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Natércia Lima1, Clara Viegas1, Francisco José Garcia-Peñalvo2

1 Research Centre in Industrial Technology and Engineering (CIETI), School of Engineering, Polytechnic of Porto2 Research Institute of Educational Sciences (IUCE), Faculty of Sciences, University of Salamanca

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• Context and Motivation

• State-of-the-Art

• Problem Statement

• Research Objectives

• Research Approach and Methods

• Results to Date

• Dissertation Status

• Current and Expected Contributions

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• Engineering Education has solid needs of experimental competence development: traditionally these were developed in

laboratories nowadays simulation and remote labs allow

students to practise differently

• Students must be aware of the major differences in the type of measurements

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Student learning outcome achievement is equal or higher in NTL (Non Traditional Labs) versus

TL (Traditional Labs)

“Blended” or hybrid approach is being advanced: a combination of TL and NTL

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• Each method allows developing different competences

• Teachers reach more students due to their different learning styles

• In the literature there are some experiences describing the simultaneous use of these resources:

small scaled no significant and consistent differences

between hands-on, simulation and remote labs stand out

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• VISIR (Virtual Instrument

Systems in Reality), started in

1999, at the BTH, Sweden.

• For creating, wiring and measuring electronic circuits on line.

• Installed in eight HEI in 6 countries (Sweden, Portugal, Austria, Spain, Georgia and India):

Used by thousand of students with effective learning gains

In most cases this resource was not used simultaneous with others

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• VISIR+ Project aims to define a set of educational modules comprising hands-on, simulation and VISIR remote lab together with calculus, following an enquiry-based teaching and learning methodology

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Structured Literature Review to understand

and systematize the scientific research using VISIR´s

approach Technical Issues (TI)

Didactical Issues (DI)

“Visir´s Usage as an Educational Resource: a Review of The Empiral Research”

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Understand how and which students’ learning outcomes are affected by the use of different experimental resources (hands-on, simulated and remote labs) together with calculus, in class and assessment, applying an enquiry-based teaching and learning methodology

Several different Contexts CC/AC Circuits Explore other factors that may compromise students’

engagement, motivation and learning outcomes

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RQ1 In which way the use of simultaneous resources, applying an enquiry-based teaching and learning methodology, contributes to promote students’ autonomous continuum work and engagement?

RQ2 Is the level of competence under development affects students enrolment in using the different resources?

RQ3 Are there teacher mediation traces (while using simultaneous resources) that can be linked to better student performances?

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• Case Study Methodology (mixed method approach)o Teachers and Students from the target courses where the

didactical implementations will take place: Federal Institute of Education, Science and Technology of

Santa Catarina, Brazil (IFSC) Federal University of Santa Catarina, Brazil (UFSC) Pontifical Catholic University of Rio de Janeiro, Brazil

(PUC) School of Exact Sciences and Technologies, National

University of Santiago del Estero, Argentina (UNSE) National University of Rosario, Argentina (UNR)

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Collected Data RQ1 RQ2 RQ3

VISIR labs access logs' (quantity and distribution over time) P PSimulation labs access logs' (quantity and distribution over time) P PPresences to classes PLMS(*) course page - number of accesses and distribution over time PSudents final grades P P PStudents grades per component/task P P PStudents grades per AC/DC PParticipation ann/or delivery of proposed tasks (in due time) PLMS course page - contents accessed, participation in foruns, etc. PCourse Curricula: contents, education materials, assessment tools P P PStudents' PLEQ (**) questionnaire P P PTeachers interview and/or informal comments P P PTypes of assessment tools and its' distribution along the semester PTime used in giving feedback and type of feedback per task P(*) Learning Management System(**) Perception and Learning Environment Questionnaire

Qua

ntita

tive

Data

Qua

litati

ve D

ata

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Systematic literature review

Evaluate VISIR in terms of didactical implementations (educational goals, learning achievements, competences

and technical items)

22 cases, over 4400 students, from different educational levels

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Functional and useful learning

instrument

Well accepted by students

Complement to hands on or as a tool for distance

learning

Improves students’

competences and knowledge

Increases students’ confidence in lab, their enthusiasm and motivation

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• Factors that somehow, compromise students’ engagement and motivation:

teachers supervision in students’ first time with VISIR

teachers continuous attention to VISIR throughout the course

VISIR contribution to the final grade

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• Relevant facts considering VISIR usage and implementation were identified

• First didactical Implementation is ongoing.

• The first set of data will be treated from February 2017; cross analysis, considering several items:

Brazilian students/Argentine students Public Institutions/Private Institutions Polytechnic/University Large Institutions/Small Institutions

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• Within the framework of VISIR+ Project further publications:

2nd International Conference of the Portuguese Society for Engineering Education (CISPEE 2016), Portugal, 19-21 October – “Spreading remote labs usage: A System – A Community – A Federation” (Best Paper Prize)

14th International Conference on Remote Engineering and Virtual Instrumentation (REV2017), USA, 15-17 March 2017 – “Spreading the use of remote lab VISIR over Latin America (VISIR+ Project – Preliminary results of the training actions)”, a structured abstract was accepted and the full paper will be submitted until the end of November.

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This work is expected to further nurture the research work around VISIR, spreading its

usage and dissemination

FEDERATION OF VISIR LABORATORIES

Many thanks for your

attention!

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