This document discusses the implementation of a MOOC for learning electronics using a remote laboratory called VISIR. The MOOC was the world's first remote lab-based MOOC. It consisted of 8 modules over 10 hours each that introduced circuit simulation tools and then had students do real experiments using VISIR. Over its first two editions, the MOOC had a diverse set of students from different backgrounds and countries. The experiments using VISIR allowed up to 384 simultaneous students to experiment remotely. Future work aims to expand the types of circuits and experiments available through the MOOC and VISIR platform.

1. A Practice-based MOOC for Learning
Electronics
Félix García, Gabriel Díaz, Mohamed Tawfik, Sergio Martín, Elio Sancristobal,
Manuel Castro
Electrical & Computer Engineering Department (DIEEC)
Spanish University for Distance Education (UNED)

2. Presentation Structure
 Introduction to MOOCs
 Introduction to VISIR
 World’s 1st remote lab-based MOOC
 Implementation and Results
 Future Works

3.  Extending the concepts of OCW, Massive Open Online Courses (MOOCs) was
originated in 2008 within the OER movement. MOOCs are open online courses that are
more structured formal and aiming at large-scale interactive participation. Only a few
percent of the tens of thousands of students who may sign up complete the course.
Typically they do not offer academic credit or charge tuition fees but in some cases they
offer the possibility of earning academic credit or certificates based on supervised
examinations.
 Subsequently, several providers by elite universities have emerged such as edX, which
was founded by MIT and Harvard University. New commercial start-ups such as
Coursera and Udacity have also been launched in collaboration with prestigious
universities, offering online courses either for free, charging or only charging a small fee
for the final certification. Other open education initiatives have been around such as
Udemy, P2PU and Khan Academy.

4.  Different ideologies have driven MOOCs in two different pedagogical directions:
1. The earlier connectivist-based MOOCs (cMOOC), which was based on exploring
new pedagogies beyond traditional classroom and emphasizing that learning and
knowledge emerge from interaction, creativity, autonomy and informal social
networking learning relatively free from institutional constraints.
2. And the later content-based MOOCs (xMOOCs) such as those offered by
Coursera and edX, which emphasize a more traditional and behaviorist learning
approach through instructional methods with video presentations, short quizzes and
testing.

5. Virtual Instrument Systems in Reality (VISIR)

6. Virtual Instrument Systems in Reality (VISIR)
1) Bleking Institute of Technology (BTH).
2) Carinthia University of Applied Sciences.
3) FH Campus Wien University of applied sciences.
4) Polytechnic Institute of Porto (ISEP).
5) University of Deusto.
6) Spanish University for Distance Education (UNED).
7) Indian Institute of Technology Madras (IIT-M).

7. Virtual Instrument Systems in Reality (VISIR)

8. Virtual Instrument Systems in Reality (VISIR)

9. Virtual Instrument Systems in Reality (VISIR)
 RLC circuit
 Half-wave rectifier with filter.
 Half-wave rectifier without filter.
 Inverter operational amplifier.
 Non-inverter operational amplifier.
 Regulator with zener diode.
 Common emitter BJT.
 Common collector BJT.

14. Organization
1st edition course: May 2013 – September 2013 (5 months)
2nd edition course: November 2013 – January 2014 (3 months)
 8 modules of 10 hours.
 The first module introduces circuit simulation with tools such as SPICE and Micro-Cap
and the subsequent modules involves real-time practicing with VISIR.
35 years old students or older 43%
Active workers 50%
Undergraduate students in a related field 18%
Graduate or postgraduate students in a related field 19%
Students with a non-university degree in a related field 23%
Students enrolled in this MOOC especially because of the use of a remote laboratory 81%

15. Organization
 Access to experiments is provided by the
MOOC’s portal through an integrated
scheduling system.
 The initial settings allow 16 simultaneous
users per 60 minutes slot and for each
user a maximum of two simultaneous
slots booked and a limitation of 14 slots
per course.
 With these settings, VISIR allows up to
384 students to experiment with any of
the designed practices of the MOOC every.

16. Implementation

17. Implementation

18. Implementation

19. https://unedcoma.es/
UNED COMA

20. Future Works

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22. These practices
leverage VISIR
and convert it
into a unique
training platform
of its kind!!!!

23. • To study the effect of load variation on the input and output signals, the effect of
input signals’variation on the output signals, and the thermal effect of the regulator
IC due to power dissipations.
• The datasheet of the thermistors is used to calculate the temperature and a
reasonable time should be considered (about 5 to 10 minutes) between each
measurement.
Rsh
VS
LM7805-B
LM7805-A
1
2
3
4
5 6 7
8
9
C1 C2
Rsh2
RL
Relay1
Relay2
+5V NTC 1,2 NTC 3
Non-Isolated Linear Regulated DC/DC Converter

24. Non-Isolated Linear Regulated DC/DC Converter
• Temperature of the ambient is
measured by the NTC3 (25 C).
• The input signal is applied to each
regulator LM7805 for 5 minutes and
then its temperature is measured.
• NTC1: thermal resistance (60 C/W
junction air thermal resistance –
junction cases thermal resistance),
which is nearly close to the practical
measurement ( increment 50)
• NTC2: total thermal resistance is
21 C/W, (thermal resistances of the
heat sink 14 C/W + junction cases
of the regulator + 2 C/W due to the
imperfection of the contact between
the regulator and the heat sink).
(increment 25)
Rsh
VS
LM7805-B
LM7805-A
1
2
3
4
5 6 7
8
9
C1 C2
Rsh2
RL
Relay1
Relay2
+5V NTC 1,2 NTC 3
NTC3 (25C) NTC1 (75 C) NTC2 (50 C)

26. Thanks for your Attention!
Mohamed Tawfik
mtawfik@ieec.uned.es
Electrical & Computer Engineering Department (DIEEC)
Spanish University for Distance Education (UNED)