Presentation paper at the Twelfth LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2014) in Guayaqui, Ecuador, July 22 - 24, 2014

1. Internationalization & Globalization
of Engineering
Manuel Castro, Mohamed Tawfik, Edmundo Tovar
Electrical & Computer Engineering Department (DIEEC)
Spanish University for Distance Education (UNED)
Twelfth LACCEI Latin American and Caribbean Conference for
Engineering and Technology (LACCEI’2014)
”Excellence in Engineering To Enhance a Country’s
Productivity” July 22 - 24, 2014 Guayaquil, Ecuador.
Manuel Castro, Ph.D.
Catedrático de Tecnología Electrónica
UNED, Madrid, España
http://www.slideshare.net/mmmcastro/

2. Presentation Structure
 INTERNATIONAL ACTIVITIES AT DIEEC / UNED
 VIRTUAL INSTRUMENT SYSTEMS IN REALITY (VISIR)
 INTER-INSTITUTIONAL ONLINE MASTER’S DEGREE PROGRAM
 MASSIVE OPEN ONLINE COURSE (MOOC)

3. INTERNATIONAL ACTIVITIES
DIEEC / UNED
 Spanish University for Distance Education (UNED)
 DISTANCE EDUCATION >> Universidad Nacional de Educación a Distancia
 240,000 students – 8 Faculties – 2 Engineering Schools
 No health
 27 bachelors degrees adapted to the European Higher Education Area
(EHEA)
 6 in Engineering
 45 official university master's degrees adapted to the EHEA
 39 doctoral programs adapted to the EHEA
 Electrical & Computer Engineering Department (DIEEC)
 Departamento de Ingeniería Eléctrica, Electrónica y de Control
 Electrical Engineering
 Electronics Technology
 Systems and Control Engineering
 Telematics Engineering
 Computer Engineering

4. INTERNATIONAL ACTIVITIES
UNED (99% activities in Spanish)
DIEEC (first English Master / first Remote Lab MOOC)
http://commons.wikimedia.org/wiki/File:Mapamundi_tipografico_paises.svg

5. Internet
Estudiante
Estudiante
Internet
Servidor
Data Base
?
?
InstrumentosControlador
Software Lab
LMS
M
I
D
D
L
E
W
A
R
E
Internet
Internet
?
?
InstrumentosControlador
Software Lab
Estudiante
Profesor
Profesor
INTERNATIONAL ACTIVITIES
Remote Laboratories and Internet access

6. Virtual Instrument Systems in Reality (VISIR)
http://ohm.ieec.uned.es/portal/?page_id=76

7. 1) Bleking Institute of Technology (BTH).
2) Carinthia University of Applied Sciences.
3) FH Campus Wien University of applied sciences.
4) Polytechnic Institute of Porto (ISEP).
5) University of Deusto.
6) Spanish University for Distance Education (UNED).
7) Indian Institute of Technology Madras (IIT-M).
Virtual Instrument Systems in Reality (VISIR)

8. Virtual Instrument Systems in Reality (VISIR)

9. Virtual Instrument Systems in Reality (VISIR)

10.  RLC circuit
 Half-wave rectifier with filter.
 Half-wave rectifier without filter.
 Inverter operational amplifier.
 Non-inverter operational amplifier.
 Regulator with zener diode.
 Common emitter BJT.
 Common collector BJT.
Virtual Instrument Systems in Reality (VISIR)

11.  It is conducted by 5 European institutions from 4 different European countries and
oriented to labor market needs.
 The program is funded by the European project, RIPLECS and is targeted to engineers,
technicians and scientists with interest on up-to-date topics in the area.
 The program was launched in the academic year 2013/2014.
 The program is of one year (2 semesters) and 60 ECT (subjects 5ECT & final project 10
ECT) and is officially-accredited initially in Spain, by the Spanish ANECA accreditation
Agency. In addition, a certification from all partner universities are included.
 Remote laboratories are an integral part of all its subjects and each partner participates
with at least a subject and access to a remote laboratory.
Online Official and Inter-institutional Master’s Degree Program in
Information & Communication Technologies (ICT)
Remote-labs Access in Internet-based Performance-Centered Learning
Environment for Curriculum Support (RIPLECS)

12.  The program’s curriculum is organized as follows:
Online Official and Inter-institutional Master’s Degree Program in
Information & Communication Technologies (ICT)
Remote-labs Access in Internet-based Performance-Centered Learning
Environment for Curriculum Support (RIPLECS)

13. http://riplecs.dipseil.net/

15. Online Official and Inter-institutional Master’s Degree Program in
Information & Communication Technologies (ICT)
http://www.ieec.uned.es/Web_docencia/EEES_ICES/inicio.htm

16.  Extending the concepts of OCW, Massive Open Online Courses (MOOCs) was
originated in 2008 within the OER movement. MOOCs are open online courses
that are more structured formal and aiming at large-scale interactive participation.
Only a few percent of the tens of thousands of students who may sign up
complete the course. Typically they do not offer academic credit or charge tuition
fees but in some cases they offer the possibility of earning academic credit or
certificates based on supervised examinations
 Subsequently, several providers by elite universities have emerged such as edX,
which was founded by MIT and Harvard University. New commercial start-ups
such as Coursera and Udacity have also been launched in collaboration with
prestigious universities, offering online courses either for free, charging or only
charging a small fee for the final certification. Other open education initiatives
have been around such as Udemy, P2PU and Khan Academy
Massive Open Online Courses (MOOCs)

17.  Different methodologies have driven MOOCs in two different pedagogical
directions:
1. The earlier connectivist-based MOOCs (cMOOC), which was based on
exploring new pedagogies beyond traditional classroom and emphasizing
that learning and knowledge emerge from interaction, creativity, autonomy
and informal social networking learning relatively free from institutional
constraints
2. And the later content-based MOOCs (xMOOCs) such as those offered by
Coursera and edX, which emphasize a more traditional and behaviorist
learning approach through instructional methods with video presentations,
short quizzes and testing
Massive Open Online Courses (MOOCs)

18. Massive Open Online Courses (MOOCs)

19. Massive Open Online Courses (MOOCs)

20. Massive Open Online Courses (MOOCs)

21. Massive Open Online Courses (MOOCs)

22. Organization
1st edition course: May 2013 – September 2013 (5 months)
2nd edition course: November 2013 – January 2014 (3 months)
 8 modules of 10 hours.
 The first module introduces circuit simulation with tools such as SPICE and
Micro-Cap and the subsequent modules involves real-time practicing with VISIR.
35 years old students or older 43%
Active workers 50%
Undergraduate students in a related field 18%
Graduate or postgraduate students in a related field 19%
Students with a non-university degree in a related field 23%
Students enrolled in this MOOC especially because of the use of a remote laboratory 81%
Massive Open Online Courses (MOOCs)

23. Implementation
Massive Open Online Courses (MOOCs)

24. https://unedcoma.es/
UNED COMA
Massive Open Online Courses (MOOCs)

25. Thanks for your Attention!
Internationalization & Globalization
of Engineering
Manuel Castro, Mohamed Tawfik, Edmundo Tovar
Electrical & Computer Engineering Department (DIEEC)
Spanish University for Distance Education (UNED)
Manuel Castro, Ph.D.
Catedrático de Tecnología Electrónica
UNED, Madrid, España
mcastro@ieec.uned.es
http://www.slideshare.net/mmmcastro/