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- Understanding the Importance of Students' Assessment and Feedback With Multimodal NarrativesPublication . Viegas, Maria Clara; Cruz, Eliane de SouzaMultimodal narratives give insight of a classroom, teacher mediation, and students' work. In this chapter, the authors use this facility to better understand the importance of assessment and feedback in classroom practice. The analysis of excerpts from two complete multimodal narratives made it possible to highlight the importance of teacher intentions regarding the assessment process, the chosen tasks, and the subsequent feedback. It also provided an inside perspective of what was actually implemented in the classroom and how different teacher mediation leads to different results. These identifications in teaching mediation and students' involvement emerge transversally regarding teaching levels or contexts as objects of reflection, illustration, or simply inspiration. This shows the importance this tool can have in education by addressing parallel and complementary aspects of a classroom, which makes it a powerful tool in teaching.
- Spreading remote lab usage: A system — A community — A FederationPublication . Alves, Gustavo R.; Fidalgo, André Vaz; Marques, Arcelina; Viegas, Clara; Felgueiras, Carlos; Costa, Ricardo; Lima, Natercia; Castro, Manuel; Diaz-Orueta, Gabriel; Ruiz, Elio San Cristobal; Garcia-Loro, Felix; Garcia-Zubia, Javier; Hernandez-Jayo, Unai; Kulesza, Wlodek; Gustavsson, Ingvar; Pester, Andreas; Zutin, Danilo; Schlichting, Luis; Ferreira, Golberi; Bona, Daniel Dezan de; Silva, Juarez B. da; Alves, Joao B.; Bilessimo, Simone; Pavani, Ana; Lima, Delberis; Temporao, Guilherme; Marchisio, Susana; Concari, Sonia; Lerro, Federico; Fernandez, Ruben; Paz, Hector; Soria, Fernando; Almeida, Nival; Oliveira, Vanderli de; Pozzo, Maria I.; Dobboletta, ElsaExperiments have been at the heart of scientific development and education for centuries. From the outburst of Information and Communication Technologies, virtual and remote labs have added to hands-on labs a new conception of practical experience, especially in Science, Technology, Engineering and Mathematics education. This paper aims at describing the features of a remote lab named Virtual Instruments System in Reality, embedded in a community of practice and forming the spearhead of a federation of remote labs. More particularly, it discusses the advantages and disadvantages of remote labs over virtual labs as regards to scalability constraints and development and maintenance costs. Finally, it describes an actual implementation in an international community of practice of engineering schools forming the embryo of a first world wide federation of Virtual Instruments System in Reality nodes, under the framework of a project funded by the Erasmus+ Program.
- 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.
- Identificação de lacunas nas competências Experimentais - a necessidade de adaptar o ensino da electrônicaPublication . Felgueiras, Carlos; Fidalgo, André Vaz; Viegas, Clara; Alves, Gustavo R.Cada área do conhecimento tem a sua própria linha de evolução, ora dividindo-se em novas áreas ora abandonando algumas disciplinas para dar lugar a outras com enquadramento mais recente. Como resultado disso pode-se constatar a tendência para uma determinada disciplina ter uma abordagem diferente nos vários cursos onde é le cionada. Deste modo, ensinar a disciplina de eletrônica num curso Engenharia Eletrônica é feito de um modo diferente do que é feito num curso de Engenharia Eletrotécnica de Energia. No primeiro caso a disciplina assume alguma profundidade enquanto no segundo caso os vários temas são, quando muito, aflorados de modo algo superficial. Esta est ratégia apresenta várias vantagens para o estudante, tais como o custo e tempo necessários para a introdução no mercado de trabalho. No entanto, pode-se também identificar algumas limitações desta abordagem, das quais a principal se refere ao nível relativamente baixo de competências em algumas áreas importantes, habitualmente situadas na fronteira das chamadas áreas tradicionais do conhecimento. Deste modo, em lugar de desenvolver sólidas competências acerca dos componentes de eletricidade e eletrônica, aos alunos apenas são apresentados modelos de interface, i.e., caixas pretas eletrônicas. Mais tarde, quando confrontados com problemas específicos, os recém-licenciados estarão menos aptos a apontar soluções devido à falta de características de interdisciplinaridade. O presente trabalho apresenta algumas percepções relacionadas com a falta de alguns conceitos necessários para compreender as implicações numa rede elétrica resultantes da utilização de cargas não-lineares. Aborda-se também a metodologia para caracterizar a presente situação e as alternativas para as ultrapassar.
- Teaching and learning Operational Amplifiers using a reconfigurable and expandable kitPublication . Costa, Ricardo; Portela, Paulo; Alves, Gustavo R.; Felgueiras, Carlos; Viegas, ClaraOperational Amplifiers (OpAmps) are one of the most important integrated circuits in the area of electronics. These type of devices are widely adopted in the area since they allow the design of simple and/or complex analogue circuits without many efforts. It is therefore fundamental to create innovative educational solutions to facilitate their teaching and learning, and in particular the inclusion of more experimental work in a course curricula. For this purpose, it was designed and implemented a reconfigurable and expandable kit to teach and learn electronic circuits based on the OpAmp uA741. The kit comprises a software application and a hardware platform. The software application allows the simulation and the reconfiguration of real electronic circuits based on the OpAmp uA741 included in the hardware platform. For measuring and/or applying signals to a particular reconfigured circuit, users may establish automatic connections. In this paper it is described the features and functionalities provided by the kit, and an overview about the OpAmp uA741. At the end, some teachers’ opinions about their perceptions concerning a possible adoption of the kit in a real educational scenario are presented.
- Macro Analysis on how to Potentiate Experimental Competences Using VISIRPublication . Lima, Natércia; Viegas, Clara; Marques, Maria Arcelina; Alves, Gustavo R.; García-Peñalvo, Francisco JoséExperimentation is crucial in science and engineering education, regardless the educational level. Nowadays experiments can be performed not only in traditional hands-on labs, but also using online resources, such as simulations and remote labs. This study was carried out, in several Higher Educational Institutions and at a minor extent some Secondary Schools, in Argentina and Brazil, in 25 different courses, where VISIR, a remote lab in the electric and electronics area, was introduced along with other resources. These 39 didactical implementations took place during 2016 and 2017 academic years, yielding 51 teachers and 1563 students. Teachers' perception about student performance in VISIR as well as VISIR usage in course, were cross-analyzed with courses' characteristics. Some important factors arouse teachers should pay extra care designing VISIR tasks accordingly to the learning outcomes/ competences they want their students to develop, taking into consideration if they represent group or individual activities. In fact, students tend to prefer group activities and there seems to be a strong association between this factor and teacher perception about students' satisfaction with the tool. Teacher introduction and support to VISIR along the semester is also an important factor.
- Learning from Complementary Ways of Developing Experimental CompetencesPublication . Lima, Natércia; Viegas, Clara; Garcia-Peñalvo, FranciscoEngineering education has solid needs of experimental competences development. Nowadays these competences can be worked not only in traditional laboratories (hands on) but also through the use of computer simulations and remote labs. The use of diversified methods in education and the exploration of new resources and techniques in classroom may allow teachers to motivate more students, and capture their attention due to their different learning styles. The main objective of this project is to better understand the effects on students’ learning outcomes in different contexts (country, type of institution, background, etc.). Students are subjected to similar design approaches that all use an enquiry-based teaching and learning methodology. The methodology of the didactical implementation is based on the simultaneous use of experimental resources (hands on, simulation and remote labs) together with calculus, in class and assessment. To accomplish this research, several insights must be taken into consideration, including the teachers’ mediation in class, in each case, and the didactical implementations adaptations, but also external factors, such as socio-cultural and/ or political factors.
- Engineering Education and Technological / Professional LearningPublication . Viegas, Clara; Marques, Maria Arcelina; Alves, Gustavo R.Engineering business is a demanding and dynamic market, which universities must understand and accompany. Being aware of the market needs is a step forward in training successful professionals. The presented works contributed to enhance the present discussion addressing different topics like emergent technologies, professional, scientific and social competences or projects that allow students to perform the first contacts with the real world. The view of students, teachers and company supervisors are considered.
- A sustainable approach to let students do more real experiments with electrical and electronic circuitsPublication . Alves, Gustavo R.; Pester, Andreas; Kulesza, Wlodek; Silva, Juarez Bento; Pavani, Ana; Pozzo, María Isabel; Marchisio, Susana; Fernandez, Ruben; Oliveira, Vanderli; Schlichting, Luis C. M.; Felgueiras, Carlos; Viegas, Clara; Fidalgo, André; Marques, Maria Arcelina; Costa, Ricardo; Lima, Natércia; Castro, Manuel; García-Zubía, JavierThe present paper focus on the use of remote laboratories in higher education from a sustainability viewpoint. The particular case of engineering education, and, within it, the more specific subject of experiments with electrical and electronic circuits is presented first, to then discuss the benefits of using remote labs, while considering the three dimensions of sustainable development, i.e.: economic practice, environmental protection, and social integration. The paper debates how remote labs address each dimension.
- 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.