Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experimentación online y nuevas experiencias en laboratorios remotos. María Teresa Restivo, Universidad de Oporto. 26/02/2016.
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experimentación online y nuevas experiencias en laboratorios remotos. María Teresa Restivo, Universidad de Oporto. 26/02/2016.
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?". ...eMadrid network
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?". Hacia la innovación educativa: los MOOCs y SPOCs de la Universidad Autónoma de Madrid. Pedro García Martín, Ruth Cobos Pérez, Universidad Autónoma de Madrid. 11/03/2016.
Optimización de recursos para lograr calidad y cantidad en la creación de MO...eMadrid network
Optimización de recursos para lograr calidad y cantidad en la creación de MOOCs: Experiencias de la Universidad de Southampton. Kate Dickens, Universidad de Southampton. 11/03/2016.
Carmen Padrón-Nápoles - EMMA webinar: Sharing the experience of the EMMA plat...EUmoocs
This slides were presented during one of the webinars in the EMMA webinar series.
This last session of the EMMA webinar series will provide you with an overview of our experiences developing and running the EMMA platform from the perspective of accommodating cultural and pedagogical diversity as well as the lessons learned during this adventure. The second part of the webinar will be dedicated to presenting some of our plans and collaborations for the near future, 1) describing how EMMA intends to respond to the challenge of launching itself on the market and achieving sustainability, and 2) presenting the EMMA business plan and future governance. This webinar intends to be also a call to action to come on board, don't miss this opportunity!
Find out more: http://project.europeanmoocs.eu/project/get-involved/webinar-series/sharing-the-experience-of-the-emma-platform-looking-to-the-future/
Brouns, Firssova - Bootcamp EMMA MOOC Assessment for learning in practice - E...EUmoocs
This presentation by Francis Brouns and Olga Firssova was given at the EDEN conference. To know more visit http://project.europeanmoocs.eu/project/publications/
V Jornadas eMadrid sobre “Educación Digital”. Ruth Cobos Pérez, Universidad A...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Ruth Cobos Pérez, Universidad Autónoma de Madrid: Experiencias y expectativas de los MOOCs de la UAM. 2015-06-30
The document discusses the objectives and timeline of Work Package 4 (WP4) of the E-XCELLENCE in a national, European and world perspective (NEXT) project. WP4 aims to broaden the partnership of the project on European and global levels through 2021 by liaising with organizations to address target groups, organizing a global task force meeting in Paris, and participating in expert seminars. The outcomes will include engaging organizations, a meeting report with an action plan, and disseminating information and recommendations.
European mooc strategies: strength in diversityEADTU
European MOOC strategies show strength in diversity. While the US initially dominated the MOOC movement, the response in Europe has been fragmented with many country- and language-specific platforms emerging. However, European involvement in MOOCs is increasing, with more universities offering them. Diversity across platforms, languages, approaches and objectives helps address different needs. Coordination is needed to leverage this diversity and ensure inclusive, equitable access to open education through collaborative MOOC strategies across Europe.
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?". ...eMadrid network
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?". Hacia la innovación educativa: los MOOCs y SPOCs de la Universidad Autónoma de Madrid. Pedro García Martín, Ruth Cobos Pérez, Universidad Autónoma de Madrid. 11/03/2016.
Optimización de recursos para lograr calidad y cantidad en la creación de MO...eMadrid network
Optimización de recursos para lograr calidad y cantidad en la creación de MOOCs: Experiencias de la Universidad de Southampton. Kate Dickens, Universidad de Southampton. 11/03/2016.
Carmen Padrón-Nápoles - EMMA webinar: Sharing the experience of the EMMA plat...EUmoocs
This slides were presented during one of the webinars in the EMMA webinar series.
This last session of the EMMA webinar series will provide you with an overview of our experiences developing and running the EMMA platform from the perspective of accommodating cultural and pedagogical diversity as well as the lessons learned during this adventure. The second part of the webinar will be dedicated to presenting some of our plans and collaborations for the near future, 1) describing how EMMA intends to respond to the challenge of launching itself on the market and achieving sustainability, and 2) presenting the EMMA business plan and future governance. This webinar intends to be also a call to action to come on board, don't miss this opportunity!
Find out more: http://project.europeanmoocs.eu/project/get-involved/webinar-series/sharing-the-experience-of-the-emma-platform-looking-to-the-future/
Brouns, Firssova - Bootcamp EMMA MOOC Assessment for learning in practice - E...EUmoocs
This presentation by Francis Brouns and Olga Firssova was given at the EDEN conference. To know more visit http://project.europeanmoocs.eu/project/publications/
V Jornadas eMadrid sobre “Educación Digital”. Ruth Cobos Pérez, Universidad A...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Ruth Cobos Pérez, Universidad Autónoma de Madrid: Experiencias y expectativas de los MOOCs de la UAM. 2015-06-30
The document discusses the objectives and timeline of Work Package 4 (WP4) of the E-XCELLENCE in a national, European and world perspective (NEXT) project. WP4 aims to broaden the partnership of the project on European and global levels through 2021 by liaising with organizations to address target groups, organizing a global task force meeting in Paris, and participating in expert seminars. The outcomes will include engaging organizations, a meeting report with an action plan, and disseminating information and recommendations.
European mooc strategies: strength in diversityEADTU
European MOOC strategies show strength in diversity. While the US initially dominated the MOOC movement, the response in Europe has been fragmented with many country- and language-specific platforms emerging. However, European involvement in MOOCs is increasing, with more universities offering them. Diversity across platforms, languages, approaches and objectives helps address different needs. Coordination is needed to leverage this diversity and ensure inclusive, equitable access to open education through collaborative MOOC strategies across Europe.
Presentation for my EDDE 801 course (Athabasca University EdD program) on MOOCs. Covers a brief history of MOOCs, an initial taxonomy of issues around MOOCs and the taxonomy applied (briefly) to the Greek Open Course effort (ca. 2014)
2020_09_23 "Faceing COVID-19 and the new normal at TUM" - Hans PongratzeMadrid network
- TUM had to quickly transition to remote learning during the COVID-19 pandemic. It mobilized 500 student assistants to help digitize materials and build online courses. It also established task forces around issues like campus licenses, examinations, and student presence.
- For the summer 2020 term, TUM focused on quality management and obtaining feedback from teachers and students. It provided guidance documents and support for online teaching. It also held an ideas competition around virtual labs, digital formats, and student learning.
- TUM's IT infrastructure, including its Moodle and Panopto systems, supported the transition and proved effective. Over 35,000 students accessed Moodle and over 27,000 used Panopto.
- Les
The document outlines the agenda and action items for the second transnational meeting of the Teaching Innovative Practices in STEM project. Key items discussed include finalizing plans for student mobility in France and Italy, developing guides to share teaching practices between countries, using an eTwinning platform to collaborate online and collect student and teacher feedback, and reviewing project reporting requirements. The meeting took place on September 29, 2016 in Gijón, Spain.
This document discusses OpenCourseWare in Europe and its potential for virtual mobility. It notes that while Europe has many traditional universities, it is lagging in open education due to conservative attitudes and budget cuts. The project aims to facilitate virtual mobility across Europe by creating preconditions for a strong OCW framework through closer cooperation between institutions, sharing materials, and potentially joint degrees. It outlines phases of research, workshops, and reports to establish a European branch of the OpenCourseWare Consortium by the end of 2013.
The document outlines the agenda for the 1st Transnational Meeting in Gijon, Spain on October 22nd, 2015 of the TIPS (Teaching Innovative Practices in STEM) project. The agenda includes presentations of schools and teachers involved, discussions of eTwinning tools, Europass, surveys, and the Erasmus+ grant. It also covers planning for upcoming workshops in Spain and Belgium, including student pairing and activities. Administrative items like minutes, certificates of attendance and a satisfaction survey are noted.
The OpenMed Project compendium provides an introduction to open education concepts and definitions. It includes case studies of open education initiatives in Europe and the South-Mediterranean region, as well as interviews with open education experts. The compendium aims to inform the OpenMed project's work and provide inspiration for adopting open educational practices.
Lost in transition: digital resources and university strategiesAda Giannatelli
Presentation at Open Education Global Conference, Delft, the Netherlands, 2018
With universities becoming more and more reliant on technology, it is important for higher education leaders to harness the potential of digital resources in order to find a strategy for change.
Leveraging a MOOC and CC licenses to raise awareness of open resources as a strategic factor for universities: the presentation takes the cue from the D-TRANSFORM MOOC to share some reflections on the role of open education in promoting cultures of change and innovation.
ReOPEN project aims and objectives, along with the results are presented for target users: education providers, VET, HE and adult learning teachers and trainers, as well as IT specialists.
The ReOPEN project aims to create tools for developing and validating open online learning (OOL) courses in order to facilitate recognition of non-formal learning. The project will design a platform for OOL curriculum development with validation and recognition features. It will also train educators to design validated OOL courses, apply digital badges for credentials, and recognize non-formal learning in formal programs. Ultimately, the project seeks to establish partnerships to promote broader recognition of open learning across institutions.
eTwinning Initial Training Pilot, presentation May 2015 alexandra tosi
The document summarizes an eTwinning Teacher Training Pilot program that was conducted from 2012-2015 in several European countries. It involved partnerships between teacher training institutions where students would collaborate on projects with or without pupil involvement. Some examples provided include a student-to-student project using TwinSpace without pupils, and a project where students collaborated with pupils on an activity related to a Norwegian tale under a tutor's supervision. The goal was to help train future teachers on eTwinning and provide experience with pedagogical skills and motivating pupils.
Presentation at the conference: The New Student: flexible learning paths and future learning environments. Austria's Presidency Event, Vienna 21st Sept 2018
This document discusses the Scientix 2 project, which promotes STEM education through collaboration between schools, industry, and European projects. Funded by the European Commission, Scientix 2 aims to connect 2000 schools by 2013 and 5000 schools by 2014. It establishes online communities for teachers and industry experts to discuss STEM topics. The project also organizes webinars for students, collects teaching practices from industry, and supports the exchange of ideas between related European projects through meetings and workshops.
Rosanna De Dosa - EMMA webinar: Sharing the experience of the EMMA platformEUmoocs
This slides were presented during one of the webinars in the EMMA webinar series.
This last session of the EMMA webinar series will provide you with an overview of our experiences developing and running the EMMA platform from the perspective of accommodating cultural and pedagogical diversity as well as the lessons learned during this adventure. The second part of the webinar will be dedicated to presenting some of our plans and collaborations for the near future, 1) describing how EMMA intends to respond to the challenge of launching itself on the market and achieving sustainability, and 2) presenting the EMMA business plan and future governance. This webinar intends to be also a call to action to come on board, don't miss this opportunity!
Find out more: http://project.europeanmoocs.eu/project/get-involved/webinar-series/sharing-the-experience-of-the-emma-platform-looking-to-the-future/
Presentation of Airina Volungevičienė, EDEN President, Vytautas Magnus University, Lithuania, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
Seminario eMadrid 2015 09 10 sobre Serious Games (UCM) . Sylvester Arnab, Ci...eMadrid network
Sylvester Arnab is a professor at Coventry University who studies disruptive media learning. He discusses how learning is becoming more pervasive and how gamification and pervasive gaming can be used to support collaboration. Arnab also mentions the BEACONING project which uses contextualized, pervasive, and gameful learning to break down educational barriers. He concludes that physical experience, mental challenge, social experience, and immersion are important aspects to consider.
Seminario eMadrid 2015 09 10 sobre Serious Games (UCM) . Ángel González - Ser...eMadrid network
El documento discute el potencial de la realidad virtual y aumentada para la formación. Señala que la realidad virtual puede ser más motivadora que la situación real para la formación cuando esta sea peligrosa, costosa o difícil de simular. Sin embargo, todavía no está lo suficientemente extendida debido a limitaciones técnicas y de coste. La realidad aumentada se enfoca más hacia la educación.
Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Apren...eMadrid network
Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain para el aprendizaje de los estudiantes y el desarrollo de los docentes
eMadrid 2015 27 01(UC3M) Daniel T. Hickey - Open Badges 2.0: What’s Next?eMadrid network
The document summarizes research on digital badge projects from 2012. It analyzed 600 badge content proposals and the work of 29 content developers across 3 platforms. The badges served to recognize, assess, and motivate learning in both formal and informal contexts. Over time, some badge projects evolved from initial intentions to enacted practices to enduring formal practices after funding. Successful projects layered badges onto existing content and technologies or offered unique claims, while those with redundant badges or aiming to create new ecosystems and content struggled. The document outlines goals for advancing open badges in higher education through developing extensions for major learning management systems and sharing case studies.
Presentation for my EDDE 801 course (Athabasca University EdD program) on MOOCs. Covers a brief history of MOOCs, an initial taxonomy of issues around MOOCs and the taxonomy applied (briefly) to the Greek Open Course effort (ca. 2014)
2020_09_23 "Faceing COVID-19 and the new normal at TUM" - Hans PongratzeMadrid network
- TUM had to quickly transition to remote learning during the COVID-19 pandemic. It mobilized 500 student assistants to help digitize materials and build online courses. It also established task forces around issues like campus licenses, examinations, and student presence.
- For the summer 2020 term, TUM focused on quality management and obtaining feedback from teachers and students. It provided guidance documents and support for online teaching. It also held an ideas competition around virtual labs, digital formats, and student learning.
- TUM's IT infrastructure, including its Moodle and Panopto systems, supported the transition and proved effective. Over 35,000 students accessed Moodle and over 27,000 used Panopto.
- Les
The document outlines the agenda and action items for the second transnational meeting of the Teaching Innovative Practices in STEM project. Key items discussed include finalizing plans for student mobility in France and Italy, developing guides to share teaching practices between countries, using an eTwinning platform to collaborate online and collect student and teacher feedback, and reviewing project reporting requirements. The meeting took place on September 29, 2016 in Gijón, Spain.
This document discusses OpenCourseWare in Europe and its potential for virtual mobility. It notes that while Europe has many traditional universities, it is lagging in open education due to conservative attitudes and budget cuts. The project aims to facilitate virtual mobility across Europe by creating preconditions for a strong OCW framework through closer cooperation between institutions, sharing materials, and potentially joint degrees. It outlines phases of research, workshops, and reports to establish a European branch of the OpenCourseWare Consortium by the end of 2013.
The document outlines the agenda for the 1st Transnational Meeting in Gijon, Spain on October 22nd, 2015 of the TIPS (Teaching Innovative Practices in STEM) project. The agenda includes presentations of schools and teachers involved, discussions of eTwinning tools, Europass, surveys, and the Erasmus+ grant. It also covers planning for upcoming workshops in Spain and Belgium, including student pairing and activities. Administrative items like minutes, certificates of attendance and a satisfaction survey are noted.
The OpenMed Project compendium provides an introduction to open education concepts and definitions. It includes case studies of open education initiatives in Europe and the South-Mediterranean region, as well as interviews with open education experts. The compendium aims to inform the OpenMed project's work and provide inspiration for adopting open educational practices.
Lost in transition: digital resources and university strategiesAda Giannatelli
Presentation at Open Education Global Conference, Delft, the Netherlands, 2018
With universities becoming more and more reliant on technology, it is important for higher education leaders to harness the potential of digital resources in order to find a strategy for change.
Leveraging a MOOC and CC licenses to raise awareness of open resources as a strategic factor for universities: the presentation takes the cue from the D-TRANSFORM MOOC to share some reflections on the role of open education in promoting cultures of change and innovation.
ReOPEN project aims and objectives, along with the results are presented for target users: education providers, VET, HE and adult learning teachers and trainers, as well as IT specialists.
The ReOPEN project aims to create tools for developing and validating open online learning (OOL) courses in order to facilitate recognition of non-formal learning. The project will design a platform for OOL curriculum development with validation and recognition features. It will also train educators to design validated OOL courses, apply digital badges for credentials, and recognize non-formal learning in formal programs. Ultimately, the project seeks to establish partnerships to promote broader recognition of open learning across institutions.
eTwinning Initial Training Pilot, presentation May 2015 alexandra tosi
The document summarizes an eTwinning Teacher Training Pilot program that was conducted from 2012-2015 in several European countries. It involved partnerships between teacher training institutions where students would collaborate on projects with or without pupil involvement. Some examples provided include a student-to-student project using TwinSpace without pupils, and a project where students collaborated with pupils on an activity related to a Norwegian tale under a tutor's supervision. The goal was to help train future teachers on eTwinning and provide experience with pedagogical skills and motivating pupils.
Presentation at the conference: The New Student: flexible learning paths and future learning environments. Austria's Presidency Event, Vienna 21st Sept 2018
This document discusses the Scientix 2 project, which promotes STEM education through collaboration between schools, industry, and European projects. Funded by the European Commission, Scientix 2 aims to connect 2000 schools by 2013 and 5000 schools by 2014. It establishes online communities for teachers and industry experts to discuss STEM topics. The project also organizes webinars for students, collects teaching practices from industry, and supports the exchange of ideas between related European projects through meetings and workshops.
Rosanna De Dosa - EMMA webinar: Sharing the experience of the EMMA platformEUmoocs
This slides were presented during one of the webinars in the EMMA webinar series.
This last session of the EMMA webinar series will provide you with an overview of our experiences developing and running the EMMA platform from the perspective of accommodating cultural and pedagogical diversity as well as the lessons learned during this adventure. The second part of the webinar will be dedicated to presenting some of our plans and collaborations for the near future, 1) describing how EMMA intends to respond to the challenge of launching itself on the market and achieving sustainability, and 2) presenting the EMMA business plan and future governance. This webinar intends to be also a call to action to come on board, don't miss this opportunity!
Find out more: http://project.europeanmoocs.eu/project/get-involved/webinar-series/sharing-the-experience-of-the-emma-platform-looking-to-the-future/
Presentation of Airina Volungevičienė, EDEN President, Vytautas Magnus University, Lithuania, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
Seminario eMadrid 2015 09 10 sobre Serious Games (UCM) . Sylvester Arnab, Ci...eMadrid network
Sylvester Arnab is a professor at Coventry University who studies disruptive media learning. He discusses how learning is becoming more pervasive and how gamification and pervasive gaming can be used to support collaboration. Arnab also mentions the BEACONING project which uses contextualized, pervasive, and gameful learning to break down educational barriers. He concludes that physical experience, mental challenge, social experience, and immersion are important aspects to consider.
Seminario eMadrid 2015 09 10 sobre Serious Games (UCM) . Ángel González - Ser...eMadrid network
El documento discute el potencial de la realidad virtual y aumentada para la formación. Señala que la realidad virtual puede ser más motivadora que la situación real para la formación cuando esta sea peligrosa, costosa o difícil de simular. Sin embargo, todavía no está lo suficientemente extendida debido a limitaciones técnicas y de coste. La realidad aumentada se enfoca más hacia la educación.
Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Apren...eMadrid network
Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain para el aprendizaje de los estudiantes y el desarrollo de los docentes
eMadrid 2015 27 01(UC3M) Daniel T. Hickey - Open Badges 2.0: What’s Next?eMadrid network
The document summarizes research on digital badge projects from 2012. It analyzed 600 badge content proposals and the work of 29 content developers across 3 platforms. The badges served to recognize, assess, and motivate learning in both formal and informal contexts. Over time, some badge projects evolved from initial intentions to enacted practices to enduring formal practices after funding. Successful projects layered badges onto existing content and technologies or offered unique claims, while those with redundant badges or aiming to create new ecosystems and content struggled. The document outlines goals for advancing open badges in higher education through developing extensions for major learning management systems and sharing case studies.
eMadrid 2015 27 01(UC3M) Michael Amigot - Digital badges and latest innovatio...eMadrid network
The document discusses digital badges and recent innovations on the Open edX platform. It notes that digital badges recognize and verify students' achievements and skills over time, acting as micro-credentials. Badges can increase student engagement and provide independent learners proof of their accomplishments, even if students do not complete courses. Employers are increasingly accepting badges from MOOCs and open courses. The Open edX platform is moving in the direction of badges and has also added features like full translation into Spanish, a shopping cart integrated with PayPal, hosting external content from platforms like WordPress, enhanced graphics, accelerated course production, and Q&A support.
eMadrid 2015 27 01(UC3M) Michael Amigot - Digital badges and latest innovatio...
Similar to Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experimentación online y nuevas experiencias en laboratorios remotos. María Teresa Restivo, Universidad de Oporto. 26/02/2016.
Internationalization and Globalization of EngineeringManuel Castro
Presentation paper at the Twelfth LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2014) in Guayaqui, Ecuador, July 22 - 24, 2014
Keynote talk on Remote Labs, for IEEE Kenya 15 July 2021Timothy Drysdale
This was an invited talk at the "Engineering for
Sustainable Future and Transformative Innovation" event organised by IEEE Kenya for 15/16 July. The talk was given remotely and included a live demonstration of our labs. The license for the slides is CC-BY-NC-4.0.
The document summarizes the NMC Technology Outlook for STEM+ Education 2013-2018 report, which explores emerging technologies for STEM education over the next five years. The report is a collaboration between multiple organizations and funded by a grant from CSEV. It examines technologies impacting higher education, K12, and other areas. The report identifies technologies to watch in the next one, two to three, and four to five years, such as learning analytics, mobile learning, online learning, virtual labs, 3D printing and more. Examples are provided for each time period. The document encourages participation by tagging on social media, commenting on the report, joining the advisory board, and submitting projects.
inGenious and other European projects on STEM education: nanOpinion, Go-Lab a...Brussels, Belgium
The document discusses several European STEM education projects supported by the European Commission:
- inGenious and other projects aim to promote STEM education through activities like collecting teaching practices from industry and workshops.
- nanOpinion produces educational materials on nanotechnology and runs a teacher training program.
- Go-Lab provides online science labs for inquiry-based learning and allows students to perform experiments remotely.
- Scientix is a portal that disseminates information on STEM projects, resources, events and a network of teachers across Europe. It aims to improve STEM education through collaboration.
Keynote presentation at IEEE TALE 2013 conference - A Second Step Ahead in the Future of Labs and Learning: MOOCs, Widgets, Ubiquity and Mobility - Bali, Indonesia, August 2013 http://www.tale-conference.org/tale2013/
Presentación realizada en el PCF6 de la Índia en el que se trata parte del trabajo realizado en EduWAI.
Más información en: http://eduwai.grupogesfor.com o http://innovacion.grupogesfor.com
This document discusses training and technology transfer experiences from a European Union perspective in the Asia-Pacific region. It describes the NeSC Training, Outreach and Education projects which have provided training courses worldwide since 2004. Barriers to and enablers of technology adoption are examined based on interviews with researchers. Examples of interventions to address barriers include targeted events, introductory materials, and 'eRoadshows' to disseminate information directly to communities. A model for an online International Winter School for Grid Computing is presented as an example of leveraging resources and services to replicate an in-person training program.
Mapping science education projects in Europe and getting teachers, researcher...Brussels, Belgium
The document provides information about several European science education projects and initiatives. It discusses Scientix, a community for science education in Europe that maps science education projects and connects teachers, researchers, and other stakeholders. It describes some key Scientix 2 projects like inGenious, which involves schools and industry partnerships, and Go-Lab, which provides online science labs for inquiry-based learning. It also discusses the European Schoolnet, which promotes use of digital technologies in classrooms, and some of its STEM projects. Overall, the document outlines initiatives to support and connect science education across Europe.
Eden2013 remote laboratories_ws_14062013Enrique Barra
The document discusses several European projects that aim to provide remote access to science laboratories for secondary education students. The UniSchooLabS project from 2010-2012 promoted collaboration between universities and schools by giving remote access to science labs. The Go-Lab project, which ran from 2013-2016, sought to offer students and teachers access to online labs and scientific instruments to enrich science teaching and learning. It developed an online platform to search for and access remote labs. The GLOBAL Excursion project supported virtual excursions for students and teachers to access various e-infrastructures and resources.
Politecnico di Milano has started an initiative to innovate PoliMi’s teaching activities and techniques.
The Dipartimento di Elettronica, Informazione e Bioingegneria (DEIB) has started to work on this initiative and we are pleased to share with you the result of this, the so called “PEoPLe@DEIB: Politecnico Experiences on Passionate Learning” initiative.
The PEoPLE@DEIB goal is to present several courses, competitions and events that will make focus on some aspects of the engineering world – and not only – in a way of presenting these topics that is different from the one you experienced during your academic career in Politecnico.
These events will be scheduled and proposed in a way that will not impact the normal academic activities, and that is one of the reasons why we included “Passionate” in our slogan, they will be held in the late afternoon, in the evening and during the weekends. Don’t worry, it is extra work – it’s true – but it is only on a voluntary basis; you will decide what to attend to and whether to do it. You will get extra credits for the courses/activities that you decide to attend and these will be listed in your diploma supplement when you graduate.
We do have the perception that a close connection between research and education has to be pursued to properly prepare our students. Research and education is perceived as a dichotomy. It has often been hard to couple them in a productive and virtuous cycle but we do believe that Research can obtain great benefits from Teaching and the other way around and this basic principle is at the basis of all the PEoPLE@DEIB activities. In particular, involving young students in research activities will heavily increase the creative and brainstorming phase of a research group. Students are not yet constrained in a research framework and they are not scared by the idea of trying and failing to see their ideas coming reality through their work. On the contrary, from an educative point of view, giving the students the chance to be involved in real projects will mean giving them the chance to experience real design and development challenges and by guiding them during the design and development we can, in a maieutic way, teach them how to approach real life projects.
In such a context it is necessary to provide the students with an environment where they can work and experiment a motivating experience and this is exactly what we are doing with the PEoPLe@DEIB initiative.
We strongly believe that students are terrific, they are young, but that just means that they need to be properly trained and helped in understanding that failures are part of the learning process. Without trying, you are not going to fail, but without trying you cannot learn new things, you can not achieve greatness!
PEoPLE@DEIB is working towards this objectives, trying to make students more self-confident.
This document summarizes Maximilian Müller's research focusing on engaging user scenarios around interactive public displays. It discusses deploying displays in school settings to showcase educational video content from the JuxtaLearn project. Observations found students engaged more with dynamic and interactive content. Introducing awareness of peer interactions, like through notifications of others' actions, positively increased engagement both with the displays and socially. Future work aims to better understand factors motivating interaction and bridging awareness to actual participation. The document also outlines exploring situated shared music experiences using public displays.
Practical Competences in a Changing World New Learning Technologies in Renewa...Manuel Castro
Our world is in continuous change, and inside the Engineering Education arena we saw those changes arising mainly in the last 10 years. Teaching methodologies are evolving such as remote and virtual laboratories, MOOCs and blended learning, among others like learning analytics, assessment and engagement, they will be analyzed and connected. Those activities and learning technologies are impacting Renewable Energies Engineering Education as part of the Engineering areas. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA as changes followed by other areas like Middle East and North Africa. This evolution is a key driving factor towards blended learning and jumping to open education (OCW and MOOCs) which are caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in life-long learning
Integration of an e-learning Platform and a Remote Laboratory for the Experim...Federico Lerro
Nowadays, it is more common to use both
systems, a Learning Management System (LMS) and a
remote laboratory, independently. However, we understand
it is highly convenient for the students to have access and
perform real experimental practices in remote laboratories
from a LMS. This integration of both educational resources
constitutes one objective of a project developed by a joint
venture company-university: a technology company (“educativa”)
and a public university (UNR). The project is
based on the addition to the “Virtual Campus LMS”,
developed by “e-ducativa”, of a function that allows the
access and control, via Internet, to the “Remote Laboratory
of Electronic Physics” located in the university
headquarters. Technology is basically a self-communication
protocol that allows exchanging data in a standardized way
between the LMS software and the device control connected
to the remote equipment. The project includes the
implementation of an interface that allows the users of the elearning
platform to have access to it and to future
developments of remote laboratories. In this paper the
authors describe the technical implementation of the project
and provide educational criteria in order to integrate the
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Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experimentación online y nuevas experiencias en laboratorios remotos. María Teresa Restivo, Universidad de Oporto. 26/02/2016.
2. Online Experimentation
Online Experimentation & STEM Education
Online Experimentation in the Real Life
Contribution of Online Experimentation@FEUP
Some New Remote Experiments
Online Experimentation - Some food to thought…
2
Topics
3. Online experimentation is based on emerging technologies, like remote
access to experimentation, but also virtual 2D and 3D experimentation,
virtual and augmented reality apps combined with sensorial devices for
remote or virtual reality interaction, potentiated by additional tools such as
serious games and live videos, available through web platforms for exploring
and increasing the user immersion in real systems or in their virtual replicas
Online Experimentation
3
For example - who makes available a Remote Experiment without image?
4. Why is Online Experimentation important in STEM
Education?
Online Experimentation & STEM Education
4
5. Remembering…Teaching and Learning in Science,Technology,
Engineering and Maths ( STEM) comprises all grade levels, from pre-
school to post-doctorate, using both formal & informal sceneries
Also
STEM is a priority topic:
o CoSTEM (USA)
o Report from the Committee on Employment and Social Affairs of
the European Parliament & constant H2020 programs areas
OE in STEM education
5
6. OE in STEM education
6
…EmergingTechnologies …and so… remote , but also virtual and
augmented reality experimentation, sensorial devices…what did use
NASA, BOING, USA ARMY, …, for years and years???
&
At the present students will find them also in their professional tasks!
Students familiarity with them in future STEM labour environments
is of great relevance!
7. OE in STEM education
7
Real life examples??????????????
Let’s see some
22. Augmented Reality in
Industry maintenance and
training
22
OE in the Real Life
http://int.search.myway.com/search/video.jhtml?searchfor=bmw+augmented+reality&p2=%5EC73%5Exdm013
%5ETTAB02%5Ept&n=7829e302&ss=sub&st=tab&ptb=39423B54-E2DE-426D-811B-
8568425895CD&si=COPKrcuGn8oCFUYTwwodgsMCig&tpr=sbt
23. Main Objective
to promote online experimentation, also including smart devices,
communication protocols, web interface design and virtual and
augmented reality and haptics interactions, resources assessment and
assessment of knowledge gain looking at the higher education,
STEM, industry training and society
23
Contribution of OE@FEUP
24. Contribution of OE@FEUP
24
o A FEUP project for ALL: free access and free apps downloadable
o Intensifying cooperation with National Higher Education (U. Coimbra, … ,
European (UNED…) & Brazilian Univ. (UERGS) & NeReLa Network in Activities
and Projects &….always open to all
o Cooperating with REV’07 and 12, 14 & 16, ICL’14, IFAC’16, Organizing Demo
Sessions
o Co-organizing with U. Coimbra the exp.at’11, ’13 & ’15 Conferences and 17, next
year!
o Co-Editing of the book “Online Experimentation: EmergingTechnologies and the
IoT”
26. 26
0
5
10
15
20
25
30
Secundary University Lifelong
NºofModules
Education levels & Resources applicability
0
10
20
30
40
50
60
70
80
90
100
Applicability areas
OE@FEUP
Resources created based in the well known
13 criteria indicated by ABET
They also are prepared to allow to be looked
with possible distinct perspective and so
usable in different contexts and levels
27. 27Experiments in Metrology, surface finishing, geometric properties
Straightness Measurement
Remote Exp.
2D simulation
OE@FEUP
AR E
https://remotelab.fe.up.pt/straightnessAR/tut_video.html
https://remotelab.fe.up.pt/remote_exp/straightness_video.html
https://remotelab.fe.up.pt/simulations.html
28. DC Circuits
AR for STEM and freshmen in
higher education
To engage students with
fundamentals of DC circuits
28
OE@FEUP
https://remotelab.fe.up.pt/circuitosDC/puzzle_video.html
29. Haptics with remote and virtual
labs
In 2007 colleagues in Brazil (UFPB)
pushed a cantilever beam in our lab &
felt its reaction force with a haptic
29
OE@FEUP
30. D.I.Y. 1 DOF Haptic KIT
available online
+
a set of different virtual
experiments for haptic
interaction
30
OE@FEUP
https://remotelab.fe.up.pt/1Dof_haptic/DIY_haptic_demo.html
31. 31
OE@FEUP
D.I.Y. 1 DOF Haptic
available online
+
a set of different virtual
experiments for haptic
interaction
https://remotelab.fe.up.pt/vr_exp.html
https://remotelab.fe.up.pt/vr_exp/vr_particle_system_video.html
32. Haptics & Oculus Rift
and New Generation Labs…
OE@FEUP
32
https://remotelab.fe.up.pt/vr_exp/vr_lab_video.html
33. Some new Remote Experiments
Level Measurement and Control
LampTemperature Control
33
https://remotelab.fe.up.pt/remote_exp/html_based.html
Mobile Access
34. 34
Some new Remote Experiments from NeReLa Network
University of Nis
http://www.nerela.kg.ac.rs/
35. 35
Some new Remote Experiments from NeReLa Network
University of Kragujevac
http://www.nerela.kg.ac.rs/
36. 36
Some new Remote Experiments from NeReLa Network
University of Kragujevac
http://www.nerela.kg.ac.rs/
37. 37
Some new Remote Experiments from NeReLa Network
University of Kragujevac
http://www.nerela.kg.ac.rs/
38. 38
Some new Remote Experiments from NeReLa Network
University of Kragujevac
http://www.nerela.kg.ac.rs/
39. 39
Some new Remote Experiments from NeReLa Network
University of Kragujevac
http://www.nerela.kg.ac.rs/
40. 40
Some new Remote Experiments from NeReLa Network
http://www.nerela.kg.ac.rs/
University of Novi Sad
41. 41
Some new Remote Experiments from NeReLa Network
http://www.nerela.kg.ac.rs/
University of Novi Sad
42. 42
Some new Remote Experiments from NeReLa Network
http://www.nerela.kg.ac.rs/
University of Novi Sad
43. 43
Some new Remote Experiments from NeReLa Network
http://www.nerela.kg.ac.rs/
University of Novi Sad
44. 1) Are students getting experimental skills by using online experiments?
• This discussion has been conducted several times in previous works;
• Please do not forget that online experimentation offers different additional tools!
• Feisel & Rosa in “The Role of the Laboratory in Undergraduate Engineering
Education, 2005”, conducted us to…
“13 fundamental objectives of engineering instructional laboratories”
OE - Some food to thought…
44
45. OE - Some food to thought…
45
The “13 fundamental objectives of engineering instructional
laboratories” are within
• the cognition domain
• the psychomotor domain
• the affective domain
according to the Bloom’sTaxonomies and can be very helpful for
designing instructional labs
46. OE - Some food to thought…
46
MariaTeresa Restivo, Gustavo R. Alves, Acquisition of higher-order experimental skills
through remote and virtual laboratories,Chap. XIII, pp 321-347, in IT Innovative
Practices in Secondary Schools: Remote Experiments, O. Dziabenko and J. García-Zubía
(eds.), Univ. Deusto, 2013
Where hands on was compared with a remote experiment and a remote
experiment with its 3D virtual replica
Based in those 13 principles interesting conclusions are published in:
47. OE - Some food to thought…
47
2) How to engage “impatient” students?There are always universal
problems:
• The communications not always friendly;
• The technology not always working or stable;
• The technology bringing always some new requirements (updates);
• The need of technicians to support the structure working is not, usually,
recognized by Institutions and this brings breakdowns;
• …
48. OE - Some food to thought…
48
3) How to share resources in a continuous approach with different
colleagues?
What can we do to improve and to foster collaborative collaborations
in our community? Each one of us develop his/her experiment…
Let’s share colleagues RE with our student even merely to discuss with
them solutions’ “pros and cons”
49. OE - Some food to thought…
49
As discussed recently in a talk entitled “Moving from Know-What and Know-
How to Know-Why. LAB-CREATED LEARNING”, Susan M. Zvacek, Denver
University, exp.at’15, June 2015, summarized as:
“What, How, and Why are all needed.
Aligning your lab activities with the “Why” will keep students on track”
4) Are we building resources to get a new one?What is really the goal?
50. OE - Some food to thought…
50
The goal must be
progressively more
aligned with “WHY”
In OE usually
we do a lot of
WHAT and
HOW
51. OE - Some food to
thought…
51
The most exciting phrase to
hear in science, the one that
heralds new discoveries, is not
“Eureka!” but “That’s funny …”
IsaacAsimov
Enthusiastic students can do a lot!