Remote electronics lab within a MOOC: Design and preliminary results
01 Sep 2013-pp 89-93
TL;DR: This paper describes the design and development of a novel Massive Open Online Course (MOOC) on industrial electronics circuits that is the first MOOC that includes the extensive use of a real remote laboratory dedicated to practices in electronic circuits.
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.
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TL;DR: 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 is discussed.
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.
212 citations
Cites background from "Remote electronics lab within a MOO..."
...Intelligent tutoring style or simulation-based assignments have only begun to be embedded into MOOCs (Ostashewski 2013; Diaz et al. 2013; Aleven et al., 2015); collaborative chat activities or social media leveraging activities have only been lightly deployed (Joksimović et al....
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...Thus far, most MOOCs have fallen far short of the hype....
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...Many of the leading proponents of MOOCs have advertised them as crucibles for innovation, with huge potential to revolutionize education; making high-quality learning materials, once available only to very limited numbers of learners, available to themasses....
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...Perhaps MOOCs can be forgiven for not achieving in three years2 what intelligent tutoring systems still struggle to provide after decades, but the fact remains that the same pattern of development seems to be 2 MOOCs existed as a concept several years before this (e.g. McAuley et al. 2010), but have achieved most of their scale much more recently. replicating itself: large-scale deployment of solutions that fall far short of the visions and the rhetoric....
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...Massive Online Open Courses, or MOOCs (McAuley et al. 2010), have emerged into the consciousness of a large proportion of educated people worldwide....
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TL;DR: This paper reports 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 in the scientific practices of experimentation, modeling and data analysis to investigate the phototaxis of a microorganism.
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.
40 citations
Cites background from "Remote electronics lab within a MOO..."
...In our review, we found only one project that systematically tried to scale up an electronics lab in a MOOC environment (Dı́az et al. 2013)....
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TL;DR: A systematic approach to MATLAB problem design and automated assessment is described, based on the experience working with the MATLAB server provided by MathWorks and integrated with the edX massive online open class (MOOC) platform.
Abstract: Contribution: A systematic approach to MATLAB problem design and automated assessment is described, based on the experience working with the MATLAB server provided by MathWorks and integrated with the edX massive online open class (MOOC) platform Background: New technologies, such as MOOCs, provide innovative methods to tackle new challenges in teaching and learning However, they also bring challenges in course delivery and assessment, due to factors such as less direct student–instructor interaction These challenges are especially severe in engineering education, which relies heavily on experiential learning, such as laboratory exercises and computer simulations, to assist students in understanding concepts As a result, effective design of experiential learning components is extremely critical for engineering MOOCs Intended Outcomes: This paper shares the experience gained through developing and offering an MOOC on communication systems, with special focus on the development and the automated assessment of MATLAB exercises for active concept learning Application Design: The proposed approach introduced students to concepts by using learning components commonly provided by many MOOC platforms (eg, online lectures and quizzes), and augmented the student experience with MATLAB-based computer simulations and exercises to enable more concrete and detailed understanding of the material Findings: The effectiveness of the instructional methods was supported by evaluation of students’ learning performance
27 citations
Cites background from "Remote electronics lab within a MOO..."
...The difficulty of setting up [8] and running remote laboratories [9], [10] in MOOCs have been well recognized [7]....
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TL;DR: A comparative analysis on the efficacy of MOOC with virtual reality content delivery against standard video based MOOC learner support is described and results indicated statistically significant better performance from the students who have used VR with MOOC.
Abstract: Massive Open Online Courses (MOOCs) are becoming increasingly popular among academics and learners due to their extended utility beyond standard e-Learning course offerings. One of the unique features of MOOCs is that the participants follow the complete module on their own; A MOOC follower is often not constrained by typical factors that are considered necessary to participate in a blended or e-learning offering. The learning content type and the delivery of learning content can play an important role for MOOC success; importantly attractive learning content can help the self-paced MOOC learners to perform well in their learning process. We explored an improved MOOC setup with virtual reality (VR) support and the paper describes a comparative analysis on the efficacy of MOOC with virtual reality content delivery against standard video based MOOC learner support. The evaluations were carried out with groups of participants having different competency levels relevant to the course topic; one group had learnt the subject matter already whereas the other group was with zero prior knowledge. The results indicated statistically significant better performance from the students who have used VR with MOOC. The student feedback provided valuable insights into the way they perceived their learning interactions with positive responses promoting MOOC VR infusion. Research outcomes can help design effective learning content and interaction within MOOCs for the mainstream teaching and learner support needs.
17 citations
02 Jun 2015
TL;DR: A theoretical framework is introduced, which can be used to enhance online and mobile experiments with game design strategies to raise students' engagement and commitment and reduce initial onboarding obstacles.
Abstract: In teaching theoretical topics, modern STEM education uses interactive hands-on approaches, which support students in understanding the topic instead of teaching them simply how to memorize theoretical concepts. Pedagogical strategies in fields with an abundance of abstract concepts, such as physics or electrical engineering, additionally recommend experiential experience, such as laboratory experiments, as essential learning tools. To fulfill increased demand for engineers, additional educational opportunities have been created, which include online, remote and blended learning environments. Unfortunately, providing hands-on experience in these environments, which is as effective as in-class experiments in STEM fields, is extremely challenging. Different departments have developed online and remote solutions, from single remote introductory courses with online experiments to entire off-campus programs supported by remotely conducted experiments with mobile studios. However, in online situations, students often feel lost, have issues with the technology, and experience lack of engagement. All these factors can result in increased dropout rates or lack of understanding and commitment. Current trends in online education incline towards engaging students using gamification strategies to reduce dropout rates and to increase students' motivation in a playful way. Additionally, creating playful experiences for students can be used to attract novice students to this field. In this paper, we introduce a theoretical framework, which can be used to enhance online and mobile experiments with game design strategies to raise students' engagement and commitment and reduce initial onboarding obstacles.
11 citations
Cites background from "Remote electronics lab within a MOO..."
...Also, initial studies with MOOCS on industrial electronics circuits indicate high drop-out rates and show a frequent lack of student engagement and commitment [10]....
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References
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01 Jan 2013
TL;DR: In this article, a literature review was undertaken focussing on the extensive reporting of MOOCs through scholarly blogs, press releases as well as openly available reports and research papers.
Abstract: This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through scholarly blogs, press releases as well as openly available reports and research papers. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to address
775 citations
"Remote electronics lab within a MOO..." refers background in this paper
...The access, as in many other MOOCs is completely open and free and any one can register and participate at: https://unedcoma.es/course/bases-de-circuitos-y-electronicapractica/ The knowledge, at least theoretical, on analysing electrical and electronics circuits and the electrical characteristics of most common components are necessary requirements for participants....
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...As in any other MOOCs the social aspect is being a very interesting one, demonstrating that, also with simulation tools or real practices, to let alone the students searching for their collaboration is a good idea....
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...As in many other current MOOCs, this one is almost completely based on self-learning and peer to peer collaboration....
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...The recent emergence of MOOCs is promoting different lifelong learning experiences and continuing education models and allowing free access to learning resources at any time and from everywhere [1, 2]....
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...The main idea is to establish a development of MOOCs based on two stages....
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TL;DR: Some current trends and challenges of state-of-the-art technologies in the development of remote laboratories in several areas related with industrial electronics education are identified and discussed.
Abstract: Remote laboratories have been introduced during the last few decades into engineering education processes as well as integrated within e-learning frameworks offered to engineering and science students. Remote laboratories are also being used to support life-long learning and student's autonomous learning activities. In this paper, after a brief overview of state-of-the-art technologies in the development of remote laboratories and presentation of recent and interesting examples of remote laboratories in several areas related with industrial electronics education, some current trends and challenges are also identified and discussed.
435 citations
"Remote electronics lab within a MOO..." refers background in this paper
...In this paper we consider all these issues and present a novel approach that integrates remote-accessed real experiments into a MOOC on basic industrial electronics [3]....
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TL;DR: Three key issues should be addressed to enable universities to deliver engineers who have a solid documented laboratory experience enabling them to design goods and services complying with the requirements of a sustainable society.
Abstract: Three key issues should be addressed to enable universities to deliver engineers who have a solid documented laboratory experience enabling them to design goods and services complying with the requirements of a sustainable society. First, introduce learning objectives of engineering instructional laboratories in courses including laboratory components. Second, implement individual student assessment. Third, introduce free access to online experimental resources as a supplement to the equipment in traditional laboratories. Blekinge Institute of Technology (BTH) in Sweden and the University of South Australia (UniSA) have created online laboratory workbenches for electrical experiments that mimic traditional ones by combining virtual and physical reality. Online workbenches not only supplement traditional ones, but they can also be used for low-cost individual assessment. BTH has started a project disseminating the BTH workbench concept, The Virtual Instrument Systems in Reality (VISIR) Open Laboratory Platform, and invites other universities to set up replicas and participate in further development and standardization. Further, online workbenches offer additional learning possibilities. UniSA has started a project where students located in different countries can perform experiments together as a way to enhance the participants' intercultural competence. This paper discusses online laboratory workbenches and their role in an engineering education appropriate for a sustainable society.
200 citations
TL;DR: The paper finally addresses the ongoing and future challenges within the VISIR community including its integration with Learning Management Systems (LMSs) and iLab Shared Architecture (ISA), its new hardware version release that is based on LAN eXtensions for Instrumentation (LXI), and its new open platform version that supports federated access.
Abstract: This paper reports on a state-of-the-art remote laboratory project called Virtual Instrument Systems in Reality (VISIR). VISIR allows wiring and measuring of electronic circuits remotely on a virtual workbench that replicates physical circuit breadboards. The wiring mechanism is developed by means of a relay switching matrix connected to a PCI eXtensions for Instrumentation (PXI) instrumentation platform. The entire equipment is controlled by LabVIEW server software, in addition to a measurement server software that protects the equipment from hazard connections by verifying input circuit designs, sent by students, before being executed. This paper addresses other approaches such as remote labs based on Data Acquisition Cards (DAQs), NetLab, and RemotElectLab, comparing them with VISIR in order to emphasize its singularity. Topics discussed are as follows: the technical description, software, operation cycle, features, and provided services. In addition, the feedback received by students at several universities and the encountered drawbacks along with the proposed solutions are highlighted. The paper finally addresses the ongoing and future challenges within the VISIR community including its integration with Learning Management Systems (LMSs) and iLab Shared Architecture (ISA), its new hardware version release that is based on LAN eXtensions for Instrumentation (LXI), and its new open platform version that supports federated access.
143 citations
"Remote electronics lab within a MOO..." refers methods in this paper
...The experiments included in the MOOC are based on the remote laboratory platform Virtual Instrument Systems in Reality (VISIR) [4]....
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04 Jul 2012
TL;DR: A widely spread remote laboratory (VISIR, present in 6 european universities + 1 in India) shared among 3 institutions (2 universities +1 high school) is presented and discussed.
Abstract: The interest on educational remote laboratories has increased, as have the technologies involved in their development and deployment. These laboratories enable students to use real equipment located in the university from the Internet. This way, students can extend their personal learning experience by testing with real equipment what they are studying at home, or performing hands-on-lab sessions at night, on weekends or whenever the traditional laboratories are physically closed. A unique feature of remote laboratories when compared to traditional laboratories is that the distance of the student is not an issue, so remote laboratories can be shared with other schools or universities. In this contribution, authors present and discuss a widely spread remote laboratory (VISIR, present in 6 european universities + 1 in India) shared among 3 institutions (2 universities + 1 high school). During the exhibition, demonstration of the laboratories being shared will be shown.
18 citations