Pub Date : 2013-03-13DOI: 10.1109/EduCon.2013.6530096
N. Sabag, E. Trotskovsky
The paper describes the results of a study that compared the academic achievements of practical engineering students who learned about complex numbers through traditional lectures and in lab experiments using basic AC circuits with those of students who attended the same lectures but whose exercises were the standard ones-in a classroom using chalk on a blackboard. The final examination, immediately after studying the complex numbers unit, showed a small, but not significant gap between the two groups, with the experimental group's grades slightly higher than the control group. In a test given four months later, this gap widened to about 16 points on average for the experimental group-a significant difference. This difference can be attributed to the contribution of the laboratory experiments that required the experimental group members to engage in active learning, thereby heightening their knowledge construction. The students' allocation to the control and experimental groups was at random.
{"title":"Using lab experiments in electric circuits to promote achievements in mathematics","authors":"N. Sabag, E. Trotskovsky","doi":"10.1109/EduCon.2013.6530096","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530096","url":null,"abstract":"The paper describes the results of a study that compared the academic achievements of practical engineering students who learned about complex numbers through traditional lectures and in lab experiments using basic AC circuits with those of students who attended the same lectures but whose exercises were the standard ones-in a classroom using chalk on a blackboard. The final examination, immediately after studying the complex numbers unit, showed a small, but not significant gap between the two groups, with the experimental group's grades slightly higher than the control group. In a test given four months later, this gap widened to about 16 points on average for the experimental group-a significant difference. This difference can be attributed to the contribution of the laboratory experiments that required the experimental group members to engage in active learning, thereby heightening their knowledge construction. The students' allocation to the control and experimental groups was at random.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121444270","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530105
A. Merceron, J. Adam, D. Bardou, Jérôme David, S. Luján-Mora, M. Miłosz
The ERAMIS acronym stands for European-Russian-Central Asian Network of Master's degrees “Informatics as a Second Competence”. The aim of this project is to create a Master degree “Computer Science as a Second Competence” in 9 beneficiary universities located in Kazakhstan, Kirghizstan and Russia. One crucial aspect of the project is training. In this contribution we describe how training sessions have been organized, the pedagogical issues that are involved and ways to address them.
{"title":"Training sessions in a Master degree “Informatics as a Second Competence”","authors":"A. Merceron, J. Adam, D. Bardou, Jérôme David, S. Luján-Mora, M. Miłosz","doi":"10.1109/EduCon.2013.6530105","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530105","url":null,"abstract":"The ERAMIS acronym stands for European-Russian-Central Asian Network of Master's degrees “Informatics as a Second Competence”. The aim of this project is to create a Master degree “Computer Science as a Second Competence” in 9 beneficiary universities located in Kazakhstan, Kirghizstan and Russia. One crucial aspect of the project is training. In this contribution we describe how training sessions have been organized, the pedagogical issues that are involved and ways to address them.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115799306","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530234
I. Branovic, D. Markovic, R. Popovic, V. Tomasevic, Dejan Zivkovic
This paper describes the ongoing process of developing a virtual lab for different introductory computing courses based on the ACM-IEEE Computer Science Curricula. The laboratory is designed as a 3D virtual collaborative system with carefully developed instructional sequences covering different, often overlapping teaching subjects. The central object to every lab is a composite model of PC whose basic components are suitable for teaching computer architecture, programming, and operating systems courses. The same PC model is also used in conjunction with other composite 3D models of hardware for networking and net-centered courses. The 3D computing lab that we develop offers two advantages. First, composite component model it applies helps students gain a complete understanding of computing technology through interleaving problems viewed from different perspectives. Second, by following students' activities and progress, instructors can easily identify the most difficult teaching concepts and modify their syllabi accordingly.
{"title":"Development of modular virtual lab for introductory computing courses","authors":"I. Branovic, D. Markovic, R. Popovic, V. Tomasevic, Dejan Zivkovic","doi":"10.1109/EduCon.2013.6530234","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530234","url":null,"abstract":"This paper describes the ongoing process of developing a virtual lab for different introductory computing courses based on the ACM-IEEE Computer Science Curricula. The laboratory is designed as a 3D virtual collaborative system with carefully developed instructional sequences covering different, often overlapping teaching subjects. The central object to every lab is a composite model of PC whose basic components are suitable for teaching computer architecture, programming, and operating systems courses. The same PC model is also used in conjunction with other composite 3D models of hardware for networking and net-centered courses. The 3D computing lab that we develop offers two advantages. First, composite component model it applies helps students gain a complete understanding of computing technology through interleaving problems viewed from different perspectives. Second, by following students' activities and progress, instructors can easily identify the most difficult teaching concepts and modify their syllabi accordingly.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134173964","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530219
E. M. Júnior, J. D. O. Neto, E. M. R. Marques
New information and communication technologies may be useful for providing more in-depth knowledge to students in many ways, whether through online multimedia educational material, or through online debates with colleagues, teachers and other area professionals in a synchronous or asynchronous manner. This paper focuses on participation in online discussion in e-learning courses for promoting learning. Although an important theoretical aspect, an analysis of literature reveals there are few studies evaluating the personal and social aspects of online course users in a quantitative manner. This paper aims to introduce a method for diagnosing inclusion and digital proficiency and other personal aspects of the student through a case study comparing Information System, Public Relations and Engineering students at a public university in Brazil. Statistical analysis and analysis of variances (ANOVA) were used as the methodology for data analysis in order to understand existing relations between the components of the proposed method. The survey methodology was also used, in its online format, as a research instrument. The method is based on using online questionnaires that diagnose digital proficiency and time management, level of extroversion and social skills of the students. According to the sample studied, there is no strong correlation between digital proficiency and individual characteristics tied to the use of time, level of extroversion and social skills of students. The differences in course grades for some components are partly due to subject “Introduction to Economics” being offered to freshmen in Public Relations, whereas subject “Economics in Engineering” is offered in the final semesters of Engineering and Information Systems courses. Therefore, the difference could be more tied to the respondent's age than to the course. Information Systems students were observed to be older, with access to computers and Internet at the workplace, compared to the other students who access the Internet more often from home. This paper presents a pilot study aimed at conducting a diagnosis that permits proposing actions for information and communication technology to contribute towards student education. Three levels of digital inclusion are described as a scale to measure whether information technology increases personal performance and professional knowledge and skills. This study may be useful for other readers interested in themes related to education in engineering.
{"title":"Digital proficiency and digital inclusion: Comparison between students of computer science, public relations and engineering","authors":"E. M. Júnior, J. D. O. Neto, E. M. R. Marques","doi":"10.1109/EduCon.2013.6530219","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530219","url":null,"abstract":"New information and communication technologies may be useful for providing more in-depth knowledge to students in many ways, whether through online multimedia educational material, or through online debates with colleagues, teachers and other area professionals in a synchronous or asynchronous manner. This paper focuses on participation in online discussion in e-learning courses for promoting learning. Although an important theoretical aspect, an analysis of literature reveals there are few studies evaluating the personal and social aspects of online course users in a quantitative manner. This paper aims to introduce a method for diagnosing inclusion and digital proficiency and other personal aspects of the student through a case study comparing Information System, Public Relations and Engineering students at a public university in Brazil. Statistical analysis and analysis of variances (ANOVA) were used as the methodology for data analysis in order to understand existing relations between the components of the proposed method. The survey methodology was also used, in its online format, as a research instrument. The method is based on using online questionnaires that diagnose digital proficiency and time management, level of extroversion and social skills of the students. According to the sample studied, there is no strong correlation between digital proficiency and individual characteristics tied to the use of time, level of extroversion and social skills of students. The differences in course grades for some components are partly due to subject “Introduction to Economics” being offered to freshmen in Public Relations, whereas subject “Economics in Engineering” is offered in the final semesters of Engineering and Information Systems courses. Therefore, the difference could be more tied to the respondent's age than to the course. Information Systems students were observed to be older, with access to computers and Internet at the workplace, compared to the other students who access the Internet more often from home. This paper presents a pilot study aimed at conducting a diagnosis that permits proposing actions for information and communication technology to contribute towards student education. Three levels of digital inclusion are described as a scale to measure whether information technology increases personal performance and professional knowledge and skills. This study may be useful for other readers interested in themes related to education in engineering.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128938910","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530176
I. Kastelan, N. Teslic, M. Temerinac
This paper presents a generic processor for unified computer engineering learning platform. The processor design is part of the first course in design of digital systems at the Department of Computer Engineering and Communications at University of Novi Sad. It is designed and synthesized for an FPGA-based board.
{"title":"Generic processor for unified computer engineering learning platform","authors":"I. Kastelan, N. Teslic, M. Temerinac","doi":"10.1109/EduCon.2013.6530176","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530176","url":null,"abstract":"This paper presents a generic processor for unified computer engineering learning platform. The processor design is part of the first course in design of digital systems at the Department of Computer Engineering and Communications at University of Novi Sad. It is designed and synthesized for an FPGA-based board.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125197732","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530145
F. J. Fernández, A. J. Sierra, Maria Teresa Ariza Gómez, G. Madinabeitia, J. Vozmediano
The aim of this paper is to show the common scenario for practical content of subjects in the Department of Telematics Engineering by means of virtualization. This Department is responsible for a high number of laboratory groups, requiring many teachers and a high workload. A common environment for all practice groups is desired. A virtual machine was built with the same environment of the Computing Centre at School of Engineering at University of Seville. Then, this virtual machine was provided to students and is used to do practices. This article describes this experience and shows the improvements obtained.
{"title":"Virtualization environment in telematics labs","authors":"F. J. Fernández, A. J. Sierra, Maria Teresa Ariza Gómez, G. Madinabeitia, J. Vozmediano","doi":"10.1109/EduCon.2013.6530145","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530145","url":null,"abstract":"The aim of this paper is to show the common scenario for practical content of subjects in the Department of Telematics Engineering by means of virtualization. This Department is responsible for a high number of laboratory groups, requiring many teachers and a high workload. A common environment for all practice groups is desired. A virtual machine was built with the same environment of the Computing Centre at School of Engineering at University of Seville. Then, this virtual machine was provided to students and is used to do practices. This article describes this experience and shows the improvements obtained.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"2006 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127636610","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530270
D. Ursuțiu, C. Samoilă, J. Bergmans
Many companies and universities understand the trends of evolution in direction of “Remote Engineering - RE” like a strong need to sustain the development and especially the fast and deep evolution in the field of “Virtual Instrumentation - VI” with direct connection in engineering and education. In this paper we combine a new system “LabSocket - LS” with a recognized standard in education “National Instruments Engineering Laboratory Virtual Instrumentation - Suite NI ELVIS” and the new myDAQ board for students hands-on laboratories. In recent years at the Creativity Laboratory from “Transylvania” University of Brasov - Romania many LabVIEW application based on NI ELVIS and myDAQ have been developed. Now, based on the LabSocket system developed by Bergmans Mechatronics LLC, we can begin to control these applications over the web, and thereby increase the learning opportunities offered to students. The LabSocket system extends the functionality of LabVIEW industrial or educational applications to the browser, without the use of browser plug-ins or requiring developers to write any HTML or JavaScript code.
{"title":"LabSocket technologies in remote engineering and education","authors":"D. Ursuțiu, C. Samoilă, J. Bergmans","doi":"10.1109/EduCon.2013.6530270","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530270","url":null,"abstract":"Many companies and universities understand the trends of evolution in direction of “Remote Engineering - RE” like a strong need to sustain the development and especially the fast and deep evolution in the field of “Virtual Instrumentation - VI” with direct connection in engineering and education. In this paper we combine a new system “LabSocket - LS” with a recognized standard in education “National Instruments Engineering Laboratory Virtual Instrumentation - Suite NI ELVIS” and the new myDAQ board for students hands-on laboratories. In recent years at the Creativity Laboratory from “Transylvania” University of Brasov - Romania many LabVIEW application based on NI ELVIS and myDAQ have been developed. Now, based on the LabSocket system developed by Bergmans Mechatronics LLC, we can begin to control these applications over the web, and thereby increase the learning opportunities offered to students. The LabSocket system extends the functionality of LabVIEW industrial or educational applications to the browser, without the use of browser plug-ins or requiring developers to write any HTML or JavaScript code.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114910009","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530161
V. Uskov, Yun Wang, A. Uskov, Jiang B. Liu
The emergence of a new generation of highly-capable mobile devices and platforms such as the Google Android and Apple iPhone have opened up multiple new opportunities for computing, computer networks and software systems developers. Mobile Computing (MC) provides users with the ability to work in mobile computer environments using mobile software systems and/or mobile applications, mobile hardware (laptops, netbooks, tablet PCs, iPads" smartphones, etc.), mobile infrastructure and mobile/wireless networks, and mobile communications. The performed analysis of the current status of Mobile Computing-related industry clearly shows that it will soon need a significant number of well educated and highly skilled specialists in this area - researchers, engineers, designers, analysts, developers and programmers. The findings and outcomes of performed analysis motivated the authors to work collaboratively, propose and engineer innovative academic programs and courseware in Mobile Computing. This paper presents the main findings and outcomes of analysis, design and development phases of innovative Mobile Computing curriculum engineering at Bradley University (Peoria, IL, U.S.A.).
{"title":"Engineering innovative Mobile Computing curriculum","authors":"V. Uskov, Yun Wang, A. Uskov, Jiang B. Liu","doi":"10.1109/EduCon.2013.6530161","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530161","url":null,"abstract":"The emergence of a new generation of highly-capable mobile devices and platforms such as the Google Android and Apple iPhone have opened up multiple new opportunities for computing, computer networks and software systems developers. Mobile Computing (MC) provides users with the ability to work in mobile computer environments using mobile software systems and/or mobile applications, mobile hardware (laptops, netbooks, tablet PCs, iPads\" smartphones, etc.), mobile infrastructure and mobile/wireless networks, and mobile communications. The performed analysis of the current status of Mobile Computing-related industry clearly shows that it will soon need a significant number of well educated and highly skilled specialists in this area - researchers, engineers, designers, analysts, developers and programmers. The findings and outcomes of performed analysis motivated the authors to work collaboratively, propose and engineer innovative academic programs and courseware in Mobile Computing. This paper presents the main findings and outcomes of analysis, design and development phases of innovative Mobile Computing curriculum engineering at Bradley University (Peoria, IL, U.S.A.).","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117131489","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530210
Willian Rochadel, J. B. Silva, J. Simão, A. Fidalgo
In this paper we demonstrate the use of remote experiments through smartphones in basic education classes in physics disciplines. The didactic experiments integration provided students with a new way to interact with the physics discipline using a simple and easy access through their own smartphones. This feature is well suited to the concept of remote experimentation, which precisely seeks to provide access to real experiments by alternative means, wit users being able to access anywhere and at anytime. The RExMobile application was developed in HTML5, CSS3 and jQuery Mobile and enabled the realization of educational activities with the experiments, supporting different mobile devices operating systems, such as Android, iOS, Windows Phone and Symbian. This application was awarded the Mobile Campus course prize, sponsored by the Institute in 2012, achieving a second place as the most innovative among the more than 1,300 ideas from all over Brazil.
{"title":"Application of mobile devices and remote experiments for physics teaching in elementary education","authors":"Willian Rochadel, J. B. Silva, J. Simão, A. Fidalgo","doi":"10.1109/EduCon.2013.6530210","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530210","url":null,"abstract":"In this paper we demonstrate the use of remote experiments through smartphones in basic education classes in physics disciplines. The didactic experiments integration provided students with a new way to interact with the physics discipline using a simple and easy access through their own smartphones. This feature is well suited to the concept of remote experimentation, which precisely seeks to provide access to real experiments by alternative means, wit users being able to access anywhere and at anytime. The RExMobile application was developed in HTML5, CSS3 and jQuery Mobile and enabled the realization of educational activities with the experiments, supporting different mobile devices operating systems, such as Android, iOS, Windows Phone and Symbian. This application was awarded the Mobile Campus course prize, sponsored by the Institute in 2012, achieving a second place as the most innovative among the more than 1,300 ideas from all over Brazil.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123437605","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530179
D. Ghosh, Maheshwar Mangat, Geetanjali Shinde, M. Date, Dinesh Sharma
This paper describes the development of two portable low-cost active learning platforms for a course on microcontrollers. These platforms are designed and developed at Indian Institute of Technology Bombay (IIT Bombay), India. The motivation behind the development of these platforms was to help engineering colleges across the country to upgrade their laboratories with modern microcontroller platforms along with comprehensive learning resources, free of cost, as part of Virtual Labs, a national level project. Both platforms were deployed at IIT Bombay and some other engineering colleges on pilot basis to investigate their effectiveness.
{"title":"A portable solution for microcontroller laboratories","authors":"D. Ghosh, Maheshwar Mangat, Geetanjali Shinde, M. Date, Dinesh Sharma","doi":"10.1109/EduCon.2013.6530179","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530179","url":null,"abstract":"This paper describes the development of two portable low-cost active learning platforms for a course on microcontrollers. These platforms are designed and developed at Indian Institute of Technology Bombay (IIT Bombay), India. The motivation behind the development of these platforms was to help engineering colleges across the country to upgrade their laboratories with modern microcontroller platforms along with comprehensive learning resources, free of cost, as part of Virtual Labs, a national level project. Both platforms were deployed at IIT Bombay and some other engineering colleges on pilot basis to investigate their effectiveness.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116871676","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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