Different Uses for Remote Labs in Electrical Engineering Education: Initial Conclusions of an Ongoing Experience

Laboratories are a fundamental part of engineering education due to the very nature of the engineering profession. This is a characteristic of all en-gineering courses, though it may vary from one curriculum to the other and even in the same curriculum. This paper is dedicated to the analysis of different applications of a remote lab in an Electrical Engineering curriculum. If the types of experiments it offers are concerned, it is classified as an Electric and Electronic Circuits lab; one in a set that also has Digital Electronics, Analog Electronics, Electrical Machines, Control Systems, etc. But it is not a traditional lab – it is a remote lab, with traditional components remotely accessed over the Internet. This work presents the preliminary results of the deployment of VISIR – a remote lab for Electric and Electronic Circuits in some courses. It discusses the different course contexts and how the use of VISIR was adapted to each one. Results of students’ opinions are presented and discussed.N/

Laboratórios Remotos no Ensino de Engenharia

O presente capítulo contém uma seleção de artigos que foram apresentados na Sessão Dirigida: Laboratórios remotos no ensino da engenharia, realizada durante o XLIV Congresso Brasileiro de Educação em Engenharia (COBENGE), de 27 a 30 de setembro de 2016, em Natal, Rio Grande do Norte. Essa Sessão Dirigida propôs mostrar trabalhos que viessem a apresentar experiências baseadas em laboratórios remotos no ensino de engenharia, a fim de discutir e demonstrar as práticas ou técnicas propostas pelos grupos em diferentes realidades. Buscou, assim, expor pontos positivos e negativos para potenciais disseminações de projetos com semelhantes contextos. Portanto, o objetivo da Sessão Dirigida foi proporcionar um ambiente para discussão e reflexão referente à integração dos laboratórios remotos no ensino de engenharia. Os cinco artigos apresentados neste capítulo foram selecionados entre aqueles que receberam a qualificação a partir da apresentação oral na Sessão Dirigida ou como convidados. O primeiro, escrito por Thiago Schaedler Uhlmann e Luciano Antonio Mendes, da Pontifícia Universidade Católica do Paraná (PUC-PR), é intitulado “Jogos remotos: perspectivas de aplicação conjunta de aprendizagem baseada em jogos e experimentação remota no ensino de engenharia”. Tem como objetivo geral identificar possibilidades acerca do emprego da Aprendizagem Baseada em Jogos, associada a recursos de experimentação remota, no ensino de engenharia. O segundo artigo selecionado foi escrito por Ana M. B. Pavani; Delberis A. Lima; Guilherme P Temporão; Vanessa A. P. Lima, vinculados à Pontifícia Universidade Católica do Rio de Janeiro (PUC-RIO). O documento, intitulado “Implantação de um laboratório remoto: um projeto de múltiplas facetas”, busca descrever a experiência de iniciar a implantação de um laboratório remoto nessa instituição, no âmbito do Projeto VISIR+. O terceiro artigo, “Projetos de experimentos remotos como estratégia for- mativa para estudantes de engenharia”, foi escrito por Eduardo Kojy Takahashi; Rubens Gedraite; Hermes Gustavo Fernandes Neri; Dayane Carvalho Cardoso e Rener Martins de Moura, da Universidade Federal de Uberlândia (UFU). Os autores buscam apresentar uma possibilidade metodológica de formação básica de estudantes de engenharia, a partir do desenvolvimento colaborativo de projetos envolvendo experimentação remota e com o engajamento de professores-pesquisadores, estudantes de engenharia e estudantes do ensino médio que apresentem um potencial para a carreira de engenharia. O quarto artigo, intitulado “Percepções acerca de experimentos remotos no contexto de um curso de especialização em Educação em Engenharia e Ciências Exatas”, foi escrito por Luciano Andreatta Carvalho da Costa, da Universidade Estadual do Rio Grande do Sul (UERGS). No documento, o autor busca apresentar as percepções dos estudantes de um curso de especialização em Educação em Engenharia e em Ciências Exatas na UERGS, no âmbito da utilização de laboratórios remotos, a partir de uma disciplina ministrada no curso que trata do tema dos experimentos online e seus impactos para a formação na área tecnológica. O quinto artigo, “Programa de cooperação interinstitucional para experimentação remota nos processos de ensino e de aprendizagem de engenharia”, é de autoria de Gabriela Rocha Roque (Faculdade SATC); Josiel Pereira e Simone Meister Sommer Bilessimo, da Universidade Federal de Santa Catarina (UFSC). O documento descreve a uma iniciativa de cooperação entre duas instituições de ensino superior, a UFSC e a Faculdade SATC. Cooperação esta motivada pela integração de tecnologia no ensino de engenharia, através da utilização e do compartilhamento dos recursos de laboratórios de experimentação remota.info:eu-repo/semantics/publishedVersio

Chapter 1

Experimenting is fundamental to the training process of all scientists and engineers. While experiments have been traditionally done inside laboratories, the emergence of Information and Communication Technologies added two alter-natives accessible anytime, anywhere. These two alternatives are known as virtual and remote labs, and are sometimes indistinguishably referred as online labs. Sim-ilarly to other instructional technologies, virtual and remote labs require some ef-fort from teachers in integrating them into curricula, taking into consideration sev-eral factors that affect their adoption (i.e. cost) and their educational effectiveness (i.e. benefit). This chapter analyses these two dimensions and sustains the case where only through international cooperation it is possible to serve the large num-ber of teachers and students involved in engineering education. It presents an ex-ample in the area of Electrical and Electronics Engineering, based on a remote lab 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+ project2, for spreading its use in Brazil and Argentina.info:eu-repo/semantics/publishedVersio

Comparison of algorithms for loss allocation in transmission networks considering power redispatch

An analysis of the performances of three important methods for generators and loads loss allocation is presented. The discussed methods are: based on pro-rata technique; based on the incremental technique; and based on matrices of circuit. The algorithms are tested considering different generation conditions, using a known electric power system: IEEE 14 bus. Presented and discussed results verify: the location and the magnitude of generators and loads; the possibility to have agents well or poorly located in each network configuration; the discriminatory behavior considering variations in the power flow in the transmission lines. © 2004 IEEE

An overview on network cost allocation methods

This work is devoted to Study and discuss the main methods to solve the network cost allocation problem both for generators and demands. From the presented, compared and discussed methods, the first one is based on power injections, the second deals with proportional sharing factors, the third is based upon Equivalent Bilateral Exchanges, the fourth analyzes the power How sensitivity in relation to the power injected, and the last one is based on Z(bus) network matrix. All the methods are initially illustrated using a 4-bus system. In addition, the IEEE 24-bus RTS system is presented for further comparisons and analysis. Appropriate conclusions are finally drawn. (C) 2008 Elsevier B.V. All rights reserved

A cooperative game theory analysis for transmission loss allocation

This paper presents an analysis and discussion, based on cooperative game theory, for the allocation of the cost of losses to generators and demands in transmission systems. We construct a cooperative game theory model in which the players are represented by equivalent bilateral exchanges and we search for a unique loss allocation solution, the Core. Other solution concepts, such as the Shapley Value, the Bilateral Shapley Value and the Kernel are also explored. Our main objective is to illustrate why is not possible to find an optimal solution for allocating the cost of losses to the users of a network. Results and relevant conclusions are presented for a 4-bus system and a 14-bus system. (c) 2007 Elsevier B.V. All rights reserved

[en] DIFFERENT USES FOR REMOTE LABS IN ELECTRICAL ENGINEERING EDUCATION: INITIAL CONCLUSIONS OF AN ONGOING EXPERIENCE

Laboratories are a fundamental part of engineering education due to the very nature of the engineering profession. This is a characteristic of all engineering courses, though it may vary from one curriculum to the other and even in the same curriculum. This paper is dedicated to the analysis of different applications of a remote lab in an Electrical Engineering curriculum. If the types of experiments it offers are concerned, it is classified as an Electric and Electronic Circuits lab; one in a set that also has Digital Electronics, Analog Electronics, Electrical Machines, Control Systems, etc. But it is not a traditional lab – it is a remote lab, with traditional components remotely accessed over the Internet. This work presents the preliminary results of the deployment of VISIR – a remote lab for Electric and Electronic Circuits in some courses. It discusses the different course contexts and how the use of VISIR was adapted to each one. Results of students’ opinions are presented and discussed.info:eu-repo/semantics/publishedVersio

Different Uses for Remote Labs in Electrical Engineering Education: Initial Conclusions of an Ongoing Experience

Laboratories are a fundamental part of engineering education due to the very nature of the engineering profession. This is a characteristic of all engineering courses, though it may vary from one curriculum to the other and even in the same curriculum. This paper is dedicated to the analysis of different applications of a remote lab in an Electrical Engineering curriculum. If the types of experiments it offers are concerned, it is classified as an Electric and Electronic Circuits lab; one in a set that also has Digital Electronics, Analog Electronics, Electrical Machines, Control Systems, etc. But it is not a traditional lab – it is a remote lab, with traditional components remotely accessed over the Internet. This work presents the preliminary results of the deployment of VISIR – a remote lab for Electric and Electronic Circuits in some courses. It discusses the different course contexts and how the use of VISIR was adapted to each one. Results of students’ opinions are presented and discussed.info:eu-repo/semantics/publishedVersio

Z(bus) transmission network cost allocation

This paper addresses the problem of allocating the cost of the transmission network to generators and demands. A physically-based network usage procedure is proposed. This procedure exhibits desirable apportioning properties and is easy to implement and understand. A case study based on the IEEE 24-bus system is used to illustrate the working of the proposed technique. Some relevant conclusions are finally drawn