Remote and Virtual Laboratories in Problem-Based Learning Scenarios

2010 ◽  
Author(s):  
Heinz-Dietrich Wuttke ◽  
Raimund Ubar ◽  
Karsten Henke
Keyword(s):  
Problem Based Learning ◽  
Virtual Laboratories ◽  
Learning Scenarios

scholarly journals An evaluation of implementing problem-based learning scenarios in an immersive virtual world

2011 ◽  
Vol 2 ◽  
pp. 116-124 ◽  
Author(s):  
Maggi Savin-Baden ◽  
Cathy Tombs ◽  
Terry Poulton ◽  
Emily Conradi ◽  
Sheetal Kavia ◽  
...  
Keyword(s):  
Virtual World ◽  
Problem Based Learning ◽  
Learning Scenarios

Problem-Based Learning Scenarios

2017 ◽  
Author(s):  
Tuğçe Günter ◽  
Nalan Akkuzu ◽  
Şenol Alpat
Keyword(s):  
Problem Based Learning ◽  
Learning Scenarios

scholarly journals Web of Things Platforms for Distance Learning Scenarios in Computer Science Disciplines: A Practical Approach

Technologies ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 17 ◽  
Author(s):  
Llanos Tobarra ◽  
Antonio Robles-Gómez ◽  
Rafael Pastor ◽  
Roberto Hernández ◽  
Jesús Cano ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Internet Of Things ◽  
Computer Science ◽  
Learning Strategy ◽  
Web Of Things ◽  
Virtual Laboratories ◽  
Learning Scenarios ◽  
Iot Devices ◽  
The Web

Problem-based learning is a widely used learning methodology in the field of technological disciplines, especially in distance education environments. In these environments, the most used tools, which provide learning scenarios, are remote and virtual laboratories. Internet of Things (IoT) devices can be used as remote or virtual laboratories. In addition to this, they can be organized/orchestrated to build remote maker spaces through the web. These types of spaces are called the Web of Things (WoT). This paper proposes the use of these types of spaces and their integration as practical activities into the curricula of technological subjects. This approach will allow us to achieve two fundamental objectives: (1) To improve the academic results (grades) of students; and (2) to increase engagement and interest of students in the studied technologies, including IoT devices. These platforms are modeled using archetypes based on different typologies and usage scenarios. In particular, these usage scenarios will implement a learning strategy for each problem to be solved. The current work shows the evolution of these archetypes and their application in the teaching of disciplines/subjects defined in computer science, such as distributed computing and cybersecurity.

scholarly journals The Quality Lighting Teaching Kit: Inspiring our Society to be Part of the Solution to Light Pollution

2017 ◽  
Vol 19 (1) ◽  
pp. 56-60
Author(s):  
Constance E. Walker ◽  
Stephen M. Pompea
Keyword(s):  
Energy Consumption ◽  
Problem Based Learning ◽  
Light Pollution ◽  
Public Outreach ◽  
Learning Scenarios ◽  
Education And Public Outreach ◽  
Optical Astronomy ◽  
The U.S

As an outcome of the International Year of Light 2015, the U.S. National Optical Astronomy Observatory’s Education and Public Outreach group has produced a Quality Lighting Teaching (QLT) Kit, The kits are designed around problem-based learning scenarios. The kit’s six activities allow students to address real lighting problems that relate to wildlife, sky glow, aging eyes, energy consumption, safety, and light trespass. The activities are optimized for 11-14 year olds but can be expanded to younger and older. Most of the activities can be done within in a few minutes during class or afterschool and as stations or as stand-alones. Everything you need for the six activities is included in the kit. Tutorial videos on how to do the activities can be found at www.noao.edu/education/qltkit.php. 90 out of 100 kits have been distributed to SPIE, OSA, CIE, IDA and the IAU in 32 countries.

scholarly journals Teaching Architectural Approach to Quality Software Development through Problem-Based Learning

10.28945/2583 ◽  
2002 ◽  
Author(s):  
Kam Hou Vat
Keyword(s):  
Software Development ◽  
Problem Based Learning ◽  
Building Blocks ◽  
Undergraduate Curriculum ◽  
Lessons Learned ◽  
Application Development ◽  
Collaborative Software ◽  
Component Based Development ◽  
Rapid Construction ◽  
Learning Scenarios

This paper describes the initiative to incorporate the practice of quality software development (QSD) into our undergraduate curriculum concerning the engineering of software. We discuss how the constructivist’s method of problem-based learning (PBL) helps develop this QSD practice into our students’ daily learning. This paper expounds the idea of an architectural approach to building software solutions, which is supported by the industry’s emerging consensus that architectural components provide the kind of building blocks we need for developing today’s complex systems. Particularly, the technology of component-based development asks of us the required portions of productivity, quality, and rapid construction of software artifacts. Consequently, our pedagogic approach to QSD focuses on designing and building a sensible architecture characterized by objects of different services, which represent the cohesive collections of related functionality, accessed through some consistent interfaces that encapsulate the implementation. The paper outlines an QSD approach in terms of state-of-the-practice development processes modified for educational scenarios, through which our students could learn to acquire their collaborative software engineering experience in the current practice of architected application development. The paper concludes by discussing the criteria used to evaluate the working of the learning scenario and some lessons learned involved in incorporating PBL learning scenarios suitable for QSD.

The Quality Lighting Teaching Kit: Utilizing Problem-Based Learning in Classrooms

2018 ◽  
Vol 14 (A30) ◽  
pp. 566-566
Author(s):  
Constance E. Walker ◽  
Stephen M. Pompea
Keyword(s):  
Energy Consumption ◽  
Problem Based Learning ◽  
Public Outreach ◽  
The World ◽  
Learning Scenarios ◽  
Education And Public Outreach ◽  
Optical Astronomy ◽  
The U.S

AbstarctThe U.S. National Optical Astronomy Observatory’s Education and Public Outreach group has produced a Quality Lighting Teaching Kit. The kits are designed around problem-based learning scenarios. The kit’s six activities allow students to address real lighting problems that relate to wildlife, sky glow, aging eyes, energy consumption, safety, and light trespass. The activities are optimized for 11-16 year olds. As part of the IAU100 celebration, the kits will be manufactured and made available to observatories and communities around the world.

Virtual Experiments in University Education

2010 ◽  
pp. 373-393
Author(s):  
Rob J.M. Hartog ◽  
Hylke van der Schaaf ◽  
Adrie J.M. Beulens ◽  
Johannes Tramper
Keyword(s):  
Experimental Results ◽  
University Education ◽  
Virtual Experiment ◽  
Virtual Experiments ◽  
University Curriculum ◽  
Laboratory Facilities ◽  
Virtual Laboratories ◽  
Engineering Sciences ◽  
Learning Scenarios ◽  
Potential Benefits

A university curriculum in natural and engineering sciences should provide students enough time and adequate facilities to design and carry out experiments and to analyze and interpret experimental results. However, laboratory facilities require considerable investments, and the experiments themselves can also be very expensive. Furthermore, in many universities, scheduling laboratory practice can be quite constrained. It is often difficult to realize learning scenarios in which experimentation is an integral component. Finally, alignment of actual laboratory classes and assessment is seldom satisfactory. This chapter discusses potential benefits of and limitations to virtual experiment environments or virtual laboratories in university education. In addition, we aim to identify feasible objectives for faculty-based projects on design, realization and use of virtual experiments in university education.

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