Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Gabriel Daz, Flix Garca Loro, Mohamed Tawfik, Elio Sancristobal, Sergio Martn and Manuel Castro
Dto. Ingenieria Elctrica Electrnica y Control UNED Spanish University for Distance Education
2014, February 10
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Introduction VISIR: Virtual Instrument Systems in reality Learning objectives, course structure and practices Positive and negative results Some conclusions
EMOOCs 2014, Lausanne 13/02/2014
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Introduction VISIR: Virtual Instrument Systems in reality Learning objectives, course structure and practices Positive and negative results Some conclusions
EMOOCs 2014, Lausanne 13/02/2014
Introduction
Recent emergence of MOOCs (Massive Open Online Courses) is promoting different lifelong learning experiences and continuing education models and allowing free access to learning resources at any time and from everywhere However, a significant challenge exists for the provision of real laboratory work online along with the theoretical contents inside MOOCs Also, the practical and the theoretical contents must be designed to support an indeterminate number of users from around the world and with different time zones
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Introduction
A first approach to this problem is clearly the use of simulators and virtual labs But they are still a bit far from bringing to student the real performance and features of equipment under real-life operation conditions We consider all these issues and present a novel approach that integrates remote-accessed real experiments into a MOOC on basic industrial electronics
The MOOCs evaluation and activities spin around the remote laboratory and the objectives and evaluation are focused on the handling of the instruments and measurements
EMOOCs 2014, Lausanne 13/02/2014
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Introduction VISIR: Virtual Instrument Systems in reality Learning objectives, course structure and practices Positive and negative results Some conclusions
EMOOCs 2014, Lausanne 13/02/2014
VISIR
The experiments included in the MOOC are based on the remote laboratory platform Virtual Instrument Systems in Reality (VISIR), a remote lab for electric and electronic circuits experiments, developed at Blekinge Institute of Technology (BTH) in Sweden and in use in several universities all around the world The main advantage of VISIR when compared with traditional electronic laboratories lies in its availability that has neither temporal nor geographical restrictions
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Introduction VISIR: Virtual Instrument Systems in reality Learning objectives, course structure and practices Positive and negative results Some conclusions
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Prerrequisitesor not?
- The knowledge, at least theoretical, on analyzing electrical and electronics circuits and the ideal electrical characteristics of most common components are necessary requirements for participantsbut this is an OPEN course However, supplementary materials are provided, in each module of the MOOC, in order to facilitate the understanding of the behavior and circuits for those participants who, fulfilling only part of the requirements, are interested in following the course or need to refresh the knowledge because of disused.
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Certificates
Students get a course badge by accomplishing that the global grade exceed the cut-off grade point established (80 over 100). - UNED COMA offers two more official certificates: online certificate and in-person certificate. For obtaining any of both, a payment is required. - In the online certificate, the students have to complete satisfactorily the MOOC and request the certificate. - The in-person certificate will take place in one of the 61UNED study centres in Spain and, on demand, outside Spain where a network of collaborating centres is established. The students will have to take an exam from a battery of questions based from the experience obtained from the experimentation and the competences acquired EMOOCs 2014, Lausanne 13/02/2014 -
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MOOC structure
Block 1: The purpose of this block is to gather some information: basic data such as age, genre, country of origin, labor situation, etc; training information, previous experience in any kind of laboratories, training, level of knowledge to address the learning outcomes effectively, etc. The means employed for obtain the previously mentioned information are the non-evaluative exams (two non-evaluative compulsory exams throughout the course) and surveys (three optional surveys during the course) Block 2: The main idea behind this module is to give the students a work philosophy on how to prepare laboratory practices. Another objective of this block is to disenchant and/or to cause the MOOCaholics dropout. The purpose of this goal is to restrict the access to the remote lab for those students with a minimum knowledge in the field in which the MOOC relays Block 3: This block is where the students interact with the remote laboratory VISIR and where the designed practices take place.
EMOOCs 2014, Lausanne 13/02/2014
Block 2
This block aims to provide students with a work philosophy to follow in the subsequent modules. This work philosophy proposes the students these sequential steps:
- Theoretical analysis of the circuit. - To perform an analysis of the circuit using a simulation tool with the purpose of monitors the time-dependent signals. - To complete the practices within a real environment (laboratory). - To compare the limitations, advantages, differences, etc. between three methods.
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Module V: Working with diodes. Differences between 1N4007 & BAT42. Halfwave rectifier. Voltage drops on diode Module VI: Low-pass filter. Mean value, voltage ripple, load regulation and line regulation. Module VII: Zener diode. Zener diode as voltage regulator. Zener diode as clipper. Construction of the current-voltage characteristic curve Module VIII: Operational amplifier. Non-inverting amplifier. Inverting differentiator. Inverting amplifier
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Other details
All documents, guides and videos are in Spanish. In total, the course contains: 42 videos 55 standard multiple choice questions (including single-answer questions and multiple-answer questions) 30 exams multiple choice questions 4 documents covering all the theoretical contents of the course Simulator and VISIR Manuals Practice guide for modules I (simulation) and III to VIII (remote laboratory and simulation) Designed over 30 activities for experiment with the different circuits conceived. Every activity is designed for different purposes, so they have sub-activities associated.
EMOOCs 2014, Lausanne 13/02/2014
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Introduction VISIR: Virtual Instrument Systems in reality Learning objectives, course structure and practices Positive and negative results Some conclusions
EMOOCs 2014, Lausanne 13/02/2014
- 43% > 36 years old, 33% among 26 and 35, 24% < 26 years old - Only 8,9% are female - 73% spaniards, 6% colombians, 4% mexicans
WORKING SITUATION
- Only 37% are working; 20% studying at the university, 26% out of the university - 17% are neither working nor studying - Only 12% declare they have a grade related with electric or electronics engineering
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Introduction VISIR: Virtual Instrument Systems in reality Learning objectives, course structure and practices Positive and negative results Some conclusions
EMOOCs 2014, Lausanne 13/02/2014
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Any question?