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

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