2013
Dziabenko, Olga; Orduña, Pablo; Garcia-Zubia, Javier
Remote experiments in secondary school education Conference
Frontiers in Education Conference, 2013 IEEE, IEEE, 2013, ISBN: 978-1-4673-5261-1.
Abstract | Links | BibTeX | Tags: Ohm's law, remote experiment, remote laboratory, secondary education, STEM, VISIR
@conference{Dziabenko2013,
title = {Remote experiments in secondary school education},
author = {Olga Dziabenko and Pablo Orduña and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/document/6685140/},
doi = {10.1109/FIE.2013.6685140},
isbn = {978-1-4673-5261-1},
year = {2013},
date = {2013-10-26},
booktitle = {Frontiers in Education Conference, 2013 IEEE},
publisher = {IEEE},
abstract = {This paper describes the current influence of the remote laboratory on practical learning aspects of secondary sector of education. The key challenges faced by the teaching of science include insufficient hands-on laboratory usage in classrooms. The main objective of the paper is to present learning approach of adaptation and usage of remote experiments of WebLab-Deusto in curriculum of secondary school. The activity was organized in collaboration with secondary school teachers of P. Andrés Urdaneta School. Educators can benefit from different teaching methods (collaborative, inquiry-, and project-based learning) integrated in WebLab-Deusto. The teaching of Ohm's Law in Physics curriculum of secondary school was one of the topics executed during this research. The remote laboratory assignment for students was developed on Virtual Instrument Systems in Reality (VISIR) Open Lab Platform. The existing remote laboratories are more or less copies of hands-on ones. VISIR is a remote laboratory created by Blekinge Institute of technology (BTH) for designing, wiring and measurement of electric circuits. This main feature of VISIR allows one building a scenario of performing basic DC and low frequency AC circuits experiments related to Ohm's and Kirchhoff's laws. Moreover, the students will become familiar with instruments, components, manuals, data sheets, circuit wiring, and other laboratory work. In the paper the main principle of VISIR will be presented; the remote experiments executed by students will be shown. Finally, the result of integrating of remote experiments for study in Urdaneta School will be discussed.
},
keywords = {Ohm's law, remote experiment, remote laboratory, secondary education, STEM, VISIR},
pubstate = {published},
tppubtype = {conference}
}
This paper describes the current influence of the remote laboratory on practical learning aspects of secondary sector of education. The key challenges faced by the teaching of science include insufficient hands-on laboratory usage in classrooms. The main objective of the paper is to present learning approach of adaptation and usage of remote experiments of WebLab-Deusto in curriculum of secondary school. The activity was organized in collaboration with secondary school teachers of P. Andrés Urdaneta School. Educators can benefit from different teaching methods (collaborative, inquiry-, and project-based learning) integrated in WebLab-Deusto. The teaching of Ohm's Law in Physics curriculum of secondary school was one of the topics executed during this research. The remote laboratory assignment for students was developed on Virtual Instrument Systems in Reality (VISIR) Open Lab Platform. The existing remote laboratories are more or less copies of hands-on ones. VISIR is a remote laboratory created by Blekinge Institute of technology (BTH) for designing, wiring and measurement of electric circuits. This main feature of VISIR allows one building a scenario of performing basic DC and low frequency AC circuits experiments related to Ohm's and Kirchhoff's laws. Moreover, the students will become familiar with instruments, components, manuals, data sheets, circuit wiring, and other laboratory work. In the paper the main principle of VISIR will be presented; the remote experiments executed by students will be shown. Finally, the result of integrating of remote experiments for study in Urdaneta School will be discussed.
2011
Dziabenko, Olga; Garcia-Zubia, Javier
Remote experiments and online games: How to merge them? Conference
Global Engineering Education Conference , IEEE, 2011, ISBN: 978-1-61284-643-9.
Abstract | Links | BibTeX | Tags: flow, game-based learning, remote experiments, remote laboratory
@conference{Dziabenko2011,
title = {Remote experiments and online games: How to merge them?},
author = {Olga Dziabenko and Javier Garcia-Zubia},
url = {https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=5773285},
doi = {10.1109/EDUCON.2011.5773285},
isbn = {978-1-61284-643-9},
year = {2011},
date = {2011-04-06},
booktitle = {Global Engineering Education Conference },
publisher = {IEEE},
abstract = {Online games fulfill the basic requirements of learning environments and can provide engaging learning experience for students. The remote experimentations bring to STEM (science, technology, engineering and mathematics) students the ability to practice configuration, deployment, and troubleshooting scenarios in real-life environment on real equipment. These two teaching methodologies are well known, developed and described in the literature. However, the concepts of integration of the remote experimentations and the game setting are yet to be developed. This paper discusses the guidelines for such integrations. The emphasis is made on the educational game design and the flow as a positive impact on learning and attitude of the players. Besides the challenges of balancing attractive elements (graphics, sounds) and educational objectives, the design of the games related to remote laboratories needs to be adjusted to contemporary technological conditions.
},
keywords = {flow, game-based learning, remote experiments, remote laboratory},
pubstate = {published},
tppubtype = {conference}
}
Online games fulfill the basic requirements of learning environments and can provide engaging learning experience for students. The remote experimentations bring to STEM (science, technology, engineering and mathematics) students the ability to practice configuration, deployment, and troubleshooting scenarios in real-life environment on real equipment. These two teaching methodologies are well known, developed and described in the literature. However, the concepts of integration of the remote experimentations and the game setting are yet to be developed. This paper discusses the guidelines for such integrations. The emphasis is made on the educational game design and the flow as a positive impact on learning and attitude of the players. Besides the challenges of balancing attractive elements (graphics, sounds) and educational objectives, the design of the games related to remote laboratories needs to be adjusted to contemporary technological conditions.