in the underpinning educational methodology. As such, VISIR+ adopted a 3-tier training process to effectively support the use of VISIR in the Institutions that received it. This process is based on the “train the trainer” approach, which required the participating partner institutions to identify and engage a number of associated partners, interested in using their newly installed remote lab. To measure the quality of the training process, the same satisfaction questionnaire was used in all training actions. This paper presents a detailed description of the training actions along with the analysis of the satisfaction questionnaire results. Major conclusions are that the quality level of the training process remained practically the same across all training actions and that trainees sometimes considered the practical use of the VISIR remote lab as difficult, irrespectively of where and when the training action took place