Nowadays, it is more common to use both
systems, a Learning Management System (LMS) and a
remote laboratory, independently. However, we understand
it is highly convenient for the students to have access and
perform real experimental practices in remote laboratories
from a LMS. This integration of both educational resources
constitutes one objective of a project developed by a joint
venture company-university: a technology company (“educativa”)
and a public university (UNR). The project is
based on the addition to the “Virtual Campus LMS”,
developed by “e-ducativa”, of a function that allows the
access and control, via Internet, to the “Remote Laboratory
of Electronic Physics” located in the university
headquarters. Technology is basically a self-communication
protocol that allows exchanging data in a standardized way
between the LMS software and the device control connected
to the remote equipment. The project includes the
implementation of an interface that allows the users of the elearning
platform to have access to it and to future
developments of remote laboratories. In this paper the
authors describe the technical implementation of the project
and provide educational criteria in order to integrate the
new development into the electronic engineering
curriculum.
Learning Analytics at Large: the Lifelong Learning Network of 160, 000 Europe...Ralf Klamma
Ergang Song, Zinayida Petrushyna, Yiwei Cao, and Ralf Klamma
Information Systems and Databases, RWTH Aachen University
EC-TEL 2011
Palermo, Italy
September 23, 2011
Keynote presentation at IEEE TALE 2013 conference - A Second Step Ahead in the Future of Labs and Learning: MOOCs, Widgets, Ubiquity and Mobility - Bali, Indonesia, August 2013 http://www.tale-conference.org/tale2013/
Learning Analytics at Large: the Lifelong Learning Network of 160, 000 Europe...Ralf Klamma
Ergang Song, Zinayida Petrushyna, Yiwei Cao, and Ralf Klamma
Information Systems and Databases, RWTH Aachen University
EC-TEL 2011
Palermo, Italy
September 23, 2011
Keynote presentation at IEEE TALE 2013 conference - A Second Step Ahead in the Future of Labs and Learning: MOOCs, Widgets, Ubiquity and Mobility - Bali, Indonesia, August 2013 http://www.tale-conference.org/tale2013/
Widget and Smart Devices. A Different Approach for Remote and Virtual labsUNED
A vast number of learning content and tools can be found over Internet. Currently, most of them are ad-hoc solutions which are developed for a particular learning platform or environment. New concepts, such as Widgets, Smart devices, Internet of Thing and learning Clouds, are ideas whose goals is the creation of shareable online learning scenarios over different devices and environments.
LaptopLender. Unmanned laptop dispensing kiosk. (translated english version)Metropolia
The purpose of this study was to define a service for Metropolia University of Applied
Sciences which provides a means for a PC classroom with 100% utilisation. In 2019, the service will be in use in all of Metropolia’s campuses.
LaptopLender is a product that enables reducing the number of PCs in classrooms in the near future. Metropolia is able to create a PC classroom whenever or wherever it is needed on any of the campuses where LaptopLender is installed.
One of the tasks of the thesis was to research and define the functional and technical
specifications required to create such a service. To accomplish that, knowledge of how an institution of higher education functions, information with regard to course enrolment and
its resource reservation processes must be researched.
The usage of the computers was researched to gain knowledge of how PC classrooms were really used. In addition, the utilisation of the current laptop lending machines were also inspected. The outcome of this research was that the PC usage reporting was also
improved.
LaptopLender usage is not limited to education environments exclusively. Libraries could also use a machine to lend laptops to their users. Hotels and conference centres could have lendable laptops for their guests as an add-on service. In more secure environments, the lender could be paired to the access control system. For example, no one with a borrowed laptop could leave the premises without returning their borrowed laptop first.
In conclusion, the automated and unmanned LaptopLender provides a flexible and secure method to lend laptops in a variety of environments.
Towards Learning object recommendations based on teachers’ ICT competence pro...Stylianos Sergis
This is preliminary work from my PhD research, presented at the 14th IEEE International Conference in Advanced Learning Technologies, 7-9 July 2014, Athens, Greece.
AN ENHANCED ELECTRONIC TRANSCRIPT SYSTEM (E-ETS)ijcsit
Transcript is an inventory system holding student academic record. This system has been implemented
conventional, electronically or implemented using web services approaches which have been devoid of
mobile computing approach and system classification rules. The proposed architecture provides an
assiduous pathway for the implementation of the aforementioned issues. This architecture has the
propensity for cutting down operational cost and hardcopy documentation while handling organizational
procedures and processes
Digital Systems and Services for Open Access Education and LearningDemetrios G. Sampson
Demetrios G Sampson
Digital Systems and Services for Open Access Education and Learning - Seminar Slides
Beijing Forum 2013, Panel II: Global Engagement and Knowledge Sharing in Higher Education,Beijing Municipal Government, Beijing, China, 31 October – 3 November 2013
Summer School “New Media and Learning”, Peking University, Beijing, China, 17 July 2013
Joint IEEE TCLT Online Seminar and Beijing Normal University (BNU) International Course 2013 on “The New Development of Technology Enhanced Learning: Concept, Research and Best Practices”, 20 June 2013
Online instrument systems in reality for remote wiring and measurement of ele...IJECEIAES
Recently The prestigious universities of the world strive and aim to computerize their distance education service and more specifically the remote practical work, which allows students to manipulate electronic experiments via the web, for to solve a set of problems: pedagogical, management, security, restriction by time and place and the problems the overcrowding of students in universities. This paper will describe the E@SLab system developed by the university Cadi Ayyad member of the e-live project funded by EU in the frame of ERASMUS+E@SLab is based on the latest technologies of development and respects educational and pedagogical standards. E@SLab offers 2 versions different of remote laboratory: first version (s1) is an embedded system its part software is node js+Ubuntu and the part hardware a card pcduino or raspebery. The second version (s2) is based on LABview and its hardware part is the NI ELVIS II pedagogical map. In this paper, we will compare and discuss the architecture, performance of the 2 versions of E@SLAB and review other famous approaches NetLab, VISIR, for comparing with E@SLab with the intention show its singularity.
Dataset Quality Ontology - An Engineering Experiencejerdeb
Data quality is commonly defined as fitness for use. Many data consumers face the problem of identifying the quality of data. Data publishers, on the other hand, often do not have the means to identify quality issues in their data. To make the task for both stakeholders easier, we have developed the Dataset Quality Ontology (daQ) [1]. daQ is a core vocabulary for representing the results of quality benchmarking of a linked dataset. It represents quality metadata as multi-dimensional and statistical observations using the Data Cube Vocabulary. Quality metadata are organised as a self-contained graph, which can be embedded into linked datasets to support quality-based retrieval and ranking. During this talk the discussion will include design issues behind the daQ vocabulary and how it helped evolving the upcoming W3C Data Quality Vocabulary initiative [2], and some ontology quality issues related to ontologies and vocabularies.
[1] Debattista, J., Lange, C., & Auer, S. (2014). Representing dataset quality metadata using multi-dimensional views. Proceedings of the 10th International Conference on Semantic Systems, 92-99.
[2] https://www.w3.org/TR/vocab-dqv/
Learning Analytics for the Lifelong Long Tail LearnerRalf Klamma
Learning Analytics for the Lifelong Long Tail Learner
Ralf Klamma
RWTH Aachen University
Informatik 5 (DBIS)
CELSTEC, Heerlen, The Netherlands
February 24, 2011
Application of FOSS in University Libraries in Sri LankaUniversity
It was based on a survey done amongst the university libraries in Sri Lanka, to explore the extent to which FOSS tools are being utilized to enhance the library service quality and management, in general.
Virtualizing testbed resources to enable remote experimentation in online tel...FORGE project
EDUCON'15 Conference: In this paper we present an approach towards empowering online telecommunications engineering education by enabling hands-on remote experimentation over Trinity College Dublin's wireless testbed. Moreover, in order to offer a flexible testbed, capable of fulfilling the different and particular requirements of experimenters, we have created a framework that allows the virtualization of our testbed resources to create experimentation units to be used by remote experimenters/learners. Furthermore, we present the FORGEBox framework that offers an environment and resources to create online material capable to access the virtualized and physical testbed resources for incorporating experimentation into HTML-based online educational material.
Widget and Smart Devices. A Different Approach for Remote and Virtual labsUNED
A vast number of learning content and tools can be found over Internet. Currently, most of them are ad-hoc solutions which are developed for a particular learning platform or environment. New concepts, such as Widgets, Smart devices, Internet of Thing and learning Clouds, are ideas whose goals is the creation of shareable online learning scenarios over different devices and environments.
LaptopLender. Unmanned laptop dispensing kiosk. (translated english version)Metropolia
The purpose of this study was to define a service for Metropolia University of Applied
Sciences which provides a means for a PC classroom with 100% utilisation. In 2019, the service will be in use in all of Metropolia’s campuses.
LaptopLender is a product that enables reducing the number of PCs in classrooms in the near future. Metropolia is able to create a PC classroom whenever or wherever it is needed on any of the campuses where LaptopLender is installed.
One of the tasks of the thesis was to research and define the functional and technical
specifications required to create such a service. To accomplish that, knowledge of how an institution of higher education functions, information with regard to course enrolment and
its resource reservation processes must be researched.
The usage of the computers was researched to gain knowledge of how PC classrooms were really used. In addition, the utilisation of the current laptop lending machines were also inspected. The outcome of this research was that the PC usage reporting was also
improved.
LaptopLender usage is not limited to education environments exclusively. Libraries could also use a machine to lend laptops to their users. Hotels and conference centres could have lendable laptops for their guests as an add-on service. In more secure environments, the lender could be paired to the access control system. For example, no one with a borrowed laptop could leave the premises without returning their borrowed laptop first.
In conclusion, the automated and unmanned LaptopLender provides a flexible and secure method to lend laptops in a variety of environments.
Towards Learning object recommendations based on teachers’ ICT competence pro...Stylianos Sergis
This is preliminary work from my PhD research, presented at the 14th IEEE International Conference in Advanced Learning Technologies, 7-9 July 2014, Athens, Greece.
AN ENHANCED ELECTRONIC TRANSCRIPT SYSTEM (E-ETS)ijcsit
Transcript is an inventory system holding student academic record. This system has been implemented
conventional, electronically or implemented using web services approaches which have been devoid of
mobile computing approach and system classification rules. The proposed architecture provides an
assiduous pathway for the implementation of the aforementioned issues. This architecture has the
propensity for cutting down operational cost and hardcopy documentation while handling organizational
procedures and processes
Digital Systems and Services for Open Access Education and LearningDemetrios G. Sampson
Demetrios G Sampson
Digital Systems and Services for Open Access Education and Learning - Seminar Slides
Beijing Forum 2013, Panel II: Global Engagement and Knowledge Sharing in Higher Education,Beijing Municipal Government, Beijing, China, 31 October – 3 November 2013
Summer School “New Media and Learning”, Peking University, Beijing, China, 17 July 2013
Joint IEEE TCLT Online Seminar and Beijing Normal University (BNU) International Course 2013 on “The New Development of Technology Enhanced Learning: Concept, Research and Best Practices”, 20 June 2013
Online instrument systems in reality for remote wiring and measurement of ele...IJECEIAES
Recently The prestigious universities of the world strive and aim to computerize their distance education service and more specifically the remote practical work, which allows students to manipulate electronic experiments via the web, for to solve a set of problems: pedagogical, management, security, restriction by time and place and the problems the overcrowding of students in universities. This paper will describe the E@SLab system developed by the university Cadi Ayyad member of the e-live project funded by EU in the frame of ERASMUS+E@SLab is based on the latest technologies of development and respects educational and pedagogical standards. E@SLab offers 2 versions different of remote laboratory: first version (s1) is an embedded system its part software is node js+Ubuntu and the part hardware a card pcduino or raspebery. The second version (s2) is based on LABview and its hardware part is the NI ELVIS II pedagogical map. In this paper, we will compare and discuss the architecture, performance of the 2 versions of E@SLAB and review other famous approaches NetLab, VISIR, for comparing with E@SLab with the intention show its singularity.
Dataset Quality Ontology - An Engineering Experiencejerdeb
Data quality is commonly defined as fitness for use. Many data consumers face the problem of identifying the quality of data. Data publishers, on the other hand, often do not have the means to identify quality issues in their data. To make the task for both stakeholders easier, we have developed the Dataset Quality Ontology (daQ) [1]. daQ is a core vocabulary for representing the results of quality benchmarking of a linked dataset. It represents quality metadata as multi-dimensional and statistical observations using the Data Cube Vocabulary. Quality metadata are organised as a self-contained graph, which can be embedded into linked datasets to support quality-based retrieval and ranking. During this talk the discussion will include design issues behind the daQ vocabulary and how it helped evolving the upcoming W3C Data Quality Vocabulary initiative [2], and some ontology quality issues related to ontologies and vocabularies.
[1] Debattista, J., Lange, C., & Auer, S. (2014). Representing dataset quality metadata using multi-dimensional views. Proceedings of the 10th International Conference on Semantic Systems, 92-99.
[2] https://www.w3.org/TR/vocab-dqv/
Learning Analytics for the Lifelong Long Tail LearnerRalf Klamma
Learning Analytics for the Lifelong Long Tail Learner
Ralf Klamma
RWTH Aachen University
Informatik 5 (DBIS)
CELSTEC, Heerlen, The Netherlands
February 24, 2011
Application of FOSS in University Libraries in Sri LankaUniversity
It was based on a survey done amongst the university libraries in Sri Lanka, to explore the extent to which FOSS tools are being utilized to enhance the library service quality and management, in general.
Virtualizing testbed resources to enable remote experimentation in online tel...FORGE project
EDUCON'15 Conference: In this paper we present an approach towards empowering online telecommunications engineering education by enabling hands-on remote experimentation over Trinity College Dublin's wireless testbed. Moreover, in order to offer a flexible testbed, capable of fulfilling the different and particular requirements of experimenters, we have created a framework that allows the virtualization of our testbed resources to create experimentation units to be used by remote experimenters/learners. Furthermore, we present the FORGEBox framework that offers an environment and resources to create online material capable to access the virtualized and physical testbed resources for incorporating experimentation into HTML-based online educational material.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Classroom Observation System M.Arumugaraja - Assistant Professor,
K.P.Aravinda Kumar - UG Scholar,
V.Karthick - UG Scholar,
Department of ECE,
SNS College of Engineering, Coimbatore, India
COMNET as a Capacity-Building Partner for Two African InstitutionsProjectENhANCE
Overview of the role of COMNET-Aalto in the HEI ICI ENhANCE (Enhancing Education and Research in Networking and Communications Engineering) capacity building project.
REMOTE REALISTIC INTERFACE EXPERIMENTATION USING THE EMONA DATEX BOARDBabatunde Ishola
• Aboluwarin O. O., K. P. Ayodele, L. O. Kehinde, and B.I. Ishola, “Remote Realistic Interface Experimentation using the Emona Datex Board”, ASEE Annual Conference & Exposition, San Antonio, ASEE, pp. Paper AC 2012-4622, 2012.
Embedded System Practicum Module for Increase Student Comprehension of Microc...TELKOMNIKA JOURNAL
The result of applying the embedded system in education for students is successfully applied in
university. On the other side, many people in Indonesia use smart equipment’s (Hand phone, Remote), but
none of those equipments are used in education. University as the source of knowledge should overcome
the problem by encouraging the students to use a technology with learning about it first. Embedded
System Practicum Module Design needs a prototype method so that the practicum module that is desired
can be made. This method is often used in real life. A prototype considered of a part of a product that
expresses logic and physical of external interface that is being displayed and this method will fully depend
on user contentment. Embedded System Practicum Module Design is made to increase student
comprehension of embedded system course and to encourage students to innovate, so that many
technologies will be developed and also to help lecturers deliver course subjects. With this practicum it is
hoped that the student comprehension will increase significantly. The result of this research is a decent
practicum module, hardware or software that can help students to know better about technology and the
course subjects so that it will encourage the students to create an embedded system technology. The
result of the test has been done; there is an increase of learning value obtained by 7.8%.
ACHIEVING SEAMLESS MIGRATION TO PRIVATECLOUD INFRASTRUCTURE FOR MULTI-CAMPUS ...ijccsa
Maintaining IT infrastructure is a major challenge for multi-campus universities. The difficulties they face
include inflexibility, inefficiency, outdated technology, and redundant resources, all of which negatively
impact the quality of services provided to students, faculty, and researchers. Consequently, there is a
growing need for a more agile, efficient, and cost-effective solution that can cater to the everchanging IT
service demands of these institutions. Universities can boost their agility, scalability, and cost-effectiveness
while enhancing service quality by utilizing cloud services. Cloud computing enables universities to quickly
and easily access computing resources that can be scaled up or down as per their IT requirements,
providing them with the necessary flexibility to meet dynamic demands. Private cloud migration further
offers universities complete control over their internal security and SLA obligations, allowing them to
guarantee a high level of service delivery. This paper contends that private cloud migration is an effective
solution that can help multi-campus universities surmount their IT infrastructure challenges and enhance
their IT service delivery capabilities.
FORGE: Enhancing eLearning and research in ICT through remote experimentationFORGE project
EDUCON'14 Conference: This paper presents the FORGE initiative, which aims to transform the FIRE testbed facilities, already vital for European research, into a learning resource for higher education.
From an educational perspective this project aims at promoting the notion of \ac{srl} through the use of a federation of high-performance testbeds and at building unique learning paths based on the integration of a rich linked-data ontology.
Through FORGE, traditional online courses will be complemented with interactive laboratory courses.
It will also allow educators to efficiently create, use and re-use FIRE-based learning experiences through our tools and techniques. And, most importantly, FORGE will enable equity of access to the latest ICT systems and tools independent of location and at low cost, strengthening the culture of online experimentation tools and remote facilities.
A Survey on E-Learning System with Data MiningIIRindia
E-learning process has been widely used in university campus and educational institutions are playing vital role to enhance the skill set of students. Modern E-learning done by many electronic devices, such as smartphones, Tabs, and so on, on existing E-learning tools is insufficient to achieve the purpose of online training of education. This paper presents a survey of online e-Learning authoring tools for creating and integrating reusable e-learning tool for generation and enhancing existing learning resources with them. The work concentrates on evaluation of the existing e-learning tools a, and authoring tools that have shown good performance in the past for online learners. This survey work takes more than 20 online tools that deal with the educational sector mechanism, for the purpose of observations, and the outcome were analyzed. The findings of this paper are the main reason for developing a new tool, and it shows that educators can enhance existing learning resources by adding assessment resources, if suitable authoring tools are provided. Finally, the different factors that assure the reusability of the created new e-learning tool has been analysed in this paper.E-learning environment is a guide for both students and tutorial management system. The useful on the e-learning system for apart from students and distance learning students. The purpose of using e-learning environment for online education system, developed in data mining for more number of clustering servers and resource chain has been good.
E 5 development-of_a_data_management_system_for_studEdress Oryakhail
Abstract
With the advances of information technology nowadays, it is more than appropriate for an educational
institution to make use of the existing technology to ease the process of managing students’ data and grades.
One of the applications needed by the Information Systems department is a data management system for
student’s final year projects that can manage their grades and generate full reports.
This system will be developed as a web-based system, with access limited only to the university's local network.
To design this new system, analyses of the current final year project procedure, data and grade management will
be conducted. The results of the analyses will form the foundation of the design and development of a database
management system – the core support of the data management system. The interface of the system will be
designed and built on the principles of usability.
It is aimed that both the department's administration and the Head of Department can benefit from using this
system to input, manage and view students' final year projects and the respective grades.
Development of a Remote Laboratory Management System and Integration with So...Federico Lerro
The focus of this contribution is to propose a novel centralized authentication and authorization system, which can be used to share laboratories. This system optionally relies on existing mechanisms, such as those used by universities -e.g., Shibboleth, OpenID- or by social networks -e.g., Facebook Connect or Google with OAuth-. However, it still supports schools or universities not counting with an existing system, by providing its own system. The authentication and authorization system will be registered in other RLMSs. This way, users registered in the central system can consume laboratories from other institutions. This development is part of a project that includes the integration of the FCEIA-UNR lab with social networks. Based upon a previous development of a Remote Laboratory Management System at Universidad de Deusto, the authors also explain the advantages and drawbacks of the centralized approach.
Exploring didactic possibilities of an electronic devices remote lab with stu...Federico Lerro
This paper presents some results of an exploratory study carried out with the
collaboration of students, whose aim was to examine the teaching potential of a selfdeveloped
remote lab, called “Electronic Physics Remote Lab”. The remote lab
allows us, among other things, to test different kinds of diodes and transistors.
Students of Electronic Engineering attending Physics IV have been asked to use the
remote lab for the development of the following activities: a) to study the development
of different junctions and infer about their constructive features and b) to obtain
parameters of the devices under different test conditions, and to explain the behaviors
observed from the point of view of the physical processes. Besides, students prepared
test reports of the remote lab.
Exploring didactic possibilities of an electronic devices remote lab with stu...Federico Lerro
This paper presents some results of an exploratory study carried out with the
collaboration of students, whose aim was to examine the teaching potential of a selfdeveloped
remote lab, called “Electronic Physics Remote Lab”. The remote lab
allows us, among other things, to test different kinds of diodes and transistors.
Students of Electronic Engineering attending Physics IV have been asked to use the
remote lab for the development of the following activities: a) to study the development
of different junctions and infer about their constructive features and b) to obtain
parameters of the devices under different test conditions, and to explain the behaviors
observed from the point of view of the physical processes. Besides, students prepared
test reports of the remote lab.
Empleo y Aceptación por Estudiantes de Ingeniería de un Laboratorio Remoto de...Federico Lerro
La integración de la experimentación real mediante el empleo de
laboratorios remotos en contextos de teleformación representa un importante
logro tecnológico, cuyo potencial para una educación científico-tecnológica
significativa merece ser investigado. En este trabajo se presentan los resultados
de un estudio empírico llevado a cabo con la participación de alumnos de
segundo año de la carrera Ingeniería Electrónica (UNR) en Argentina, cuyo
objetivo fue explorar las posibilidades didácticas del “Laboratorio Remoto de
Física Electrónica”, de desarrollo propio, para la formación a distancia en el
área de los fundamentos científicos y técnicos de dispositivos electrónicos
básicos. Luego del empleo del laboratorio remoto para la realización de
actividades de aprendizaje, los estudiantes elaboraron informes de evaluación y
sugerencias de mejora del laboratorio remoto. A partir de los resultados
obtenidos se describen las mejoras realizadas
Empleo y Aceptación por Estudiantes de Ingeniería de un Laboratorio Remoto de...Federico Lerro
La integración de la experimentación real mediante el empleo de
laboratorios remotos en contextos de teleformación representa un importante
logro tecnológico, cuyo potencial para una educación científico-tecnológica
significativa merece ser investigado. En este trabajo se presentan los resultados
de un estudio empírico llevado a cabo con la participación de alumnos de
segundo año de la carrera Ingeniería Electrónica (UNR) en Argentina, cuyo
objetivo fue explorar las posibilidades didácticas del “Laboratorio Remoto de
Física Electrónica”, de desarrollo propio, para la formación a distancia en el
área de los fundamentos científicos y técnicos de dispositivos electrónicos
básicos. Luego del empleo del laboratorio remoto para la realización de
actividades de aprendizaje, los estudiantes elaboraron informes de evaluación y
sugerencias de mejora del laboratorio remoto. A partir de los resultados
obtenidos se describen las mejoras realizadas
A Mobile Remote Lab System to Monitor in Situ Thermal Solar InstallationsFederico Lerro
In this paper we describe the design and
development of interconnected devices which allow
monitoring in situ the performance of solar boilers. This
mobile remote lab system comprises two huge blocks of
hardware: a mobile station located by the boiler, which is
monitored and controlled in a remote way, and a fixed
station, located in the Laboratory of Energy for the
Sustained Development of the Universidad Nacional de
Rosario. The communication between the fixed and mobile
devices is controlled by microcontrollers included in both
stations and programmed in C language. The project is
being developed through three parallel lines of work: 1)
Design and development of fixed and mobile hardware; 2)
Development of firmware and software necessary to register
and communicate data; 3) Design and development of
learning activities. This mobile remote lab will be useful to
test the behavior of solar boilers in the place and
environmental conditions where they are placed so as to
evaluate their performance and efficiency anywhere. This is
also in order to contribute for the implementation of norms
for the certification of solar boilers. On the other hand, the
data and results obtained from the development will be used
as supplies for the design of learning activities.
Web-based Remote Semiconductors Devices Testing LaboratoryFederico Lerro
This paper presents the web-based remote
laboratory that will be used as part of the practice for the
Electronic Physics subject at the Electronic Engineering
course of the National University of Rosario, Argentina.
This remote laboratory was developed as a final project of
the course by two students. In this project several
semiconductors devices (diodes, BJT, J-FET, and
phototransistors) can be tested in order to obtain the output
characteristics of each one and to study the behavior in
different conditions. The fact that the user (student) does
not need to install any software to access via Internet and
the low cost for implementation of the laboratory, are the
most outstanding advantages of this Lab.
Web-based Remote Semiconductors Devices Testing LaboratoryFederico Lerro
This paper presents the web-based remote
laboratory that will be used as part of the practice for the
Electronic Physics subject at the Electronic Engineering
course of the National University of Rosario, Argentina.
This remote laboratory was developed as a final project of
the course by two students. In this project several
semiconductors devices (diodes, BJT, J-FET, and
phototransistors) can be tested in order to obtain the output
characteristics of each one and to study the behavior in
different conditions. The fact that the user (student) does
not need to install any software to access via Internet and
the low cost for implementation of the laboratory, are the
most outstanding advantages of this Lab.
Integración de plataforma de e-learning y laboratorio remoto para la realizac...Federico Lerro
The advances in knowledge, methods and techniques associated to the field of information and
communication technologies (ICT) are allowing significant changes in the educational practice.
The applications are a lot and they allow to increase the capacity in ranges of distance
communication, to guide the student in his decisions through techniques of artificial intelligence,
and to develop efficient and trustful mechanisms of asynchronous communication among others.
In this context, the Learning Management Systems (LMS) widely spread among the educational
institutions, are highlighted. However, these systems, as they are known today, become limited
when they have to provide distance education in the field of scientific-technologic disciplines
with an experimental base. On this matter, it is true that purely practical activities of such
technical fields as Engineering, do not find in LMS an overall solution. This problem is solved
by the remote laboratorios; but it is highly convenient for the student to have access and perform
real experimental practices in remote laboratories from the same system LMS. According to
these fundamentals, and as a result of a joint venture company- university, it is carrying out a
project that aims the integration of Remote Laboratory of Electronic Physics, fully developed at
the National University of Rosario, with the LMS developed by the company e-ducativa. In this
paper the authors describe the progress achieved in the project.
Integración de plataforma de e-learning y laboratorio remoto para la realizac...Federico Lerro
El avance en el conocimiento, de métodos y técnicas asociados al campo de las tecnologías de la
información y la comunicación (TIC) están posibilitando cambios significativos en la práctica
educativa. Las aplicaciones disponibles son múltiples, posibilitando: aumentar la capacidad en
entornos de comunicación a distancia, orientar al estudiante en sus decisiones mediante técnicas
de inteligencia artificial, desarrollar mecanismos de comunicación asíncrona, eficientes y fiables,
entre otros. Entre estas tecnologías, destacan los Sistemas de Gestión de Aprendizaje (SGA),
ampliamente difundidos entre las instituciones educativas, que se han consolidado como grandes
aliados para el desarrollo de la educación a distancia a través de Internet. Sin embargo, los SGA
tal como se los conoce hoy resultan limitados cuando se trata de llevar a cabo en dictados a
distancia actividades experimentales, puramente prácticas, como las que se requieren en el caso
de la formación en disciplinas como la Ingeniería. Esa necesidad la cubren los laboratorios
remotos, siendo conveniente que los estudiantes puedan acceder y realizar las prácticas
experimentales reales en laboratorio remoto desde el mismo sistema SGA que emplean
normalmente. Con este sustento en este trabajo se describen los avances realizados en el marco
de un proyecto cuyo objetivo es la integración del Laboratorio Remoto de Física Electrónica,
desarrollado íntegramente en la Universidad Nacional de Rosario, con el SGA, desarrollado por
la empresa e-ducativa.
The advances in knowledge, methods and techniques associated to the field of information and
communication technologies (ICT) are allowing significant changes in the educational practice.
The applications are a lot and they allow to increase the capacity in ranges of distance
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Integration of an e-learning Platform and a Remote Laboratory for the Experimental Training at Distance in Engineering Education
1. Integration of an e-learning Platform and a
Remote Laboratory for the Experimental Training
at Distance in Engineering Education
F. Lerro1; S. Marchisio1; S. Martini2; H. Massacesi2; E. Perretta1; A. Gimenez2; N. Aimetti2; J.I. Oshiro2
1 Facultad de Ciencias Exactas, Ingeniería y Agrimensura, Universidad Nacional de
Rosario, Rosario, Argentina
2 Empresa "e-ducativa", Rosario, Argentina
Abstract— Nowadays, it is more common to use both
systems, a Learning Management System (LMS) and a
remote laboratory, independently. However, we understand
it is highly convenient for the students to have access and
perform real experimental practices in remote laboratories
from a LMS. This integration of both educational resources
constitutes one objective of a project developed by a joint
venture company-university: a technology company (“e-
ducativa”) and a public university (UNR). The project is
based on the addition to the “Virtual Campus LMS”,
developed by “e-ducativa”, of a function that allows the
access and control, via Internet, to the “Remote Laboratory
of Electronic Physics” located in the university
headquarters. Technology is basically a self-communication
protocol that allows exchanging data in a standardized way
between the LMS software and the device control connected
to the remote equipment. The project includes the
implementation of an interface that allows the users of the e-
learning platform to have access to it and to future
developments of remote laboratories. In this paper the
authors describe the technical implementation of the project
and provide educational criteria in order to integrate the
new development into the electronic engineering
curriculum.
Index Terms—remote lab, LMS, e-learning, online
engineering
I. INTRODUCTION
The advances in knowledge, methods and techniques
associated to the field of information and communication
technologies (ICT) are allowing significant changes in the
educational practice. The applications are a lot and they
allow increasing the capacity in ranges of distance
communication, to guide the student in his decisions
through techniques of artificial intelligence, and to
develop efficient and trustful mechanisms of
asynchronous communication among others [1].
In this context, the Learning Management Systems
(LMS) widely spread among the educational institutions,
are highlighted. They are allies in the development of
distance education through the Internet, and help to the
management of information, the availability and
distribution of multimedia didactic materials, the
collaborative development of learning activities, and the
personalization of learning strategies, the bi and
multidirectional communication (synchronous and
asynchronous) without taking into account the place of
residence.
However, these systems, as they are known today,
become limited when they have to provide distance
education in the field of scientific-technologic disciplines
with an experimental base. On this matter, it is true that
through the use of the LMS systems it is possible to do
certain practical activities (exercises, exams, and on line
handing in of projects). Yet, it is also true that purely
practical activities of such technical fields, as Engineering,
do not find in LMS an overall solution. This problem is
solved by the remote laboratories [2].
In the Facultad de Ciencias Exactas, Ingeniería y
Agrimensura of the Universidad Nacional de Rosario
(UNR) we developed a Remote Laboratory of Electronic
Physics [3] [4]. It is possible to enter the site
http://labremf4a.fceia.unr.edu.ar/ with a username and
password. This laboratory has been and is still used in
training courses for professors at different levels, in
subjects of post graduate careers and updating courses
dealing with the incorporation of ICT at technological
university level and as an extra didactic resource [5] [6]
[7] for the teaching of the main properties of the basic
electronic devices in the subject Physics IV, Electronic
Engineering, UNR. On the other hand, independently, in
such a subject we are using the e-ducativa e-learning
platform.
But we understand it is highly convenient for the
student to have access and perform real experimental
practices in remote laboratories from the system LMS.
The latter is used to have access to the learning materials,
communicate among students and professors and perform
and send learning activities.
Out of this, we have started a project to integrate both
systems. Such a project is being developed by this work´s
authors as a technologic link between the company e-
ducativa and the Facultad de Ciencias Exactas, Ingeniería
y Agrimensura of the UNR.
On this subject, there are relatively recent antecedents
of remote laboratories integration with e-learning
platforms. In particular, in Ibero-America we can mention,
among others, the works [2] and [8]; in all cases, they are
self-made developments of remote laboratories in
universities with the Moodle platform, open code. In our
case, it is an LMS privately owned. E-ducativa is a
company devoted to the e-learning processes that was
started in Rosario, Argentina and it has expanded to nine
countries. In Argentina, it gives technologic support to the
2. Campus Virtual of the Teacher Training Institute of the
National Ministry of Education,
(http://campus.infd.edu.ar/aula/acceso.cgi), among others.
The company has developed products and services
implemented as modular and additional systems to
provide a solution for the needs of each institution, trying
to support the growth of the e-learning projects with
gradual cost rising. In this case in particular, for e-
ducativa, this development stands as a recent
implementation that fits with the LMS in modules.
II. DESCRIPTION
Basically, the implementation of the remote laboratory
in the e-ducativa LMS requires three main components: a)
the LMS or the system of knowledge administration; b)
the remote laboratory which includes both the laboratory
itself and the software and hardware that allow distance
management; and c) an interface between the LMS and
the Remote Laboratory that had to be fully developed.
A. The Remote Laboratory: Applications and Functions
The direct access to the Remote Laboratory of
Electronic Physics is performed with no need to install a
plug-in or any additional application to the web browser.
This characteristic makes it powerful enough to be
accessible from any PC with few requirements. Also, from
a Cyber or a mobile phone, the student can access and
carry out experiments using a user´s name and password
(Figure 1)
Figure 1.New interface to access the Remote Laboratory
The detailed description of the structure of this Remote
Laboratory has been reported in previous publications [3]
[4] [7].At present, it is possible to make the following
experiments:
• P-N junction diode under forward bias.
• P-N junction diode under reverse bias.
• Zener diode under both forward and reverse bias in
only one step.
• Germanium bipolar junction transistor in active mode
and in reverse operation mode.
• Silicon bipolar junction transistor in active mode and
in reverse operation mode.
• Uni-junction transistor.
• Field effect transistor.
• Phototransistor.
• Infrared light emitting diode.
The results of the different experiments are presented in
the shape of graphs and tables. Each table can be exported
as File XLS (Excel) and each graph as image file PNG.
The screen of results can modify the scale of the graphs so
as to be able to see better the peculiarities of the resulting
curves (Figure 2).
Figure 2.Screen of results of a test with a bipolar junction transistor
The most important features of the remote laboratory
are:
• The independence of the access platform (compatible
with different explorers such as Mozilla, Internet
Explorer, Opera)
• Simple, intuitive and easy-to-use interface
• Access only to registered users
• Admission to more than one user through a buffer. In
other words, if more than one student wants to do a
test through the remote lab at the same time, the
system enables only one of them while the others
wait. Once the first test is over, the system enables the
second and so on.
• Recovery by each user of its previous tests. During
the experiment, information is kept in the database
server of the lab so the student can get it back and see
the results of the experiment.
• Data export to Excel spreadsheet for its subsequent
analysis and treatment.
The syllabus units that included the students´ use of the
remote laboratory were the ones related with P-N junction
diodes and bipolar junction transistors. Students have to
deal with these topics before working with the remote
laboratory. The first issue is essential to understand the
behavior of the different semiconductor diodes and for an
informed study of the physical processes that explain the
behavior of nearly all the semiconductor devices. The
second issue requires the understanding of the electronic
processes that turn out when more complex structures,
involving junctions in interaction as in the bipolar
transistors, appear.
The integration of the remote laboratory into the
syllabus was carried out through two different activities of
open-ended and ill-structured problems.
This way we have tried to promote, in the student´s
cognitive structure, the link between the physic concepts
which supports the electronic behavior of the devices with
the characteristic curves obtained through test [6].
3. B. The e-ducativa LMS: Characteristics and Functions
The e-ducativa LMS integrates information services,
news, messaging, Chat, discussion forums, software
repository, wikis, surveys, videoconferences, evaluations,
marks, updated professors and students´ data, schedule of
events, among others. From a technical point of view, the
e-ducativa LMS is developed in PERL and HTML
languages and uses MySQL database systems. The main
characteristics are:
• Intranet/Internet Multi-platform
• Multi systems: Windows, Linux, Unix, Solaris
• Multi language: English, Spanish, Italian, Portuguese.
• Managing and administering system of students,
tutors, courses and on line evaluations.
• Compatible SCORM
From the managing perspective, the LMS allows:
• Automatic configuration to give services to six
different types of groups: teaching, at distance,
course, postgraduate, working group, investigation.
• Manually shape as far as six different users´ profiles,
defining from the profile name to the permissions:
students, assistants, tutors, heads, coordinators,
guests.
• Ask for a variety of follow up and statistics reports,
including an overall control of the material read and
sections visited.
• Import files with users´ groups.
• Manage pedagogic resources, announcements,
surveys, messaging, discussion forums and chat, with
a variety of tools to edit and manage courses as well
as evaluations.
Regarding the management, design, treatment and
didactic development of contents and learning activities,
the LMS has:
• A content editor with intuitive and simple interface.
• The possibility to develop the same content among
multiple authors.
• The possibility to individual or group assignment of
material, practical work and activities.
• Student´s self-check of his performance in a course
(detailed control of pending and read material)
• The possibility to report the marks of finished
assignments with private access for the student and
complete access for the professor.
Regarding the communicative functions, the LMS
offers:
• The possibility to do surveys among different groups
of students
• The management of news and innovations with the
possibility to attach images and links to external
websites.
• Updating instructions to the user about activities to be
done any time he accesses the platform.
• Sending corporate mails to all users in a group, in
different groups or to users in one or more groups.
• Management of a schedule of events.
• Personal e-mail addresses or through the POP3
account.
• Communication among members / users of the virtual
classroom and control of personal data uploaded by
each student.
• Management system for discussion forums and chat
rooms with the possibility to private chat and online
registering.
• Embedded net meeting that allows sharing the board.
• The possibility to video chatting between two users.
C. The characteristics of the implementation
To integrate the LMS with the Remote Laboratory, we
did the following:
• Unification of authentication: both systems have
separate authentication. They were unified entering
from the LMS for the users who are doing courses on
LMS.
• Security: as a security system, we used the Recrypt
Cypher version 4 (RC4) encrypted method and the
Message-Digest Algorithm 5 (MD5) to check the
validity of data sent from and to the platform.
• Re – design of Remote Laboratory interface: It was
made according to the design provided by the
platform. CSS and HTML5 templates were used. We
checked its correct operation in all modern browsers
at hand both for PC and mobile devices.
• User management: From the platform side, the users
are the students and professors who use the LMS. The
laboratory has a register of the ID that installed the
platform and a password mutually agreed and linked
to the same ID.
• Content management: The contents of the remote
laboratory are managed by the system Remote
Laboratory.
The way to integrate both systems is shown in the
following diagram (Figure.3)
Figure 3.Characteristics of the integration
4. III. OPERATION OF THE INTEGRATION
The resource Remote Laboratory is integrated in
modules into the LMS as an activity. The user, who can
create an activity to use the Remote Laboratory, is the
professor. He is also responsible for managing the
contents of the subject program or course in the virtual
classroom (Figure 4). So as to use the remote laboratory
for an activity, it is necessary to ask for it, ticking on the
option: “Handed in through the remote laboratory”
Figure 4.Screen to manage activities in the LMS
For the students´ view, the created activity is checked
as shown (Figure 5)
Figure 5: The activity with Remote Laboratory as seen by the student
Once the student has done the activity, the professor
sends it back. It may be approved or failed. For example,
he may ask the student to do the experiment and the report
again. In this case, the student will see what is shown in
Figure 6.
Figure 6: Student´s view including the button “Open remote laboratory”
in the diagram “Do activity”
The student presses the button “open remote
laboratory” and a new window appears corresponding to
the main menu of the remote laboratory. Once into the
remote laboratory, the students may ask to do a new test
or to see the results of a previous one (Figure 7).
Figure 7: Main laboratory page. The student may ask to do a new test or
see the results of a previous test.
Out of that, a screen Result will come out and it will
show data in graphs and tables (Figure 8). So as to let the
data “travel” to the LMS, the student has to press the
button “Export to the virtual classroom”, from the same
screen. Then, a new window is opened (Figure 9). In this
window, the student writes the test report and sends it to
the professor for correction pressing the button “send”.
Figure 8.Result Screen seen
from LMS
Figure 9. Student´s writing
space to report the activity
With the student´s report and the results of the test, the
system generates a report of the activity in a file format
with a pdf extension. Such report will appear to the
professor as shown in Figure 10.
Figure 10.How the professor sees what the student handed in. The red
flag shows what needs correction
IV. FINAL CONSIDERATIONS
This integration was started on the basis of a research
Project which started a couple of years ago with the LMS
of the National University of Distance Education
(UNED), from Spain, with Moodle implementation [8].
That time, we just asked for the possibility to have
access from the LMS directly to the laboratory. The user´s
verification is internally performed in the remote
laboratory being simple for the final user. Departing from
that idea, we worked to integrate our laboratory with the
e-ducativa LMS, improving it by adding encryptions for
security reasons. On the other hand, we also implemented
the return of the tests to the same LMS. This same scheme
5. or protocol can be implemented in the future to any other
LMS (such as Moodle)
This joint venture company- university has helped to
the promotion and use of the research, and the
improvement of any individual development. We have
been thinking about extending its use to a larger number
of institutions based on the concept of scalability. The aim
of using such an experience within the system should only
require dedication adjusted to the characteristics of the
experience.
REFERENCES
[1] O. Fernandez, P. Borges, M. Pérez-Lisboa, N. Peixoto and F.
Ramirez-Fernandez. “Laboratório virtual aplicado à educação a
distância”. Instrumentation Newsletter;
http://sim.lme.usp.br/~nathalia / publication/sbie00.pdf.
[2] J. García-Zubia, P. Orduña, J. Irurzun, I. Angulo and U.
Hernández,” Integración del laboratorio remoto WebLab- Deusto
en Moodle”. MoodleMoot Euskadi 2009, Universidad de Deusto.
Bilbao (Spain). May. 2009. (On line 22/10/2010 in
https://www.weblab.deusto.es/joomla/publications.html).
[3] F. Lerro and M. Protano, “Web-based Remote Semiconductors
Devices Testing Laboratory, International Journal of Online
Engineering Vol: 3 Issue: 3. 2007 (On line 03/04/2009,
http://online-journals.org/index.php/i-joe/article/view/432)
[4] F. Lerro, S. Marchisio,; M. Plano, M. Protano. & O. Von Pamel.
“A remote lab like a didactic resource in the teaching of the
physics of electronic devices”, In Auer, M. (Ed.), CD Proceedings
11th International Conference on Interactive Computer aided
Learning (ICL2008); Kassel University Press.2008.
[5] F. Lerro; S. Marchisio; O. Von Pamel. “Exploring didactic
possibilities of an electronic devices remote lab with students of
Electronic Engineering”, Proceedings ICBL2009. Florianopolis,
Brazil. 2009.
[6] F. Lerro, S. Marchisio, E. Perretta, M. Plano and M. Protano.
“Using the Remote Lab of Electronics Physics (“Laboratorio
Remoto de Física Electrónica”) to Support Teaching and
Learning” in Using Remote Labs in Education. J. García Zubía
and G. Alves. Eds. Universidad de Deusto, 2012, pp. 211-230
[7] S. Marchisio; F. Lerro; O. Von Pamel. “Empleo de un laboratorio
remoto para promover aprendizajes significativos en la enseñanza
de los dispositivos electrónicos”. PÍXEL BIT. Revista de Medios y
Educación. Nº. 38, 2011, pp. 129-139
[8] E. Sancristobal; S. Martín,; R. Gil; C. Martínez; E. López; N.
Oliva; F. Mur; G. Díaz; M. Castro. 2008. “Development and
Interaction between LMS Services and Remote Labs”.
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2008.
AUTHORS
F. Lerro is with the Facultad de Ciencias Exactas,
Ingeniería y Agrimensura, Avda. Pellegrini 250, Rosario,
Argentina (e-mail: flerro2@yahoo.com.ar).
S. Marchisio is with the Facultad de Ciencias Exactas,
Ingeniería y Agrimensura, Avda. Pellegrini 250, Rosario,
Argentina (e-mail: name@ institution).
S. Martini is with the company “e-ducativa. S.A”, 9 de
Julio 1875, Rosario, Argentina (e-mail: smartini@e-
ducativa.com)
H. Massacesi is with the company “e-ducativa. S.A”, 9
de Julio 1875, Rosario, Argentina (e-mail: hmassac@e-
ducativa.com)
E. Perretta is with the Facultad de Ciencias Exactas,
Ingeniería y Agrimensura, Avda. Pellegrini 250, Rosario,
Argentina (e-mail: emmanuelap@live.com.ar)
A. Gimenez is with the company “e-ducativa. S.A”, 9
de Julio 1875, Rosario, Argentina (e-mail: info@e-
ducativa.com)
N. Aimetti is with the company “e-ducativa. S.A”, 9 de
Julio 1875, Rosario, Argentina (e-mail: info@e-
ducativa.com)
J.I. Oshiro is with the company “e-ducativa. S.A”, 9 de
Julio 1875, Rosario, Argentina (e-mail: info@e-ducativa)