Scaffolding online laboratory experiences as inclusive and motivational tools for students and teachers

Scaffolding online laboratory experiences as inclusive and motivational tools for students and

teachers

German Carro Fernandez, Manuel Castro Gil, Elio Sancristobal Ruiz*, Miguel Latorre, Gabriel Diaz, Sergio Martin, Pablo LosadaElectrical and Computer Engineering Department

Spanish University for Distance Education (UNED)Madrid, Spain

German Carro Fernandez [email protected]

Scaffolding online laboratory experiences as inclusive and motivational tools for students and teachers

Index• Introduction

• Previous experience as a basis

• Setting the right environment

• From theory to practice

• Modularity, Generalization and Reuse

• Conclusions


Introduction

The need of practice is an important problem in the formation of a student of engineering

Sometimes, distance is a handicap. The use of remote labs with a computer and the Internet access, allows the students to participate in the labs as if they were there

Interaction with virtual environments is not enough. A real remote lab with real tools is needed



Introduction

Objective:

Develop a work space oriented to learning and it covers the whole experiences of teaching-learning in real laboratories:

Based on modular scaffolding tools

A laboratory structure based on the students' age

Opinions of learning professionals and students have been taken








• Conclusions



Previous experience as a basis

To know a tool the practice with it is essential

Detection of needs of students and teachers

Review of current systems based on the needs

Finding a unified solution








• Conclusions



Setting the right environment

Different environments

Environment for teachers:

Easy use

Interactive

Visually attractive

Reliable

Decisive




Environment for students:

Consistent with what is taught in class

Available 24 hours 7 days a week

Clear error handling




http://ohm.ieec.uned.es/portal/










• Conclusions



From theory to practice

Tools developed using the philosophy described above can currently be used

Case I: Digital Electronics Virtual Lab



From theory to practice

Case II: PICs Remote Lab








• Conclusions



Modularity, Generalization and Reuse

The tools described previously are tools that UNED is currently using in their daily classes. It is so interesting to analyze the possibilities of this system

Modularity Design laboratories consistently with the age of students Design of type templates to help teachers with the creation of new

spaces into web portal or the integration of new laboratories

Generalization The key is to facilitate the use of the system for first time by the

teachers. Once they see its usefulness, it is clear that the generalization step will be much easier and faster

Reuse Facilitate the reuse of existing modules and in turn attract new

teachers who want to use the system in their classes



Modularity, Generalization and Reuse

Feedback cycle








• Conclusions



Conclusions

The extensive training experience in distance education techniques treasured by the UNED has been designing the development of new technologies that facilitate the learning process both for teachers and for students

About the students, the time independence, improved planning, universal access to these tools, through mobile and fixed devices, and its use as a supplement to the class received theory, promotes integration of the educational path

Increase the motivation on of teachers, who have seen facilitated their teaching and have been able to practice classes without physical access to a laboratory



Conclusions

Currently we are already working on the generalization, not only among engineering courses, but also among many other disciplines

Increasing the existing laboratory modules, even with the students, who have already used the existing ones and contributing with their suggestions or even create new modules and designs through their final year projects

Collaboration with other institutions nationally and internationally to reuse existing laboratories


Acknowledgment Authors acknowledge the support provided by: Engineering Science School of UNED Computer Science School of UNED UNED University Techno Museum Project Go Lab Project IEEE Student Branch of UNED IEEE Education Society IEEE Foundation

Authors are especially grateful to the Electrical and Computer Engineering Department (DIEEC) of UNED for its support and advice in the preparation of

this paper



Thank you for your attention!

If you have any question, please do not hesitate to send it me at: [email protected]

German Carro Fernandez, Manuel Castro Gil, Elio Sancristobal Ruiz*, Miguel Latorre, Gabriel Diaz, Sergio

Martin, Pablo LosadaElectrical and Computer Engineering Department

Spanish University for Distance Education (UNED)Madrid, Spain