Exploring complex remote laboratory ecosystems through interoperable federation chains

Orduña, Pablo; Lerro, Federico; Bailey, Philip; Marchisio, Susana; DeLong, Kimberly; Perreta, E.; Dziabenko, Olga; Angulo, Ignacio; López‐de‐Ipiña, Diego; García-Zubía, Javier

doi:10.1109/educon.2013.6530259

Cited by 13 publications

(7 citation statements)

References 8 publications

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“…Fourth, as explained in [30], in the RLMS side, depending on its complexity, it is possible to achieve more complex chains. For example, WebLab-Deusto supports transitive federation (University A sharing a laboratory to University B automatically enables University B to re-share it with University C).…”

Section: Results Analysismentioning

confidence: 99%

Generic integration of remote laboratories in learning and content management systems through federation protocols

Orduña

Uribe

Isaza

et al. 2013

2013 IEEE Frontiers in Education Conference (FIE)

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Educational remote laboratories are a software and hardware tool that allows students to remotely access real equipment located in universities as if they were in a hands-on-lab session. Their integration in Content and Learning Management Systems (CMSs or LMSs) has been an active research topic for years, supporting mainly ad hoc solutions. A notable exception has been the use of federation protocols -commonly used for sharing laboratories from one university to other-, for actually sharing laboratories from a remote laboratory system to a C/LMS. This approach opened new doors in the simplification of the process, since it did not require the remote laboratories to make any type of change. The focus of this contribution is to provide a solution to decrease the number of functionalities required for creating an integration by providing a software component that reuses them. As shown in the contribution, this component has been implemented and two remote laboratory management systems (which provide access to multiple remote laboratories) are already supported, and a third one is under development. In the C/LMS side, all the LMSs supporting IMS LTI are supported, and HTTP APIs are provided for being supported by other systems. Indeed, the contribution describes its support in the Joomla CMS and in the Moodle 1.9 and dotLRN LMSs which do not support IMS LTI. The solution, called gateway4labs, is an open source initiative which targets to be used in production.

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Section: Results Analysismentioning

confidence: 99%

Generic integration of remote laboratories in learning and content management systems through federation protocols

Orduña

Uribe

Isaza

et al. 2013

2013 IEEE Frontiers in Education Conference (FIE)

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“…All achieved so far as regards technical innovations, educational research and even, the transfer of results to other institutions by the team at UNR [13], has been, besides, the product of a history of exchanges and collaborations in which some of the partners from the international consortium that carried out the VISIR+ Project have not been outsiders. [14].…”

Section: A Background Of Unr On Remote Laboratoriesmentioning

confidence: 99%

Improving the use of remote laboratories. The case of VISIR at Universidad Nacional de Rosario

Lerro

Marchisio

Concari

et al. 2019

2019 5th Experiment International Conference (exp.at'19)

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The present work originates in the Project "Educational Modules for Electric and Electronic Circuits Theory and Practice following an Inquiry-based Teaching and Learning Methodology supported by VISIR", carried out with the support of the Erasmus+ Programme. Remote labs can provide a framework where physical experiments can be developed for STEM (Science, Technology, Engineering and Mathematics) education. Although remote labs have been in use for over a decade now in several countries and levels of education, their use is not yet being generalized in Latin America. Through the VISIR+ International Cooperation Project from the Erasmus+ Programme, five higher education institutions from Latin America have incorporated de VISIR remote lab in order to carry out experiments with electric and electronic circuits. In the present work, the results of the study developed at Universidad Nacional de Rosario within the framework of the aforementioned project are shown.

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“…By selecting the curricular experimental activities and by adjusting the instructions related to them according to the desired educational aims, this laboratory has been used, besides, within the framework of teaching training courses at different levels, in subjects in postgraduate careers and in refreshment courses dealing with the inclusion of ICT in higher technological education. Besides, it has been affiliated since 2013 to the WebLab-Deusto (Orduña et al, 2013), as can be seen at Figure 2. The latter is, in turn, affiliated to the MIT remote iLab laboratory, thus allowing students and teachers from the universities concerned to have access from their own Laboratory systems to the experiments that they wish to share from among the ones developed at each institution.…”

Section: Remote Laboratory Fceia-unrmentioning

confidence: 99%

The Remote Laboratory as a Teaching Resource in the Scientific and Technological Training

Concari¹,

Marchisio²

2013

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The advances obtained in the field of knowledge of the information and communication technologies (ICT), transformed into a wide range of applications, methods and techniques, have forwarded the development of distance learning through the Internet. When distance learning is linked to disciplines such as Physics, Chemistry and Engineering, the best-known learning management systems (LMS) make it possible to develop some practical activities but these turn out narrow when it is necessary to encourage learning processes through experimental activities. During the last decades, and mostly in the countries in the north hemisphere, this need found a way for the exploration of possibilities, in the development of the remote laboratories. The challenge is that the inclusion of these laboratories in the curriculum is done within the frame of strategies that add value to the teaching processes, giving real chances for the building of learning experiences. This work aims at sharing the findings and thoughts arisen from the analysis of some significant number of experiences carried out by the authors, from the inclusion of the remote laboratory as a complementary teaching resource in different educational environments: courses of Physics for the teaching of Engineering at National Universities, postgraduate training and teaching training.

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Exploring complex remote laboratory ecosystems through interoperable federation chains

Cited by 13 publications

References 8 publications

Generic integration of remote laboratories in learning and content management systems through federation protocols

Generic integration of remote laboratories in learning and content management systems through federation protocols

Improving the use of remote laboratories. The case of VISIR at Universidad Nacional de Rosario

The Remote Laboratory as a Teaching Resource in the Scientific and Technological Training

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