Santiago Monteso

Bio: Santiago Monteso is an academic researcher from National University of Distance Education. The author has contributed to research in topics: Remote laboratory & Flyback converter. The author has an hindex of 5, co-authored 7 publications receiving 59 citations.

Remote electronics lab within a MOOC: Design and preliminary results

Abstract: This paper describes the design and development of a novel Massive Open Online Course (MOOC) on industrial electronics circuits. It is the first MOOC that, besides the usual features of these courses, includes the extensive use of a real remote laboratory dedicated to practices in electronic circuits. Although the nature of a MOOC is completely open, this course targets especially people with at least basic circuits knowledge, related with the demand on industrial sector of labour markets. As said, the core objective of the course is to learn practical competences in basic electronic circuits. This is possible by implementing the remote laboratory for electronic circuits' practices VISIR (Virtual Instrument Systems in Reality) within the MOOC to allow online, real time, delivery of such practices-which makes this MOOC a first of its kind. The paper presents the design and development of the MOOC. We show also some preliminary results in the middle of the course that is running, with more than 2200 students enrolled, during 5 months since May.

Novel design and development of advanced remote electronics experiments

Abstract: This article reports on the design and development of a new set of remotely controlled electronics experiments oriented to postgraduates and apprentices. Industrial-related issues are emphasized to allow understanding of the behavior of electronics components. The experiments are fully delivered online with a high level of flexibility. Remote retrieved results are provided. © 2014 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:327–336, 2015; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21602

Online Experiments With DC/DC Converters Using the VISIR Remote Laboratory

Abstract: This paper shows the development of two new experimental exercises that are at the top of the state-of-the-art platforms for setting up, wiring, and measuring electronic circuits online, virtual instrument systems in reality (VISIR), allowing: 1) non-isolated linear regulated dc/dc converter and 2) non-isolated switching-regulated dc/dc converter. Those experiments are part of a new setup in the VISIR oriented to master as well as experienced students and users that would like to increase their experience in industrial electronics and power components management. The development of the two experiments is explained along with the necessary configuration to the core-platform VISIR. This is preceded by a brief overview of VISIR, including its hardware and software components. Finally, the remote experimental results obtained are presented.

Work in progress - a mobile performance support system for vocational education and training

Abstract: Mobile devices are popular and well used by many people within our target groups, but not for learning. With the current rate of development mobile devices will have the capability of delivering high quality, multi-media content at affordable prices within next years. Performance centered approach has been proven to be more effective than the traditional lecture-practicetest (expository inductive) in training higher order skills, for preparing learners for self-learning, improving, adapting for changing jobs. This project applies performance-centered approach in mobile learning management system for educational and training purposes. Students receive a set of learning resources; description of adaptive scenarios; performance centered assessment methods and criteria for evaluation and experts' advices. Evaluation plan/strategy and the measurement instruments are aimed at measuring the effect of the project on knowledge, skills and attitudes of students and trainees.

Design of electronics circuits practices for an online master degree program using VISIR

Abstract: This paper reports on a new designed electronics practices with the remote laboratory Virtual Instrument Systems in Reality (VISIR). The proposed practices encompasses many common electronic circuits for electronic circuits related subjects within the undergraduate engineering education as well as for the postgraduate degrees and the vocational training courses. A new range of components and black boxed circuits have been added to VISIR such as inductors and converter circuits. This paper shows the configuration of the VISIR's switching matrix and provides a case study with results. The proposed practices are aimed to be conducted online as en essential task of the subject “Power Supplies for ICT Equipment”; a subject delivered by the Electrical & Computer Engineering Department (DIEEC) of the Spanish University for Distance Education (UNED) within a new European online master degree program in Information and Communication Systems (ICS) in which UNED is a partners along with other four European university partners from different European countries. Remote laboratories forms an integral part of all master's subject in order to foster experimentation and to prepare qualified and skilled graduates. The proposed practices covers most of the subject's content and are totally administrated and delivered online in accordance with the master's objectives.

Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories

Abstract: This review presents the first attempt to synthesize recent (post-2005) empirical studies that focus on directly comparing learning outcome achievement using traditional lab (TL; hands-on) and non-traditional lab (NTL; virtual and remote) participants as experimental groups. Findings suggest that most studies reviewed (n?=?50, 89%) demonstrate student learning outcome achievement is equal or higher in NTL versus TL across all learning outcome categories (knowledge and understanding, inquiry skills, practical skills, perception, analytical skills, and social and scientific communication), though the majority of studies (n?=?53, 95%) focused on outcomes related to content knowledge, with most studies (n?=?40, 71%) employing quizzes and tests as the assessment instrument. Scientific inquiry skills was the least assessed learning objective (n?=?4, 7%), and lab reports/written assignments (n?=?5, 9%) and practical exams (n?=?5, 9%) were the least common assessment instrument. The results of this review raise several important concerns and questions to be addressed by future research. Data supports equal or greater outcome achievement in virtual/remote labs vs. hands-on.A categorization tool (KIPPAS) is presented for meaningful outcome comparisons.The Knowledge and understanding (K) outcome of the KIPPAS tool is most frequently assessed.Quizzes/exams are the most frequently used tools for evaluating outcome achievement.

Stupid Tutoring Systems, Intelligent Humans

Abstract: The initial vision for intelligent tutoring systems involved powerful, multi-faceted systems that would leverage rich models of students and pedagogies to create complex learning interactions. But the intelligent tutoring systems used at scale today are much simpler. In this article, I present hypotheses on the factors underlying this development, and discuss the potential of educational data mining driving human decision-making as an alternate paradigm for online learning, focusing on intelligence amplification rather than artificial intelligence.

Collaborative robotic educational tool based on programmable logic and Arduino

Abstract: The aim of this paper is to review the current existing development platforms in order to present one alternative for students as part as an Educational environment. Furthermore, the STEM (Science, Technology, Engineering and Mathematics) education is an emerging trend which needs modular, adaptable and easy to use tools, these attention during the educational session. Additionally, this paper covers several applications based on different development platforms used currently.

Design Guidelines and Empirical Case Study for Scaling Authentic Inquiry-based Science Learning via Open Online Courses and Interactive Biology Cloud Labs

Abstract: The Next Generation Science Standards (NGSS) and other national frameworks are calling for much more sophisticated approaches to STEM education, centered around the integration of complex experimentation (including real labs, not just simulations), data collection and analysis, modeling, and data-driven argumentation, i.e., students can behave like real scientists. How to implement such complex approaches in scalable ways is an unsolved challenge - both for presential and distance education. Here we report on the iterative design and large-scale deployment of an open online course with a “biology cloud experimentation lab” (using living cells) that engaged remote learners (> 300 students) in the scientific practices of experimentation, modeling and data analysis to investigate the phototaxis of a microorganism. We demonstrate (1) the robustness and scalability of the cloud lab technology (> 2,300 experiments run), (2) the design principles and synergistic integration of multiple UI and learning activities and suitable data formats to facilitate NGSS-aligned science activities, and (3) design features that leverages the natural variability of real biology experiments to instigate authentic inquiry. This platform and course content are now suited for large-scale adaptation in formal K-16 education; and we provide recommendations for inquiry-based science learning in general.