2017
Orduna, Pablo; Rodríguez-Gil, L.; Garcia-Zubia, Javier; Hernández, U.; Azkuenaga, E.; Angulo, Ignacio
Increasing the value of Remote Laboratory federations through an open sharing platform: LabsLand Conference
Online Engineering & Internet of Things, Columbia University, New York, USA, 2017, ISBN: 3319643525, 9783319643526.
Abstract | Links | BibTeX | Tags: open platforms, Remote laboratories
@conference{Orduna2017,
title = {Increasing the value of Remote Laboratory federations through an open sharing platform: LabsLand},
author = {Pablo Orduna and L. Rodríguez-Gil and Javier Garcia-Zubia and U. Hernández and E. Azkuenaga and Ignacio Angulo},
editor = {Michael E. Auer, Danilo G. Zutin},
url = {https://morelab.deusto.es/media/publications/2017/conferencepaper/increasing-the-value-of-remote-laboratory-federations-through-an-open-sharing-platform-labsland.pdf},
doi = {10.1007/978-3-319-64352-6_80 },
isbn = {3319643525, 9783319643526},
year = {2017},
date = {2017-09-14},
booktitle = {Online Engineering & Internet of Things},
pages = {859-873},
address = {Columbia University, New York, USA},
abstract = {A remote laboratory is a software and hardware tool that enables
students to access real equipment located somewhere else through
the Internet. This equipment is usually located in universities, schools or research centers. During the last couple of decades, different initiatives have emerged dealing with the development and management of remote laboratories, their integration in learning management systems or their sharing. This last point is particularly relevant, since remote labs are a clear example of excess capacity: since they are usually used only some hours a day, some weeks a year, they could be shared among institutions to reduce costs or to increase the offer of experiential learning. However, despite this fact, the overall impact of these laboratories is fairly limited beyond the scope of the host institution or the scope (and duration) of projects in which the host institution is involved. The focus of this contribution is to outline a set of potential reasons for this fact, and solutions that are being developed to tackle them. After over 10 years working on the area, the WebLab-Deusto research group has started a spin-off focused on this topic, called LabsLand. A key factor of this spin-off is to provide a platform similar to other sharing economy marketplaces, aiming to provide features commonly ignored in the remote laboratories literature such as trust, accurate reliability or different pricing schemes for different scenarios; as well as the laboratories that are being initially provided.
},
keywords = {open platforms, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
A remote laboratory is a software and hardware tool that enables
students to access real equipment located somewhere else through
the Internet. This equipment is usually located in universities, schools or research centers. During the last couple of decades, different initiatives have emerged dealing with the development and management of remote laboratories, their integration in learning management systems or their sharing. This last point is particularly relevant, since remote labs are a clear example of excess capacity: since they are usually used only some hours a day, some weeks a year, they could be shared among institutions to reduce costs or to increase the offer of experiential learning. However, despite this fact, the overall impact of these laboratories is fairly limited beyond the scope of the host institution or the scope (and duration) of projects in which the host institution is involved. The focus of this contribution is to outline a set of potential reasons for this fact, and solutions that are being developed to tackle them. After over 10 years working on the area, the WebLab-Deusto research group has started a spin-off focused on this topic, called LabsLand. A key factor of this spin-off is to provide a platform similar to other sharing economy marketplaces, aiming to provide features commonly ignored in the remote laboratories literature such as trust, accurate reliability or different pricing schemes for different scenarios; as well as the laboratories that are being initially provided.
students to access real equipment located somewhere else through
the Internet. This equipment is usually located in universities, schools or research centers. During the last couple of decades, different initiatives have emerged dealing with the development and management of remote laboratories, their integration in learning management systems or their sharing. This last point is particularly relevant, since remote labs are a clear example of excess capacity: since they are usually used only some hours a day, some weeks a year, they could be shared among institutions to reduce costs or to increase the offer of experiential learning. However, despite this fact, the overall impact of these laboratories is fairly limited beyond the scope of the host institution or the scope (and duration) of projects in which the host institution is involved. The focus of this contribution is to outline a set of potential reasons for this fact, and solutions that are being developed to tackle them. After over 10 years working on the area, the WebLab-Deusto research group has started a spin-off focused on this topic, called LabsLand. A key factor of this spin-off is to provide a platform similar to other sharing economy marketplaces, aiming to provide features commonly ignored in the remote laboratories literature such as trust, accurate reliability or different pricing schemes for different scenarios; as well as the laboratories that are being initially provided.
Kulesza, W.; Gustavsson, Ingvar; Marques, A.; Fidalgo, A.; Alves, G. R.; Hernández, U.; Garcia-Zubia, Javier; Kreiter, C. J.; Oros, R. G.; Pester, A.
A Federation of VISIR remote laboratories through the PILAR Project Conference
4th Experiment@ International Conference, exp'at 2017, IEEE, Faro (Portugal), 2017, ISBN: 978-1-5386-0810-4.
Abstract | Links | BibTeX | Tags: general and analog electronics, laboratories federation, network remote laboratories, Remote laboratories, VISIR
@conference{Kulesza2017,
title = {A Federation of VISIR remote laboratories through the PILAR Project},
author = {W. Kulesza and Ingvar Gustavsson and A. Marques and A. Fidalgo and G.R. Alves and U. Hernández and Javier Garcia-Zubia and C.J. Kreiter and R.G. Oros and A. Pester },
url = {https://home/learninglabdeust/public_html.researchgate.net/publication/318575287_A_federation_of_VISIR_remote_laboratories_through_the_PILAR_Project},
doi = {10.1109/EXPAT.2017.7984407},
isbn = {978-1-5386-0810-4},
year = {2017},
date = {2017-06-06},
booktitle = {4th Experiment@ International Conference, exp'at 2017},
publisher = {IEEE},
address = {Faro (Portugal)},
abstract = {This paper describes how a new Erasmus Plus project, PILAR, (Platform Integration of Laboratories based on the Architecture of visiR), is being developed and how the startup of the partnership and the project is reinforcing the VISIR (Virtual Instrument Systems in Reality) network and the Special Interest Group of VISIR under the Global Online Laboratory Consortium (GOLC) of the International Association of Online Engineering (IAOE). The Spanish University for Distance Education (UNED) coordinates the project that aims to federate the existing (or new) VISIR systems in order to use the resources more effectively and in a more efficient way, making transparent to the final user the election of the shared resources.
},
keywords = {general and analog electronics, laboratories federation, network remote laboratories, Remote laboratories, VISIR},
pubstate = {published},
tppubtype = {conference}
}
This paper describes how a new Erasmus Plus project, PILAR, (Platform Integration of Laboratories based on the Architecture of visiR), is being developed and how the startup of the partnership and the project is reinforcing the VISIR (Virtual Instrument Systems in Reality) network and the Special Interest Group of VISIR under the Global Online Laboratory Consortium (GOLC) of the International Association of Online Engineering (IAOE). The Spanish University for Distance Education (UNED) coordinates the project that aims to federate the existing (or new) VISIR systems in order to use the resources more effectively and in a more efficient way, making transparent to the final user the election of the shared resources.
Garcia-Zubia, Javier; Cuadros, Jordi; Romero, Susana; Hernández, U.; Orduña, Pablo; Guenaga, Mariluz; Gonzalez-Sabate, Lucinio; Gustavsson, Ingvar
Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics Journal Article
In: IEEE Transactions on Education, vol. 60, no. 2, pp. 149-156, 2017, ISSN: 0018-9359.
Abstract | Links | BibTeX | Tags: Current measurement, Education, Electrical resistance measurement, Internet, Remote laboratories, Resistors
@article{etalal2017,
title = {Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics},
author = {Javier Garcia-Zubia and Jordi Cuadros and Susana Romero and U. Hernández and Pablo Orduña and Mariluz Guenaga and Lucinio Gonzalez-Sabate and Ingvar Gustavsson},
url = {http://ieeexplore.ieee.org/document/7582459/},
doi = {10.1109/TE.2016.2608790},
issn = {0018-9359},
year = {2017},
date = {2017-05-02},
journal = {IEEE Transactions on Education},
volume = {60},
number = {2},
pages = {149-156},
abstract = {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.},
keywords = {Current measurement, Education, Electrical resistance measurement, Internet, Remote laboratories, Resistors},
pubstate = {published},
tppubtype = {article}
}
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.
2015
Guenaga, Mariluz; Romero, Susana; Garcia-Zubia, Javier; Orduña, Pablo
Automatic Assessment of Progress Using Remote Laboratories Journal Article
In: International Journal of Online Engineering (iJOE), vol. 11, no. 2, 2015, ISSN: 1861-2121.
Abstract | Links | BibTeX | Tags: Automatic Assessment, Competencies, learning analytics, Remote laboratories
@article{Guenaga2015,
title = {Automatic Assessment of Progress Using Remote Laboratories},
author = {Mariluz Guenaga and Susana Romero and Javier Garcia-Zubia and Pablo Orduña },
url = {http://online-journals.org/index.php/i-joe/article/view/4379/3433},
doi = {10.3991/ijoe.v11i2.4379},
issn = {1861-2121},
year = {2015},
date = {2015-03-01},
journal = {International Journal of Online Engineering (iJOE)},
volume = {11},
number = {2},
abstract = {In this paper we present an automatic assessment model for the development of competencies in a physics course using VISIR remote experiment, based on a rubric, and using learning analytics techniques to process data automatically collected from students’ activity using Weblab-Deusto platform.},
keywords = {Automatic Assessment, Competencies, learning analytics, Remote laboratories},
pubstate = {published},
tppubtype = {article}
}
In this paper we present an automatic assessment model for the development of competencies in a physics course using VISIR remote experiment, based on a rubric, and using learning analytics techniques to process data automatically collected from students’ activity using Weblab-Deusto platform.
Orduña, Pablo; Gómez-Goiri, Aitor; Rodríguez-Gil, L.; Diego, Javier; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Remote Engineering and Virtual Instrumentation (REV), IEEE, 2015, ISBN: 978-1-4799-7839-7.
Abstract | Links | BibTeX | Tags: databases, Remote laboratories, robots, Servers, virtual machining
@conference{Orduña2015,
title = {WCloud: Automatic generation of WebLab-Deusto deployments in the Cloud. 12th Remote Engineering and Virtual Instrumentatioc},
author = {Pablo Orduña and Aitor Gómez-Goiri and L. Rodríguez-Gil and Javier Diego and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/abstract/document/7087296/},
doi = {10.1109/REV.2015.7087296},
isbn = {978-1-4799-7839-7},
year = {2015},
date = {2015-02-27},
booktitle = {Remote Engineering and Virtual Instrumentation (REV)},
publisher = {IEEE},
abstract = {Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Since most remote labs share certain management tasks (authentication, Learning Analytics, scheduling, etc.), software systems implementing them on top of which remote labs could be implemented were developed and called Remote Lab Management Systems (RLMS). A key feature provided by certain RLMSs is sharing a remote laboratory between two systems deployed in two institutions. This way, it becomes possible to have multiple RLMS instances (which are pure software) in a Cloud environment, customized for different schools or universities. Each school would have its own RLMS, with all the management features (e.g., managing its own students), and in the end, the RLMS would connect to the RLMS which has the physical equipment. The focus of this contribution is to detail how this “RLMS as a Service” is being implemented in the case of WebLab-Deusto as part of the mCloud project, from a technical point of view.
},
keywords = {databases, Remote laboratories, robots, Servers, virtual machining},
pubstate = {published},
tppubtype = {conference}
}
Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Since most remote labs share certain management tasks (authentication, Learning Analytics, scheduling, etc.), software systems implementing them on top of which remote labs could be implemented were developed and called Remote Lab Management Systems (RLMS). A key feature provided by certain RLMSs is sharing a remote laboratory between two systems deployed in two institutions. This way, it becomes possible to have multiple RLMS instances (which are pure software) in a Cloud environment, customized for different schools or universities. Each school would have its own RLMS, with all the management features (e.g., managing its own students), and in the end, the RLMS would connect to the RLMS which has the physical equipment. The focus of this contribution is to detail how this “RLMS as a Service” is being implemented in the case of WebLab-Deusto as part of the mCloud project, from a technical point of view.
Kalúz, Martin; Garcia-Zubia, Javier; and Miroslav Fikar,; Čirka, Ľuboš
A Flexible and Configurable Architecture for Automatic Control Remote Laboratories Journal Article
In: IEEE Transactions on Learning Technologies , vol. 8, no. 3, pp. 299 - 310, 2015, ISSN: 1939-1382.
Abstract | Links | BibTeX | Tags: architecture, industrial hardware, PLC laboratories, Remote laboratories
@article{Kalúz2015,
title = {A Flexible and Configurable Architecture for Automatic Control Remote Laboratories},
author = {Martin Kalúz and Javier Garcia-Zubia and and Miroslav Fikar and Ľuboš Čirka},
url = {https://home/learninglabdeust/public_html.computer.org/csdl/trans/lt/2015/03/07004856.pdf},
doi = {10.1109/TLT.2015.2389251},
issn = {1939-1382},
year = {2015},
date = {2015-01-08},
journal = {IEEE Transactions on Learning Technologies },
volume = {8},
number = {3},
pages = {299 - 310},
abstract = {In this paper, we propose a novel approach in hardware and software architecture design for implementation of remote laboratories for automatic control. In our contribution, we show the solution with flexible connectivity at back-end, providing features of multipurpose usage with different types of experimental devices, and fully configurable client side application at front-end. The physical setup and communication principles of hardware architecture are based on two types of devices: the programmable logic controllers and industrial network routers. The user interface of client application is designed as a Web page, powered by optimized JavaScript, using the sophisticated on-the-fly content generation. To prove the suitability of the architecture, we compare it with other existing approaches of remote laboratory design. We evaluate their benefits and weaknesses, especially in terms of expense, implementation difficulty, and versatility of usage. In this paper, we also show a detailed example of remote laboratory implementation based on new architecture for thermo-optical educational system and provide three other examples of developed remote laboratories. Evaluation of remote laboratory usage and its benefits is provided to demonstrate the learning value of proposed architecture in education process.
},
keywords = {architecture, industrial hardware, PLC laboratories, Remote laboratories},
pubstate = {published},
tppubtype = {article}
}
In this paper, we propose a novel approach in hardware and software architecture design for implementation of remote laboratories for automatic control. In our contribution, we show the solution with flexible connectivity at back-end, providing features of multipurpose usage with different types of experimental devices, and fully configurable client side application at front-end. The physical setup and communication principles of hardware architecture are based on two types of devices: the programmable logic controllers and industrial network routers. The user interface of client application is designed as a Web page, powered by optimized JavaScript, using the sophisticated on-the-fly content generation. To prove the suitability of the architecture, we compare it with other existing approaches of remote laboratory design. We evaluate their benefits and weaknesses, especially in terms of expense, implementation difficulty, and versatility of usage. In this paper, we also show a detailed example of remote laboratory implementation based on new architecture for thermo-optical educational system and provide three other examples of developed remote laboratories. Evaluation of remote laboratory usage and its benefits is provided to demonstrate the learning value of proposed architecture in education process.
2014
Romero, Susana; Guenaga, Mariluz; Garcia-Zubia, Javier; Orduña, Pablo
Computers in Education (SIIE), IEEE, 2014, ISBN: 978-1-4799-4428-6.
Abstract | Links | BibTeX | Tags: Bolonia Process, learning analytics, Remote laboratories
@conference{Romero2014b,
title = {New challenges in the Bologna Process using Remote Laboratories and Learning Analytics to support teachers in continuous assessment},
author = {Susana Romero and Mariluz Guenaga and Javier Garcia-Zubia and Pablo Orduña },
url = {https://ieeexplore.ieee.org/document/7017735/},
doi = {10.1109/SIIE.2014.7017735},
isbn = {978-1-4799-4428-6},
year = {2014},
date = {2014-11-14},
booktitle = {Computers in Education (SIIE)},
publisher = {IEEE},
abstract = {Even if we want or not, whatever the consequences are, we are in Bologna and we have to carry out certain tasks, among them the development of competencies and the coherent and continuous evaluation. Within competencies we can find the instrumental ones, where Remote Laboratories may play a relevant role complementing theory and practice. Assessment can be carried out using the same tool, and integrating Learning Analytics techniques to support the evaluation and make it automatic.
},
keywords = {Bolonia Process, learning analytics, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Even if we want or not, whatever the consequences are, we are in Bologna and we have to carry out certain tasks, among them the development of competencies and the coherent and continuous evaluation. Within competencies we can find the instrumental ones, where Remote Laboratories may play a relevant role complementing theory and practice. Assessment can be carried out using the same tool, and integrating Learning Analytics techniques to support the evaluation and make it automatic.
Romero, Susana; Guenaga, Mariluz; Garcia-Zubia, Javier; Orduña, Pablo
An automatic assessment model for remote laboratories Conference
Frontiers in Education Conference (FIE), IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: Automatic Assessment, learning analytics, Remote laboratories
@conference{Romero2014,
title = {An automatic assessment model for remote laboratories},
author = {Susana Romero and Mariluz Guenaga and Javier Garcia-Zubia and Pablo Orduña },
url = {https://ieeexplore.ieee.org/document/7044174/},
doi = {10.1109/FIE.2014.7044174},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference (FIE)},
publisher = {IEEE},
abstract = {In this paper we present an automatic assessment model for competences developed in a physics course using VISIR remote experiment, based on a rubric and using learning analytics techniques to process data automatically collected from students' activity using Weblab-Deusto platform.
},
keywords = {Automatic Assessment, learning analytics, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
In this paper we present an automatic assessment model for competences developed in a physics course using VISIR remote experiment, based on a rubric and using learning analytics techniques to process data automatically collected from students' activity using Weblab-Deusto platform.
Orduña, Pablo; Caminero, Agustín C.; Lequerica, I.; Zutin, Danilo G.; Bailey, Philip; Sancristobal, Elio; Rodríguez-Gil, L.; Robles-Gómez, Antonio; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier; Ros, Salvador; Tobarra, Ll.
Frontiers in Education Conference (FIE), 2014 IEEE, IEEE, 2014, ISBN: 978-1-4799-3922-0.
Abstract | Links | BibTeX | Tags: educational insititutions, least squares approximations, logic gates, Remote laboratories
@conference{Orduña2014d,
title = {Generic integration of remote laboratories in public learning tools: organizational and technical challenges},
author = {Pablo Orduña and Agustín C. Caminero and I. Lequerica and Danilo G. Zutin and Philip Bailey and Elio Sancristobal and L. Rodríguez-Gil and Antonio Robles-Gómez and Diego Lopez-de-Ipiña and Javier Garcia-Zubia and Salvador Ros and Ll. Tobarra },
url = {https://ieeexplore.ieee.org/document/7044025/},
doi = {10.1109/FIE.2014.7044025},
isbn = {978-1-4799-3922-0},
year = {2014},
date = {2014-10-25},
booktitle = {Frontiers in Education Conference (FIE), 2014 IEEE},
publisher = {IEEE},
abstract = {Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Federations of these remote laboratories have existed for years, focused on allowing two universities to share their equipment. Additionally, the integration of remote laboratories in Learning Tools-LT-(Learning Management Systems, Content Management Systems or Personal Learning Environments) has been achieved in the past in order to integrate remote laboratories as part of the learning curricula, being part of the practice exercises or even as a tool of evaluation. An cross-institutional initiative called gateway4labs has been created to perform this integration through federation protocols. In this contribution, this initiative adds support for OpenSocial as a new protocol for Learning Tools (in particular, for EPFL Graasp), as well as for the iLab Shared Architecture (in addition to WebLab-Deusto and UNR FCEIA laboratories already supported). Supporting OpenSocial opens a number of new technical and organizational challenges since public labs should be supported without registering students, teachers or schools. The focus of this contribution is to show these challenges and how they are tackled in the proposed open source implementation.
},
keywords = {educational insititutions, least squares approximations, logic gates, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Federations of these remote laboratories have existed for years, focused on allowing two universities to share their equipment. Additionally, the integration of remote laboratories in Learning Tools-LT-(Learning Management Systems, Content Management Systems or Personal Learning Environments) has been achieved in the past in order to integrate remote laboratories as part of the learning curricula, being part of the practice exercises or even as a tool of evaluation. An cross-institutional initiative called gateway4labs has been created to perform this integration through federation protocols. In this contribution, this initiative adds support for OpenSocial as a new protocol for Learning Tools (in particular, for EPFL Graasp), as well as for the iLab Shared Architecture (in addition to WebLab-Deusto and UNR FCEIA laboratories already supported). Supporting OpenSocial opens a number of new technical and organizational challenges since public labs should be supported without registering students, teachers or schools. The focus of this contribution is to show these challenges and how they are tackled in the proposed open source implementation.
Orduña, Pablo; Caminero, Agustín C.; Robles-Gómez, Antonio; Ros, Salvador; Tobarra, Ll.; Hernández, R.; Lequerica, I.; Garcia-Zubia, Javier; Lopez-de-Ipiña, Diego; Zutin, Danilo G.; Cristobal, Elio San; Castro, Manuel
On the integration of remote laboratories in collaborative social media platforms Conference
Tecnologias Aplicadas a la Ensenanza de la Electronica (Technologies Applied to Electronics Teaching) (TAEE), 2014 XI, IEEE, 2014, ISBN: 978-1-4799-6002-6.
Abstract | Links | BibTeX | Tags: educational institutions, least squares approximations, logic gates, Remote laboratories
@conference{Orduña2014f,
title = {On the integration of remote laboratories in collaborative social media platforms},
author = {Pablo Orduña and Agustín C. Caminero and Antonio Robles-Gómez and Salvador Ros and Ll. Tobarra and R. Hernández and I. Lequerica and Javier Garcia-Zubia and Diego Lopez-de-Ipiña and Danilo G. Zutin and Elio San Cristobal and Manuel Castro},
url = {https://ieeexplore.ieee.org/abstract/document/6900138/},
doi = { 10.1109/TAEE.2014.6900138},
isbn = {978-1-4799-6002-6},
year = {2014},
date = {2014-06-13},
booktitle = {Tecnologias Aplicadas a la Ensenanza de la Electronica (Technologies Applied to Electronics Teaching) (TAEE), 2014 XI},
publisher = {IEEE},
abstract = {Considering the wide-spread use of social platforms, and the need to use real equipment in education in order to obtain scientific skills (e.g. critical thinking, hypothesis formulation), the integration of remote laboratories and social platforms is of real interest for the teaching community. This paper describes our work on how the integration of real scientific laboratories in social media platforms based on OpenSocial has been performed.
},
keywords = {educational institutions, least squares approximations, logic gates, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Considering the wide-spread use of social platforms, and the need to use real equipment in education in order to obtain scientific skills (e.g. critical thinking, hypothesis formulation), the integration of remote laboratories and social platforms is of real interest for the teaching community. This paper describes our work on how the integration of real scientific laboratories in social media platforms based on OpenSocial has been performed.
Orduña, Pablo; Almeida, Aitor; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Learning Analytics on federated remote laboratories: tips and techniques Conference
Global Engineering Education Conference (EDUCON), 2014 IEEE, IEEE, 2014, ISBN: 978-1-4799-3191-0.
Abstract | Links | BibTeX | Tags: context, educational institutions, Engineering Education, Internet, protocols, Remote laboratories
@conference{Orduña2014e,
title = {Learning Analytics on federated remote laboratories: tips and techniques},
author = {Pablo Orduña and Aitor Almeida and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/document/6826107/},
doi = {10.1109/EDUCON.2014.6826107},
isbn = {978-1-4799-3191-0},
year = {2014},
date = {2014-04-05},
booktitle = {Global Engineering Education Conference (EDUCON), 2014 IEEE},
publisher = {IEEE},
abstract = {A remote laboratory is a software and hardware tool which enables students to use real equipment -located in an educational institution- through the Internet. This way, students can experiment as if they were using the laboratories with their own hands. And, depending on the design, instructors can later see the results of these students. During the last decade, federation protocols to share remote laboratories have emerged. The focus of these protocols is to be make remote laboratories of one institution available in other in an automated manner, through institutional contracts. And these federation protocols usually rely on existing Remote Laboratory Management Systems (RLMS), which usually provide APIs for tracking student usage. At the same time, the interest on Learning Analytics is increasing. Learning Analytics focuses on the measurement and analysis of data about learners in their context. In the particular context of federated remote laboratories, new challenges arise: on the one hand, remote laboratories must be prepared to track insightful information from the student session so as to extract patterns, and on the other hand, the usage of a federated environment requires different degrees of anonymity. This contribution describes the new Learning Analytics dashboard of WebLab-Deusto, detailing what information can be extracted and how the usage of a RLMS simplifies the development of such tools in a federated environment.
},
keywords = {context, educational institutions, Engineering Education, Internet, protocols, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
A remote laboratory is a software and hardware tool which enables students to use real equipment -located in an educational institution- through the Internet. This way, students can experiment as if they were using the laboratories with their own hands. And, depending on the design, instructors can later see the results of these students. During the last decade, federation protocols to share remote laboratories have emerged. The focus of these protocols is to be make remote laboratories of one institution available in other in an automated manner, through institutional contracts. And these federation protocols usually rely on existing Remote Laboratory Management Systems (RLMS), which usually provide APIs for tracking student usage. At the same time, the interest on Learning Analytics is increasing. Learning Analytics focuses on the measurement and analysis of data about learners in their context. In the particular context of federated remote laboratories, new challenges arise: on the one hand, remote laboratories must be prepared to track insightful information from the student session so as to extract patterns, and on the other hand, the usage of a federated environment requires different degrees of anonymity. This contribution describes the new Learning Analytics dashboard of WebLab-Deusto, detailing what information can be extracted and how the usage of a RLMS simplifies the development of such tools in a federated environment.
Orduña, Pablo; Rodríguez-Gil, L.; Angulo, Ignacio; Dziabenko, Olga; Hernández, U.; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Towards a microRLMS approach for shared development of remote laboratories Conference
Remote Engineering and Virtual Instrumentation (REV), IEEE, 2014, ISBN: 978-1-4799-2024-2.
Abstract | Links | BibTeX | Tags: educational insititutions, Remote laboratories
@conference{Orduña2014b,
title = {Towards a microRLMS approach for shared development of remote laboratories},
author = {Pablo Orduña and L. Rodríguez-Gil and Ignacio Angulo and Olga Dziabenko and U. Hernández and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/document/6784192/},
doi = {10.1109/REV.2014.6784192},
isbn = {978-1-4799-2024-2},
year = {2014},
date = {2014-02-28},
booktitle = {Remote Engineering and Virtual Instrumentation (REV)},
publisher = {IEEE},
abstract = {Educational remote laboratories are a software and hardware tool that allows students to remotely access real equipment located in universities as if they were in a hands-on-lab session. They have been used for almost two decades. And most remote labs use at least a subset of the following features: authentication (verifying who is the user), authorization (granting permissions to laboatories), scheduling (usually a queue or a calendar), user tracking (registering students activities), federation or administrative tools. Systems that provided these features in a unified approach arose, called Remote Laboratory Management Systems (RLMSs). RLMS provide toolkits for making the development of remote labs easier: a remote lab developer uses one of these toolkits and all the features are automatically inherited. Furthermore, new versions of the same RLMS will provide new features. However, sometimes these RLMS do not allow remote lab developers to consume only certain features, implementing the rest themselves. This is a problem when integrating external laboratories, and increments the learning curve. The focus of this contribution is to describe a lighter approach based on multiple coupled small optional services called microRLMS.
},
keywords = {educational insititutions, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Educational remote laboratories are a software and hardware tool that allows students to remotely access real equipment located in universities as if they were in a hands-on-lab session. They have been used for almost two decades. And most remote labs use at least a subset of the following features: authentication (verifying who is the user), authorization (granting permissions to laboatories), scheduling (usually a queue or a calendar), user tracking (registering students activities), federation or administrative tools. Systems that provided these features in a unified approach arose, called Remote Laboratory Management Systems (RLMSs). RLMS provide toolkits for making the development of remote labs easier: a remote lab developer uses one of these toolkits and all the features are automatically inherited. Furthermore, new versions of the same RLMS will provide new features. However, sometimes these RLMS do not allow remote lab developers to consume only certain features, implementing the rest themselves. This is a problem when integrating external laboratories, and increments the learning curve. The focus of this contribution is to describe a lighter approach based on multiple coupled small optional services called microRLMS.
Garcia-Zubia, Javier; Hernández, U.
LOW COST and reconfigurable Analog Electronics Laboratory Conference
Remote Engineering and Virtual Instrumentation (REV), 2014 11th International Conference on, IEEE, 2014, ISBN: 978-1-4799-2024-2.
Abstract | Links | BibTeX | Tags: remote instrument and measurement control, Remote laboratories
@conference{García‐Zubía2014b,
title = {LOW COST and reconfigurable Analog Electronics Laboratory},
author = {Javier Garcia-Zubia and U. Hernández},
url = {https://ieeexplore.ieee.org/document/6784215/},
doi = {10.1109/REV.2014.6784215},
isbn = {978-1-4799-2024-2},
year = {2014},
date = {2014-02-18},
booktitle = {Remote Engineering and Virtual Instrumentation (REV), 2014 11th International Conference on},
publisher = {IEEE},
abstract = {In this paper we present a model to control the instruments and experiments in a remote laboratory using a low cost control architecture. This model is based on a LAN network and a control methodology through reusable drivers. The objective is to obtain a software control architecture independent of the hardware of the laboratory, so each institution can deploy its own solution according to the available devices and with minimal restrictions regarding to the hardware of the lab.
},
keywords = {remote instrument and measurement control, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
In this paper we present a model to control the instruments and experiments in a remote laboratory using a low cost control architecture. This model is based on a LAN network and a control methodology through reusable drivers. The objective is to obtain a software control architecture independent of the hardware of the laboratory, so each institution can deploy its own solution according to the available devices and with minimal restrictions regarding to the hardware of the lab.
Orduña, Pablo; Almeida, Aitor; Ros, Salvador; Garcia-Zubia, Javier; Lopez-de-Ipiña, Diego
Leveraging Non-explicit Social Communities for Learning Analytics in Mobile Remote Laboratories Journal Article
In: Journal of universal computer science, vol. 20, no. 15, 2014.
Abstract | Links | BibTeX | Tags: data mining, learning analytics, Remote laboratories, social networks
@article{Orduña2014,
title = {Leveraging Non-explicit Social Communities for Learning Analytics in Mobile Remote Laboratories},
author = {Pablo Orduña and Aitor Almeida and Salvador Ros and Javier Garcia-Zubia and Diego Lopez-de-Ipiña},
url = {http://home/learninglabdeust/public_html.jucs.org/jucs_20_15/leveraging_non_explicit_social/jucs_20_15_2043_2053_orduna.pdf},
doi = {10.3217/jucs-020-15-2043},
year = {2014},
date = {2014-01-01},
journal = {Journal of universal computer science},
volume = {20},
number = {15},
abstract = {When performing analytics on educational datasets, the best scenario is where the dataset was designed to be analyzed. However, this is often not the case and the data extraction becomes more complicated. This contribution is focused on extracting social networks from a dataset which was not adapted for this type of extraction and where there was no relation among students: a set of remote laboratories where students individually test their experiments by submitting their data to a real remote device. By checking which files are shared among students and submitted individually by them, it is possible to know who is sharing how many files with who, automatically extracting what students are bigger sources. While it is impossible to extract the full real social network of these students, all the edges found are clearly part of it. These relations can indeed be used as a new input for performing the analytics on the dataset.
},
keywords = {data mining, learning analytics, Remote laboratories, social networks},
pubstate = {published},
tppubtype = {article}
}
When performing analytics on educational datasets, the best scenario is where the dataset was designed to be analyzed. However, this is often not the case and the data extraction becomes more complicated. This contribution is focused on extracting social networks from a dataset which was not adapted for this type of extraction and where there was no relation among students: a set of remote laboratories where students individually test their experiments by submitting their data to a real remote device. By checking which files are shared among students and submitted individually by them, it is possible to know who is sharing how many files with who, automatically extracting what students are bigger sources. While it is impossible to extract the full real social network of these students, all the edges found are clearly part of it. These relations can indeed be used as a new input for performing the analytics on the dataset.
Orduña, Pablo; Bailey, Philip; de Long, Kirky; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Towards federated interoperable bridges for sharing educational remote laboratories Journal Article
In: Computers in Human Behavior, vol. 30, pp. 389-395, 2014.
Abstract | Links | BibTeX | Tags: federation, Interoperability, Remote laboratories
@article{Orduña2014b,
title = {Towards federated interoperable bridges for sharing educational remote laboratories},
author = {Pablo Orduña and Philip Bailey and Kirky de Long and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://morelab.deusto.es/media/publications/2014/journalarticle/towards-federated-interoperable-bridges-for-sharing-educational-remote-laboratories.pdf},
doi = {10.1016/j.chb.2013.04.029},
year = {2014},
date = {2014-01-01},
journal = {Computers in Human Behavior},
volume = {30},
pages = { 389-395},
abstract = {Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in the university as if they were in a hands-on-lab session. Different initiatives have existed during the last two decades, and indeed toolkits (e.g. iLabs, WebLab-Deusto or Labshare Sahara) have been developed to ease their development by providing common management features (e.g. authentication or scheduling). Each of these systems was developed aiming particular constraints, so it could be difficult to migrate the labs built on top of one system to other. While there is certainly some overlap among these systems, with bridges among them they become complimentary. Given that these systems support web services based federation protocols for sharing labs, it is possible to achieve this goal, and share labs among different universities through different systems. The impact of this goal is that different institutions can increase the experiential activities of their students, potentially improving their learning goals. The focus is the integration of WebLab-Deusto labs inside the iLab Shared Architecture, as well as the integration of iLab batch labs inside WebLab-Deusto, detailing limitations and advantages of both integrations and showing particular cases.
},
keywords = {federation, Interoperability, Remote laboratories},
pubstate = {published},
tppubtype = {article}
}
Educational remote laboratories are software and hardware tools that allow students to remotely access real equipment located in the university as if they were in a hands-on-lab session. Different initiatives have existed during the last two decades, and indeed toolkits (e.g. iLabs, WebLab-Deusto or Labshare Sahara) have been developed to ease their development by providing common management features (e.g. authentication or scheduling). Each of these systems was developed aiming particular constraints, so it could be difficult to migrate the labs built on top of one system to other. While there is certainly some overlap among these systems, with bridges among them they become complimentary. Given that these systems support web services based federation protocols for sharing labs, it is possible to achieve this goal, and share labs among different universities through different systems. The impact of this goal is that different institutions can increase the experiential activities of their students, potentially improving their learning goals. The focus is the integration of WebLab-Deusto labs inside the iLab Shared Architecture, as well as the integration of iLab batch labs inside WebLab-Deusto, detailing limitations and advantages of both integrations and showing particular cases.
2013
Guenaga, Mariluz; Romero, Susana; Garcia-Zubia, Javier; Gonzalez-Sabate, Lucinio; Cuadros, Jordi
Impacto del uso de laboratorios remotos en los grados de Ingeniería Conference
OPEN EDUCATION AND TECHNOLOGY , 2013.
Abstract | BibTeX | Tags: engineering, Remote laboratories
@conference{Guenaga2013e,
title = {Impacto del uso de laboratorios remotos en los grados de Ingeniería},
author = {Mariluz Guenaga and Susana Romero and Javier Garcia-Zubia and Lucinio Gonzalez-Sabate and Jordi Cuadros},
year = {2013},
date = {2013-11-09},
booktitle = {OPEN EDUCATION AND TECHNOLOGY },
abstract = {Remote laboratories are real experiments with which the user interacts through a web interface. The University of Deusto (UD) has been working for years in the research and development of remote labs (RL), several thesis have developed and they are used in the training of undergraduate degrees. The technological platform that supports the laboratory is called Weblab-Deusto and provides experiments used in electronic, programmable logic and electronic design subjects. Since RL are used at the Faculty of Engineering there is a continuous concern about the impact they have in the learning-teaching process, the perception of students about them and, in general, the usefulness of this technology. With the objective of measuring some of these questions, the activity of students using RL has been registered during the last courses, and questionnaires have been filled each course to know students’ opinion. Here we present a study that DeustoTech Learning research group, from the UD, and the Group for Learning Competences for Economics and Business, from the IQS-Ramon Llull University, are carrying out. We are using data analysis techniques over the activity of students using RL and the responses to the opinion questionnaire to know the impact of using RL in the first course of BSc in Computer Engineering (Bilbao) and the 2nd year of the double degree in Business Administration and Industrial Technology Engineering (San Sebastian).},
keywords = {engineering, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Remote laboratories are real experiments with which the user interacts through a web interface. The University of Deusto (UD) has been working for years in the research and development of remote labs (RL), several thesis have developed and they are used in the training of undergraduate degrees. The technological platform that supports the laboratory is called Weblab-Deusto and provides experiments used in electronic, programmable logic and electronic design subjects. Since RL are used at the Faculty of Engineering there is a continuous concern about the impact they have in the learning-teaching process, the perception of students about them and, in general, the usefulness of this technology. With the objective of measuring some of these questions, the activity of students using RL has been registered during the last courses, and questionnaires have been filled each course to know students’ opinion. Here we present a study that DeustoTech Learning research group, from the UD, and the Group for Learning Competences for Economics and Business, from the IQS-Ramon Llull University, are carrying out. We are using data analysis techniques over the activity of students using RL and the responses to the opinion questionnaire to know the impact of using RL in the first course of BSc in Computer Engineering (Bilbao) and the 2nd year of the double degree in Business Administration and Industrial Technology Engineering (San Sebastian).
Iturrate, Iñigo; Martín, Gustavo; Garcia-Zubia, Javier; Angulo, Ignacio; Dziabenko, Olga; Orduña, Pablo; Alves, G. R.; Fidalgo, A.
A Mobile Robot Platform for Open Learning based on Serious Games and Remote Laboratories Conference
Engineering Education (CISPEE), IEEE, 2013, ISBN: 978-1-4799-1221-6.
Abstract | Links | BibTeX | Tags: Remote laboratories, robot, Serious games, STEM education, weblab-Deusto
@conference{Iturrate2013,
title = {A Mobile Robot Platform for Open Learning based on Serious Games and Remote Laboratories},
author = {Iñigo Iturrate and Gustavo Martín and Javier Garcia-Zubia and Ignacio Angulo and Olga Dziabenko and Pablo Orduña and G.R. Alves and A. Fidalgo},
url = {https://morelab.deusto.es/media/publications/2013/conferencepaper/a-mobile-robot-platform-for-open-learning-based-on-serious-games-and-remote-laboratories.pdf},
doi = {10.1109/CISPEE.2013.6701970},
isbn = {978-1-4799-1221-6},
year = {2013},
date = {2013-11-01},
booktitle = {Engineering Education (CISPEE)},
publisher = {IEEE},
abstract = {Within the pedagogical community, Serious Games have arisen as a viable alternative to traditional course-based learning materials. Until now, they have been based strictly on software solutions. Meanwhile, research into Remote Laboratories has shown that they are a viable, low-cost solution for experimentation in an engineering context, providing uninterrupted access, low-maintenance requirements, and a heightened sense of reality when compared to simulations. This paper will propose a solution where both approaches are combined to deliver a Remote Laboratory-based Serious Game for use in engineering and school education. The platform for this system is the WebLab-Deusto Framework, already well-tested within the remote laboratory context, and based on open standards. The laboratory allows users to control a mobile robot in a labyrinth environment and take part in an interactive game where they must locate and correctly answer several questions, the subject of which can be adapted to educators' needs. It also integrates the Google Blockly graphical programming language, allowing students to learn basic programming and logic principles without needing to understand complex syntax.
},
keywords = {Remote laboratories, robot, Serious games, STEM education, weblab-Deusto},
pubstate = {published},
tppubtype = {conference}
}
Within the pedagogical community, Serious Games have arisen as a viable alternative to traditional course-based learning materials. Until now, they have been based strictly on software solutions. Meanwhile, research into Remote Laboratories has shown that they are a viable, low-cost solution for experimentation in an engineering context, providing uninterrupted access, low-maintenance requirements, and a heightened sense of reality when compared to simulations. This paper will propose a solution where both approaches are combined to deliver a Remote Laboratory-based Serious Game for use in engineering and school education. The platform for this system is the WebLab-Deusto Framework, already well-tested within the remote laboratory context, and based on open standards. The laboratory allows users to control a mobile robot in a labyrinth environment and take part in an interactive game where they must locate and correctly answer several questions, the subject of which can be adapted to educators' needs. It also integrates the Google Blockly graphical programming language, allowing students to learn basic programming and logic principles without needing to understand complex syntax.
Orduña, Pablo; Uribe, Sergio Botero; Isaza, Nicolas Hock; Sancristobal, Elio; Emaildi, Mikel; Pesquera, Alberto; DeLong, Kimberley; Bailey, Philip; Lopez-de-Ipiña, Diego; Castro, Manuel; Garcia-Zubia, Javier
Frontiers in Education Conference, IEEE, 2013, ISBN: 978-1-4673-5261-1.
Abstract | Links | BibTeX | Tags: educational institutions, least squares approximations, Remote laboratories
@conference{Orduña2013b,
title = {Generic integration of remote laboratories in learning and content management system through federation protocols},
author = {Pablo Orduña and Sergio Botero Uribe and Nicolas Hock Isaza and Elio Sancristobal and Mikel Emaildi and Alberto Pesquera and Kimberley DeLong and Philip Bailey and Diego Lopez-de-Ipiña and Manuel Castro and Javier Garcia-Zubia},
url = {https://morelab.deusto.es/media/publications/2013/conferencepaper/generic-integration-of-remote-laboratories-in-learning-and-content-management-systems-through-federation-protocols.pdf},
doi = {10.1109/FIE.2013.6685057},
isbn = {978-1-4673-5261-1},
year = {2013},
date = {2013-10-26},
booktitle = {Frontiers in Education Conference},
publisher = {IEEE},
abstract = {Educational remote laboratories are a software and hardware tool that allows students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Their integration in Content and Learning Management Systems (CMSs or LMSs) has been an active research topic for years, supporting mainly ad hoc solutions. A notable exception has been the use of federation protocols -commonly used for sharing laboratories from one university to other-, for actually sharing laboratories from a remote laboratory system to a C/LMS. This approach opened new doors in the simplification of the process, since it did not require the remote laboratories to make any type of change. The focus of this contribution is to provide a solution to decrease the number of functionalities required for creating an integration by providing a software component that reuses them. As shown in the contribution, this component has been implemented and two remote laboratory management systems (which provide access to multiple remote laboratories) are already supported, and a third one is under development. In the C/LMS side, all the LMSs supporting IMS LTI are supported, and HTTP APIs are provided for being supported by other systems. Indeed, the contribution describes its support in the Joomla CMS and in the Moodle 1.9 and dotLRN LMSs which do not support IMS LTI. The solution, called gateway4labs, is an open source initiative which targets to be used in production.
},
keywords = {educational institutions, least squares approximations, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
Educational remote laboratories are a software and hardware tool that allows students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Their integration in Content and Learning Management Systems (CMSs or LMSs) has been an active research topic for years, supporting mainly ad hoc solutions. A notable exception has been the use of federation protocols -commonly used for sharing laboratories from one university to other-, for actually sharing laboratories from a remote laboratory system to a C/LMS. This approach opened new doors in the simplification of the process, since it did not require the remote laboratories to make any type of change. The focus of this contribution is to provide a solution to decrease the number of functionalities required for creating an integration by providing a software component that reuses them. As shown in the contribution, this component has been implemented and two remote laboratory management systems (which provide access to multiple remote laboratories) are already supported, and a third one is under development. In the C/LMS side, all the LMSs supporting IMS LTI are supported, and HTTP APIs are provided for being supported by other systems. Indeed, the contribution describes its support in the Joomla CMS and in the Moodle 1.9 and dotLRN LMSs which do not support IMS LTI. The solution, called gateway4labs, is an open source initiative which targets to be used in production.
Garcia-Zubia, Javier; Angulo, Ignacio; Rodríguez-Gil, L.; Orduña, Pablo; Dziabenko, Olga; Guenaga, Mariluz
Integration of a remote lab in a software tool for digital electronics Conference
Experiment@ International Conference (exp.at'13), 2013 2nd, IEEE, 2013, ISBN: 978-1-4799-2741-8.
Abstract | Links | BibTeX | Tags: digital electronics, Remote laboratories
@conference{Garcia-Zubia2013,
title = {Integration of a remote lab in a software tool for digital electronics},
author = {Javier Garcia-Zubia and Ignacio Angulo and L. Rodríguez-Gil and Pablo Orduña and Olga Dziabenko and Mariluz Guenaga},
url = {https://ieeexplore.ieee.org/document/6703060/},
doi = {10.1109/ExpAt.2013.6703060},
isbn = {978-1-4799-2741-8},
year = {2013},
date = {2013-09-20},
booktitle = {Experiment@ International Conference (exp.at'13), 2013 2nd},
publisher = {IEEE},
abstract = {The combination of Boole-Deusto (software tool for digital electronics design) and WebLab-Deusto-FPGA (remote lab) allows teachers and students to complete the full design cycle in a computer in only a few minutes: from the truth table or FSM to the real implementation in a FPGA. The system described is oriented towards a first year course in digital electronics to help students and teachers when they are learning and teaching digital electronics.
},
keywords = {digital electronics, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
The combination of Boole-Deusto (software tool for digital electronics design) and WebLab-Deusto-FPGA (remote lab) allows teachers and students to complete the full design cycle in a computer in only a few minutes: from the truth table or FSM to the real implementation in a FPGA. The system described is oriented towards a first year course in digital electronics to help students and teachers when they are learning and teaching digital electronics.
Guenaga, Mariluz; Menchaca, Iratxe; de Guinea, Alex Ortiz; Dziabenko, Olga; Garcia-Zubia, Javier; Salazar, Mikel
Serious Games, Remote Laboratories and Augmented Reality to Develop and Assess Programming Skills Conference
vol. 8264, 2013.
Abstract | Links | BibTeX | Tags: Augmented Reality, Programming, Remote laboratories, Serious games
@conference{Guenaga2013,
title = {Serious Games, Remote Laboratories and Augmented Reality to Develop and Assess Programming Skills},
author = {Mariluz Guenaga and Iratxe Menchaca and Alex Ortiz de Guinea and Olga Dziabenko and Javier Garcia-Zubia and Mikel Salazar},
editor = {SebastiaanA. Meijer, Riitta Smeds},
doi = {10.1007/978-3-319-04954-0_4},
year = {2013},
date = {2013-06-13},
volume = {8264},
abstract = {The project “Serious Games for Education–Programming Skills” presents an innovative technology that integrates serious games techniques with remote laboratories and augmented reality. The flexible and scalable technology is designed with a three layer structure: (1) the physical layer - ROBOT (hardware and communications) remotely manipulated; (2) AR and instruction interface middleware; and (3) end-user game application including game interface. This design enables multiple pedagogical objectives and context of use. In the first prototype we have developed a serious game, the third end-user layer, to develop and assess programming skills, algorithmic thinking and debugging.},
keywords = {Augmented Reality, Programming, Remote laboratories, Serious games},
pubstate = {published},
tppubtype = {conference}
}
The project “Serious Games for Education–Programming Skills” presents an innovative technology that integrates serious games techniques with remote laboratories and augmented reality. The flexible and scalable technology is designed with a three layer structure: (1) the physical layer - ROBOT (hardware and communications) remotely manipulated; (2) AR and instruction interface middleware; and (3) end-user game application including game interface. This design enables multiple pedagogical objectives and context of use. In the first prototype we have developed a serious game, the third end-user layer, to develop and assess programming skills, algorithmic thinking and debugging.
Fidalgo, A.; R. Alves, G; Marques, A.; C. Viegas, M; C. Costa Lobo, M; Hernández, U.; Garcia-Zubia, Javier; Gustavsson, I
Adaptação de Laboratórios Remotos a Cenários de Ensino: Casos de Estudo com VISIR e RemotElectLab Journal Article
In: vol. 1, no. 2, pp. 135-141, 2013.
Abstract | BibTeX | Tags: Remote laboratories
@article{daFidalgo2013,
title = {Adaptação de Laboratórios Remotos a Cenários de Ensino: Casos de Estudo com VISIR e RemotElectLab},
author = {A. Fidalgo and R. Alves, G and A. Marques and C. Viegas, M and C. Costa Lobo, M and U. Hernández and Javier Garcia-Zubia and Gustavsson, I},
year = {2013},
date = {2013-06-01},
volume = {1},
number = {2},
pages = {135-141},
abstract = {Abstract- Os laboratórios remotos são uma ferramenta tecnológica e pedagógica com uso crescente em todos os níveis de educação, e sua utilização generalizada é uma parte importante do seu próprio aperfeiçoamento e evolução. Este artigo descreve vários problemas encontrados em aulas laboratoriais, em cursos de ensino superior, na utilização de laboratórios remotos baseados em sistemas PXI, utilizando o sistema VISIR ou uma solução alternativa. São identificados e explicados três problemas que foram relatados por professores que deram apoio aos estudantes na utilização dos laboratórios remotos. O primeiro problema prende-se com a necessidade de permitir aos alunos selecionar a localização específica onde um amperímetro deve ser inserido nos circuitos elétricos, mesmo que incorreta, replicando as dificuldades do mundo real. O segundo é causado por falhas de sincronismo quando são necessárias várias medições em intervalos curtos, como no ciclo de descarga de um condensador. E o último problema é provocado pelo uso de um multímetro em modo DC na leitura de grandezas em CA, um procedimento que colide com as definições do equipamento. Todos os cenários são apresentados e discutidos, incluindo a solução encontrada para cada caso. A conclusão que se retira do trabalho descrito é que a área de laboratórios remotos é um campo em expansão, onde a sua utilização prática permite o aperfeiçoamento e a evolução das soluções disponíveis, exigindo uma cooperação e partilha de informação entre todos os intervenientes, i.e. investigadores, professores e alunos.},
keywords = {Remote laboratories},
pubstate = {published},
tppubtype = {article}
}
Abstract- Os laboratórios remotos são uma ferramenta tecnológica e pedagógica com uso crescente em todos os níveis de educação, e sua utilização generalizada é uma parte importante do seu próprio aperfeiçoamento e evolução. Este artigo descreve vários problemas encontrados em aulas laboratoriais, em cursos de ensino superior, na utilização de laboratórios remotos baseados em sistemas PXI, utilizando o sistema VISIR ou uma solução alternativa. São identificados e explicados três problemas que foram relatados por professores que deram apoio aos estudantes na utilização dos laboratórios remotos. O primeiro problema prende-se com a necessidade de permitir aos alunos selecionar a localização específica onde um amperímetro deve ser inserido nos circuitos elétricos, mesmo que incorreta, replicando as dificuldades do mundo real. O segundo é causado por falhas de sincronismo quando são necessárias várias medições em intervalos curtos, como no ciclo de descarga de um condensador. E o último problema é provocado pelo uso de um multímetro em modo DC na leitura de grandezas em CA, um procedimento que colide com as definições do equipamento. Todos os cenários são apresentados e discutidos, incluindo a solução encontrada para cada caso. A conclusão que se retira do trabalho descrito é que a área de laboratórios remotos é um campo em expansão, onde a sua utilização prática permite o aperfeiçoamento e a evolução das soluções disponíveis, exigindo uma cooperação e partilha de informação entre todos os intervenientes, i.e. investigadores, professores e alunos.
Orduña, Pablo; Lerro, F.; Bailey, Philip; Marchisio, S.; Dziabenko, Olga; Angulo, Ignacio; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Exploring complex remote laboratory ecosystems through interoperable federation chains Conference
Global Engineering Education Conference (EDUCON), IEEE, 2013, ISBN: 978-1-4673-6110-1.
Abstract | Links | BibTeX | Tags: federation, Interoperability, Remote laboratories
@conference{Orduña2013d,
title = {Exploring complex remote laboratory ecosystems through interoperable federation chains},
author = {Pablo Orduña and F. Lerro and Philip Bailey and S. Marchisio and Olga Dziabenko and Ignacio Angulo and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/document/6530259/},
doi = {10.1109/EduCon.2013.6530259},
isbn = {978-1-4673-6110-1},
year = {2013},
date = {2013-03-15},
booktitle = {Global Engineering Education Conference (EDUCON)},
publisher = {IEEE},
abstract = {An educational remote laboratory is a software and hardware tool that allows students to remotely access real equipment located in universities or educational centers. Federations of remote laboratories have existed for years: students of one university transparently access laboratories of other university through software systems that enable these contracts. However, traditionally these contracts have been defined in a “one to one” basis and both universities using the same remote laboratory management system. The focus of this contribution is to present different interoperable bridges among different remote laboratory systems and explore how they can be chained to build complex ecosystems of remote laboratories. The impact of this chaining is that, if successful, it would definitely contribute to the adoption of remote laboratories.
},
keywords = {federation, Interoperability, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
An educational remote laboratory is a software and hardware tool that allows students to remotely access real equipment located in universities or educational centers. Federations of remote laboratories have existed for years: students of one university transparently access laboratories of other university through software systems that enable these contracts. However, traditionally these contracts have been defined in a “one to one” basis and both universities using the same remote laboratory management system. The focus of this contribution is to present different interoperable bridges among different remote laboratory systems and explore how they can be chained to build complex ecosystems of remote laboratories. The impact of this chaining is that, if successful, it would definitely contribute to the adoption of remote laboratories.
Orduña, Pablo; Larrakoetxea, Xabier; Buján, David; Angulo, Ignacio; Dziabenko, Olga; Rodríguez-Gil, L.; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
WebLab-Deployer: Exporting remote laboratories as SaaS through federation protocols Conference
Remote Engineering and Virtual Instrumentation, IEEE, 2013, ISBN: 978-1-4673-6346-4.
Abstract | Links | BibTeX | Tags: cloud-computing, Remote laboratories
@conference{Orduña2013b,
title = {WebLab-Deployer: Exporting remote laboratories as SaaS through federation protocols},
author = {Pablo Orduña and Xabier Larrakoetxea and David Buján and Ignacio Angulo and Olga Dziabenko and L. Rodríguez-Gil and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=6502911},
doi = {10.1109/REV.2013.6502911},
isbn = {978-1-4673-6346-4},
year = {2013},
date = {2013-02-08},
booktitle = {Remote Engineering and Virtual Instrumentation},
publisher = {IEEE},
abstract = {During the last decade, remote laboratories have been extensively used as a primary learning tool in many universities around the world. However, today most of the remote laboratories are still only used by the same institution that provides or even develops them, or by direct partners in federated environments. There are two ways to support this type of federation: a) using a federated authentication system such as Shibboleth or b) installing a remote laboratory management system that supports federation natively. In both cases, the consumer institution must go through a process of deployment or complex configuration. This contribution explores providing access to laboratories using a Cloud Computing approach, considering the federated environments that do not have laboratories attached as a SaaS (Software as a Service) system. This approach not only makes adoption by other institutions easier, but also benefits from the existing features provided by Cloud Computing, such as elasticity to reuse the same resources for different institutions to balance the load.
},
keywords = {cloud-computing, Remote laboratories},
pubstate = {published},
tppubtype = {conference}
}
During the last decade, remote laboratories have been extensively used as a primary learning tool in many universities around the world. However, today most of the remote laboratories are still only used by the same institution that provides or even develops them, or by direct partners in federated environments. There are two ways to support this type of federation: a) using a federated authentication system such as Shibboleth or b) installing a remote laboratory management system that supports federation natively. In both cases, the consumer institution must go through a process of deployment or complex configuration. This contribution explores providing access to laboratories using a Cloud Computing approach, considering the federated environments that do not have laboratories attached as a SaaS (Software as a Service) system. This approach not only makes adoption by other institutions easier, but also benefits from the existing features provided by Cloud Computing, such as elasticity to reuse the same resources for different institutions to balance the load.
Orduña, Pablo; Rodríguez-Gil, L.; Lopez-de-Ipiña, Diego; Garcia-Zubia, Javier
Sharing remote labs: A case study. International Journal of Online Engineering Journal Article
In: International Journal of Online Engineering (iJOE), vol. 9, 2013.
Abstract | Links | BibTeX | Tags: federation, Remote laboratories, VISIR
@article{Orduña2013,
title = {Sharing remote labs: A case study. International Journal of Online Engineering},
author = {Pablo Orduña and L. Rodríguez-Gil and Diego Lopez-de-Ipiña and Javier Garcia-Zubia},
url = {https://morelab.deusto.es/media/publications/2013/journalarticle/sharing-remote-labs-a-case-study.pdf},
doi = {10.3991/ijoe.v9iS1.2348},
year = {2013},
date = {2013-01-01},
journal = {International Journal of Online Engineering (iJOE)},
volume = {9},
abstract = {This paper presents the research work carried out by an interdisciplinary group of technologists, educators, and entertainment experts from the University of Deusto to develop a serious game to practice generic skills in job-oriented education. This innovative serious game focuses on entrepreneurship skills and problem solving competences. Technology is a facilitator for a new teaching methodology, but it also imposes certain restrictions to be considered by the entire project team.
},
keywords = {federation, Remote laboratories, VISIR},
pubstate = {published},
tppubtype = {article}
}
This paper presents the research work carried out by an interdisciplinary group of technologists, educators, and entertainment experts from the University of Deusto to develop a serious game to practice generic skills in job-oriented education. This innovative serious game focuses on entrepreneurship skills and problem solving competences. Technology is a facilitator for a new teaching methodology, but it also imposes certain restrictions to be considered by the entire project team.
Guenaga, Mariluz; Menchaca, Iratxe; de Guinea, Alex Ortiz; Dziabenko, Olga; Garcia-Zubia, Javier; Salazar, Mikel
Serious Games and Remote Laboratories to develop and assess programming skills. Conference
Frontiers in Gaming Simulation , vol. 8264, Springer, Cham, 2013, ISBN: 978-3-319-04954-0.
Abstract | Links | BibTeX | Tags: Augmented Reality, Programming, Remote laboratories, Serious games
@conference{Guenaga2013d,
title = {Serious Games and Remote Laboratories to develop and assess programming skills.},
author = {Mariluz Guenaga and Iratxe Menchaca and Alex Ortiz de Guinea and Olga Dziabenko and Javier Garcia-Zubia and Mikel Salazar},
url = {https://link.springer.com/chapter/10.1007/978-3-319-04954-0_4#citeas},
doi = {doi.org/10.1007/978-3-319-04954-0_4},
isbn = {978-3-319-04954-0},
year = {2013},
date = {2013-01-01},
booktitle = {Frontiers in Gaming Simulation },
volume = {8264},
pages = {29-36},
publisher = {Springer, Cham},
abstract = {The project “Serious Games for Education–Programming Skills” presents an innovative technology that integrates serious games techniques with remote laboratories and augmented reality. The flexible and scalable technology is designed with a three layer structure: (1) the physical layer - ROBOT (hardware and communications) remotely manipulated; (2) AR and instruction interface middleware; and (3) end-user game application including game interface. This design enables multiple pedagogical objectives and context of use. In the first prototype we have developed a serious game, the third end-user layer, to develop and assess programming skills, algorithmic thinking and debugging.
},
keywords = {Augmented Reality, Programming, Remote laboratories, Serious games},
pubstate = {published},
tppubtype = {conference}
}
The project “Serious Games for Education–Programming Skills” presents an innovative technology that integrates serious games techniques with remote laboratories and augmented reality. The flexible and scalable technology is designed with a three layer structure: (1) the physical layer - ROBOT (hardware and communications) remotely manipulated; (2) AR and instruction interface middleware; and (3) end-user game application including game interface. This design enables multiple pedagogical objectives and context of use. In the first prototype we have developed a serious game, the third end-user layer, to develop and assess programming skills, algorithmic thinking and debugging.
Iturrate, Iñigo; Martín, Gustavo; Garcia-Zubia, Javier; Angulo, Ignacio; Dziabenko, Olga; Orduña, Pablo
A Mobile Robot Platform for Open Learning based on Serious Games and Remote Laboratories Conference
1st International Conference of the Portuguese Society for Engineering Education (CISPEE), IEEE, 2013.
Abstract | Links | BibTeX | Tags: google bockly, Remote laboratories, robot, Serious games, STEM education
@conference{Iturrate2013b,
title = {A Mobile Robot Platform for Open Learning based on Serious Games and Remote Laboratories},
author = {Iñigo Iturrate and Gustavo Martín and Javier Garcia-Zubia and Ignacio Angulo and Olga Dziabenko and Pablo Orduña},
url = {https://morelab.deusto.es/media/publications/2013/conferencepaper/a-mobile-robot-platform-for-open-learning-based-on-serious-games-and-remote-laboratories.pdf},
year = {2013},
date = {2013-01-01},
booktitle = { 1st International Conference of the Portuguese Society for Engineering Education (CISPEE)},
publisher = {IEEE},
abstract = {Within the pedagogical community, Serious Games
have arisen as a viable alternative to traditional course-based
learning materials. Until now, they have been based strictly on
software solutions. Meanwhile, research into Remote
Laboratories has shown that they are a viable, low-cost solution
for experimentation in an engineering context, providing
uninterrupted access, low-maintenance requirements, and a
heightened sense of reality when compared to simulations. This
paper will propose a solution where both approaches are
combined to deliver a Remote Laboratory-based Serious Game
for use in engineering and school education. The platform for this
system is the WebLab-Deusto Framework, already well-tested
within the remote laboratory context, and based on open
standards. The laboratory allows users to control a mobile robot
in a labyrinth environment and take part in an interactive game
where they must locate and correctly answer several questions,
the subject of which can be adapted to educators’ needs. It also
integrates the Google Blockly graphical programming language,
allowing students to learn basic programming and },
keywords = {google bockly, Remote laboratories, robot, Serious games, STEM education},
pubstate = {published},
tppubtype = {conference}
}
Within the pedagogical community, Serious Games
have arisen as a viable alternative to traditional course-based
learning materials. Until now, they have been based strictly on
software solutions. Meanwhile, research into Remote
Laboratories has shown that they are a viable, low-cost solution
for experimentation in an engineering context, providing
uninterrupted access, low-maintenance requirements, and a
heightened sense of reality when compared to simulations. This
paper will propose a solution where both approaches are
combined to deliver a Remote Laboratory-based Serious Game
for use in engineering and school education. The platform for this
system is the WebLab-Deusto Framework, already well-tested
within the remote laboratory context, and based on open
standards. The laboratory allows users to control a mobile robot
in a labyrinth environment and take part in an interactive game
where they must locate and correctly answer several questions,
the subject of which can be adapted to educators’ needs. It also
integrates the Google Blockly graphical programming language,
allowing students to learn basic programming and
have arisen as a viable alternative to traditional course-based
learning materials. Until now, they have been based strictly on
software solutions. Meanwhile, research into Remote
Laboratories has shown that they are a viable, low-cost solution
for experimentation in an engineering context, providing
uninterrupted access, low-maintenance requirements, and a
heightened sense of reality when compared to simulations. This
paper will propose a solution where both approaches are
combined to deliver a Remote Laboratory-based Serious Game
for use in engineering and school education. The platform for this
system is the WebLab-Deusto Framework, already well-tested
within the remote laboratory context, and based on open
standards. The laboratory allows users to control a mobile robot
in a labyrinth environment and take part in an interactive game
where they must locate and correctly answer several questions,
the subject of which can be adapted to educators’ needs. It also
integrates the Google Blockly graphical programming language,
allowing students to learn basic programming and
2011
Orduña, Pablo; Garcia-Zubia, Javier; Lopez-de-Ipiña, Diego; Irurzun, Jaime
Accessing Remote Laboratories from Mobile Devices Book
2011.
Abstract | Links | BibTeX | Tags: mobile devices, Remote laboratories
@book{Orduña2011b,
title = {Accessing Remote Laboratories from Mobile Devices},
author = {Pablo Orduña and Javier Garcia-Zubia and Diego Lopez-de-Ipiña and Jaime Irurzun },
url = {https://home/learninglabdeust/public_html.igi-global.com/chapter/accessing-remote-laboratories-mobile-devices/53979},
doi = {10.4018/978-1-60960-613-8.ch016},
year = {2011},
date = {2011-01-01},
abstract = {Remote Laboratories constitute a first order didactic resource in engineering faculties. Its use in mobile devices to increase the availability of the system is a challenge highly coupled to the requirements established by each experiment. This work presents the main strategies for adapting a Remote Laboratory to mobile devices, as well as the experience of a real Remote Laboratory, WebLab-Deusto, in this adaption. These strategies are analyzed and compared in order to detail what strategy is more suitable under certain situations.
},
keywords = {mobile devices, Remote laboratories},
pubstate = {published},
tppubtype = {book}
}
Remote Laboratories constitute a first order didactic resource in engineering faculties. Its use in mobile devices to increase the availability of the system is a challenge highly coupled to the requirements established by each experiment. This work presents the main strategies for adapting a Remote Laboratory to mobile devices, as well as the experience of a real Remote Laboratory, WebLab-Deusto, in this adaption. These strategies are analyzed and compared in order to detail what strategy is more suitable under certain situations.