Examples of Good Practices

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• Examples of Good Practices

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Examples of Good Practices Description (1)

• examples of good practices describing the
  educational activities and additional material on
  chosen subjects implemented in universities.
• quality criteria indicators used in the
  assessment (such as examples of differentiation
  by level of difficulty, degree of
  attractiveness).

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Examples of Good PracticesDescription (2)

• Language DE, EN, FI, IT, PT, RO, SK and SE.
• Volume minimum 20 pages.
• Support paper, pdf format published on the
  project web page.
• Target group Project Advisory Group, project
  primary group, project secondary target group.
• Quantity 80 10 copies X 8 languages.
• Producers all partners, coordinator P8.
• To be used by the project team, educational
  researchers, pedagogical experts and teachers for
  improving educational activities.

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Outlines

• Characteristics of Remote laboratories and
  simulations
• Domains of non-physical laboratory
• Structure
• Case studies
• Electrical domain
• Other domains
• European projects
• Discussions (technical, pedagogical, and ethical
  issues, assessment standards)
• Controversies and further works

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Characteristics of remote laboratories and
simulations

• hands-on labs
• ? remote laboratories
• ? simulations
• Remote laboratories and simulation techniques
  require minimal space and time, because the
  experiments can be rapidly configured and run
  over the Internet.
• Remote laboratories unlike simulations provide
  real data.

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Domains of non-physical laboratory

• Engineering Electrical Engineering,
  Telecommunication, Computer Science, Aeronautical
  
• Natural sciences Physiology, Physics, Biology,
  Chemistry, Environmental and ecological science,
  Climatology, Medicine
• Others sciences Education, Statistic, and
  Psychology

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A general non-physical laboratory structure

• the equipment
• an interface program, running on the server
  computer
• a server software which deals with the
  communication
• the network environment
• a client software running on the remote
  (student's) computer.

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A general course structure recommended by SCORM
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3. Case studies 3.1. Electrical domain

• Technical University of Ilmenau (Germany)
• Web Address www.tu-ilmenau.de
• Blekinge Institute of Technology/Signal
  Processing, Ronneby, Sweden
• Web Address http//openlabs.bth.se/
• Automated Internet Measurement Laboratory,
  Semiconductor Device Measurements Using the
  Internet, Norwey
• Web address http//nina.ecse.rpi.edu
• Remote Laboratory LESIM Engineering Faculty of
  University of Sannio, Italy Web Address
  http//lesim1.ing.unisannio.it/
• The remote laboratory NetLab University of South
  Australia
• Web Address http//netlab.unisa.edu.au/faces/fram
  eset.jsp
• The remote laboratory at the University of Hagen
  Department of Electrical Engineering, Germany
• Web address http//prt.fernuni-hagen.de/virtlab/

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3. Case studies 3.2. Other technical domains

• Lab for remote control on a servo motor, Spain
  Departamento de Informática y Automática, UNED,
  Madrid, Spain
• Web address http//www.dia.uned.es
• Virtual Lab - Department of Analytical Chemistry
  at Lund University, Sweden
• Web address http//www.analykem.lu.se/virtual/

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3. Case studies 3.3. Psychological domain

• Psyexperiments
• Web address http//psychexps.olemiss.edu/Exps/st
  art.htm
• WISE - Web Interface for Statistics Education
• Web address http//wise.cgu.edu/

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3. Case studies 3.4. Related European Projects

• The portal IST World currently contains CORDIS
  FP5 and FP6 information about all funded European
  FP6 and FP5 projects. It offers FP5 FP6 IST
  related information.
• Web address http//www.ist-world.org.
• AIM_at_Shape "Advanced and Innovative Models And
  Tools for the development of Semantic-based
  systems for Handling, Acquiring, and Processing
  knowledge Embedded in multidimensional digital
  objects"
• Period January 2004 - February 2008
• Website www.aim-at-shape.net/
• HAPTEX "HAPtic sensing of virtual TEXtiles"
• Period December 2004 - November 2007
• Website haptex.miralab.unige.ch/

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Discussions pedagogical issuesCriteria for
evaluating a course/module in the remote
laboratory

1. Complete structure according to the used standard
2. Correct formulation of the objectives
3. Correct organization of the content
4. The presence of some learning activities that
   should trigger working abilities/ procedures
5. Instructional design focused on the proposed
   objectives
6. Indicating the tutorial activities
7. Presence of interactivity elements
8. Presence of multimedia
9. Indicating others documentation sources on the
   Internet
10. Adaptation to the interests of the students
    target
11. Accessibility for the target population
12. Attractive aspect

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Controversies

• Are the explicit objectives necessary?
• The student is alone, the teacher is physically
  absent

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Future works

• To clarify the role of the laboratory
• in engineering education.

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Tasks for small groups activities
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Tasks for small groups activities

• We give you the criteria list proposed above, and
• 1. We invite you to improve it.
• 2. We invite you to built a similar one for
  evaluating the technical aspects of laboratories

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Discussions Technical aspects