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Acquisition of Practical Competences through a MOOC

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Presentation at the 25th International Conference
on College Teaching and Learning celebrated in Ponte Vedra Beach, FL, March 24-28, 2014

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Acquisition of Practical Competences through a MOOC

  1. 1. Acquisition of Practical Competences through a MOOC Manuel Castro mcastro@ieec.uned.es http://www.slideshare.com/mmmcastro/ Full Professor Electrical & Computer Engineering Department (DIEEC) Spanish University for Distance Education (UNED) President IEEE Education Society
  2. 2. CONTENTS 1. Introduction 2. Course designed 3. Practices designed 4. Results 1. Introduction 2. Course designed 3. Practices designed 4. Results
  3. 3. 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
  4. 4. 1. INTRODUCTION UNEDCOMA platform
  5. 5. 1. Introduction 2. Course designed 3. Practices designed 4. Results 1. Introduction 2. Course designed 3. Practices designed 4. Results CONTENTS
  6. 6. 2. COURSE DESIGNED Preliminary 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
  7. 7. 2. COURSE DESIGNED Learning 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).
  8. 8. 2. COURSE DESIGNED Remote 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
  9. 9. 2. COURSE DESIGNED Reservation 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
  10. 10. 2. COURSE DESIGNED Reservation system
  11. 11. 2. COURSE DESIGNED Course 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
  12. 12. 1. Introduction 2. Course designed 3. Practices designed 4. Results 1. Introduction 2. Course designed 3. Practices designed 4. Results CONTENTS
  13. 13. 2. PRACTICES DESIGNED Course 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
  14. 14. 2. PRACTICES DESIGNED Diodes ◌ 1N4007 ◌ BAT42 25/03/2014 100 Hz 10 kHz 1 MHz 100 Hz 10 kHz 1 MHz
  15. 15. 2. PRACTICES DESIGNED Diodes ◌ Clipper circuit Ucc = 0 V Ucc = 2 V Ucc = 4 V Ucc = 6 V
  16. 16. 2. PRACTICES DESIGNED Zener diode ◌ Zener diode: Current-voltage characteristic
  17. 17. 2. PRACTICES DESIGNED RLC circuits ◌ RLC circuits: RC circuit. 100 Hz20 Hz 500 Hz 5 kHz1 kHz 10 kHz
  18. 18. 1. Introduction 2. Course designed 3. Practices designed 4. Results 1. Introduction 2. Course designed 3. Practices designed 4. Results CONTENTS
  19. 19. 2. COURSE DESIGNED Student’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
  20. 20. 2. COURSE DESIGNED Student’s profile
  21. 21. 2. COURSE DESIGNED Surveys: Results reliability
  22. 22. 2. COURSE DESIGNED Dropout ◌ 1st Edition. ◌ 2nd Edition.
  23. 23. Implementation
  24. 24. Implementation
  25. 25. https://unedcoma.es/ UNED COMA
  26. 26. 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
  27. 27. THANKS!!Manuel Castro mcastro@ieec.uned.es http://www.slideshare.com/mmmcastro/ Full Professor Electrical & Computer Engineering Department (DIEEC) Spanish University for Distance Education (UNED) President IEEE Education Society

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