Extending Global Education Through Remote Laboratory Access

Advanced software technologies that are integrated with physical laboratories now allow students and researchers to access laboratory equipment and instruments remotely through the Internet. While this capability has been used in engineering and science education successfully for some time, application of this approach to human factors engineering and ergonomics education is new. The development of a remote ergonomics laboratory based on such an Internet technology is described. The focus of this new laboratory is to provide a method of evaluating protective clothing heat stress using a thermal manikin technology. The laboratory has generated global interest and created international collaboration in teaching and research

Using Virtual Laboratories in Control Engineering Education

The twin pressures of the need for students to learn a wider variety of concepts, ideally in a self-learning mode, and the reduction in class contact time has led to the use of increased levels of information technology in control engineering education. This paper reports on, reflects on, and evaluates the author’s use of virtual laboratories (computer based laboratories available on the internet) in control engineering modules at DIT Kevin St. The use of the virtual laboratories helps in the ongoing evolution of the teaching approach from a traditional didactic lecture and laboratory course to a more learner-centred approach. The author’s experience is that student motivation, student self-learning and the enhancement of theoretical understanding and practical ability are significantly increased with the appropriate use of these laboratories, at both undergraduate and postgraduate leve

Experiences with virtual learning environments in control engineering education

The twin pressures of the need for students to learn a wider variety of concepts, ideally in a self-learning mode, and the reduction in class contact time has led to the use of increased levels of information technology in control engineering education. This paper reports on, reflects on, and evaluates the author’s use of virtual laboratories (computer based laboratories available on the internet) in control engineering modules at DIT Kevin St. The use of the virtual laboratories helps in the ongoing evolution of the teaching approach from a traditional didactic lecture and laboratory course to a more learner-centred approach. The author’s experience is that student motivation, student self-learning and the enhancement of theoretical understanding and practical ability is significantly increased with the appropriate use of these laboratories, at both undergraduate and postgraduate level

Remote Laboratories for Teaching and Training in Engineering

Typical mechatronic systems are a combination of advanced technologies involving several disciplines. This multidisciplinary approach to the development of industrial applications provides great opportunities for the implementation of e-learning environments and collaborative schemes. Engineering education, in particular, benefits from many of these advances, among which, virtual instrumentation is a useful tool for the development of virtual environments, e-learning spaces and, particularly, remote laboratories. This chapter describes the implementation of web-based laboratories that allow the remote operation of experiments used as training exercises in undergraduate engineering courses. The remote laboratories were developed using LabVIEW® software, and they enable remote control and monitoring of laboratory equipment, allowing engineering students to perform experiments in real time, at their own pace, from anywhere, and whenever is suitable for them. Besides the experimental training that the web-based laboratories provide to students, the system is also a powerful teaching tool since real-time demonstrations of the experiments can be performed, and they also can be simultaneously monitored by a group of students. This approach is highly beneficial for engineering schools in developing countries, as resources can be shared through the Internet. A description of the system and three proposed experiments is presented, together with the experimental results

Remote lab experiments: opening possibilities for distance learning in engineering fields

Remote experimentation laboratories are systems based on real equipment, allowing students to perform practical work through a computer connected to the internet. In engineering fields lab activities play a fundamental role. Distance learning has not demonstrated good results in engineering fields because traditional lab activities cannot be covered by this paradigm. These activities can be set for one or for a group of students who work from different locations. All these configurations lead to considering a flexible model that covers all possibilities (for an individual or a group). An inter-continental network of remote laboratories supported by both European and Latin American institutions of higher education has been formed. In this network context, a learning collaborative model for students working from different locations has been defined. The first considerations are presented

Remote lab experiments: Opening possibilities for distance learning in engineering fields

Remote experimentation laboratories are systems based on real equipment, allowing students to perform practical work through a computer connected to the internet. In engineering fields lab activities play a fundamental role. Distance learning has not demonstrated good results in engineering fields because traditional lab activities cannot be covered by this paradigm. These activities can be set for one or for a group of students who work from different locations. All these configurations lead to considering a flexible model that covers all possibilities (for an individual or a group). An inter-continental network of remote laboratories supported by both European and Latin American institutions of higher education has been formed. In this network context, a learning collaborative model for students working from different locations has been defined. The first considerations are presented

Remote lab experiments: opening possibilities for distance learning in engineering fields

Remote experimentation laboratories are systems based on real equipment, allowing students to perform practical work through a computer connected to the internet. In engineering fields lab activities play a fundamental role. Distance learning has not demonstrated good results in engineering fields because traditional lab activities cannot be covered by this paradigm. These activities can be set for one or for a group of students who work from different locations. All these configurations lead to considering a flexible model that covers all possibilities (for an individual or a group). An inter-continental network of remote laboratories supported by both European and Latin American institutions of higher education has been formed. In this network context, a learning collaborative model for students working from different locations has been defined. The first considerations are presented.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Towards constructivist laboratory education: Case study for process control laboratory

Laboratory education is an integrated part of engineering and science degrees. Many research papers refer to poor constructivist learning during the laboratory sessions, indicating the need for reforming the laboratory education in a way that facilitates constructivist learning as well as conceptual understanding. In this paper we present a model of conducting laboratories, based on the well known Kolbpsilas experiential learning cycle, implemented with recent available technologies, and applied to an undergraduate process control lab. There are four main stages in Kolbpsilas model, namely: concrete experience, reflective observation, abstract conceptualization, and active experimentation. To implement these stages, the hands on lab is conducted in conjunction with supplemental activities such as experiments performed in the classroom remotely through the Internet, using virtual lab and preparation sessions, and conducting pre and post lab tests. The paper presents how the supplemental activities are mapped with Kolbpsilas cycle to promote the constructivist laboratory education. The quantitative analysis showed reasonable enhancement of learning outcomes of the experimental groups compared with the control group. The paper presents a novel model of conducting experiential education based on well known pedagogical approach facilitated with recent information and communication technology (ICT) developments

Digital, material and networked: some emerging themes for SET education

Boundaries between the digital and material worlds are becoming blurred as the internet increasingly connects us to things as well as people and information. This is increasingly relevant to education as initiatives which significantly combine digital and material elements in networks are becoming a reality for Science, Engineering and Technology (SET) learning. Our paper reports on the initial findings of a project to carry out a ‘state of the art’ review of literature to establish the key themes, opportunities and obstacles that are emerging from the development and use of these ‘hybrid’ systems in learning. We wanted to explore the extent to which this new domain of study is being reported in the literature and to identify work representative of this area. Our aim was to investigate the depth of research in this area by going beyond the technologically descriptive to focus on pedagogical and organisational issues raised in the literature. To identify the state of current research in the area we carried out a systematic search of databases of Science, Engineering and Technology education literature. We found 808 papers relating to the hybrid learning initiatives we are interested in, of which the majority, 81%, involved the Engineering and Technology disciplines while 6.8% related to Science. The vast majority of papers referred to remote laboratories and most of these were concerned with describing the technologies involved. In order to explore issues emerging from the research, we carried out an in-depth text review of a particular subset of the papers found that focussed on pedagogical issues. The three main themes that emerged were: the importance of real data and authenticity in learning; the importance of a sense of presence (e.g. telepresence, social presence and/or immersion) and the locus of control in, and responsiveness of, a hybrid system. We conclude that these new digital ‘hybrid’ pedagogies offer a lens with which to view both the more traditional material pedagogies, e.g. laboratory-based learning, and purely digital pedagogies, e.g. virtual labs. Finally, issues of authenticity, presence and control/responsiveness will be of increasing pedagogical importance to other ‘hybrid’ systems, such as those involving ubiquitous computing