acquisition of practical competences through a mooc
DESCRIPTION
Presentation at the 25th International Conference on College Teaching and Learning celebrated in Ponte Vedra Beach, FL, March 24-28, 2014TRANSCRIPT
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Acquisition of Practical Competences
through a MOOCManuel Castro
[email protected]://www.slideshare.com/mmmcastro/
Full ProfessorElectrical & Computer Engineering Department
(DIEEC)Spanish University for Distance Education (UNED)
PresidentIEEE Education Society
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CONTENTS
1.Introduction2.Course designed3.Practices designed4.Results
1.Introduction2.Course designed3.Practices designed4.Results
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1. INTRODUCTION
◌ The name of the MOOC is: “Practical Basis on Circuits and Electronics” (Bases de Circuitos y Electronica Práctica, BCEP)
◌ MOOCs fit well to several areas of knowledge. However, a significant challenge exists in developing courses where experimentation plays an important role. When designing any electronics course there is a need to have practical experiences as one of the pillars on which the learning is established
◌ The MOOC’s first edition was from May to September 2013, as one of many in UNED COMA initiative (https://unedcoma.es/)
◌ Second edition was from November 2013 to January 2014◌ 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
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1. INTRODUCTIONUNEDCOMA platform
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1.Introduction2.Course designed3.Practices designed4.Results
1.Introduction2.Course designed3.Practices designed4.Results
CONTENTS
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2. COURSE DESIGNEDPreliminary aspects
◌ The evaluation and activities go around the remote laboratory and the objectives and evaluation are focused on the handling of the instruments and measurements
◌ Even though VISIR has its owns reservation 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 grade◌ Students will get a course badge by accomplishing that the
grade exceed the cut-off grade point established (80 over 100)◌ All documents, guides and videos are in Spanish◌ The acquisition of the competences for analysing circuits is not
an objective in this MOOC. It would be an additional benefit, although it is not a direct objective
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2. COURSE DESIGNEDLearning goals
◌ Gaining practical competences in basic electric and electronic circuits, by using a lab with real components. Also gaining practical competences in the use of the usual equipment in such laboratories
◌ Improving the knowledge for designing electric and electronic circuits
◌ Experimental verification of the laws governing the behavior of electric and electronic circuits. Gaining practical competences in basic electric and electronic circuits
◌ Wider knowledge of the real behavior of basic electronics components
◌ Working methodology (integrating circuit, simulation and remote labs)
◌ NOT focused on circuit solution competences and knowledge (this is recommended to be assured using other MOOC, like MIT one’s).
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2. COURSE DESIGNEDRemote lab: VISIR
◌ The experiments included in the MOOC are based on the remote laboratory platform Virtual Instrument Systems in Reality (VISIR), a remote lab for electric and electronic circuits experiments, developed at Bleckinge Institute of Technology (BTH) in Sweden and in use in several universities all around the world
◌ The main advantage of VISIR when compared with traditional electronic laboratories lies in its availability: neither temporal nor geographical restrictions
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2. COURSE DESIGNEDReservation system
◌ 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 the remote laboratory availability to the demand of use
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2. COURSE DESIGNEDReservation system
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2. COURSE DESIGNEDCourse contents
◌ 42 videos◌ Handling of remote laboratory instruments◌ Components and circuits behavior◌ resistor color codes (4, 5 & 6 bands) and capacitor codes
◌ 55 standard multiple choice questions (single-answer and multiple-answer questions)
◌ 30 exams multiple choice questions◌ 4 documents covering the theoretical contents of the course◌ Simulator and VISIR Manuals and Tutorials◌ Datasheets in order to transfer all inconveniences when
working with real components◌ 8 Practices guides◌ Over 30 activities with sub-activities associated for experiment
with the different circuits designed
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1.Introduction2.Course designed3.Practices designed4.Results
1.Introduction2.Course designed3.Practices designed4.Results
CONTENTS
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2. PRACTICES DESIGNEDCourse modules
◌ 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
regulation and line 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
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2. PRACTICES DESIGNEDDiodes
◌ 1N4007
◌ BAT42
09/04/2023
100 Hz 10 kHz 1 MHz
100 Hz 10 kHz 1 MHz
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2. PRACTICES DESIGNEDDiodes
◌ Clipper circuit
Ucc = 0 V Ucc = 2 V
Ucc = 4 V Ucc = 6 V
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2. PRACTICES DESIGNEDZener diode
◌ Zener diode: Current-voltage characteristic
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2. PRACTICES DESIGNEDRLC circuits
◌ RLC circuits: RC circuit.
100 Hz20 Hz 500 Hz
5 kHz1 kHz 10 kHz
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1.Introduction2.Course designed3.Practices designed4.Results
1.Introduction2.Course designed3.Practices designed4.Results
CONTENTS
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2. COURSE DESIGNEDStudent’s profile
◌ 80% think that 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
◌ More than 81% have enrolled this MOOC especially because of the 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% of the participants declare Spain as his country, followed
by 6% of Colombians
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2. COURSE DESIGNEDStudent’s profile
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2. COURSE DESIGNEDSurveys: Results reliability
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2. COURSE DESIGNEDDropout
◌ 1st Edition.
◌ 2nd Edition.
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Implementation
MOOC / SOOC / SPOC ?
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Implementation
MOOC / SOOC / SPOC ?
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For more information about remote laboratories, we invite you to access to the web page of the Electrical & Computer Engineering department of the UNED.
http://ohm.ieec.uned.es/
Research on Technologies for Engineering Education
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THANKS!!Manuel [email protected]
http://www.slideshare.com/mmmcastro/
Full ProfessorElectrical & Computer Engineering Department
(DIEEC)Spanish University for Distance Education (UNED)
PresidentIEEE Education Society