Integration of online Laboratories in Learning Platforms

Ruano, Ildefonso Ruano; Estévez, Elisabet; García, Ángela Domínguez; García, Javier Gámez; Ortega, Juan Gómez

doi:10.1109/taee46915.2020.9163661

Cited by 3 publications

(5 citation statements)

References 18 publications

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“…Despite the existence of previous works that analyze the possibility of integrating online laboratories with the LMS [39], [40], some even through the use of standards [76] and as far as authors know, there are no works that carry out a study of the standards used to achieve this integration such as the one shown in this work, or at least, the authors have not found any. For this reason, it has not been possible to carry out a comparative analysis with previous studies.…”

Section: Discussionmentioning

confidence: 91%

“…The survey was offered to 375 experts in OLs via email and the 20.3% responded to it (76). The sampling error is acceptable and the sample is reasonably significant since the maximum error for a 95% confidence level is 10.05%.…”

Section: Resultsmentioning

confidence: 99%

“…In order to find out what are the most important characteristics that an OL should have when integrating it with an LMS, the survey asked to rate the importance of a series of desirable features obtained from [76]. The table in Fig.…”

Section: Results 2 Identification Of the Most Relevant Characteristic...mentioning

confidence: 99%

“…In [76] there are listed the desirable characteristics for OL experts when defining a new laboratory. show a quantitative score about the facilities provided by each standard to achieve every OL's desirable characteristic for those experts who know the standard and for those experts that also have been used it for creating OLs, respectively.…”

Section: Discussionmentioning

confidence: 99%

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Standards for the Integration of Online Laboratories With Learning Management Systems

Ruano,

Estévez,

Gámez

et al. 2023

IEEE Access

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Laboratory work is essential in most applied science and engineering specific coursers. The continuous advances in Information and Communication Technologies be able the use of online laboratories (OLs). Their use is increased due to the advantages they offer compared to conventional laboratories, as unfortunately verified during Covid-19 pandemic. OLs and Learning Management Systems (LMSs) are key technologies in the learning process field. Normally, the integration of OLs with LMSs is carried out using proprietary or ad-hoc solutions. Furthermore, there are standards that can be used for this integration, such as: LTI, IEEE P92741.1 (xAPI), SCORM and IEEE1876. This work elaborates a survey which has been provided to the experts of online laboratories for them to complete. Gathered information allowed authors to diagnose the level of knowledge and use of the main standards for creating and integrating OLs. In fact, the analysis of this information confirms that there is a lack of criteria for selecting one standard against the others and how use it in the online laboratory development. This work gives guidelines for selecting the most appropriate standard according to desired characteristics of the online laboratory under development.

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Section: Discussionmentioning

confidence: 91%

Section: Resultsmentioning

confidence: 99%

Section: Results 2 Identification Of the Most Relevant Characteristic...mentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Standards for the Integration of Online Laboratories With Learning Management Systems

Ruano,

Estévez,

Gámez

et al. 2023

IEEE Access

Self Cite

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show abstract

“…For robotic courses involving physical experiments, educators have chosen to deliver kits and devices to students' homes for at-home experiments (Benitez et al, 2020;Wu, et al, 2020;Sawatzki & Muraleedharan, 2021), demonstrate experiments lively on zoom or via recording, or use simulation projects (Havenga, 2020;Dey & S, 2020;Ruano et al, 2020). Delivering hardware kits to students' homes can be suitable for lower-level courses, since these kits are usually affordable; the experiments are typically not challenging; and resultantly, the educators can still be helpful even remotely.…”

Section: Introductionmentioning

confidence: 99%

Online robotics technology course design by balancing workload and affect

Wang

et al. 2023

JID

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This paper describes our course design approach that successfully transformed an undergraduate Robotics Technology course from in-person teaching to online guided by the TASKS model. Our course redesign process includes identifying conflicts, generating solutions, self-evaluation, and analyses of design solutions. We carefully balanced between Workload and students’ Affect, by designing comparable workloads as before, as well as maintaining students’ motivation similarly at the in-person level. Transforming this course consisting of lecture sessions and lab sessions with hardware and software elements yielded a set of course activities and teaching practices applicable to online teaching of other courses. When physical robots become unavailable, simulation projects were designed as alternatives and simulated versions of those physical projects used in face-to-face classroom. These simulation projects are in the areas of autonomous mobile robots, robotic manipulator, and advanced robotic control on MATLAB-ROS, respectively. Comparisons with past in-person results confirm that effective learning has been achieved remotely, having maintained student’s performance and motivation.

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The Role of Institutional Repositories in Higher Education: Purpose and Level of Openness

Santos-Hermosa

2023

Distributed Learning Ecosystems

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The aim of this chapter is to consider repositories as distributed learning systems, exploring how they can influence higher education by allowing learners and teachers to deposit their educational resources for open sharing and use in teaching and learning processes. To this end, three essential issues will be addressed. The first is the current state of institutional repositories in higher education at international level. An overview will be offered—covering content, metadata, licences, educational and reuse aspects, etc.—to identify the different levels of development of these repositories, followed by a more specific contextualisation of the European case. The second issue, causally related to the first, is the question of what should be done to (further) increase the level of openness and interconnection of repositories in order to integrate them into education. In other words, how can we advance from open content and Open Educational Resources (OER) to Open Educational Practices (OEP), and from OAI-PHM (Open Archives Initiative Protocol for Metadata Harvesting) protocol interoperability to Linked Data and Open Informational Ecosystems? Finally, several ongoing initiatives will also be discussed as good practice models to be considered.

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Integration of online Laboratories in Learning Platforms

Cited by 3 publications

References 18 publications

Standards for the Integration of Online Laboratories With Learning Management Systems

Standards for the Integration of Online Laboratories With Learning Management Systems

Online robotics technology course design by balancing workload and affect

The Role of Institutional Repositories in Higher Education: Purpose and Level of Openness

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