Designing the next generation of virtual learning environments — Virtual laboratory with remote access to real telecommunication devices
30 May 2013-pp 139-144
TL;DR: The vision for a virtual laboratory which will provide the possibility for the students to access remotely and in real time the available laboratory set of telecommunication devices and its capabilities is presented.
Abstract: With the development of the modern telecommunication systems and networks many new options for providing education services have emerged. A general worldwide trend is the development of distance learning sites and virtual laboratories, which are providing state-of-the-art education in all possible areas and are coexisting with the available on-site and in-person courses and subjects. In the Internet-oriented 21st century many university students have turned to and prefer these electronic and virtual educational resources, not only as additional learning options, but also as primary means for obtaining the latest educational materials by the leading university lecturers worldwide. This process has presented one of the major challenges for the available virtual learning environments - how to make it possible for the students to access, use and work with real equipment. In this paper we present our vision for a virtual laboratory which will provide the possibility for the students to access remotely and in real time the available laboratory set of telecommunication devices. In the Introduction section of the paper we analyze the advantages and disadvantages of the available virtual learning environments. In the next Section we introduce the general conceptual model of the planned laboratory and later we present the actual structure and the organizational requirements for its implementation. The paper continues with a Section, which presents the created virtual laboratory and its capabilities, and is finalized by the Conclusions and References sections.
Citations
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27 Dec 2017
TL;DR: A systematic review of the use of virtual reality in education, as well as two distinct thematic analyses that indicate that the majority of researchers use virtual reality to increase the intrinsic motivation of students, and refer to a narrow range of factors such as constructivist pedagogy, collaboration, and gamification in the design of their experiences.
Abstract: Virtual reality has existed in the realm of education for over half a century. However, its widespread adoption is still yet to occur. This is a result of a myriad of limitations to both the technologies themselves, and the costs and logistics required to deploy them. In order to gain a better understanding of what these issues are, and what it is that educators hope to gain by using these technologies in the first place, we have performed both a systematic review of the use of virtual reality in education, as well as two distinct thematic analyses. The first analysis investigated the applications and reported motivations provided by educators in academic literature for developing virtual reality educational systems, while the second investigated the reported problems associated with doing so. These analyses indicate that the majority of researchers use virtual reality to increase the intrinsic motivation of students, and refer to a narrow range of factors such as constructivist pedagogy, collaboration, and gamification in the design of their experiences. Similarly, a small number of educational areas account for the vast majority of educational virtual reality implementations identified in our analyses. Next, we introduced and compared a multitude of recent virtual reality technologies, discussing their potential to overcome several of the problems identified in our analyses, including cost, user experience and interactivity. However, these technologies are not without their own issues, thus we conclude this paper by providing several novel techniques to potentially address them, as well as potential directions for future researchers wishing to apply these emerging technologies to education.
248 citations
Cites background from "Designing the next generation of vi..."
...Though only mentioned in 8 of the papers analyzed, VR (as with most digital solutions) has the potential to be used for distance learning (Hristov et al., 2013; PenaRios et al., 2012)....
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...As mentioned above for example, in work by Hristov et al. (2013) students were able to operate real tools located on university grounds through a virtual environment....
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...Hristov et al. (2013) took a different approach, instead allowing students to directly interact with real (physical) laboratory equipment through the use of a virtual environment....
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...Distance learning can allow students to access the learning materials and resources of leading universities worldwide, and some studies have found that students consider it preferable (Hristov et al., 2013; Kiss, 2012; Pena-Rios et al., 2012)....
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TL;DR: A general instructional design model is proposed to teach students in faculty of education, especially in department of educational technology how to design and develop online virtual labs in a common way to guide the students in refinement of the future learning environment using recent technology.
Abstract: The purpose of this work is to propose a general instructional design model to teach students in faculty of education, especially in department of educational technology how to design and develop online virtual labs in a common way. We have made analyses of previous instructional design models and related studies in regard to the virtual labs to specify diverse features of the proposed model. It was found that the online virtual labs have no conventional instructional design model, especially for designing and developing stages and also no common shape and components. Based on these results, we have reached to a new suggestion model which guides the students in refinement of the future learning environment using recent technology. In this paper, we also present a list of criteria for designing and developing the online virtual labs.as a modern principles for directing designing process of online virtual labs environments to become instructional products. We have made a derivation of these criteria from previous studies related to the virtual labs, e-Learning technologies and some miscellaneous technological resources in educational technology. These criteria would provide the students with educational and technological guidelines to produce the online virtual labs with high quality and efficiency.
17 citations
Cites methods from "Designing the next generation of vi..."
...Consequently, we make a derivation of some elements of the criteria from the previous studies regarding to the VLs [38], [39], [40], [41], [42], [43], [44], and criteria for e-learning technologies, qualification, and evaluation [45], [46], [47], [48], [49], [50], [51], [52], [53]....
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23 Mar 2016
TL;DR: This report aims to evaluate current virtual laboratory models, contrast them in terms of functionalities and capabilities and consequently presents the development of a virtual lab solution, characterized by three virtual routers and two end devices, within the Cisco Virtual Internet Routing Lab (Virl) environment.
Abstract: The high demand for Information and Communication Technology (ICT) network experts requires the educational development of professionals to be capable of addressing problems from a theoretical and technical point of view. Accordingly, the integration of practical labs into traditional teaching techniques enables ICT High Education students to enhance the quality of their learning environment through the application of theoretical knowledge onto real-life professional scenarios. Three different laboratory models are currently identified: a fully virtualized environment, a combination of physical hardware and software and a fully physical hardware infrastructure implementation. Those solutions are integrated into the didactic environment in order to provide students direct hands-on experience onto theoretical networking concepts. This report aims to evaluate current virtual laboratory models, contrast them in terms of functionalities and capabilities and consequently present the development of a virtual lab solution, characterized by three virtual routers and two end devices, within the Cisco Virtual Internet Routing Lab (Virl) environment. The proposed model has been also evaluated against the same network configuration deployed onto GNS3 simulation software and real network infrastructure. Results demonstrate realistic data confirming the efficiency and reliability of the Virl Simulation environment for the delivery of IT networking subjects in High Education addressing some of the limitations of current GNS3 and Packet Tracer simulation software.
14 citations
01 Nov 2016
TL;DR: An efficient and economical Laboratory system which can be accessed wirelessly by students eliminating the cabling issues and time wastage is reported on.
Abstract: This paper aims to examine the issues related to the Traditional Cisco Laboratory system in particular and evaluate the issues regarding current solutions. This paper reports on an efficient and economical Laboratory system which can be accessed wirelessly by students eliminating the cabling issues and time wastage. The newly proposed Cisco Networking Laboratory is characterized by incorporating Virtual Network Computing (VNC) and Remote Desktop Protocol (RDP) as access protocol and Raspberry Pis as access nodes which are connected to the Cisco Devices. These Raspberry Pi computers act as the interface between the students and Cisco Devices and as well as they serve as a terminal or end computer in the Lab work. The implementation also demonstrates that the newly designed Wireless Cisco Networking Laboratory is perceived positively by IT students of the Study Group, Sydney. The evaluation of the proposed model will be further discussed for further use.
3 citations
Cites methods from "Designing the next generation of vi..."
...Virtual learning environment (VLE) can support multiple Laboratory experiments topologies by reconfiguring and manipulating VLANS but it is also expensive to deploy and it has not been tested and verified by the actual implementation and evaluations [7]....
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References
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01 Jan 2002
TL;DR: Is the concept of 'virtual learning environment' just a popular label to describe any educational software?
Abstract: SUMMARY Is the concept of 'virtual learning environment' just a popular label to describe any educational software? No, the concept includes several interesting features that justify the use of a specific label. We review these features in the first part of our contribution. Do these features guarantee pedagogical effects? No, we review in the second some potential contributions of virtual learning environments.Turning potential effects intro actual outcomes is the challenge of designers.
454 citations
"Designing the next generation of vi..." refers background in this paper
...The only requirements the system is having are access to Internet and the latest version of the Java Runtime Environment....
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...Keywords — ICT in education, virtual learning environments, virtual laboratory, remote access to real devices I. INTRODUCTION Following the emergence of the Internet in the early 1990s, many new tools and products have been developed to fully exploit its benefits....
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...However, creating Internet resources that are stimulating, appealing, easy to use and educationally sound is time consuming and requires considerable expertise....
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...Since the mid-1990s the education community has witnessed the appearance of software products labeled Virtual Learning Environments (VLEs) that aim to support learning and teaching activities across the Internet [1]....
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...Many of the virtual labs in the engineering education are realized using remote Internet access to the real devices [5, 6]....
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TL;DR: A review of the multimedia applications, which are inexpensive (often free), easy to implement, and require limited technology skills, is covered.
Abstract: There are a multitude of diverse technologies available for integration in the college classroom, but considering how to implement these initiatives can be overwhelming to the instructor. The adaptation of this technology is often very simple and involves little more than the Internet and basic word processing skills. A review of the multimedia applications, which are inexpensive (often free), easy to implement, and require limited technology skills, is covered. Multimedia items that can be easily implemented in the college classroom include animation, slideshows, blogging, instant messaging, podcasting, and video on demand. Multimedia, which uses the Internet as its transfer mechanism, can be an effective method of creating a dynamic college classroom experience.
68 citations
Additional excerpts
...There are many ways of using VLEs, ranging from simple uses of a limited range of tools, to support for face-to-face courses, through to entirely online courses that make sophisticated use of a wide range of the VLE's facilities [3]....
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Journal Article•
TL;DR: The study illustrates that asynchronous dialogue within a web interface can provide an educational tool that is conducive to learning in that it helps students construct knowledge as a result of using and interacting within an online discussion board.
Abstract: This research explores students' perceptions of their learning while using Blackboard's asynchronous discussion board. It aims to understand through in-depth qualitative analysis how students perceive their construction of knowledge while using dialogue in an e-learning context. While attempting to comprehend the links between how a student perceives the use of dialogue and what they actually do in the learning task, the study explores individual constructions of knowledge in this environment, while outlining commonalities between different learners. The research maintains that an understanding by the teacher of students' perceptions of their learning while using dialogue in an e-learning environment provides comprehension of the nexus between how students understand a phenomenon belonging to a learning task and what they actually do in undertaking that task. For the teacher, and underlying a heuristic teaching objective, an insight into these perceptions provides a means from which to develop the learning context into one that truly stimulates the individual and social construction of knowledge. The study illustrates that asynchronous dialogue within a web interface can provide an educational tool that is conducive to learning in that it helps students construct knowledge as a result of using and interacting within an online discussion board. The research shows that students use and construct knowledge within the context in different ways, but go about learning within a constructivist framework through which they gain knowledge and become better learners.
42 citations
25 Jun 2007
TL;DR: A university research project is undertaken to improve the accessibility of Cisco e-learning materials for vision-impaired computing students and the network architecture which supports the delivery of the Cisco courses to both local and remote vision-IMpaired students is presented.
Abstract: Vision-impaired students face tremendous obstacles in their quest to access learning materials delivered in web-based and other electronic formats. The predominance of visual prompts, use of flash and animation and the inability of screen reading applications to interpret images all contribute to make much of the current e-learning materials associated with computing studies inaccessible by blind or vision-impaired students. This paper describes a university research project undertaken to improve the accessibility of Cisco e-learning materials for vision-impaired computing students.allThe network architecture which supports the delivery of the Cisco courses to both local and remote vision-impaired students is also presented.
19 citations
"Designing the next generation of vi..." refers background in this paper
...The most complex VLEs involve the use of the so called virtual laboratories or virtual labs (VL) [4]....
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...Every VL is based on software products, like simulators, emulators, demonstration tools and systems for remote access to real equipment [4, 5]....
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23 Oct 2006
TL;DR: iNetSim, a universally accessible network simulator, created to allow vision-impaired and sighted users to complete Cisco Certified Network Associate level two (CCNA 2) laboratory sessions, is described.
Abstract: This paper describes iNetSim, a universally accessible network simulator, created to allow vision-impaired and sighted users to complete Cisco Certified Network Associate level two (CCNA 2) laboratory sessions Previously, software used in the CCNA course was not accessible to those with impaired vision because it utilized images of network topology These images were incompatible with screen reader software In contrast, iNetSim is assessable by blind and vision impaired users, in addition to those with normal vision It is based on Mac OS X Tiger, an operating system with an integrated screen reader called VoiceOver
13 citations
"Designing the next generation of vi..." refers background in this paper
...Many of the virtual labs in the engineering education are realized using remote Internet access to the real devices [5, 6]....
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...Every VL is based on software products, like simulators, emulators, demonstration tools and systems for remote access to real equipment [4, 5]....
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