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- 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.
- Práticas remotas abertas do VISIR com circuitos elétricos e eletrónicosPublication . Fidalgo, André; Alves, Gustavo; Marques, Maria Arcelina; Lima, Natércia; Castro, Manuel; Castro, Manuel; García-Loro, FelixThis document describes the access to a defined set of open remote VISIR practices developed during the PILAR project. These practices are available at EU level through a federation of remote labs openly available on Internet, via a Moodle accessible set of lessons and experiments, i.e. practices [1]. The federation policies were developed during the project and allow any EU interested institution (universities, schools, content providers) to provide and access its services [2]. Presently the available content is intended for learning basic (and complex) electrical and electronics circuits, for different subjects at school/high school and at grade and master university levels, but can be expanded in the future, as seen fit by the federation. As a remote lab, VISIR presents several advantages to students with educational difficulties and geographical obstacles: it allows such students to carry out experiments the number of times they need, without having to be in the lab. These are two of the main advantages presented by remote labs over hand-on labs. In addition, and because remote labs imply real experiments with real components, they also present an additional advantage over virtual labs (simulations). The only problem, addressed by the PILAR project, is supporting all the experiments that are done, in a single semester, in all the courses that involve electrical and electronics circuits (implementable in VISIR), in a single institution. Although quite powerful, one VISIR platform has limitations regarding the total number of different components it can have, while also allowing for all possible interconnections. The VISIR federation and the developed PILAR Moodle repository allows for a structured and combined service benefiting from the individual offer of each VISIR node, making all of them available through the federation of those same nodes.
- 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.