Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.

Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment

An Experience of using B-Learning technologies to Teaching Optical Communications to Engineering Students

This paper deals with a pedagogical experience carried out with under-graduated students at the E.U.I.T. Telecommunications in Madrid, while coursing a subject of Optical Communications (OC). In this experience several B-Learning methodologies as well as technological resources have been combined, in order to get surpassing some difficulties well identified faced by the students of this subject. To find a reliable teaching strategy, the proposed methology have been introduced step by step along three academical courses, adding progressively new learning tools based on Information and Communication Technologies (ICT) [1,2]. The outcomes of the students assessments as well as the surveys carried out with them, have show a high improvement degree of the educative process in this specific subject of their curricula. New and more refined technologies based chiefly on remote laboratories will be tested along the next courses to overcome some issues not well surpassed ye

Development of a VR capable virtual laboratory framework

The aim of this paper is to introduce the design steps and implementation details of a system, which combines modern web-technologies and open-source simulation software to create a virtual laboratory framework. In order to validate the functionality of this framework and to demonstrate its capabilities, a classic experiment from the field of control theory was implemented; the inverted pendulum. In this experiment, a simulated controller keeps the rod of the pendulum in an upright position. Users can change different parameters of the model and then test the impact of these changes in a very intuitive and interactive way, by applying force to the pendulum model in 3D and observing the behavior of the controller

A WEB-BASED VIRTUAL LABORATORY FOR SATELLITE IMAGE PROCESSING AND ANALYSIS

With continuous increase in the utilization of satellite images in various engineering and science fields, it is imperative to equip students with additional educational aid in subject of satellite image processing and analysis. In this paper a web-based virtual laboratory, which is accessible via internet to anyone around the world with no cost or constraints, is presented. Features of the laboratory has been discussed in addition to details regarding system architecture and its implementation. Virtual laboratory is tested by students, whose responses are also presented in this paper. Future development of this laboratory is outlined in the end

Developing a virtual engineering lab using ADDIE model. [Article]

In recent years, digital competence has become essential at the workplace. There is a growing demand for engineers with both employability and digital skills. As a result of the technological advancements, the Virtual Laboratory (VLab) concept was created to provide students with a safe environment to acquire the skills and enthusiasm to enhance the delivery of STEM (science, technology, engineering and mathematics) subjects. This study presents a VLab developed using ADDIE model design criteria that allows users to perform VLab in engineering education. Users were able to carry out experiments individually or collectively, creating an effective, flexible learning environment for students. This was integrated smoothly into the Campus Moodle platform learning environment. The VLab design and implementation details are explained and validated through Alpha and Beta acceptance testing. A mixed-methods research design was used to collect and analyse the data. Questionnaires were used to collect quantitative data from 144 students, and 17 of them were interviewed to collect qualitative data. The findings revealed that the VLab is a collaborative, effective and interactive learning environment, which develops graduates' knowledge, soft skills and digital skills, while also improving their competencies relevant to the enhancement of digital skills at their workplace. As a result, lecturers are recommended to use VLab to enhance the quality of teaching and advance the learning experiences of their students

SciTech News Volume 71, No. 2 (2017)

Columns and Reports From the Editor 3 Division News Science-Technology Division 5 Chemistry Division 8 Engineering Division 9 Aerospace Section of the Engineering Division 12 Architecture, Building Engineering, Construction and Design Section of the Engineering Division 14 Reviews Sci-Tech Book News Reviews 16 Advertisements IEEE

College of Engineering

Cornell University Courses of Study Vol. 89 1997/9

Teaching and Learning of Fluid Mechanics

This book contains research on the pedagogical aspects of fluid mechanics and includes case studies, lesson plans, articles on historical aspects of fluid mechanics, and novel and interesting experiments and theoretical calculations that convey complex ideas in creative ways. The current volume showcases the teaching practices of fluid dynamicists from different disciplines, ranging from mathematics, physics, mechanical engineering, and environmental engineering to chemical engineering. The suitability of these articles ranges from early undergraduate to graduate level courses and can be read by faculty and students alike. We hope this collection will encourage cross-disciplinary pedagogical practices and give students a glimpse of the wide range of applications of fluid dynamics

College of Engineering

Cornell University Courses of Study Vol. 94 2002/200