supporting a mooc on electronics with visir

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Supporting a MOOC on Electronics with VISIR Manuel Castro, Ph.D., IEEE Fellow Past President Jr IEEE Education Society Professor – Electronics Technology UNED, Madrid, Spain http ://www.slideshare.net/mmmcastro/

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Supporting a MOOC onElectronics with VISIR

Manuel Castro, Ph.D., IEEE Fellow Past President Jr

IEEE Education Society

Professor – Electronics TechnologyUNED, Madrid, Spain

http://www.slideshare.net/mmmcastro/

CONTENTS

Supporting a MOOC on Electronics with VISIR

1.Introduction2.Course design3.Practices design4.Results

◌ Use of MOOC (Massive Open Online Laboratory) as a Practical Competence Literacy in Electronics hand-on Lab

◌ Remote Lab inside a MOOC◌ Objective: Literacy in Electronics hand-on

◌ Other approach◌ MOOL – Massive Open Online Laboratory

1. INTRODUCTION

Supporting a MOOC on Electronics with VISIR

◌ The experiments included in the MOOC are based on the remote laboratory platform Virtual Instrument Systems in Reality (VISIR) a remote laboratory for electric and electronic circuits experiments◌ First time more than 3,000 users trying to book VISIR in

an structured way

◌ Title of the MOOC is:◌ “Practical Basis on Circuits and Electronics” (Bases de

Circuitos y Electrónica Práctica, BCEP)

1. INTRODUCTION

Supporting a MOOC on Electronics with VISIR

1. INTRODUCTION

◌ Internet of Things (IoT)◌ A way of connect everything on Internet◌ Services deployed◌ Internet of Everything (IoE)

◌ Internet of Learning Things (IoLT)◌ A way of use for Educational Actitivies the IoT

Supporting a MOOC on Electronics with VISIR

CONTENTS

Supporting a MOOC on Electronics with VISIR

1.Introduction2.Course design3.Practices design4.Results

◌ MOOC Practical Basis on Circuits and Electronics◌ Bases de Circuitos y Electrónica Práctica, BCEP

◌ Editions: UNED COMA initiative (https://unedcoma.es/)◌ First edition from May to October 2013 ◌ Second edition from November 2013 to October 2014◌ Third edition open since November 2014◌ Use the remote laboratory platform Virtual Instrument

Systems in Reality (VISIR) as a remote laboratory for electric and electronic circuits experiments inside MOOC

2. COURSE DESIGN: BASIS

Supporting a MOOC on Electronics with VISIR

2. COURSE DESIGN: UNED COMA

Supporting a MOOC on Electronics with VISIR

https://unedcoma.es/

2. COURSE DESIGN: PRELIMINARY

Supporting a MOOC on Electronics with VISIR

◌ The evaluation and activities go around VISIR and the objectives and evaluation focused on the handling of instruments and measurements

◌ Even though VISIR has its own booking system, the remote laboratory reservation system has been integrated in the platform of the MOOC

◌ The students have not time limitation for completing the different tasks

◌ All videos and activities contribute to the grading◌ Students will get a course badge by accomplishing that the

grade exceed the cut-off grade point established (80%)◌ All documents, guides and videos are in Spanish◌ The main objective is the real circuits remote handling – the

acquisition of the competences for analysing circuits is not an objective

2. COURSE DESIGN: PRE-CONCEPTS

Supporting a MOOC on Electronics with VISIR

◌ VISIR collide with one of the most relevant features that any MOOC should achieve: scalability [16]

◌ Initial settings: ◌ 16 simultaneous users◌ 60 minutes per turn◌ 2 simultaneous turns booked◌ 14 turns per course

◌ With these settings, up to 384 students every day◌ Adjusting these parameters, the administrators are

able to regulate remote laboratory availability to the demand of use

2. COURSE DESIGN: RESERVATIONS

Supporting a MOOC on Electronics with VISIR

Supporting a MOOC on Electronics with VISIR

2. COURSE DESIGN: RESERVATIONS

◌ 42 videos◌ Handling of remote laboratory instruments and components

(R, C, D)◌ Components and circuits behavior

◌ 55 standard multiple choice questions (single and multiple-answer)

◌ 30 tests multiple choice questions◌ 4 PDF documents covering the theoretical contents of the course◌ Simulator and VISIR Manuals and Tutorials◌ Datasheets for working with real components◌ 8 Practices guides◌ Over 30 activities with sub-activities associated for experiment

with the different circuits designed

2. COURSE DESIGN: CONTENTS

Supporting a MOOC on Electronics with VISIR

CONTENTS

Supporting a MOOC on Electronics with VISIR

1.Introduction2.Course design3.Practices design4.Results

◌ Module 1: Simulation◌ Module 2: Remote laboratory (VISIR)◌ Module 3: Working with resistors. Ohmic values. Voltage

divider◌ Module 4: RLC circuits. RL, RLC & RC circuits◌ Module 5: Working with diodes. Differences between 1N4007 &

BAT42. Halfwave rectifier. Voltage drop on diode◌ Module 6: Low-pass filter. Mean value, voltage ripple, load land

ine regulation◌ Module 7: Zener diode. Zener diode as voltage regulator.

Zener diode as clipper. Construction of the current-voltage characteristic curve

◌ Module 8: Operational amplifier. Non-inverting amplifier. Inverting differentiator. Inverting amplifie

3. PRACTICES DESIGN: MODULES

Supporting a MOOC on Electronics with VISIR

Supporting a MOOC on Electronics with VISIR

3. PRACTICES DESIGN: MODULES

Supporting a MOOC on Electronics with VISIR

3. PRACTICES DESIGN: DIODES◌ 1N4007

◌ BAT42

15/04/2023

100 Hz 10 kHz 1 MHz

100 Hz 10 kHz 1 MHz

Supporting a MOOC on Electronics with VISIR

3. PRACTICES DESIGN: DIODES◌ Clipper circuit

Ucc = 0 V Ucc = 2 V

Ucc = 4 V Ucc = 6 V

Supporting a MOOC on Electronics with VISIR

3. PRACTICES DESIGN: ZENER DIODES◌ Zener diode: Current-voltage characteristic

Supporting a MOOC on Electronics with VISIR

3. PRACTICES DESIGN: RLC◌ RLC circuits: RC circuit

100 Hz20 Hz 500 Hz

5 kHz1 kHz 10 kHz

Supporting a MOOC on Electronics with VISIR

3. PRACTICES DESIGN: TESTS

CONTENTS

Supporting a MOOC on Electronics with VISIR

1.Introduction2.Course design3.Practices design4.Results

4. RESULTS: STUDENTS

Supporting a MOOC on Electronics with VISIR

◌ 80% points real remote laboratories are suitable tools for obtaining practical competences

◌ 45% had experience doing real practices in a real, on-campus, laboratory, 31% had used simulators, 9% had worked with virtual labs and only 2% had experience with remote labs (FIRST EDITION)

◌ More than 81% enrolled the MOOC for use of a real remote laboratory

◌ More than 91% explicitly assert that real laboratory practices help a lot to establish the relationship between theoretical contents and real behavior

◌ 43% are 36 years old or more, 33% among 26 and 35 years old and only 14% younger than 26 years old

◌ Only 11% are female◌ 73% are from Spain, followed by 6% of Colombians

4. RESULTS: ENGINEERING RELATION

Supporting a MOOC on Electronics with VISIR

4. RESULTS: RELIABILITY PERCEPTION

Supporting a MOOC on Electronics with VISIR

4. RESULTS: THREE EDITIONS (1ST)

Supporting a MOOC on Electronics with VISIR

Periodo: 1-5-2013 29-10-2013Matriculados: 3305Comenzado: 2601Aprobados: 78Completados: 70

1ª EDICIÓN

4. RESULTS: THREE EDITIONS (2ND)

Supporting a MOOC on Electronics with VISIR

Periodo: 11-11-2013 2-10-2014Matriculados: 1284Comenzado: 1134Aprobados: 74Completados: 0(1)

(1). No student finish all as a problem in Module VIII

MOOC / SOOC / SPOC ?

4. RESULTS: THREE EDITIONS (3RD)

Supporting a MOOC on Electronics with VISIR

Periodo: 15-11-2013 OPEN NOWMatriculados: 908Comenzado: 732Aprobados: 18Completados: 15

1ª EDICIÓN

4. RESULTS: UNED COMA

Supporting a MOOC on Electronics with VISIR

https://unedcoma.es/

4. RESULTS: RESEARCH

Supporting a MOOC on Electronics with VISIR

http://ohm.ieec.uned.es/

Supporting a MOOC onElectronics with VISIR

Manuel Castro, Ph.D., IEEE Fellow Past President Jr

IEEE Education Society

Professor – Electronics TechnologyUNED, Madrid, Spain

http://www.slideshare.net/mmmcastro/

THANKS!!