E-Engineering: from concept to reality

Even before the digital era, the implementation of distance learning in higher education was a reality in many areas. Notwithstanding, the offer of distance higher education courses was not equal in all knowledge areas due to different teaching and learning requirements. The experimental work developed during the learning process in engineering areas is widely recognized as essential for engineering students. However, the remote availableness of this experimental, hands-on, works, typically done in University laboratories designed according to the different teaching subject requirements, was nonexistent. With the advent of remote laboratories, real-time remotely controlled laboratory facilities made possible by the advancements on the Internet network, this limitation disappeared. The concept of e-engineering, a merge between the e-learning concept and the remote laboratories, emerged as a solution to offer distance learning engineering courses without abdicating of the indispensable practical component of any engineering course. Two European projects – the Tempus EOLES project and the ERASMUS+ e-LIVES project – try to bridge the gap between concept and reality by first implementing an accredited higher education engineering course in Electronics and Optics e-Learning for Embedded Systems and then by producing a set of guidelines to help others to be autonomous in the creation of their own eengineering courses.info:eu-repo/semantics/publishedVersio

Online instrument systems in reality for remote wiring and measurement of electronic in e-learning from LabVIEW+NI ELVIS II vs embedded system+web services

Recently The prestigious universities of the world strive and aim to computerize their distance education service and more specifically the remote practical work, which allows students to manipulate electronic experiments via the web, for to solve a set of problems: pedagogical, management, security, restriction by time and place and the problems the overcrowding of students in universities. This paper will describe the E@SLab system developed by the university Cadi Ayyad member of the e-live project funded by EU in the frame of ERASMUS+E@SLab is based on the latest technologies of development and respects educational and pedagogical standards. E@SLab offers 2 versions different of remote laboratory: first version (s1) is an embedded system its part software is node js+Ubuntu and the part hardware a card pcduino or raspebery. The second version (s2) is based on LABview and its hardware part is the NI ELVIS II pedagogical map. In this paper, we will compare and discuss the architecture, performance of the 2 versions of E@SLAB and review other famous approaches NetLab, VISIR, for comparing with E@SLab with the intention show its singularity

EOLES Course – Five Years of Remote Learning and Experimenting

The EOLES (Electronics and Optics e-Learning for Embedded Systems) course consists of a 3rd year Bachelor degree that relies exclusively on e-learning and remote laboratories, developed as the result of an EU funded ERASMUS+ project, involving 15 institutions from four European and three North African countries and concluded in 2015. This paper presents an overview and overall results for this initial period and a more detailed analysis of the Digital Systems Teaching Unit contents, pedagogical approach, grading methodology and results. The focus is on the unit specific characteristics and features, student and teacher experiences and the methodologies that were applied to enhance learning success. The Teaching Unit expositive material is provided as the student progresses, with progressive unlocking of content depending timeline and automatic quizzes results. Grading is divided between weekly assignments, an online exam at the end of each TU and a final exam at the end of the academic year. In short, students are allowed and encouraged to adjust their learning rhythm within the limits allowed by time restraints and evaluation criteria. The developed course was accredited as a specialization year in most partner institutions and has been running non-stop since then, mainly with students from North African institutions. Although no longer supported by an EU project, the course is a good example of sustainability as it already had 4 effective editions with successful approval rates and always with many more candidates than available vacancies.ERASMUS+info:eu-repo/semantics/publishedVersio

EOLES Course, 4 years and going…results and experiences

The EOLES (Electronics and Optics e-Learning for Embedded Systems) course consists of a 3rd year Bachelor degree that relies exclusively on e-learning and remote laboratories, developed as the result of an EU funded ERASMUS+ project, involving 15 institutions from four European and three North African countries and concluded in 2015. The developed course was accredited as a specialization year in most partner institutions and has been running non-stop since then, mainly with students from North African institutions. Although no longer supported by an EU project, the course is a good example of sustainability as it already had 4 effective editions with successful approval rates and always with many more candidates than available vacancies. This paper presents an overview and overall results for this initial period and a more detailed analysis of the Digital Systems Teaching Unit. The focus is on the course specific characteristics and features, student and teacher experiences and the methodologies that were applied to enhance learning results. Although being a fully online course, several synchronous activities and communication tools are included in the methodology to enhance student and teacher iteration and also to provide an impartial grading process, as required for accreditation. The course expositive material is provided as the student progresses, with progressive unlocking of content depending on each teaching unit timeline, and automatic quizzes results. In short, students are allowed and encouraged to adjust their learning rhythm within the limits allowed by time restraints and evaluation criteria.info:eu-repo/semantics/publishedVersio

EOLES Course, 4 years and going…results and experiences

The EOLES (Electronics and Optics e-Learning for Embedded Systems) course consists of a 3rd year Bachelor degree that relies exclusively on e-learning and remote laboratories, developed as the result of an EU funded ERASMUS+ project, involving 15 institutions from four European and three North African countries and concluded in 2015. The developed course was accredited as a specialization year in most partner institutions and has been running non-stop since then, mainly with students from North African institutions. Although no longer supported by an EU project, the course is a good example of sustainability as it already had 4 effective editions with successful approval rates and always with many more candidates than available vacancies. This paper presents an overview and overall results for this initial period and a more detailed analysis of the Digital Systems Teaching Unit. The focus is on the course specific characteristics and features, student and teacher experiences and the methodologies that were applied to enhance learning results. Although being a fully online course, several synchronous activities and communication tools are included in the methodology to enhance student and teacher iteration and also to provide an impartial grading process, as required for accreditation. The course expositive material is provided as the student progresses, with progressive unlocking of content depending on each teaching unit timeline, and automatic quizzes results. In short, students are allowed and encouraged to adjust their learning rhythm within the limits allowed by time restraints and evaluation criteria.info:eu-repo/semantics/publishedVersio

Empowering Flexible Learning: The Role of Embedded Systems in Remote Laboratories

This paper explores developing and implementing a practical work remote control operational architecture using embedded systems. This architecture is particularly relevant to electronics university courses, offering innovative approaches to low-cost remote laboratories. Students through the university’s local network at their convenience, providing a more flexible learning approach compared to traditional fixed schedules, can access these virtual labs. This strategy addresses the challenges posed by the high number of enrollees in Moroccan Faculties, especially in open-access institutions.The study presents a detailed examination of this prototype's hardware and software components, with the potential for application across various disciplines. The hardware element comprises an Arduino microcontroller, responsible for managing electronic experiments involving a single-phase rectifier, chosen as an illustrative example of remote-controlled manipulation.To evaluate the efficacy of this educational system, it underwent testing by students in the field of electronics and industrial systems. The outcomes of this evaluation highlight the numerous advantages of this innovation

Empowering Flexible Learning: The Role of Embedded Systems in Remote Laboratories

This paper explores developing and implementing a practical work remote control operational architecture using embedded systems. This architecture is particularly relevant to electronics university courses, offering innovative approaches to low-cost remote laboratories. Students through the university’s local network at their convenience, providing a more flexible learning approach compared to traditional fixed schedules, can access these virtual labs. This strategy addresses the challenges posed by the high number of enrollees in Moroccan Faculties, especially in open-access institutions.The study presents a detailed examination of this prototype's hardware and software components, with the potential for application across various disciplines. The hardware element comprises an Arduino microcontroller, responsible for managing electronic experiments involving a single-phase rectifier, chosen as an illustrative example of remote-controlled manipulation.To evaluate the efficacy of this educational system, it underwent testing by students in the field of electronics and industrial systems. The outcomes of this evaluation highlight the numerous advantages of this innovation

Remote practicals in the time of coronavirus, a multidisciplinary approach

Due to the COVID-19 pandemic, universities across the world have curtailed face to face teaching. Associated with this is the halt to the delivery of the practical experience required of engineering students. The Multidisciplinary Engineering Education (MEE) team at The University of Sheffield have responded to this problem in an efficient and effective way by recording laboratory experiences and putting videos, quizzes and data online for students to engage with. The focus of this work was on ensuring all Learning Outcomes (LOs) for modules and courses were preserved. Naturally, practical skills cannot be easily provided using this approach, but it is an effective way of getting students to interact with real data, uncertainty and equipment which they cannot access directly. A number of short case studies from across the range of engineering disciplines are provided to inspire and guide other educators in how they can move experiments on line in an efficient and effective manner. No student feedback is available at the time of writing, but anecdotal evidence is that this approach is at least acceptable for students and a way of collecting future feedback is suggested. The effort expended on this approach and the artefacts produced will support student learning after the initial disruption of the lockdown has passed