Improving the use of remote laboratories. The case of VISIR at Universidad Nacional de Rosario

The present work originates in the Project "Educational Modules for Electric and Electronic Circuits Theory and Practice following an Inquiry-based Teaching and Learning Methodology supported by VISIR", carried out with the support of the Erasmus+ Programme. Remote labs can provide a framework where physical experiments can be developed for STEM (Science, Technology, Engineering and Mathematics) education. Although remote labs have been in use for over a decade now in several countries and levels of education, their use is not yet being generalized in Latin America. Through the VISIR+ International Cooperation Project from the Erasmus+ Programme, five higher education institutions from Latin America have incorporated de VISIR remote lab in order to carry out experiments with electric and electronic circuits. In the present work, the results of the study developed at Universidad Nacional de Rosario within the framework of the aforementioned project are shown.This work was carried out with the economic support of the European Commission through Project 561735-EPP-12015-1-PTEPPKA2-CBHE-JP and by Universidad Nacional de Rosario, through Project PID 1ING505.info:eu-repo/semantics/publishedVersio

International cooperation for remote laboratory use

Experimenting is fundamental to the training process of all scientists andengineers. While experiments have been traditionally done inside laboratories, theemergence of Information and Communication Technologies added two alternatives accessible anytime, anywhere. These two alternatives are known asvirtual and remote laboratories and are sometimes indistinguishably referred asonline laboratories. Similarly to other instructional technologies, virtual and remote laboratories require some effort from teachers in integrating them into curricula, taking into consideration several factors that affect their adoption (i.e., cost) and their educational effectiveness (i.e., benefit). This chapter analyzes these two dimensions and sustains the case where only through international cooperation it is possible to serve the large number of teachers and students involved in engineering education. It presents an example in the area of electrical and electronics engineering, based on a remote laboratory 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+ project, for spreading its use in Brazil and Argentina.Fil: Alves, Gustavo R.. Instituto Politécnico Do Porto; PortugalFil: Fidalgo, André V.. Instituto Politécnico Do Porto; PortugalFil: Marques, María A.. Instituto Politécnico Do Porto; PortugalFil: Viegas, María Celeste. Instituto Politécnico Do Porto; PortugalFil: Felgueiras, Manuel C.. Instituto Politécnico Do Porto; PortugalFil: Pozzo, María Isabel Rita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaFil: Schlichting, Luis C.. Universidade Federal de Santa Catarina; BrasilFil: Ferreira, Golberi. Universidade Federal de Santa Catarina; BrasilFil: De Bona, Daniel D.. Universidade Federal de Santa Catarina; BrasilFil: Pacheco, Fernando S.. Universidade Federal de Santa Catarina; BrasilFil: da Silva, Juarez B.. Universidade Federal de Santa Catarina; BrasilFil: Alves, João B.. Universidade Federal de Santa Catarina; BrasilFil: Biléssimo, Simone. Universidade Federal de Santa Catarina; BrasilFil: Pavani, Ana M.. Pontifícia Universidade Católica Do Rio de Janeiro; BrasilFil: Lima, Delberis A.. Pontifícia Universidade Católica Do Rio de Janeiro; BrasilFil: Temporão, Guilherme. Pontifícia Universidade Católica Do Rio de Janeiro; BrasilFil: Marchisio, Susana Teresa. Universidad Nacional de Rosario. Facultad de Ciencias Exactas, Ingeniería y Agrimensura; ArgentinaFil: Concari, Sonia Beatriz. Universidad Nacional de Rosario. Facultad de Ciencias Exactas, Ingeniería y Agrimensura; ArgentinaFil: Lerro, Federico. Universidad Nacional de Rosario. Facultad de Ciencias Exactas, Ingeniería y Agrimensura; ArgentinaFil: Saez de Arregui, Gastón César. Universidad Nacional de Rosario. Facultad de Ciencias Exactas, Ingeniería y Agrimensura; ArgentinaFil: Merendino, Claudio. Universidad Nacional de Rosario. Facultad de Ciencias Exactas, Ingeniería y Agrimensura; ArgentinaFil: Plano, Miguel Angel Ramon. Universidad Nacional de Rosario. Facultad de Ciencias Exactas, Ingeniería y Agrimensura; ArgentinaFil: Fernandez, Ruben Angel. Universidad Nacional de Santiago del Estero; ArgentinaFil: Paz, Héctor R.. Universidad Nacional de Santiago del Estero; ArgentinaFil: Soria, Mario F.. Universidad Nacional de Santiago del Estero; ArgentinaFil: Gomez, Mario José. Universidad Nacional de Santiago del Estero; ArgentinaFil: De Almeida, Nival N.. Abenge Associação Brasileira de Educação Em Engenharia; BrasilFil: Vanderli, F. de Oliveira. Abenge Associação Brasileira de Educação Em Engenharia; BrasilFil: Dobboleta, Elsa. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaFil: Beltramo, Brenda. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentin