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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.
- Using Remote Lab for Enhancing E-Learning on FPAAsPublication . Felgueiras, Carlos; Areias, Dinis; Fidalgo, André Vaz; Petry, Clovis; Alves, Gustavo R.Analog and digital electronic subjects are part of the electronic engineer degree but its taught is not easy because they are founded in opposite methodologies. The electronic design in the digital field is centered in the use of microprocessor and FPGA based circuits using high level programing/configuring languages. The counterpart analog design is traditionally based in the use of elementary com- ponents associated with macroblocks such operational am- plifiers in order to built-up the wanted mission circuit. Some few components, as the FPAA, are analogically configurable in a similar manner already used with the FPGA. However the use of this kind of components is not straightforward once is necessary acquire some concepts not taught in the traditionally analog electronic classes. The current work present an innovative remote lab to sup- port teaching of the FPAAs.
- A remote lab to support e-leaning on Programmable System-on-Chip (PSoC)Publication . Felgueiras, Carlos; Fidalgo, André; Alves, Gustavo R.; Schlichting, Luís; Motta, Gabriel; Ferreira, GolberiThe design flow in analog and digital electronics are quite opposite as result of each area maturation state. So, are also the teaching methodologies, being challenging for both teachers and students. The electronic design in the digital field is centered in the use of microprocessor and FPGA based circuits using high level programing/configuring languages. In a different way, the analog design is traditionally based on the use of elementary components associated with macroblocks, such operational amplifiers in order to built-up the wanted mission circuit. Some analog programmable components, as the PSoC, are analogically configurable in a manner similar to those already used in the digital domain. The use of this type of components is not straightforward, being necessary to get some concepts traditionally not taught in the analog electronic classes. The training using PSoC is then indispensable to verify if the programmed circuit corresponds to the intended one.
- The VISIR+ Project – Helping Contextualize Math in an Engineering CoursePublication . Lima, Natércia; Zannin, Marcelo; Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.; Felgueiras, Carlos; Costa, Ricardo; Fidalgo, André; Silva, Juarez; Pozzo, María I.; Dobboletta, Elsa; Penãlvo, Francisco J.; Gustavsson, IngvarThe long-term goal of engineering education is to prepare students to work as engineers. Being a practical profession, laboratories play a crucial role in illustrating concepts and principles as well as improving technical skills. In the last decades the use of online resources (simulators and remote labs) has been growing, either as a complementary and/or as an alternative way of developing experimental competences. In the scope of the VISIR+ Project, this work presents the first results of a didactical implementation using simultaneously the remote laboratory VISIR (Virtual Instrument Systems in Reality), simulation and calculus in a Math Course at the Federal University of Santa Catarina (UFSC). The preliminary results indicate that the use of several resources increases students’ performance, boosting their learning and competence development.
- Using a 3-tier Training Model for Effective Exchange of Good Practices in as ERASMUS+ ProjectPublication . Alves, Gustavo R.; Fidalgo, André; Marques, Maria A.; Viegas, Clara; Felgueiras, Carlos; Costa, Ricardo J.; Lima, Natércia; Kulesza, Wlodek; García-Zubía, Javier; Castro, Manuel; Pester, Andreas; Pavani, Ana; Silva, Juarez B. da; Schlichting, Luis; Marchisio, Susana; Fernández, Ruben; Oliveira, Vanderli F. de; Pozzo, María I.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.
- A remote lab to support e-learning on FPAAPublication . Felgueiras, Carlos; Fidalgo, André; Alves, Gustavo R.; Costa, Guilherme; Schlichting, Luís; Ferreira, GolberiTeaching analog and digital electronic subjects is not a trivial task because is necessary to use opposite methodologies. The electronic design in the digital field is centered in the use of microprocessor and FPGA based circuits using high level programing/configuring languages. The counterpart analog design is traditionally based in the use of elementary components associated with macroblocks such operational amplifiers in order to built-up the wanted mission circuit. Some few components, as the FPAA, are analogically configurable in a similar manner already used with the FPGA. However the use of this kind of components is not straightforward once is necessary to acquire some concepts not taught in the traditionally analog electronic classes.
- How to Use Remote Labs for Enhancing E-Learning on PSoCsPublication . Felgueiras, Carlos; Macedo, Jose; Fidalgo, André; Petry, C.; Alves, Gustavo R.Electronic teaching is a task that intents to also prepare the student to understand and design analog and digital circuits. However the design flow in those two arenas are quite opposite as result of very different development state and also are the design methodologies, being challeng- ing for both teachers and students. In fact, the electronic design in the digital field is centered in the use of compo- nents based in two kind of circuits (microprocessor and FPGA) using a relatively high level programing/configuring languages. In an opposite way, the analog design is tradi- tionally founded in the use of elementary components (e.g. resistors and capacitors) associated with macroblocks (e.g. operational amplifiers) in order to built-up the wanted mis- sion circuit. However they have just a few analog program- mable components, as the PSoC that is analogically configu- rable in a similar manner that the one already used in the digital domain. The use of this kind of components, howev- er, is not straightforward being necessary to get some con- cepts traditionally not taught in the analog electronic clas- ses. The training using PSoC are then indispensable to veri- fy if the programed analog circuit corresponds to the in- tended one. The current work present an innovative remote lab to sup- port teaching of the PSoC.
- The VISIR+ Project – Preliminary results of the training actionsPublication . Viegas, Clara; Alves, Gustavo R.; Marques, Maria A.; Lima, Natercia; Felgueiras, Carlos; Costa, Ricardo J.; Fidalgo, André Vaz; Pozzo, María I.; Dobboletta, Elsa; García-Zubía, Javier; Hernández-Jayo, Unai; Castro, Manuel; Loro, Felix G.; Zutin, Danilo; Kreiter, ChristianExperimental competences allow engineering students to consolidate knowledge and skills. Remote labs are a powerful tool to aid students in those developments. The VISIR remote lab was considered the best remote lab in the world in 2015. The VISIR+ project main goal is to spread VISIR usage in Brazil and Argentina, providing technical and didactical sup- port. This paper presents an analysis of the already prosecuted actions regarding this project and an assessment of their impact in terms of conditioning factors. The overall outcomes are highly positive since, in each Latin American Higher Education Institution, all training actions were successful, the first didactical implementations were designed and ongoing in the current semester. In some cases, instead of one foreseen implementation, there are several. The most statistically conditioning factors which affected the outcomes were the pre-experience with re- mote labs, the pre-experience with VISIR and the training actions duration. The teachers’ per- ceptions that most conditioned their enrollment in implementing VISIR in their courses were related to their consciousness of the VISIR effectiveness to teach and learn. The lack of time to practice and discuss their doubts and the fulfillment of their expectations in the training actions, also affected how comfortable in modifying their course curricula teachers were.
- A demonstration circuit to support e-learning on IEEE 1149.1/4 infrastructuresPublication . Vilhena, J.; Fidalgo, André Vaz; Felgueiras, CarlosTeaching electronics in engineering encompasses several issues related to the specific technical subjects and the educational model considered. The first embraces a set of specific scientific concepts while the second usually includes a big number of laboratorial classes. Electronic design usually includes analog and digital components that are developed using different technologies, an analog device usually consisting of the association of different components, while a digital device is nowadays designed using hardware programming languages. In any case, circuit design should include the intended mission circuit but also additional circuitry in order to support debug and test operations. The additional functionalities included for this purpose assume special importance during the circuit prototype validation phase. The most common errors result from the use of programmable and configurable devices (e.g. microcontrollers, FPGA) although those resulting from analogue components are usually harder to diagnosis and correct. A structured way to face those issues is the use of IEEE1149.1/4 test infrastructures. Laboratorial classes on advanced subjects like this are one of the reasons why electronics is an expensive engineering education. Remote labs are presently being advertised as a mean to make the educational model more cost effective. Part of the laboratorial classes can be performed autonomously by the student, using remote circuits to verify if the developed code matches the intended result. Furthermore, as the remote laboratories are intrinsically based on ICT, it is easy to produce and use students' knowledge information to optimize the educational model. This document presents part of an IEEE1149.1/4 remote access educational platform for use on electronics courses.
- 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.