Developing a Framework and Pedagogies for the Delivery of Remote Accessible Laboratory Systems in Science and Engineering

The teaching and learning methods applied to the in-person classroom are not entirely capable of addressing the requirements for an online laboratory environment. The aim of the study is to create the pedagogies for remote laboratories. Therefore, a test environment was developed and user observations were captured over four years. This research proposed an educational framework for online science and engineering laboratory and summarized the most significant aspects to be included in the laboratory design

Remote and Proximal Delivery of the Laboratory Component of Electrical and Energy Systems Course

: This paper describes the practical activities of Electrical Energy Systems (EES) course at University of South Australia (UniSA). The practical subject is Laboratory Component (LC). It is a compulsory subject for first-year students of bachelor of the engineering program. Students may do practically in conventional laboratories or by using Internet-based remote laboratory (RL). An experiment was conducted to explore the students' preference for practical approaches. Most students prefer the RL schedule flexibility while the others like to do real component wiring in an electrical laboratory. The combination between proximal and remote laboratories may become the best approach to delivering the LC practical

A pedagogical rich interactive on-line learning platform for Network Technology students in Thailand

Internetworking enables communication between networks and forms the foundation of the Internet. Internetworking teaching is typically conducted in a traditional face-to-face classroom, but nowadays it can be conducted online. Online learning environments have many advantages that include allowing remote students’ access to not only curriculum but also lecturers and other enrolled students. However, unlike some other disciplines, teaching internetworking courses online is problematic because students need to be given access to internetworking equipment. It is technically possible to provide remote access to online students in order to compensate for the lack of direct physical equipment access, which normally is offered to traditional students. However the standard method of remote access only provides students with a limited text based method of configuring internetworking devices. Internetwork simulators are of value but they cannot provide students experience working with real devices. A pedagogically rich, interactive on-line learning environment using low-cost, assistive multi-media based technologies was therefore developed. This paper presents details of the platform and results of its deployment from an Australian university to a small group of students in Thailand.

Derivation of Suitability Metrics for Remote Access Mode Experiments

When considering the possible use of an online mode of experimentation it is important to evaluate the suitability of the remote access mode to a particular learning exercise. Within a large and diverse set of possible experiment-oriented learning exercises, it follows that not all laboratory experiments are well-suited for conversion to the remote access mode. In this paper we consider a range of factors that should be considered before the decision is taken to implement a remote laboratory. These factors fit broadly into four categories: learning factors, equipment factors, cohort factors and accreditation factors. Some of the factors may demonstrate a tendency to belong to more than one category, and some may present with a more significant weighting than others, but the categorical organization of the factors adds an ability to apply an objective assessment to remote access mode suitability

ArtSci - Newsmagazine of the College of Arts and Sciences, Spring 2021

Dean\u27s Welcome Student Bios Science Stops for Nothing Approaching Education from a New Perspective Kimelia Carter: Thespian, President, Artist Art Co-op Connects Communities New Art at theNate You\u27re Worried About Viruses: So Is the New MS in IT Program GSU Hires Dr. Siefert, Fires the Canon Home is Where the Art Is Chemistry Student Breauna Smothers Nicholson: Building Bridges, Breaking Barriers GSU\u27s Center for Community Media Puts Theory into Practice Embracing the Unexpected Voices from our Graduateshttps://opus.govst.edu/cas_pubs/1005/thumbnail.jp

Meeting the growing demand for engineers and their educators: the potential for open and distance learning

As with all teaching, open and distance approaches are successful only if based on good pedagogical design addressing the purpose, structure and pace of the material, hence engaging students and encouraging active learning. For distance learning such pedagogical design is often expensive, and can only be justified by comparatively large student numbers. Much open and distance teaching offers meagre student support. To be successful, course developers must integrate student support into the learning materials, including such elements as a modest number of face-to-face sessions or electronic communication at a distance. This presentation discusses these issues in the context of SET distance teaching and presents examples of good practice from the UKOU, including: • an introductory course in ICT that adopts an issues-based approach, in order to de-mystify the subject and make it more attractive to students • resource-based approaches in engineering education • team projects at a distance • an emphasis on ‘active learning’ An argument is also to be made for the importance of openness if we really wish to promote engineering. In this context ‘openness’ means making programmes available to all students (even those without formal school-leaving qualifications) that will ultimately enable them to qualify as a professional engineer or an educator of engineers. The traditional approach to engineering education has been hierarchical and linear: a good school leaving certificate in mathematics / science followed by an often very theoretical university education plus an application-oriented final project. If we are serious about attracting new engineers, this will no longer do. An open and distance approach to engineering formation, based on outcomes rather than input educational levels, and with an emphasis on lifelong learning and professional development, can make a major contribution to chang

An extranet in action: Globally networked academics and students

The vexed issue of keeping staff and students up-to-date in the fast moving world of internetworking has been exercising the minds of many tertiary institutions for several years. One Australian Faculty of IT has partnered with industry in an attempt to keep the course materials up-to-date and relevant. This has led to major changes in the culture of the faculty as staff too have been trained in the certification subjects and must pass rigorous industry level examinations in order to be qualified to teach the material. This paper describes the programs and reports as well on the results of student surveys which were undertaken to see if the policy was meeting the needs of the students. The paper refers to previous staff surveys as well

A global, collaborative, E-learning ecosystem: An academic/industry partnership in action

A number of apparent failures in the use of education technology should provide a warning as universities and training institutes progress their strategy and management plans for elearning. Fundamental problems in the academic environment relate to the lack of training in new technologies available to academics responsible for elearning. No less importantly the synergies among commercial providers of Asynchronous Learning Network (ALN) software, pedagogical knowledge and experiential learning requirements have not been addressed in the vision and strategy statements provided by senior management. The requisite solution is seen to be a framework for all stakeholders to evaluate e-learning proposals to ensure the effectiveness and value propositions are based in reality. What can we learn from the e-business environment and, in particular, the Cisco Network Academy Program (Academy Connection) that would inform the structure and deliverables required to support the proposed framework? This proposed framework also needs to accommodate value propositions for the diverse student cohorts involved in e-learning, having particular regard to professional practical requirements

Providing Collaborative Support to Virtual and Remote Laboratories

Virtual and remote laboratories (VRLs) are e-learning resources that enhance the accessibility of experimental setups providing a distance teaching framework which meets the student's hands-on learning needs. In addition, online collaborative communication represents a practical and a constructivist method to transmit the knowledge and experience from the teacher to students, overcoming physical distance and isolation. This paper describes the extension of two open source tools: (1) the learning management system Moodle, and (2) the tool to create VRLs Easy Java Simulations (EJS). Our extension provides: (1) synchronous collaborative support to any VRL developed with EJS (i.e., any existing VRL written in EJS can be automatically converted into a collaborative lab with no cost), and (2) support to deploy synchronous collaborative VRLs into Moodle. Using our approach students and/or teachers can invite other users enrolled in a Moodle course to a real-time collaborative experimental session, sharing and/or supervising experiences at the same time they practice and explore experiments using VRLs.This work was supported by the Spanish Government under the CICYT Project DPI2007-61068 and the GITE grant of the Technology and Educational Innovation Vice-President Office of the University of Alicante

Development and implementation of a virtual laboratory for training process improvement in the mechanics of continuous media

The project arises from the need to develop improved teaching methodologies in field of the mechanics of continuous media. The objective is to offer the student a learning process to acquire the necessary theoretical knowledge, cognitive skills and the responsibility and autonomy to professional development in this area. Traditionally the teaching of the concepts of these subjects was performed through lectures and laboratory practice. During these lessons the students attitude was usually passive, and therefore their effectiveness was poor. The proposed methodology has already been successfully employed in universities like University Bochum, Germany, University the South Australia and aims to improve the effectiveness of knowledge acquisition through use by the student of a virtual laboratory. This laboratory allows to adapt the curricula and learning techniques to the European Higher Education and improve current learning processes in the University School of Public Works Engineers -EUITOP- of the Technical University of Madrid -UPM-, due there are not laboratories in this specialization. The virtual space is created using a software platform built on OpenSim, manages 3D virtual worlds, and, language LSL -Linden Scripting Language-, which imprints specific powers to objects. The student or user can access this virtual world through their avatar -your character in the virtual world- and can perform practices within the space created for the purpose, at any time, just with computer with internet access and viewfinder. The virtual laboratory has three partitions. The virtual meeting rooms, where the avatar can interact with peers, solve problems and exchange existing documentation in the virtual library. The interactive game room, where the avatar is has to resolve a number of issues in time. And the video room where students can watch instructional videos and receive group lessons. Each audiovisual interactive element is accompanied by explanations framing it within the area of knowledge and enables students to begin to acquire a vocabulary and practice of the profession for which they are being formed. Plane elasticity concepts are introduced from the tension and compression testing of test pieces of steel and concrete. The behavior of reticulated and articulated structures is reinforced by some interactive games and concepts of tension, compression, local and global buckling will by tests to break articulated structures. Pure bending concepts, simple and composite torsion will be studied by observing a flexible specimen. Earthquake resistant design of buildings will be checked by a laboratory test video