Project

VISIR+

Goal: Educational Modules for Electric and Electronic Circuits Theory and Practice following an Enquiry-based Teaching and Learning Methodology supported by VISIR (Virtual Instrument Systems in Reality)

There has been an increased interest in science and engineering education due to:
- the shortage of professionals required in scientific and technical areas;
- the considerable low ratio of students opting for science- and engineering-related degrees, when entering higher education; and
- the number of dropouts exhibited in the initial years of undergraduate studies.

All stakeholders have devoted a great deal of attention and concern to this problem, considering the high number of reports published about and initiatives taken in recent years. In sum, the solutions have been dealing with: raising the society awareness for such a problem (1); increasing the interest for STEM (1, 2); and, promoting new teaching & learning methodologies, especially student-centred ones involving the use of ICT-tools, for coping with a new generation of digital natives (3).

This project targets the broad area of Electrical & Electronics Engineering, and, within it, the subject of circuit theory & practice. It aims to define, develop and evaluate a set of educational modules comprising hands-on, virtual, and remote experiments, the later supported by a remote lab named VISIR. The nature of each experiment (hands-on, virtual, real-remote) has an impact on the students’ perception of circuits’ behaviour, being therefore mandatory to understand how these different learning objects can be arranged together in order to scaffold their understanding and increase their laboratory-based skills. This is the concern of the underpinning teaching and learning methodology, favouring in particular the students’ autonomy for discovering how circuits work, through an enquiry-based approach.

VISIR+ brings together the power of the best remote lab for experiments with electrical and electronics circuits and the long history of collaboration among the consortium partners from Argentina, Austria, Brazil, Portugal, Spain, and Sweden.

Date: 15 October 2015 - 14 April 2018

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Project log

Natercia Lima
added a research item
Sustainability is currently a general concern in society and in particular in the use of laboratories for educational purposes. Although laboratories are unavoidable facilities for education, they often produce waste resulting from students' experiments. To contribute for sustainable solutions in education, the use of remote laboratories instead of the traditional hands-on laboratories should be considered in every engineering course. It is precisely this aspect that is discussed in the current paper. Some comments about the importance of sustainability in education are made. Later, it is described the use of a remote laboratory named VISIR in a course held at the Polytechnic of Porto -- School of Engineering, for the conduction of an electronic experiment named Schmitt Trigger. At the end, some comments about the contribution of this remote lab for sustainability in education, are provided.
Luis Carlos Martinhago Schlichting
added 3 research items
Resumo: Este trabalho apresenta a metodologia para realização de ensaios para caracterização de quadripolos utilizando o laboratório remoto VISIR no IFSC. Inicialmente são apresentadas as principais características do laboratório remoto VISIR e sucintamente faz-se uma revisão da teoria de quadripolos, mais especificamente no tocante a obtenção dos parâmetros de impedância. Baseado em um circuito, apresentado ao usuário na forma uma black box, são realizados todos os ensaios necessários para a obtenção dos parâmetros de impedância de um quadripolo utilizando o laboratório remoto VISIR. Os resultados obtidos experimentalmente são comparados com os resultados teóricos. Considerando os resultados obtidos, conclui-se que utilização do laboratório remoto VISIR no apoio ao ensino de circuitos elétricos é uma ferramenta útil e viável para realização de atividades práticas em cursos de Engenharia. Palavras-chave: VISIR, Laboratório Remoto, Circuitos Elétricos, Quadripolos, Circuitos de Duas Portas. 1 INTRODUÇÃO Cursos de área técnica são geralmente conhecidos pela aprendizagem na esfera teórico/prática. A prática é reconhecida por colocar os conhecimentos teóricos a prova e melhorar a aprendizagem visto que coloca o estudante em contato com o fenômeno ocorrendo em tempo real. Atualmente cursos como estes, especialmente na área eletroeletrônica, encontram dificuldades em aspectos de ordem financeira. Laboratórios físicos costumam ser montados em bancadas, que na maior parte das vezes, atende apenas um aluno por vez.
Natercia Lima
added 2 research items
This work describes the teacher reflections about a didactical implementation using a remote laboratory and their impact on his practice. These reflections are analyzed from three different perspectives: how the literature review influenced the design of the didactical implementation (namely the first); how his reflection upon his practice influenced its modifications; how his research activity impacted and affected his teaching practices in the subsequent implementations and guided the modifications made. The remote lab was introduced in a Physics Course in an Engineering degree and was intended to be a learning space where students had the opportunity to practice before the lab class, supporting the development of experimental competences, fundamental in an engineer profile. After the first implementation in 2016/17 academic year it has undergone two subsequent editions with adjustments and modifications. Some features previously reported in literature such as: teacher's experience with VISIR, the importance of an introductory activity and defining VISIR tasks objectives, were corroborated by the teacher during his practice and research. Others, such as the difficulty some students have in understanding the difference between simulation and remote labs appeared directly from his practice and were pursued in his research in order to deeply understand its implications.
A prática laboratorial é fundamental no ensino da ciência e engenharia, independentemente do nível de educação. Atualmente, os professores têm diferentes maneiras, para além dos laboratórios tradicionais (hands-on) de permitir que os estudantes desenvolvam competências experimentais, como simulações e laboratórios remotos. Este estudo incide sobre o uso simultâneo dos três recursos, levado a cabo por 51 professores, em 25 unidades curriculares diferentes. No total, foram realizadas 39 implementações didáticas na área da eletricidade e eletrónica em várias Instituições do Ensino Superior e Escolas Secundárias, na Argentina e no Brasil. Estas implementações aconteceram durante dois anos letivos (entre 2016 e 2017), no âmbito do projeto VISIR+, abrangendo 1569 estudantes. A perceção dos professores sobre a aceitação e desempenho dos estudantes com o laboratório remoto implementado (VISIR), bem como a satisfação dos professores com essa ferramenta, foram analisadas e cruzados com as características das unidades curriculares, bem como alguns dos fatores relativos ao desenho das implementação didáticas. Surgiram várias correlações interessantes que alertam para alguns aspetos importantes: O professor deve desenhar as tarefas com o VISIR bem alinhadas com os resultados de aprendizagem/competências que desejam que os seus estudantes desenvolvam; A experiência do professor com o VISIR tem um papel importante na satisfação dos estudantes com a ferramenta; A atividade de introdução ao VISIR assim como o suporte dado aos estudantes ao longo do semestre são também fatores decisivos.
Natercia Lima
added 2 research items
Experimentation is crucial in science and engineering education, regardless the educational level. Nowadays, teachers have different ways of allowing students to develop these competences other than hands-on labs, such as simulations and remote labs. This study is focused on the combined use of the three resources, carried out by 51 teachers, in 25 different courses. In total, 40 didactical implementations in the electric and electronics area were performed in several Higher Educational Institutions and Secondary Schools, in Argentina and Brazil. This occurred during 2016 and 2017 academic years, under the scope of the VISIR+ project and VISIR-the implemented remote lab-reached 1572 students. Students' academic results, students' and teachers' opinions about VISIR as well as VISIR usage in course were cross-analyzed with courses' characteristics and some didactical implementation design factors. Some important factors arouse: teachers should pay extra care designing VISIR tasks accordingly to the learning outcomes/ competences they want their students to develop, taking into consideration if they represent group or individual activities; teacher introduction and support to VISIR along the semester plays a crucial role in students' engagement; teacher experience and involvement with VISIR have a significant influence on students' performance and satisfaction with the tool. Finally, students' and in minor extent teachers' opinions point to the need for VISIR interface upgrading for a more modern one and suggest VISIR, when dealing with classic lab experiments, is more suitable to basic courses (including courses from lower levels of education) than more advanced ones.
Conducting laboratory experiments is of vital importance in science and engineering education, independently the level of education. Nowadays, teachers have different ways of allowing students to develop these competences other than hands-on labs, such as simulations and remote labs. This study is focused on the combined use of the three resources, carried out by 51 teachers, in 25 different courses. In total, 39 didactical implementations in the electric and electronics area were performed in several Higher Educational Institutions and Secondary Schools, in Argentina and Brazil. This occurred during 2016 and 2017 academic years, under the scope of the VISIR+ project and VISIR was the implemented remote lab and reached 1569 students. Teachers’ perception about student acceptance and performance with VISIR as well as teachers’ satisfaction with VISIR, were cross analysed with course characteristics as well as didactical implementation design factors and several interesting correlations stood out: Teachers extra care in designing VISIR tasks accordingly to the learning outcomes/competences they want their students to develop revealed as a crucial factor; Teacher experience with VISIR plays an important role in students’ satisfaction with the tool; Teacher introduction and support to VISIR along the semester is also an important factor.
Sonia Concari
added a research item
Redes de cooperación internacional en comunidades virtuales para la investigación, el desarrollo y la capacitación
Natercia Lima
added a research item
Experimentation is crucial in science and engineering education, regardless the educational level. Nowadays experiments can be performed not only in traditional hands-on labs, but also using online resources, such as simulations and remote labs. This study was carried out, in several Higher Educational Institutions and at a minor extent some Secondary Schools, in Argentina and Brazil, in 25 different courses, where VISIR, a remote lab in the electric and electronics area, was introduced along with other resources. These 39 didactical implementations took place during 2016 and 2017 academic years, yielding 51 teachers and 1563 students. Teachers' perception about student performance in VISIR as well as VISIR usage in course, were cross-analyzed with courses' characteristics. Some important factors arouse teachers should pay extra care designing VISIR tasks accordingly to the learning outcomes/ competences they want their students to develop, taking into consideration if they represent group or individual activities. In fact, students tend to prefer group activities and there seems to be a strong association between this factor and teacher perception about students' satisfaction with the tool. Teacher introduction and support to VISIR along the semester is also an important factor.
Gustavo Ribeiro Alves
added a research item
The present paper focus on the use of remote laboratories in higher education from a sustainability viewpoint. The particular case of engineering education, and, within it, the more specific subject of experiments with electrical and electronic circuits is presented first, to then discuss the benefits of using remote labs, while considering the three dimensions of sustainable development, i.e.: economic practice, environmental protection, and social integration. The paper debates how remote labs address each dimension.
Gustavo Ribeiro Alves
added an update
Prof. Ingvar Gustavsson has been distinguished with the Francesco Maffioli Award, for its contribution in allowing both teachers and students in doing remote experiments using Virtual Instrument System In Reality (VISIR).
More information and video in:
 
María Isabel Pozzo
added a research item
Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion in literature. Teachers and researchers are aware that the thorough analysis of both strengths and shortcomings of remote labs in didactical implementations may not only lead to the improvement of these resources but also of the pedagogical implications in engineering classes. The present study was carried out in a Higher Education Institution in Brazil in two different courses during three consecutive semesters where a remote lab (VISIR) addressing electric and electronic topics was implemented, yielding 471 students’ academic results and opinions. These students’ results (while using VISIR) cross-analysed with the course characteristics, reveal some factors teachers may tackle to foster student learning and motivation. The conclusions point to the need for VISIR interface modernization and showed it is more useful in basic courses than in more advanced ones, when dealing with classic lab experiments. Results also show that teachers’ involvement plus their ability to brief students on VISIR's usefulness have a significant influence not only on students’ performance but also on their perception of learning and satisfaction with the tool. In the analysed cases, the students with more learning needs seemed to be the ones who could benefit more from VISIR.
Gustavo Ribeiro Alves
added a research item
The access data to the VISIR remote lab installed at PUC-Rio was made publicly available by Ana Pavani and her team. Other researchers are invited to download the data (Excel files) through the provided links and conduct further research on the usability and accessibility of this particular remote lab, and compare with others.
Gabriel Diaz
added a research item
Reputation systems have been showed as effective mechanisms for capturing and extracting the global view a society has about some entities. Traditionally, these systems are based on capturing users' opinions through quantitative evaluations given by numerical ratings. However, it has been demonstrated that mapping opinions to numerical values might entail biased problems, skewing the reputation of some entities. In this work, we present our proposal for dealing with such problems, based on capturing opinions through comparative evaluations. Besides, we state that this mechanism can be successfully applied in MOOCs, in order to estimate the reputation of learning resources, allowing us to provide students/users with better resources.
María Isabel Pozzo
added a research item
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 alternatives accessible anytime, anywhere. These two alternatives are known as virtual and remote laboratories and are sometimes indistinguishably referred as online 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.
Luis Carlos Martinhago Schlichting
added 2 research items
The more recent emergence of remote laboratories caused some discussions about their real educational value, when compared to traditional hands-on and virtual laboratories. This discussion is relevant because remote labs rely on computer-mediated access to real instruments and apparatus, being sometimes difficult to explain the difference between values obtained from real (remote) measurements and values obtained from computer simulations. This paper aims to evidence aspects that differentiate remote and virtual laboratories, by presenting two very simple experiments dealing with the characteristics of real instruments (limited bandwidth) and real circuits (electromagnetic interference).
Manuel Castro
added 2 research items
The characteristics of a changing environment and immersed in the knowledge society, demand from enterprises, organizations, universities and society in general, continuous adaptation. This adaptation has to be linked to innovation as a real need, giving a dynamic response to new demands, as a result of the need to improve their operation processes. And that also affects the teaching of Engineering and Electronics, as well as Lifelong learning and the impact on the company itself. Remote accessibility and mobility are an example of this, and represent an innovation in the teaching-learning process, and therefore, in training. The research project “Remote-labs access in Internet-based Performance-centred Learning Environment for currículum Support” is presented for the remote accessibility study. Whose objective is the definition and development of an infrastructure based on European telematics for the organization of currículum through practice based on remote laboratories (RIPLECS). The execution of innovative projects is required for the implementation of these learning systems, in order to examine the integration of mobile devices and their effects on student learning and capacity. A research project in the business environment is presented: “E-business Mobile Training – use of de mobile performance Support System for acquiring e-business Mangement Skills (EMTM)”. Curricular programs should connect to the real world of work, identifying the skills that will be needed for future work. Finally, in this line is presented an innovative project, “Performance-centred Adaptative Aurriculum for Employment Needs (PAC)”. These three projects are a practical contribution of technology to the world of learning and training, facing the 21st century European educational challenges, by innovative emerging technologies applied to learning.
Natercia Lima
added a research item
VISIR+ is an Erasmus+ project that aims to develop educational modules for electric and electronic circuits theory and practice following an enquiry-based teaching and learning methodology. The project has installed five new VISIR remote labs in Higher Education Institutions located in Argentina and Brazil, to allow students doing more experiments and hence acquire better experimental skills, through a combination of traditional (hands-on), remote and virtual laboratories. A key aspect for the success of this project was to motivate and train teachers in the underpinning educational methodology. As such, VISIR+ adopted a 3-tier training process to effectively support the use of VISIR in the Institutions that received it. This process is based on the “train the trainer” approach, which required the participating partner institutions to identify and engage a number of associated partners, interested in using their newly installed remote lab. To measure the quality of the training process, the same satisfaction questionnaire was used in all training actions. This paper presents a detailed description of the training actions along with the analysis of the satisfaction questionnaire results. Major conclusions are that the quality level of the training process remained practically the same across all training actions and that trainees sometimes considered the practical use of the VISIR remote lab as difficult, irrespectively of where and when the training action took place.
Gustavo Ribeiro Alves
added a research item
O presente capítulo contém uma seleção de artigos que foram apresentados na Sessão Dirigida: Laboratórios remotos no ensino da engenharia, realiza- da durante o XLIV Congresso Brasileiro de Educação em Engenharia (COBENGE), de 27 a 30 de setembro de 2016, em Natal, Rio Grande do Norte. Essa Sessão Dirigida propôs mostrar trabalhos que viessem a apresentar experiências baseadas em laboratórios remotos no ensino de engenharia, a fim de discutir e demonstrar as práticas ou técnicas propostas pelos grupos em diferentes realidades. Buscou, assim, expor pontos positivos e negativos para potenciais disseminações de projetos com semelhantes contextos. Portanto, o objetivo da Sessão Dirigida foi proporcionar um ambiente para discussão e reflexão referente à integração dos laboratórios remotos no ensino de engenharia. Os cinco artigos apresentados neste capítulo foram selecionados entre aqueles que receberam a qualificação a partir da apresentação oral na Sessão Dirigida ou como convidados.
Gustavo Ribeiro Alves
added an update
The VISIR+ consortium organised a Special Session about Remote Labs in Engineering Education within COBENGE2016, the annual conference of the Brazilian Association for Engineering Education (Associação Brasileira de Educação em Engenharia, ABENGE).
Later, all Special Sessions were invited to contribute with a chapter for a book edited by ABENGE and publicly released at http://www.abenge.org.br/cobenge/arquivos/3/LivroSD2016.pdf
The book is entitled "Challenges in Engineering Education" and is available in Portuguese.
You are invited to read and share it!
Citation:
DESAFIOS DA EDUCAÇÃO EM ENGENHARIA: Formação Acadêmica e atuação Profissional, Práticas Pedagógicas e Laboratórios Remotos. / Vanderlí Fava de Oliveira, Adriana Maria Tonini e Sandra Rufino Santos – Organizadores – Brasília: ABENGE, 2017
271p
 
Gustavo Ribeiro Alves
added a research item
En este trabajo se presenta una propuesta didáctica para facilitar el proceso de enseñanza y aprendizaje del tema circuitos eléctricos en la escuela media bajo la metodología por indagación. Esta metodología será implementada por el Ministerio de Educación Pública de Costa Rica a partir del año 2018. La propuesta se ha diseñado tomado en cuenta los cuatro procesos expuestos en el programa de estudios de física (focalización, exploración, reflexión-contrastación y aplicación). En la aplicación se fomenta el trabajo experimental por medio del laboratorio remoto VISIR.
María Isabel Pozzo
added a research item
En este trabajo analizamos la idoneidad epistémica y cognitiva de una actividad implementada por un docente de Física con estudiantes universitarios de segundo año de carreras de ingeniería. La actividad propone utilizar la plataforma Visir (Laboratorio Remoto) para llevar a cabo experimentos con circuitos de corriente continua destinada a profundizar algunos conocimientos relacionados con la ley de Ohm. Los resultados muestran que el uso de Laboratorio remoto es rápido, accesible y fácil de usar permitiendo la comparación entre valores medidos y valores teóricos. La perspectiva teórico metodológica se inscribe dentro del enfoque ontosemiótico (EOS), considerando particularmente la noción de idoneidad didáctica y los criterios asociados con la misma. Se detectan aspectos concretos de la práctica realizada que podrían ser mejorados para optimizar el aprendizaje de los estudiantes y se concluye que los criterios utilizados en el análisis constituyen herramientas adecuadas para la reflexión de los profesores en ejercicio sobre su propia práctica.
Natercia Lima
added a research item
Laboratory experiments play a crucial role in engineering education as they strongly contribute to the development of important skills for the professional practice. This paper addresses a students’ understanding gap between simulations and remote labs. These two resources (and namely the remote laboratory VISIR - Virtual Instrument Systems in Reality) have been commonly used on several didactical implementations, along with other didactical resources in different Engineering degrees at the Federal University of Santa Catarina and Polytechnic of Porto School of Engineering. This work, developed in the scope of the VISIR+ Project, intends to evaluate students’ perceptions considering simulation and remote lab results. Quantitative and qualitative data were analyzed to better understand how deeply students realize the differences between these resources and their type of data. Preliminary results indicate that a considerable number of student’s don´t have a clear idea of these differences, even though sometimes they know their definition. Furthermore, this gap does not seem to differ much with the context (country, course, academic year, course content), students’ final grades, teacher approach or implemented tasks.
María Isabel Pozzo
added a research item
Resumen: Este trabajo describe una implementación didáctica del laboratorio remoto VISIR en el Instituto Politécnico Superior, en un curso de Física de nivel secundario con una estrategia de aprendizaje inductivo. El estudio presentado se enfoca en el análisis de la influencia de la herramienta utilizada en el entusiasmo de los estudiantes y en la percepción que ellos tienen del efecto de la utilización del laboratorio remoto sobre su aprendizaje. Los resultados indican que la implementación llevada a cabo influye positivamente en la motivación de los estudiantes y en su aprendizaje. Dada la relevancia que tiene la experimentación en la formación en ciencias en nivel secundario, lo obtenido muestra el efecto positivo que esto puede tener en la elección de una carrera universitaria de ingeniería.
María Isabel Pozzo
added a research item
The learning of technical and science disciplines requires experimental and practical training. Hands-on labs are the natural scenarios where practical skills can be developed but, thanks to Information and Communication Technologies (ICT), virtual and remote labs can provide a framework where Science, Technology, Engineering and Mathematics (STEM) disciplines can also be developed. One of these remote labs is the Virtual Instruments System in Reality (VISIR), specially designed to practice in the area of analog electronics. This paper aims at describing how this remote lab is being used in the Universidad Nacional de la Patagonia San Juan Bosco (UNPSJB - Argentina), in the framework of the VISIR+ (“This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein”.) project funded by the Erasmus+ Program, one institution without previous experiences with remote labs.
María Isabel Pozzo
added 2 research items
Experimental competences allow engineering students to consolidate knowledge and skills. Remote labs are a powerful tool to aid students in those developments. The VISIR remote lab was considered the best remote lab in the world in 2015. The VISIR+ project main goal is to spread VISIR usage in Brazil and Argentina, providing technical and didactical support. This paper presents an analysis of the already prosecuted actions regarding this project and an assessment of their impact in terms of conditioning factors. The overall outcomes are highly positive since, in each Latin American Higher Education Institution, all training actions were successful, the first didactical implementations were designed and ongoing in the current semester. In some cases, instead of one foreseen implementation, there are several. The most statistically conditioning factors which affected the outcomes were the pre-experience with remote labs, the pre-experience with VISIR and the training actions duration. The teachers’ perceptions that most conditioned their enrollment in implementing VISIR in their courses were related to their consciousness of the VISIR effectiveness to teach and learn. The lack of time to practice and discuss their doubts and the fulfillment of their expectations in the training actions, also affected how comfortable in modifying their course curricula teachers were.
In 2015, Electrical and Computer Engineering Department (DIEEC) of the Spanish University for Distance Education (UNED) in Spain started together with the Santiago del Rosario National University (UNSE, Argentina) and with the support of the Research Institute of Education Sciences of Rosario (IRICE-CONICET, Argentina) under the Coordination of the Polytechnic Institute of Porto (IPP, Portugal) the new development and deployment of the VISIR system inside the UNSE University as part of the VISIR+ Project. The main objective of the VISIR+ Project is to extend the current VISIR network in South America, mainly in Argentina and Brazil, with the support and patronage of the European Union Erasmus Plus program inside the Capacity Building program and as part of an excellence network future development integration framework. This extension of VISIR nodes reconfigure in 2016 a new project, PILAR, that as part of the Erasmus Plus projects will allow the Strategic Partnership to develop a new federation umbrella over the existing nodes and network.
Gustavo Ribeiro Alves
added 8 research items
Os laborat´orios remotos surgiram como apoio para o desenvolvimento de novos me´todos de aprendizagem e ainda como suporte adicional a me´todos ja´ existentes. A´geis e acess´ıveis aos estudantes demonstram ´otimas soluc¸ ˜oes no cen´ario da educac¸ ˜ao, sendo econˆomicos e dinˆamicos, pois possuem acesso mundial por plataformas criadas a partir da tecnologia da informac¸ ˜ao, disponibilizando a otimizac¸ ˜ao do hardware com usu´arios remotamente distribu´ıdos. Os laborat´orios remotos dinamizam o aprendizado fazendo o mesmo mais eficiente. Facilitam e possibilitam a capacidade anal´ıtica pela percepc¸ ˜ao de diferentes resultados entre laborat´orios virtuais (simuladores) e laborat´orios reais por apresentarem resultados reais em circuitos com influˆencias externas como t´ermica, el´etrica, magn´etica ou eletromagn´etica e principalmente apresentam as n˜ao idealidades (capacitˆancias, resistˆencias e indutˆancias intr´ınsecas) relacionadas aos aspectos construtivos de componentes eletrˆonicos (resistores, indutores, capacitores, trilhas e fios). Assim, este artigo prop˜oe demonstrar por meio de experimentac¸ ˜oes pr´aticas as diferenciac¸ ˜oes entre dados obtidos atrave´s do laborato´rio remoto VISIR e os simuladores PSIM e PROTEUS sendo poss´ıvel verificar dados reais em experieˆncias com circuitos que apresentam n˜ao idealidades.
Este trabalho tem por objetivo descrever o projeto e desenvolvimento de um modelo de repositório de práticas de circuitos elétricos e eletrônicos, que visa fornecer apoio à utilização de uma instância do laboratório remoto VISIR em cursos de engenharia. O laboratório remoto VISIR é uma ferramenta composta por recursos de software livre integrados a uma plataforma de hardware que permite a criação, acionamento e leitura de circuitos reais por meio da internet. Ao disponibilizar recursos relacionados às possíveis experiências na plataforma, espera-se facilitar sua utilização e integração no currículo. Posteriormente, pretende-se ampliar para recursos relacionados a outras instâncias do VISIR.
Este documento descreve uma iniciativa de integração de laboratórios remotos em um curso de engenharia mecatrônica, através do VISIR (Sistema de Instrumento Virtual em Realidade). Por se tratar de um programa de cooperação internacional, o VISIR é um laboratório remoto reconhecido mundialmente, que permite simular de forma remota uma série de circuitos eletroeletrônicos como se estivesse em um laboratório convencional. No entanto, no Brasil o VISIR chega recentemente e caracteriza-se como um recurso de apoio ao processo de ensino e de aprendizagem em cursos superiores de engenharia. O presente estudo foi conduzido com o objetivo verificar, a partir da perspectiva dos alunos, os pontos relevantes sobre o uso do VISIR como recurso educativo no curso de engenharia mecatrônica, através de um estudo de caso de uma turma da disciplina Instrumentação I. Os alunos montaram um circuito eletroeletrônico, realizando testes e validações dos resultados e foram capazes de compará-los com as respostas obtidas em um laboratório convencional. Após esta etapa, os alunos responderam a um questionário com 10 perguntas fechadas relatando sua experiência de aprendizagem usando VISIR. Com a análise das respostas foi possível confirmar a viabilidade da utilização do VISIR para este grupo de estudantes de engenharia mecatrônica, como contribuinte para a qualificação desses futuros profissionais.
María Isabel Pozzo
added 3 research items
A prática laboratorial é fundamental no ensino da Engenharia. No entanto, como consequência doProcesso de Bolonha e das restrições orçamentaiscom que a maioria das Instituições do Ensino Superior se deparam, o número de horas dedicadas à atividade laboratorial diminuiu significativamente. Os investigadores procuram formas complementares de desenvolver estas competências experimentais e os laboratórios remotos são uma opção. Este trabalho de revisão de literatura é uma primeira tentativa de compilar todos os estudos empíricos emque se utiliza o laboratório remoto VISIR (Virtual Instrument Systems in Reality), em cursos de Engenharia. Nestes, o VISIR foi usado como recurso único ou como um complemento ao laboratório tradicional. Keywords— Educação em Engenharia; Laboratórios Remotos; Resultados de Aprendizagem; VISIR. Title—VISIR´s Usage as an Educational Resource: a Review of the Empirical Research. Abstract—Laboratory experiments are one of the backbones of engineering teaching. Nevertheless,Bologna Process reforms and the economic constraints most Higher Education Institutions face nowadays, caused a significant decline in the amount of time devoted to hands-on lab. Researchers are seeking complementary ways to teach these practical skills and remote labs are being used as an option. This review paper presents a first attempt to compile empirical studies that directly report the use of the remote laboratory VISIR (Virtual Instrument Systems in Reality). These practices of engineering classes/courses, used VISIR individually or as a complement to traditional hands-on laboratory.
Experimental activities with real components are an essential part of all courses including or devoted to electrical and electronic circuits theory and practice. The knowledge triangle composed of hand-written exercises, simulations and traditional lab experiments has been enriched with the possibility for students to conduct real experiments over the Internet, using remote labs. This tutorial is devoted to one such remote lab named Virtual Instrument Systems in Reality (VISIR). The Global Online Laboratory Consortium (GOLC) elected VISIR as the best remote controlled laboratory in the world, at the first time this distinction was awarded. At the end of this tutorial, attendees are expected to know what is VISIR, what can (not) be done with it, who is currently using it, and how can one integrate it in a given course curriculum.
VISIR (Virtual Instruments Systems In Reality) es un laboratorio remoto que ha sido desarrollo en el Instituto de Tecnología de Blekinge de Suecia, de enorme difusión a nivel mundial. El objetivo de este trabajo es compartir en el ámbito de la comunidad RUEDA, las motivaciones, fundamentos, avances y proyección, con particular implicancia en Argentina, de un Proyecto Erasmus+: " Módulos Educativos para Circuitos Eléctricos y Electrónicos. Teoría y práctica siguiendo una metodología de enseñanza-aprendizaje basada en la investigación y apoyada por VISIR+ " , financiado por la Comisión de la Unión Europea en la convocatoria 2015, con la coordinación del Instituto Politécnico de Porto. El proyecto se encuentra en desarrollo y es llevado a cabo por un consorcio de instituciones de educación superior, europeas y latinoamericanas, con posibilidad de incorporar adherentes. Destacan los objetivos estratégicos y de innovación, tanto en lo tecnológico como en lo educativo, alcanzables mediante la colaboración, a los fines de generar, por un lado, cambios metodológicos en la enseñanza de temas centrales en carreras de Ingeniería y, por otro la ampliación de posibilidades de experimentación remota compartiendo recursos. Abstract. VISIR (Virtual Instruments Systems in Reality) is a remote laboratory that has been development in the Blekinge Institute of Technology of Sweden, widely spread at a global Level. The objective of this work is to share in the field of RUEDA community, motivations, basis, progress and projection, with special implications in Argentina, of an Erasmus+ Project: "Educational Modules for Electric and Electronic Circuits Theory and Practice following an Enquiry-based Teaching and Learning Methodology supported by VISIR". This project is funded by the Commission of the European Union at the 2015 call, with the coordination of the Polytechnic Institute of Porto. The project is being developed and it is carried out by a consortium of European and Latin higher education institutions, with the possibility of incorporating adherents. The emphasis is on the strategic and innovation objectives of both technological and educational issues. These objectives are achievable through collaboration, to generate methodological changes in teaching in engineering careers and for enlargement of remote experimentation sharing resources.
Sonia Concari
added 2 research items
The learning of Physics involves building up and using lab experiments. In turn, teachers must be trained in experimenting and using several resources that enable them to design valuable teaching strategies and learning activities. Thanks to Information and Communication Technologies (ICT), virtual and remote labs can provide a framework where physical experiments can be developed. Altough remote labs have been in use for over a decade now in several countries and levels of education, its use at secondary schools in Latin America has not been reported yet. The Virtual Instruments System in Reality (VISIR) is one of these remote labs, suitable to practice in the area of electrical circuits. This paper aims at describing how this remote lab was used in a training workshop for secondary school level teachers of Physics in Costa Rica.
Sonia Concari
added an update
New conference papers have been added to the project VISIR+.
 
Natercia Lima
added a research item
Este trabalho descreve sumariamente as implementações didáticas, levadas a cabo em algumas das Instituições de Ensino Superior da América Latina envolvidas no Projeto VISIR+, em várias unidades curriculares de cursos de Engenharia, no ano letivo de 2016.
Natercia Lima
added a research item
The long-term goal of engineering education is to prepare students to work as engineers. Being a practical profession, laboratories play a crucial role in illustrating concepts and principles as well as improving technical skills. In the last decades the use of online resources (simulators and remote labs) has been growing, either as a complementary and/or as an alternative way of developing experimental competences. In the scope of the VISIR+ Project, this work presents the first results of a didactical implementation using simultaneously the remote laboratory VISIR (Virtual Instrument Systems in Reality), simulation and calculus in a Math Course at the Federal University of Santa Catarina (UFSC). The preliminary results indicate that the use of several resources increases students' performance, boosting their learning and competence development.
Gustavo Ribeiro Alves
added an update
A new VISIR node has been recently installed at the Federal Institute of Santa Catarina (Instituto Federal de Santa Catarina, IFSC), Campus Florianopolis, SC, Brazil. Also, Johan Zackrisson and Kristian Nilsson, from BTH, Sweden, delivered a technical workshop on how to use VISIR and configure the matrix to 18 staff members of IFSC, Campus Florianopolis. Luis Carlos Martinhago Schlichting and Daniel Dezan de Bona hosted Kristian and Johan at IFSC.
 
Manuel Castro
added 4 research items
This article provides with updated information of the implementation of new Learning Technologies in the Engineering Education inside the new European Higher Education Area that is evolving to allow a new framework of University education inside Europe. The article shows the way developed from early distance institutions to online learning changing concepts from class and mail learning to blended learning and ubiquitous learning that are challenging our Learning Space with a new set of services that are improve learning capabilities. It has taken a step closer to this evolution personalized and closed the user, based on learning by services. The new learning concept (s-learning), which continues with the philosophy of re-usable educative objects to create encapsulated and re-usable educative services to be easily integrated in Learning Management Systems. In broad terms, this new e-learning philosophy is described through several examples of advanced services that can be integrated into a Learning Management System.
Un gran número de carreras y de asignaturas requieren que el alumno adquiera tanto conocimiento teórico como unas habilidades o conocimiento práctico que le permitan desarrollar su trabajo de una forma adecuada durante toda su vida profesional. En el ámbito de la educación a distancia, personalizada o blended learning, los conocimientos teóricos y prácticos deben presentarse al alumno de tal forma que el profesor pueda evaluar o seguir los progresos del alumno y el alumno pueda comunicarse con su tutor, autoevaluarse y colaborar con sus compañeros. Actualmente existen dos tipos de soluciones: los sistemas de gestión de aprendizaje (LMS) o plataformas educativas que permiten mostrar el contenido de uno o varios cursos de forma organizada y controlada, y los laboratorios virtuales remotos que dependiendo del tipo de laboratorio permitirá simular prácticas de laboratorio o utilizar Hardware de forma remota.. En este artículo se describe una solución para unir ambas soluciones en una única, de tal forma que se facilite al profesor y al alumno trabajar con una sola herramienta de una forma rápida sencilla. Por supuesto, esta solución deberá proporcionar los servicios de un LMS (autenticación, herramientas colaborativas, etc.) y las funcionalidades que ofrece un laboratorio web o remoto Palabras clave: Plataformas educativos, integración de servicios, laboratorios.
The aim of this paper is to summarize the Work in Progress related to the design of a Collaborative Robotic Educational Tool. This tool arises to improve STEM (Science, Technology, Engineering and Math) educational programs for school students. The design is intended to cover different specifications such as: scalability, modular capabilities, reconfiguration possibilities and compatibility with the aim of promoting the innovation and the motivation of the students during the learning process. Furthermore, the main objective of the mentioned platform is focused on getting a cost effective tool which can be included easily within educational institutions with a low budget restriction. This platform is intended for students which are able to use textual programming languages. Furthermore, the platform is expected to cost below 100 euros.
Natercia Lima
added a research item
Engineering education has solid needs of experimental competences development. Nowadays these competences can be worked not only in traditional laboratories (hands on) but also through the use of computer simulations and remote labs. The use of diversified methods in education and the exploration of new resources and techniques in classroom may allow teachers to motivate more students, and capture their attention due to their different learning styles. The main objective of this project is to better understand the effects on students’ learning outcomes in different contexts (country, type of institution, background, etc.). Students are subjected to similar design approaches that all use an enquiry-based teaching and learning methodology. The methodology of the didactical implementation is based on the simultaneous use of experimental resources (hands on, simulation and remote labs) together with calculus, in class and assessment. To accomplish this research, several insights must be taken into consideration, including the teachers’ mediation in class, in each case, and the didactical implementations adaptations, but also external factors, such as socio-cultural and/or political factors.
Javier Garcia-Zubia
added a research item
Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p < 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used.
Gustavo Ribeiro Alves
added an update
VISIR+ submits 5 papers to the 1st Latin American Engineering Conference (CLADI 2017), to be held in Parana / Oro Verde, Argentina.
Fingers crossed for the results from the review phase!
 
Natercia Lima
added a research item
Engineering education has solid needs of experimental competences development. Nowadays these competences can be worked not only in traditional laboratories (hands on) but also through the use of computer simulations and remote labs. The use of diversified methods in education and the exploration of new resources and techniques in classroom may allow teachers to motivate more students, and capture their attention due to their different learning styles. The main objective of this project is to better understand the effects on students’ learning outcomes in different contexts (country, type of institution, background, etc.). Students are subjected to similar design approaches that all use an enquiry-based teaching and learning methodology. The methodology of the didactical implementation is based on the simultaneous use of experimental resources (hands on, simulation and remote labs) together with calculus, in class and assessment. To accomplish this research, several insights must be taken into consideration, including the teachers’ mediation in class, in each case, and the didactical implementations adaptations, but also external factors, such as socio-cultural and/or political factors.
Clara Viegas
added a research item
O desenvolvimento de competências experimentais na área de Engenharia é fundamental, independentemente da área de aplicação (Jara, Candelas; Puente & Torees, 2011). No entanto, nos cursos pós Bolonha, o número de horas de contacto foi significativamente reduzido, resultando naturalmente numa diminuição da carga laboratorial das várias unidades curriculares. Simultaneamente, o número de alunos por turma aumentou, não havendo, muitas vezes, equipamento em quantidade adequada, levando a que o tempo que o aluno realmente tem para “mexer” seja muito reduzido. Assim sendo, os alunos precisam de mais algum tempo para desenvolver, por si mesmos, estas competências e sedimentarem o conhecimento (Lopes, Viegas e Cravino, 2010). A utilização de recursos online tais como laboratórios virtuais e laboratórios remotos é uma forma de colmatar esta falha e complementar o processo de ensino/aprendizagem, promovendo o desenvolvimento de competências experimentais. Este trabalho descreve sumariamente uma experiência didática levada a cabo no ISEP, na unidade curricular de Eletricidade, do 1º ano, 2º S da Licenciatura em Engenharia de Mecânica Automóvel (2013/14), na qual estavam inscritos 79 estudantes. O objetivo desta experiência é que os estudantes desenvolvam competências em circuitos elétricos em corrente contínua e corrente alternada. De forma a alcançar este objetivo o docente utilizou (e pôs à disposição dos alunos) vários recursos, nomeadamente e para além das tradicionais aulas teóricas de exposição, aulas teórico-práticas destinadas ao cálculo e aulas laboratoriais do tipo hands-on, simulação e um laboratório remoto (VISIR). Os alunos utilizaram a simulação e o laboratório remoto nas aulas, sendo estimulados a usar os mesmos fora do período de aulas (via MOODLE, em que os acessos ficam registados), sendo informados que a avaliação iria incidir sobre todos estes recursos.
Natercia Lima
added 2 research items
Experimental competences allow engineering students to consolidate knowledge and skills. Re-mote labs are a powerful tool to aid students in those developments. The VISIR remote lab was considered the best remote lab in the world in 2015. The VISIR+ project main goal is to spread VISIR usage in Brazil and Argentina, providing technical and didactical support. This paper presents an analysis of the already prosecuted actions regarding this project and an assessment of their impact in terms of conditioning factors. The overall outcomes are highly positive since, in each Latin American Higher Education Institution, all training actions were successful, the first didactical implementations were designed and ongoing in the current semester. In some cases, instead of one foreseen implementation, there are several. The most statistically conditioning factors which affected the outcomes were the pre-experience with remote labs, the pre-experience with VISIR and the training actions duration. The teachers’ perceptions that most conditioned their enrollment in implementing VISIR in their courses were related to their consciousness of the VISIR effectiveness to teach and learn. The lack of time to practice and discuss their doubts and the fulfillment of their expectations in the training actions, also affected how comfortable in modifying their course curricula teachers were.
A prática laboratorial é fundamental no ensino da Engenharia. No entanto, como consequência do Processo de Bolonha e das restrições orçamentais com que a maioria das Instituições do Ensino Superior se deparam, o número de horas dedicadas à atividade laboratorial diminuiu significativamente. Os investigadores procuram formas complementares de desenvolver estas competências experimentais e os laboratórios remotos são uma opção. Este trabalho de revisão de literatura é uma primeira tentativa de compilar todos os estudos empíricos em que se utiliza o laboratório remoto VISIR (Virtual Instrument Systems in Reality), em cursos de Engenharia. Nestes, o VISIR foi usado como recurso único ou como um complemento ao laboratório tradicional.
Gustavo Ribeiro Alves
added an update
The VISIR+ project consortium will meet at the exp.at'17 conference (http://expat.org.pt/expat17/about/), from 5-9 June 2017.
 
Carlos Felgueiras
added 3 research items
Teaching analog and digital electronic subjects is not a trivial task because is necessary to use opposite methodologies. The electronic design in the digital field is centered in the use of microprocessor and FPGA based circuits using high level programing/configuring languages. The counterpart analog design is traditionally based in the use of elementary components associated with macroblocks such operational amplifiers in order to built-up the wanted mission circuit. Some few components, as the FPAA, are analogically configurable in a similar manner already used with the FPGA. However the use of this kind of components is not straightforward once is necessary to acquire some concepts not taught in the traditionally analog electronic classes. The current work presents an innovative remote lab to support teaching of the FPAAs.
Electronic teaching is a task that intents to also prepare the student to understand and design analog and digital circuits. However the design flow in those two arenas are quite opposite as result of very different development state and also are the design methodologies, being challenging for both teachers and students. In fact, the electronic design in the digital field is centered in the use of components based in two kind of circuits (microprocessor and FPGA) using a relatively high level programing/configuring languages. In an opposite way, the analog design is traditionally founded in the use of elementary components (e.g. resistors and capacitors) associated with macroblocks (e.g. operational amplifiers) in order to built-up the wanted mission circuit. However they have just a few analog programmable components, as the PSoC that is analogically configurable in a similar manner that the one already used in the digital domain. The use of this kind of components, however, is not straightforward being necessary to get some concepts traditionally not taught in the analog electronic classes. The training using PSoC are then indispensable to verify if the programed analog circuit corresponds to the intended one. The current work present an innovative remote lab to support teaching of the PSoC.
Analog and digital electronic subjects are part of the electronic engineer degree but its taught is not easy because they are founded in opposite methodologies. The electronic design in the digital field is centered in the use of microprocessor and FPGA based circuits using high level programing/configuring languages. The counterpart analog design is traditionally based in the use of elementary components associated with macroblocks such operational amplifiers in order to built-up the wanted mission circuit. Some few components, as the FPAA, are analogically configurable in a similar manner already used with the FPGA. However the use of this kind of components is not straightforward once is necessary acquire some concepts not taught in the traditionally analog electronic classes. The current work present an innovative remote lab to support teaching of the FPAAs.
Gustavo Ribeiro Alves
added a research item
Palestra plenária sobre a utilização de laboratórios remotos como base para a cooperação e colaboração entre Instituições de Ensino Superior e Investigadores da Europa e da América Latina, com especial incidência no Brasil, proferida no 44º Congresso Anual da Sociedade Brasileira de Educação em Engenharia (COBENGE), Natal, RN, Brasil, no dia 28 de Setembro de 2016.
Natercia Lima
added a research item
Laboratory experiments are one of the backbones of engineering teaching, as they help students learning in an unique way, providing better understanding of scientific theories, clarifying concepts and principles as well as improving their technical skills. Nevertheless, with the Bologna Process reforms and the economic constraints most Higher Education Institutions face nowadays, caused a significant decline in the amount of time devoted to hands-on lab. Researchers are seeking complementary ways to teach these practical skills and recently, with the explosive popularity of computer-based learning, remote labs are being used as an option. This review paper presents a first attempt to compile empirical studies that directly report the use of the remote laboratory VISIR (Virtual Instrument Systems in Reality). These practices of engineering classes/courses, used VISIR individually or as a complement to traditional hands on laboratory. Concerning these different approaches of how VISIR is used, the authors draw several conclusions - findings suggest that VISIR is a useful learning instrument, having been used, so far, by more than 4400 students. It contributes to improve students’ competences and knowledge, their confidence in lab and their enthusiasm and motivation. Some factors, such as teacher’s supervision and attention to the VISIR component play a crucial role in students’ engagement. Finally, the results achieved through this review raise several important and still non studied issues to be addressed by future research.
João Bosco da Mota Alves
added 2 research items
Os dados das organizações cresce exponencialmente a cada ano e tem trazido aos administradores e gerentes incremento para tomada de decisão à qual são diariamente submetidos. Para a gestão destes dados, bem como, a descoberta de informações neles contidas, surgiram os Sistemas de Recuperação da Informação. Atualmente, são largamente empregados no ambiente organizacional. A Recuperação da Informação foi desenvolvida com a finalidade precípua de fornecer rapidamente aos usuários a informação que procuram. A avaliação de um sistema de recuperação da informação é focada em seu motor de busca, medindo o quão rápido ele pode responder a uma consulta, ou o nível de relevância da informação recuperada. Este trabalho foi empreendido com o objetivo de verificar o impacto da utilização de motores de busca, baseados no Apache Solr®, no processo de recuperação da informação contida na base de dados do Mecanismo Online para Referências. Assim, buscou-se na bibliografia, fundamentos para conceituar a Recuperação da Informação e tratar sobre as peculiaridades que se coadunam com o escopo desta pesquisa. Aborda-se as principais características do servidor de recuperação da informação Apache Solr® e do protótipo desenvolvido para os propósitos deste trabalho. Cabe esclarecer que o Apache Solr® foi configurado para ordenar os resultados pelo nível de relevância, sendo o Modelo de Espaço Vetorial utilizado no cálculo do grau de similaridade. Na sequência, os dados colhidos são tabulados, apresentados e analisados. Conclui-se que a utilização de motores de busca, baseados no Apache Solr®, impactam positivamente no processo de recuperação da informação contida na base de dados do Mecanismo Online para Referências.
Gustavo Ribeiro Alves
added a research item
Experiments have been at the heart of scientific development and education for centuries. From the outburst of Information and Communication Technologies, virtual and remote labs have added to hands-on labs a new conception of practical experience, especially in Science, Technology, Engineering and Mathematics education. This paper aims at describing the features of a remote lab named Virtual Instruments System in Reality, embedded in a community of practice and forming the spearhead of a federation of remote labs. More particularly, it discusses the advantages and disadvantages of remote labs over virtual labs as regards to scalability constraints and development and maintenance costs. Finally, it describes an actual implementation in an international community of practice of engineering schools forming the embryo of a first world wide federation of Virtual Instruments System in Reality nodes, under the framework of a project funded by the Erasmus+ Program.
Gustavo Ribeiro Alves
added an update
VISIR+ project rationale awarded "Best Paper" at the 2nd International Conference of the Portuguese Society for Engineering Education, Vila Real, Portugal, 20-21 October, 2016.
Thanks to André V. Fidalgo, @Arcelina Marques, Clara Viegas, Carlos Felgueiras, Ricardo Costa, Natercia Lima, Javier Garcia-Zubia, Unai Hernandez, Manuel Castro, Gabriel Diaz, Andreas Pester, Danilo Zutin, @Wlodek Kulesza, Ingvar Gustavsson, @Luis Schlichting, Golberi de Salvador Ferreira, @Daniel Bona, Juarez Bento da Silva, João Bosco da Mota Alves, @Simone Biléssimo, @Ana Pavani, Delberis A. Lima, @Guilherme Temporão, Susana Marchisio, Sonia Concari, Federico Lerro, @Rubén Fernandez, @Héctor Paz, @Fernando Soria, @Nival Almeida, @Vanderli Oliveira, María Isabel Pozzo, and ELSA DOBBOLETTA.
 
Gustavo Ribeiro Alves
added an update
Paper about VISIR+ awarded "Best Paper" at the 2nd International Conference of the Portuguese Society for Engineering Education (CISPEE2016) - http://cispee2016.utad.pt
 
Sonia Concari
added an update
hemos presentado en el "7mo Seminario Internacional de la RUEDA" (Red Universitaria de Educación a Distancia de Argentina), desarrollado en la ciudad de Santa Fe, Argentina, en la sede de la Universidad Nacional del Litoral, los días 20 y 21 de octubre de 2016, la ponencia: "Uso compartido de módulos educativos para circuitos eléctricos y electrónicos del laboratorio remoto VISIR", de los autores integrantes argentinos por la Universidad Nacional de Rosario del proyecto y el coordinador del mismo, por el Instituto Politécnico de Porto, Portugal: Susana Teresa Marchisio, Sonia Beatriz Concari, Federico Lerro, Gastón Saez de Arregui, Miguel Plano, Claudio Merendino, Gustavo Ribeiro Alves.
 
Gustavo Ribeiro Alves
added an update
Week 12-16 September
Training Action 2 taking place at UNR and UNSE
 
Gustavo Ribeiro Alves
added an update
News about the Training Action 2
  • Polytechnic of Porto - Federal University of Santa Catarina mission
 
Gustavo Ribeiro Alves
added a project goal
Educational Modules for Electric and Electronic Circuits Theory and Practice following an Enquiry-based Teaching and Learning Methodology supported by VISIR (Virtual Instrument Systems in Reality)
There has been an increased interest in science and engineering education due to:
- the shortage of professionals required in scientific and technical areas;
- the considerable low ratio of students opting for science- and engineering-related degrees, when entering higher education; and
- the number of dropouts exhibited in the initial years of undergraduate studies.
All stakeholders have devoted a great deal of attention and concern to this problem, considering the high number of reports published about and initiatives taken in recent years. In sum, the solutions have been dealing with: raising the society awareness for such a problem (1); increasing the interest for STEM (1, 2); and, promoting new teaching & learning methodologies, especially student-centred ones involving the use of ICT-tools, for coping with a new generation of digital natives (3).
This project targets the broad area of Electrical & Electronics Engineering, and, within it, the subject of circuit theory & practice. It aims to define, develop and evaluate a set of educational modules comprising hands-on, virtual, and remote experiments, the later supported by a remote lab named VISIR. The nature of each experiment (hands-on, virtual, real-remote) has an impact on the students’ perception of circuits’ behaviour, being therefore mandatory to understand how these different learning objects can be arranged together in order to scaffold their understanding and increase their laboratory-based skills. This is the concern of the underpinning teaching and learning methodology, favouring in particular the students’ autonomy for discovering how circuits work, through an enquiry-based approach.
VISIR+ brings together the power of the best remote lab for experiments with electrical and electronics circuits and the long history of collaboration among the consortium partners from Argentina, Austria, Brazil, Portugal, Spain, and Sweden.