Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444444
Daniel Galan, R. Heradio, L. de la Torre, S. Dormido, F. Esquembre
Experimentation in laboratories is a key pillar in the education of graduate and undergraduate students, who need to understand the fundamental concepts from both perspectives: theoretical and practical. High costs associated with equipment, space, and maintenance staff, impose certain constraints on resources for traditional laboratories. While, Virtual and Remote Laboratories can overcome these limitations, they present important limitations in their use. Some actions are repetitive in nature, cannot be executed trivially or in reasonable time by a user. Some others might be simply impossible without computer help. For example, doing a linear regression of values obtained in an experiment, performing a comparison of results obtained by making a sweep in the values of a particular variable or taking a system to an initial state. Hence, it arises the need of encoding some experimental tasks to automatize their execution. With other existing applications, to encode experiments, users need to know how VRLs are implemented. In addition, they have to manage the language in which the simulation was created so they need to handle fluently a simulation language just to perform experiments. The authors propose a tool called the Experiment Editor, to undertake automated experiments for VRLs. The Experiment Editor enables the user to encode experiments regardless of the language in which the laboratory was implemented. To do so, it provides a powerful and easy-to-learn language, and the corresponding interpreter that supports the execution of the experiments.
{"title":"Automated experiments on EjsS laboratories","authors":"Daniel Galan, R. Heradio, L. de la Torre, S. Dormido, F. Esquembre","doi":"10.1109/REV.2016.7444444","DOIUrl":"https://doi.org/10.1109/REV.2016.7444444","url":null,"abstract":"Experimentation in laboratories is a key pillar in the education of graduate and undergraduate students, who need to understand the fundamental concepts from both perspectives: theoretical and practical. High costs associated with equipment, space, and maintenance staff, impose certain constraints on resources for traditional laboratories. While, Virtual and Remote Laboratories can overcome these limitations, they present important limitations in their use. Some actions are repetitive in nature, cannot be executed trivially or in reasonable time by a user. Some others might be simply impossible without computer help. For example, doing a linear regression of values obtained in an experiment, performing a comparison of results obtained by making a sweep in the values of a particular variable or taking a system to an initial state. Hence, it arises the need of encoding some experimental tasks to automatize their execution. With other existing applications, to encode experiments, users need to know how VRLs are implemented. In addition, they have to manage the language in which the simulation was created so they need to handle fluently a simulation language just to perform experiments. The authors propose a tool called the Experiment Editor, to undertake automated experiments for VRLs. The Experiment Editor enables the user to encode experiments regardless of the language in which the laboratory was implemented. To do so, it provides a powerful and easy-to-learn language, and the corresponding interpreter that supports the execution of the experiments.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128099208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444439
Á. Rodríguez-Sevillano, M. A. Barcala-Montejano, E. Tovar-Caro, P. López-Gallego
The paper presents the results of the implementation of the course "Introducción a la Ingeniería del Helicóptero" (Introduction to Helicopter Engineering) in the new e-learning platform edX. The publication of this subject in the edX platform is the natural evolution in the process of teaching and learning helicopter engineering in an Aeronautical Engineering degree from the more classical teaching methodology developed in the classroom over the last 30 years. The need to explain in a clear way how helicopter systems work using complex diagrams, and the explanation of certain phenomena in the flight of helicopters have been leading towards the development of newer teaching tools. The results of the newly developed edX course, which received extremely positive feedback in its first year, are presented here by the teaching staff. A number of conclusions are drawn, and a comparative analysis with the previous experience of this subject in OpenCourseWare will be presented.
本文介绍了在新的电子学习平台edX上实施“Introducción a la Ingeniería del Helicóptero”(直升机工程导论)课程的结果。在edX平台上发布这一主题是航空工程学位中直升机工程教学过程中的自然演变，从过去30年来在课堂上开发的更经典的教学方法。需要以一种清晰的方式解释直升机系统如何使用复杂的图表工作，以及解释直升机飞行中的某些现象，这些都导致了更新教学工具的开发。新开发的edX课程在第一年获得了非常积极的反馈，教学人员在这里展示了这门课程的成果。得出了一些结论，并将与以往在开放式课件中这一主题的经验进行比较分析。
{"title":"Evolution of teaching tools and the learning process: From traditional teaching to edX courses","authors":"Á. Rodríguez-Sevillano, M. A. Barcala-Montejano, E. Tovar-Caro, P. López-Gallego","doi":"10.1109/REV.2016.7444439","DOIUrl":"https://doi.org/10.1109/REV.2016.7444439","url":null,"abstract":"The paper presents the results of the implementation of the course \"Introducción a la Ingeniería del Helicóptero\" (Introduction to Helicopter Engineering) in the new e-learning platform edX. The publication of this subject in the edX platform is the natural evolution in the process of teaching and learning helicopter engineering in an Aeronautical Engineering degree from the more classical teaching methodology developed in the classroom over the last 30 years. The need to explain in a clear way how helicopter systems work using complex diagrams, and the explanation of certain phenomena in the flight of helicopters have been leading towards the development of newer teaching tools. The results of the newly developed edX course, which received extremely positive feedback in its first year, are presented here by the teaching staff. A number of conclusions are drawn, and a comparative analysis with the previous experience of this subject in OpenCourseWare will be presented.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132749663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444447
L. Tobarra, S. Ros, R. Pastor, R. Hernandez, M. Castro, A. Al-Zoubi, M. Dmour, A. Robles-Gómez, A. Caminero, J. Caño
This work presents the integration of remote laboratories, viewed as a set of services, into Learning Management Systems (LMSs). Remote laboratories are nowadays essential at distance learning, since students are not able to use face-to-face traditional laboratories. These remote laboratories can be employed by faculty within virtual classrooms, so that students can carry out their on-line experiments from anywhere and at any time. Therefore, the services provided by a remote laboratory must be integrated into the LMS, in order to be used during the learning process of students. In particular, the Moodle platform has been employed for achieving our purpose of integration.
{"title":"Laboratories as a service integrated into learning management systems","authors":"L. Tobarra, S. Ros, R. Pastor, R. Hernandez, M. Castro, A. Al-Zoubi, M. Dmour, A. Robles-Gómez, A. Caminero, J. Caño","doi":"10.1109/REV.2016.7444447","DOIUrl":"https://doi.org/10.1109/REV.2016.7444447","url":null,"abstract":"This work presents the integration of remote laboratories, viewed as a set of services, into Learning Management Systems (LMSs). Remote laboratories are nowadays essential at distance learning, since students are not able to use face-to-face traditional laboratories. These remote laboratories can be employed by faculty within virtual classrooms, so that students can carry out their on-line experiments from anywhere and at any time. Therefore, the services provided by a remote laboratory must be integrated into the LMS, in order to be used during the learning process of students. In particular, the Moodle platform has been employed for achieving our purpose of integration.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133729833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444504
C. Felgueiras, Dinis Areias, J. Macedo, A. Fidalgo, G. Alves
Analog and digital design are subjects in the Electronic Engineering curricula. Being apparently similar subjects they are quite contradictory in design flow level as a result of each technological area maturation state. As so, teaching methodologies are also very different, being challenging for both teachers and students. In fact, electronic design in the digital field is centered in the use of microprocessor and FPGA based circuits taking advantage from the relatively high level programing/configuring languages such as C or VHDL. Later on, at the debug stage, all changes will take place at software level only, being relatively easy to implement them. In a very different way, the analog design is traditionally based on the use of elementary components associated with macroblocks in order to built-up the wanted mission circuit. At the debug stage any circuit modification embraces necessarily some degree of hardware changing, with the all associated difficulties. As result, a massive share of electronic engineering students prefers to develop electronic work only at digital arena, generating um undesirable and unbalanced situation. This work relates the analog and digital design flow and proposes the use of analog programmable/configurable (e.g. FPAA, PSoC) circuits as a way to get the analog arena more attractive for electronic student and therefore balance analog and digital arenas at number of students level. This strategy, however, bring some drawbacks once it evolves the use of concepts not often taught in the traditional analog design classes. To surpass then is proposed the development of dedicated pedagogical materials making use of the ICT and including dedicated remote labs.
{"title":"Reshaping digital methodologies to the analog world","authors":"C. Felgueiras, Dinis Areias, J. Macedo, A. Fidalgo, G. Alves","doi":"10.1109/REV.2016.7444504","DOIUrl":"https://doi.org/10.1109/REV.2016.7444504","url":null,"abstract":"Analog and digital design are subjects in the Electronic Engineering curricula. Being apparently similar subjects they are quite contradictory in design flow level as a result of each technological area maturation state. As so, teaching methodologies are also very different, being challenging for both teachers and students. In fact, electronic design in the digital field is centered in the use of microprocessor and FPGA based circuits taking advantage from the relatively high level programing/configuring languages such as C or VHDL. Later on, at the debug stage, all changes will take place at software level only, being relatively easy to implement them. In a very different way, the analog design is traditionally based on the use of elementary components associated with macroblocks in order to built-up the wanted mission circuit. At the debug stage any circuit modification embraces necessarily some degree of hardware changing, with the all associated difficulties. As result, a massive share of electronic engineering students prefers to develop electronic work only at digital arena, generating um undesirable and unbalanced situation. This work relates the analog and digital design flow and proposes the use of analog programmable/configurable (e.g. FPAA, PSoC) circuits as a way to get the analog arena more attractive for electronic student and therefore balance analog and digital arenas at number of students level. This strategy, however, bring some drawbacks once it evolves the use of concepts not often taught in the traditional analog design classes. To surpass then is proposed the development of dedicated pedagogical materials making use of the ICT and including dedicated remote labs.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"49 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114426572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444483
K. Henke, Tobias Vietzke, H. Wuttke, Steffen Ostendorff
Based on the grid concept of an interactive hybrid online laboratory, called GOLDI which was demonstrated at exp'at15 in Ponta Delgada, São Miguel Island, Azores, Portugal in June 2015, we will describe some new extensions to this infrastructure. After a short discussion of the GOLDi remote lab infrastructure, the new experiment control panel (ECP) and the integrated Graphical Interactive Finite State Machine toolset (GIFT) main focus of the demonstration will be the interconnection of multiple remote labs (based on the GOLDi infrastructure) to a remote lab cloud. Within two running TEMPUS projects ten remote labs in four countries can be used worldwide. Based on this cloud structure it is necessary to adapt the complex GOLDi access control system. With this new reservation system possibilities for an effective worldwide experiment management will be available, which will also be demonstrated.
{"title":"GOLDi — Grid of online lab devices Ilmenau: Demonstration of online experimentation","authors":"K. Henke, Tobias Vietzke, H. Wuttke, Steffen Ostendorff","doi":"10.1109/REV.2016.7444483","DOIUrl":"https://doi.org/10.1109/REV.2016.7444483","url":null,"abstract":"Based on the grid concept of an interactive hybrid online laboratory, called GOLDI which was demonstrated at exp'at15 in Ponta Delgada, São Miguel Island, Azores, Portugal in June 2015, we will describe some new extensions to this infrastructure. After a short discussion of the GOLDi remote lab infrastructure, the new experiment control panel (ECP) and the integrated Graphical Interactive Finite State Machine toolset (GIFT) main focus of the demonstration will be the interconnection of multiple remote labs (based on the GOLDi infrastructure) to a remote lab cloud. Within two running TEMPUS projects ten remote labs in four countries can be used worldwide. Based on this cloud structure it is necessary to adapt the complex GOLDi access control system. With this new reservation system possibilities for an effective worldwide experiment management will be available, which will also be demonstrated.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123087170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444495
Pedro Cunha, Jorge Brandão, José Vasconcelos, F. Soares, V. Carvalho
Nowadays ubiquitous technology can be a suitable way to motivate and engage children in interactive learning activities in order to promote their cognitive and social skills. Technologies, like augmented reality (AR), have the ability to catch the children's imagination and to promote their attention, as they can experiment artificial, safe and fascinating environments. Children with autism spectrum disorders (ASD) usually have difficulty to recognize facial expressions and to understand the associated emotions. Regarding that, an innovative GameBook to assist children with ASD to recognize and acquire emotions by engaging their attention and motivation was developed. The aim is to promote the interaction between the child/story teller and his/her imagination as well as it will help the child to identify the correct emotional face to the situation. It can be played on any mobile device, such as a tablet, a smartphone or a laptop, with either an external or an inbuilt camera. We also intend to observe the impact of the game on children interaction, as well as to quantity and evaluate their performance, assess the usability of the technology, and evaluate how it affects the child emotion reactions and the benefits it offers.
{"title":"Augmented reality for cognitive and social skills improvement in children with ASD","authors":"Pedro Cunha, Jorge Brandão, José Vasconcelos, F. Soares, V. Carvalho","doi":"10.1109/REV.2016.7444495","DOIUrl":"https://doi.org/10.1109/REV.2016.7444495","url":null,"abstract":"Nowadays ubiquitous technology can be a suitable way to motivate and engage children in interactive learning activities in order to promote their cognitive and social skills. Technologies, like augmented reality (AR), have the ability to catch the children's imagination and to promote their attention, as they can experiment artificial, safe and fascinating environments. Children with autism spectrum disorders (ASD) usually have difficulty to recognize facial expressions and to understand the associated emotions. Regarding that, an innovative GameBook to assist children with ASD to recognize and acquire emotions by engaging their attention and motivation was developed. The aim is to promote the interaction between the child/story teller and his/her imagination as well as it will help the child to identify the correct emotional face to the situation. It can be played on any mobile device, such as a tablet, a smartphone or a laptop, with either an external or an inbuilt camera. We also intend to observe the impact of the game on children interaction, as well as to quantity and evaluate their performance, assess the usability of the technology, and evaluate how it affects the child emotion reactions and the benefits it offers.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130780694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444456
U. Hernández-Jayo, Jagoba Perez, Idoia De-la-Iglesia, R. Carballedo
This conceptual test shows how the proposed Cooperative Safety system for Vulnerable Road Users (CS4VRU) architecture can be used to alert cyclists about closing vehicles adding a wearable device embedded in their helmet. Over the architecture provided by CS4VRU a safety application has been developed using the cellular as a communications hub that allows cyclist to share his position and receive information about the relative position of surrounding vehicles through a cooperative VANET network. Cyclist is warmed through a set of LEDs installed in his helmet. These LEDs are controlled by a small embedded system connected to the cellular using a Bluetooth Low Energy link.
{"title":"CS4VRU: Remote monitoring and warning system for Vulnerable Road","authors":"U. Hernández-Jayo, Jagoba Perez, Idoia De-la-Iglesia, R. Carballedo","doi":"10.1109/REV.2016.7444456","DOIUrl":"https://doi.org/10.1109/REV.2016.7444456","url":null,"abstract":"This conceptual test shows how the proposed Cooperative Safety system for Vulnerable Road Users (CS4VRU) architecture can be used to alert cyclists about closing vehicles adding a wearable device embedded in their helmet. Over the architecture provided by CS4VRU a safety application has been developed using the cellular as a communications hub that allows cyclist to share his position and receive information about the relative position of surrounding vehicles through a cooperative VANET network. Cyclist is warmed through a set of LEDs installed in his helmet. These LEDs are controlled by a small embedded system connected to the cellular using a Bluetooth Low Energy link.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"97 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126899778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444518
Miroslav Souc, K. Žáková
The paper is devoted to the description of a tool for computer evaluation of Matlab functions. It can be used for single file but also for larger amount of files that can be exported from LMS Moodle. The developed application is available online and can be used both by students and teachers, as well.
{"title":"Automated checking of Matlab script functionality","authors":"Miroslav Souc, K. Žáková","doi":"10.1109/REV.2016.7444518","DOIUrl":"https://doi.org/10.1109/REV.2016.7444518","url":null,"abstract":"The paper is devoted to the description of a tool for computer evaluation of Matlab functions. It can be used for single file but also for larger amount of files that can be exported from LMS Moodle. The developed application is available online and can be used both by students and teachers, as well.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129045758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444452
Ahmed Alzaghoul, E. Tovar
The use of Massive Open Online Courses (MOOCs) system has increased significantly in the recent years. Among the pioneers of the MOOCs is the Massachusetts Institute of Technology (MIT). The latest development, that of the Internet (including very recently the mobile Internet), has similarly been adopted by many existing higher education providers but has also supported the emergence of a new model dubbed a massive open online course (MOOCs), the term coined in 2008 to describe an open online course to be offered by the University of Manitoba in Canada. A range of both topics and platforms have since emerged and the term was described as "the educational buzzword of 2012" by Daniel (2012) reflecting widespread interest in the concept. MOOCs attract many learners from all over the world, so there is a need to enhance the MOOCs to meet the individual needs. This paper investigates the MOOCs system by reviewing the available literatures and suggesting a proposed framework, which considered a list of recommendation of instructional material using the learner's profile and experience. In this suggested framework, we customize what best requirements and list of recommendations we gain by the learner experience with the system that will be authorized by the teacher assistants and accepted by the professor "Authors". We also utilized the adaptability (UCD); approach which calls for placing the learner at the center of the design process during learners' interactions with the MOOCs system. Moreover, the framework can present the user with a suggested learning requirements to meet the appropriate learning objectives based on their current preferences and experience. As the learner progresses, further recommendations can be made with appropriate resources to enhance and develop the learner's understanding of the previous topics. The framework is open for learners to be evaluated by adapting the existing MOOCs at their institutions, allowing comparison of a variety of aspects including choice of learning path, and learner satisfaction.
{"title":"A proposed framework for an adaptive learning of Massive Open Online Courses (MOOCs)","authors":"Ahmed Alzaghoul, E. Tovar","doi":"10.1109/REV.2016.7444452","DOIUrl":"https://doi.org/10.1109/REV.2016.7444452","url":null,"abstract":"The use of Massive Open Online Courses (MOOCs) system has increased significantly in the recent years. Among the pioneers of the MOOCs is the Massachusetts Institute of Technology (MIT). The latest development, that of the Internet (including very recently the mobile Internet), has similarly been adopted by many existing higher education providers but has also supported the emergence of a new model dubbed a massive open online course (MOOCs), the term coined in 2008 to describe an open online course to be offered by the University of Manitoba in Canada. A range of both topics and platforms have since emerged and the term was described as \"the educational buzzword of 2012\" by Daniel (2012) reflecting widespread interest in the concept. MOOCs attract many learners from all over the world, so there is a need to enhance the MOOCs to meet the individual needs. This paper investigates the MOOCs system by reviewing the available literatures and suggesting a proposed framework, which considered a list of recommendation of instructional material using the learner's profile and experience. In this suggested framework, we customize what best requirements and list of recommendations we gain by the learner experience with the system that will be authorized by the teacher assistants and accepted by the professor \"Authors\". We also utilized the adaptability (UCD); approach which calls for placing the learner at the center of the design process during learners' interactions with the MOOCs system. Moreover, the framework can present the user with a suggested learning requirements to meet the appropriate learning objectives based on their current preferences and experience. As the learner progresses, further recommendations can be made with appropriate resources to enhance and develop the learner's understanding of the previous topics. The framework is open for learners to be evaluated by adapting the existing MOOCs at their institutions, allowing comparison of a variety of aspects including choice of learning path, and learner satisfaction.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126105748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444484
Brajan Bajci, Slobodan Dudić, Jovan Šulc, Ivana Milenković, D. Šešlija, Vule Reljić
This paper aims to show development of remote laboratory system for measuring geometric tolerances based on definitions of round parts form: roundness. This paper presents the remote instrument developed for better understanding of theoretical knowledge using appropriate application for experiment access. This remote system consists of two main parts hardware (mechanical construction) and software (client and server application). With remote access and control via Internet it is possible to execute inspection of shaft roundness. Experimental set-up is primary dedicated to students of secondary vocational schools and faculties. Results are visible over Internet, using camera, and user can interact via developed communication infrastructure.
{"title":"Remote system for measuring geometric tolerances: Roundness","authors":"Brajan Bajci, Slobodan Dudić, Jovan Šulc, Ivana Milenković, D. Šešlija, Vule Reljić","doi":"10.1109/REV.2016.7444484","DOIUrl":"https://doi.org/10.1109/REV.2016.7444484","url":null,"abstract":"This paper aims to show development of remote laboratory system for measuring geometric tolerances based on definitions of round parts form: roundness. This paper presents the remote instrument developed for better understanding of theoretical knowledge using appropriate application for experiment access. This remote system consists of two main parts hardware (mechanical construction) and software (client and server application). With remote access and control via Internet it is possible to execute inspection of shaft roundness. Experimental set-up is primary dedicated to students of secondary vocational schools and faculties. Results are visible over Internet, using camera, and user can interact via developed communication infrastructure.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125921371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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