Browsing by Author "Viegas, C."
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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.
- CHATGPT in the context of higher education: the case of its application in a curricular unitPublication . Costa, A.; Viegas, C.; Lima, N.; Caldeira, A.In recent years the use of AI tools, particularly ChatGPT, has been widespread. In education, students tend to be attracted to their use. As for teachers, the use of these applications divides opinions: some defend the use of these tools, others feel threatened by them. In recent years, a number of studies have been carried out to assess students' perceptions of the use of AI tools and ChatGPT in particular. Despite this, little work has been done to produce guidelines for the use of ChatGPT by teachers and students, particularly those that emphasize the need to use it critically, ethically and with the ability to check bibliographic sources. In this communication, we will try to overcome this gap. In this paper we present the case of an work carried out as part of a course unit in which the use of ChatGPT was not only allowed, but encouraged. We also asked the students to comment on the work carried out and the use of ChatGPT. A content analysis was carried out and the results are presented here. Results showed that students were motivated to carry out the work and understood that its widespread use requires critical thinking and compliance with ethical principles. The teacher acknowledge that some students developed some competences while performing this task and were able to delivered a quality, well supported essay. These competences development was also identified by some students. We conclude by presenting some guidelines to help teachers use ChatGPT in the context of academic work.
- ChatGPT no contexto do Ensino superior: O caso da sua aplicação numa unidade curricularPublication . Costa, A.R.; Viegas, C.; Lima, N.; Caldeira, A.(Contexto) O uso de ferramentas de IA, particularmente o ChatGPT, tem sido generalizado nos últimos anos. A sua aplicação na educação tem sido criticada por alguns e apoiada por outros. Nesta comunicação apresentamos o caso de um trabalho realizado numa unidade curricular de um curso de licenciatura em Engenharia Informática em que o uso do ChatGPT não só foi incentivado como obrigatório. Foi solicitado aos alunos que utilizassem esta ferramenta de forma ética e crítica, comparando os resultados com referências bibliográficas. No final foi realizado um questionário com o objetivo de compreender as perceções dos alunos sobre o trabalho e o uso do ChatGPT.
- 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.
- Enhancing informal learning recognition through TRAILER projectPublication . Conde-González, Miguel Ángel; García-Peñalvo, Francisco J.; Zangrando, Valentina; García-Holgado, Alicia; Seoane-Pardo, António-M.; Alier, Marc; Galanis, Nikolas; Griffiths, David; Johnson, Mark; Janssen, José; Brouns, Francis; Vogten, Hubert; Finders, Anton; Sloep, Peter; Marques, Maria A.; Viegas, C.; Alves, Gustavo R.; Waszkiewicz, Elwira; Mykowska, Aleksandra; Minović, Miroslav; Milovanovic, MilosInternational Workshop on solutions that Enhance Informal LEarning Recognition – WEILER 2013
- 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.
- Managing informal learning in engineering contexts: the learners' perspectivePublication . Viegas, C.; Marques, Maria A.; Alves, Gustavo R.; Galanis, Nikolas; García-Peñalvo, Francisco J.According to recent studies, informal learning accounts for more than 75% of our continuous learning through life. However, the awareness of this learning, its benefits and its potential is still not very clear. In engineering contexts, informal learning could play an invaluable role helping students or employees to engage with peers and also with more experience colleagues, exchanging ideas and discussing problems. This work presents an initial set of results of the piloting phase of a project (TRAILER) where an innovative service based on Information & Communication Technologies was developed in order to aid the collection and visibility of informal learning. This set of results concerns engineering contexts (academic and business), from the learners' perspective. The major idea that emerged from these piloting trials was that it represented a good way of collecting, recording and sharing informal learning that otherwise could easily be forgotten. Several benefits were reported between the two communities such as being helpful in managing competences and human resources within an institution.
- Managing Informal Learning in professional contexts: the learner’s perspectivePublication . Marques, Maria A.; Viegas, C.; Alves, Gustavo R.; Zangrando, Valentina; Galanis, Nikolas; Janssen, José; Waszkiewicz, Elwira; Conde-González, Miguel Ángel; García-Peñalvo, Francisco J.Informal Learning is present in everyone's life but its awareness only recently has been reported. The need to keep track of the knowledge acquired this way is increasing as its sources diversity also increases. This work presents the pilots trials on the use of a tool developed to help keeping track of the learners’ informal learning, within a number of companies spread out in three countries. This tool developed through the European Commission funded project TRAILER, is still under development, which will allow integrating the set of improving suggestions obtained from users during the piloting phase. The overall idea of managing one’s informal learning was well accepted and welcomed, which validated the emerging need for a tool with this purpose.
- 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.