Adelaide Jan 2009

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Enriching Student Learning Experience through International Collaboration in Remote Laboratories [ http://www.slideshare.net/josemmf ] :: 1 Remote laboratories for teaching and learning Remote laboratories for teaching and learning Enriching Student Learning Experience through International Collaboration in Remote Laboratories Meeting at Adelaide :: January of 2009 :: This presentation is available at J. M. Martins Ferreira [ [email protected] ] FEUP / DEEC Rua Dr. Roberto Frias 4200-465 Porto – PORTUGAL

description

A talk on remote labs for engineering education (delivered at Adelaide, South Australia, Jan 2009)

Transcript of Adelaide Jan 2009

Page 1: Adelaide Jan 2009

Enriching Student Learning Experience through International Collaboration in Remote Laboratories [ http://www.slideshare.net/josemmf ] :: 1

Remote laboratories for teaching and learning

Remote laboratories for teaching and learning

Enriching Student Learning Experience through International Collaboration in Remote Laboratories Meeting at Adelaide :: January of 2009 :: This presentation is available at http://www.slideshare.net/josemmf

J. M. Martins Ferreira [ [email protected] ]FEUP / DEECRua Dr. Roberto Frias4200-465 Porto – PORTUGAL

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Remote laboratories for teaching and learning

Outline of this talk

• Scope and characterization

• Examples– On-campus– Outside– The Labs-on-the-web project

• Pedagogical issues

• Conclusion

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What they are and what they are not• Remote labs may be seen as an extension

of e-learning (but they use a wider technology spectrum)

• They are a complement – not a replacement – to real labs

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Remote, virtual and mixed-reality labs• A remote lab enables access to real

devices through a communication network

• A virtual lab deals with simulation models

• In a mixed-reality lab real devices interact with simulation models

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Remote laboratories for teaching and learning

Benefits…(pedagogical and other wise)• Adapt easily to each individual’s pace of

learning

• Safety and security

• Cost / benefit

• Institutional image and interaction with the outside world

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Remote laboratories for teaching and learning

Technical implementation issues

• Timing Very short or very long experiments need an off-line mode, but most experiments enable on-line modes

• Observation-only experiments do not require access management tools, but observation-and-control experiments call for reservation and coordinated sharing

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Remote laboratories for teaching and learning

Technical obstacles

• The wide variety of technologies used in their implementation is a problem (each case is a different case too often…)

• Network security policies and bandwidth represent additional obstacles

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Institutional implications

• Teacher training (technical and pedagogical)

• Technicians for setup and maintenance

• Support services (computers and pedagogical contents)

• Access policies

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The examples herein presented…

• Do not cover all types of remote labs existing at FEUP (which includes several departments)

• Were selected to illustrate two main types:– On-campus labs– Outside labs

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On-campus: an on-line workbench for electronics• Electronics is an area where on-line

workbenches may or may not be a good choice

• In this example the students develop a microcontroller-based electronic die– Their main task is to write the (assembly)

program for the microcontroller– A webcam located in the remote workbench

shows the operation of the electronic die

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Remote laboratories for teaching and learning

How the remote workbench looks like• The NI ELVIS station replaces the

instruments found in a “standard” workbench

NI ELVIS station

Electronic die

Microcontroller board (8051)

Webcam

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Remote laboratories for teaching and learning

Off-line work

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Remote laboratories for teaching and learning

In the case of observation and control, booking is required

Access to the workbench () becomes possible when the current time equals the reserved slot

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Remote laboratories for teaching and learning

On-line work

Control buttons, live workbench image, videoconferencing

Code transfer and status information

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Electronic die (video)

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Remote laboratories for teaching and learning

The remote lab may also be outside the campus…

University campus

E-learning server

Student

Teacher

Student

Campus lab

Student

LAN / Internet

Lab serverWorkbench

The e-learning server might be on-campus or outside

E-learning server

Student

Teacher

Student

Campus lab

Student

LAN / Internet

Lab server Workbench

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Remote laboratories for teaching and learning

Outside campus: Access to an SDRAM test station at Qimonda• The Advantest T5365 is used in the

Electronic Systems Testing curricular unit (three editions in 2007/08 and 2008/09)– Dedicated ADSL

access– Isolated from the

internal QPT LAN– Advantest offered

all software licenses

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Remote laboratories for teaching and learning

Remote SDRAM testing

• Access management– MRBS on Moodle (to display the reservations)– The killtest command (for solving conflicts)

• Off-line: Test programdevelopment

• On-line: – Compilation (multiuser)– Execution (single user)

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Reservation via MRBS in Moodle

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Remote laboratories for teaching and learning

Off-line work

• Test program development (ATL code file created with any text editor)

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Remote laboratories for teaching and learning

On-line work

• ATL code uploading, compilation and test execution

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Further examples:The Labs-on-the-web project• Web access to lab workbenches in

engineering courses– Implementation and pedagogical contents– Evaluation of pedagogical effectiveness– Teacher training

• A FEUP-FPCEUP partnership with a duration of 20 months (Nov’06 - Jun’08)

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Remote laboratories for teaching and learning

Labs-on-the-web: Teacher training• Training actions – TA1: Pedagogical

principles; TA2: E-learning via Moodle; TA3: On-line workbenches

• 4 months in total, 5 on-site sessions for each training action (alternating TA1 and TA2), homework recommendations

• Teachers were allowed to build their own personal training plan

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Labs-on-the-web: On-site training actions

TA1: Discussion

TA3: Discussion & hands-on

TA2: Hands-on

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Labs-on-the-web:Training results• 103 teachers

from 15 institutions

• 152 evaluation questionnaires received

• Evaluation results show approval and positive impact on teaching practices

Attendees per institution

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50

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Labs-on-the-web:Pedagogical evaluation• Evaluation dimensions: interaction with

the teacher, peer cooperation, learning process, knowledge and skills

• Various curricular units and a number of respondents that ranged from 153 to 169

• Evaluation questionnaires were proposed before and after the remote experiments, using a grading scale of 1 to 7

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Remote laboratories for teaching and learning

Labs-on-the-web:Pedagogical evaluation (2)

Interaction with the teacher

4,9 4,92 4,94 4,96 4,98 5 5,02 5,04

before

after

Peer cooperation

4,6 4,62 4,64 4,66 4,68 4,7 4,72 4,74

before

after

Learning process

4,6 4,65 4,7 4,75 4,8 4,85 4,9 4,95

before

after

Knowledge and skills

4,73 4,74 4,75 4,76 4,77 4,78 4,79 4,8 4,81 4,82

before

after

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Labs-on-the-web: DVD contents• Management

• Dissemination

• Training

• Evaluation

• Technology

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Pedagogical issues:Remote x virtual• Do on-line workbenches (remote labs)

have an added-value in relation to simulation (virtual labs)?

[Quino]

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Pedagogical issues:Acquisition of skills

[Quino]

• Are simulation / remote experimentation ableto meet all our training needs? (acquisition of haptic skills, professionalrecognition, etc.)

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Pedagogical issues:Technical restrictions• Technical restrictions

may hamper the pedagogical benefits…(by degrading theexperiments, theinteraction among, the students, etc.)

[Quino]

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Remote laboratories for teaching and learning

Pedagogical issues:Interaction with the teacher• May the students find themselves

abandoned to technology?

[Quino]

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Pedagogical issues:A glimpse of the future?• Do we want to replicate the real lab

experience?

• Will the ubiquitous teacher become real?

• Are there any ethical issues?

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Complementary activities at FEUP

• The benchmarking exercise on e-learning (ESMU / University of South Denmark)

• Quality assurance on teaching and learning at FEUP (in cooperation with the Psychology and Educational Sciences faculty)

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Conclusion

• The availability of remote labs may indeed contribute to improve the effectiveness of teaching and learning

• Bad use is possible, but relatively easy to avoid (just as with e-learning in general…)

• There’s plenty of opportunities to innovate, both in technical and pedagogical terms

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Remote laboratories for teaching and learning

Enriching Student Learning Experience through International Collaboration in Remote Laboratories Meeting at Adelaide :: January of 2009 :: This presentation is available at http://www.slideshare.net/josemmf

Thanks for your attention!

Remote laboratories for teaching and learning