The VALUE @ Amrita Virtual Labs Project: Using Web Technology to Provide Virtual Laboratory Access to Students

Achuthan, Krishnashree; Sreelatha, K. S.; Surendran, Shone; Diwakar, Shyam; Nedungadi, Prema; Humphreys, Steven; Pillai, Zeena S.; Raman, Raghu; Deepthi, Ani; Gangadharan, Rathish; Saritha, Appukuttan; Ranganatha, Jyothi; Sambhudevan, Sreedha; Mahesh, Suma

doi:10.1109/ghtc.2011.79

Cited by 60 publications

(18 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Web‐based applications have created a situation in which these technologies have become readily available for usage in classrooms or at home. Examples of repositories of online labs or simulations that are very widely used in science education are the PhET (Moore & Perkins, ; Wieman, Adams, & Perkins, ), Amrita/OLabs (Achuthan et al, ; Nedungadi, Malini, & Raman, ; Nedungadi, Ramesh, Pradeep, & Raman, ), Molecular Workbench (Xie et al, ), Physics Aviary (MacIsaac, ), Physlet Physics (Christian & Belloni, ), and ChemCollective (Yaron, Karabinos, Lange, Greeno, & Leinhardt, ) collections. The Go‐Lab sharing platform (http://www.golabz.eu, see, e.g., de Jong, Sotiriou, & Gillet, ) is an example of a platform in which labs from different repositories are brought under one umbrella.…”

Section: Technology For Inquiry Learningmentioning

confidence: 99%

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Jong

2019

Computer Assisted Learning

View full text Add to dashboard Cite

What is the best approach to educating students is, evidently, the pivotal question in educational research. In the general debate on this question, clear positions are often taken―for example, whether teacher‐led instruction or more student‐directed approaches should be followed. In the current narrative review, this central question and the different stances taken are explored for a specific field of learning, STEM (science, technology, engineering, and mathematics) domains. The current article starts with an argument as to why the traditional, more directive teacher‐led educational approach to STEM learning may not always lead to deep conceptual knowledge and proposes exploring more engaged forms of learning. More specifically, a particular arrangement for engaged learning, inquiry learning, is taken as an example in this exploration. It is argued that the effects of educational methods are influenced by a multitude of (interacting) factors related to student and teacher characteristics, context, domain, frequency of use, timing, and probably more. Therefore, this article tries to outline a more nuanced and balanced stance towards choosing educational approaches. A picture is presented to show that adopting and combining different approaches, at both the lesson and the curricular levels, may be necessary to reach optimal levels of learning. Existing and upcoming technologies may play a decisive role in realizing this more complex, but also more realistic view of learning in STEM.

show abstract

Section: Technology For Inquiry Learningmentioning

confidence: 99%

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Jong

2019

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Virtual laboratories can run in analogue to traditional labs to enhancement, support, and boost student learning in education mode [32,33]. Several VL projects are being built from different standpoints such as iLab project [34], Lila project [35]; Laboratory Share [36], Web Laboratory-Deusto project developed [37], Go-Laboratory school project [38], Global Online Laboratory Consortium (GOLC) Laboratory2Go6 portal [39], Open Wonderland project [40], an online lab project [41], and a Deeptutor project [42].…”

Section: Related Workmentioning

confidence: 99%

PACA-ITS: A Multi-Agent System for Intelligent Virtual Laboratory Courses

et al. 2019

View full text Add to dashboard Cite

This paper describes an intensive design leading to the implementation of an intelligent lab companion (ILC) agent for an intelligent virtual laboratory (IVL) platform. An IVL enables virtual labs (VL) to be used as online research laboratories, thereby facilitating and improving the analytical skills of students using agent technology. A multi-agent system enhances the capability of the learning system and solves students’ problems automatically. To ensure an exhaustive Agent Unified Modeling Language (AUML) design, identification of the agents’ types and responsibilities on well-organized AUML strategies is carried out. This work also traces the design challenge of IVL modeling and the ILC agent functionality of six basic agents: the practical coaching agent (PCA), practical dispatcher agent (PDA), practical interaction and coordination agent (PICA), practical expert agent (PEA), practical knowledge management agent (PKMA), and practical inspection agent (PIA). Furthermore, this modeling technique is compatible with ontology mapping based on an enabling technology using the Java Agent Development Framework (JADE), Cognitive Tutor Authoring Tools (CTAT), and Protégé platform integration. The potential Java Expert System Shell (Jess) programming implements the cognitive model algorithm criteria that are applied to measure progress through the CTAT for C++ programming concept task on IVL and successfully deployed on the TutorShop web server for evaluation. The results are estimated through the learning curve to assess the preceding knowledge, error rate, and performance profiler to engage cognitive Jess agent efficiency as well as practicable and active decisions to improve student learning.

show abstract

“…Indian Government has develop virtual labs, online videos lecture database through National Program for Technology Enhanced Learning (NPTEL) & online thesis management system Shodhaganga [9][10][11]. Virtual labs are developed with partnership of technical institutions & Ministry of Human Resource Development (MHRD).…”

Section: Indian Government Initiativesmentioning

confidence: 99%

“…Some labs such as metal forming lab, mechanics of machine lab, machine dynamics & vibration lab, general purpose production shop simulation lab, laser based flow diagnostics laboratory, virtual combustion and automatization laboratory etc have been already developed which is associated to the students of manufacturing engineering. Some labs are still in development phase [11]. NPTEL program gives the students a opportunity to learn course through the famous faculty of the other institution.…”

Section: Indian Government Initiativesmentioning

confidence: 99%

Manufacturing Engineering Education in India

Khare

Chatterjee

Bajpai

et al. 2016

Management and Production Engineering Review

View full text Add to dashboard Cite

Evolution of manufacturing technology has been a definitive indicator of human society's development. From the wheels that started the spree to the world of machines that have revolutionized the manufacturing processes, manufacturing tools have been indicative of eras of development. In this paper, we have focused on the branch of engineering that deals with manufacturing -specifically its structure in India. In this study we investigate some premier government institutes with respect to Manufacturing Engineering Education. We have also included the technical education model at different education level.

show abstract

The VALUE @ Amrita Virtual Labs Project: Using Web Technology to Provide Virtual Laboratory Access to Students

Cited by 60 publications

References 6 publications

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

PACA-ITS: A Multi-Agent System for Intelligent Virtual Laboratory Courses

Manufacturing Engineering Education in India

Contact Info

Product

Resources

About