Remote and virtual laboratories: Equipping students for hands-off learning - DigitalEd.ie
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Academic Society
Webinar #1
3rd September 2020 10am-11.30am
Remote and virtual laboratories:
Equipping students for hands-off
learning
Webinar recorded and available on Engineers Ireland
TV channel for members or by requesting YouTube link
via sectorsupport@engineersireland.ie
Remote and virtual laboratories: Equipping students for hands-off learning Speakers: • Opening remarks: Úna Parsons, Academic Society Chair • Irene Hayden / Anne Morrissey / Úna Parsons, Academic Society • Luis de la Torre Cubillo, Universidad Nacional de Educación a Distancia • Michael Doherty, NI • Brian Mulligan, IT Sligo • Followed by discussion – submit via Zoom Q&A 15 minutes per speaker
Survey Findings
Impact of COVID 19 on engineering teaching,
assessment and laboratories in Ireland
Dr Anne Morrissey Úna Parsons Irene Hayden
Associate Professor Head of Faculty, CEng Lecturer, CEng MIEI
DCU FIEI GMIT
IT Sligo
Survey Aim • This survey was discussed at length via virtual Engineers Ireland Academic Society meetings during the last academic year since March 2020 • As a group, we were curious to ascertain the impact Lockdown had on higher education • To begin with, this is a presentation of the findings in relation to engineering remote and virtual laboratories • We felt that this information would be useful at the start of this academic year 2020-2021
Survey Responses
19 educational institutions across the island of Ireland contributed
CIT UCC DCU TU Dublin
NUIG GMIT IT SLIGO LYIT
IADT DUN DUNDALK IT QUB SOUTHERN
LAOGHAIRE REGIONAL
COLLEGE
IT TRALEE ESB NETWORKS LIT UL
TRAINING CENTRE
IT CARLOW WIT ATHLONE IT
Survey Responses
Participant break down:
73% academic lecturing staff
27% Head of Faculty, School or Department
Irish National Framework of Qualifications (NFQ)
represented:
Level 6, 7, 8 and 9
Engineering Disciplines
Agricultural Construction Manufacturing Energy Common entry Biomedical
2% 1% 2% 4% 1% 8%
Chemical Biomedical
Structural Engineering
2%
1% Chemical
Quantity Surveying Civil
1%
Computer
Sustainable Energy
16 engineering 1%
Civil
Mechanical
Mechatronic
disciplines are Electronic
17%
21%
Electrical
represented Electronic
Sustainable Energy
Quantity Surveying
Structural Engineering
Electrical Agricultural
7% Computer
Construction
4%
Manufacturing
Energy
Mechatronic Mechanical Common entry
11% 15%
Survey Structure Three parts to the survey regarding higher education engineering practices: 1. Pre March 2020 2. Post March 2020 during Lockdown 3. Planning for the next academic year 2020-2021 Two future webinars will report the impact Lockdown has had on: 1. Teaching and learning in engineering education 2. Assessment practices in engineering education
Laboratory Types
Physics and chemistryChemical (unit operations) Heat transfer Thermodynamics
2% 2% 2% 2%
Computer
Hydraulics Fluid flow Environmental
3% 2%
Water Mechanical / Machine Shop
2% Computer Automation
32%
Surveying Soil Mechanics Laboratory
19 2%
Electronic
laboratory Outdoor practical
2%
Structures
Concrete
types are Electrical
11% Engineering Science
represented Engineering Science
Electrical
2% Outdoor practical
Surveying
Concrete
6% Water
Environmental
6% Hydraulics
Structures
5% Physics and chemistry
Mechanical / Machine Chemical (unit operations)
Electronic Soil Mechanics Laboratory Automation Shop
10% 2% 2% 8%
Pre & Post Lockdown
57% of practicals were delivered differently post March 2020
43% stopped completely
Before the COVID-19 Since the COVID 19 restrictions
restrictions, students the delivery of practicals
completed practicals 50%
80% 40%
30%
60%
20%
40% 10%
20% 0%
0%
As individuals In groups of In pairs
three or moreChanges During Lockdown Five recurring themes: 1. Simulation and improvisation were utilised 2. Increased use of Technology Enhanced Learning (TEL) 3. Some practicals continued with social distancing whereas other stopped 4. Assessment practices in relation to laboratories were revisited 5. Emerging novel solutions were utilised
Future Planning
Practical sessions will be
combination of: Students will come
on campus for
practicals only one
Something else day per week, work
29% alone
25%
Students will not
come on campus, Students will come
but will be sent kits on campus for
home
practicals only one
6% day per week and
Students will not work in groups
come on campus, 16%
but will access
software virtually
(eg Solid Works), Students will
while the lecturer not come on
delivers campus, but will
synchronously and watch demonstrator
has remote access practicals/simulatio
to the students ns online
computer 18%
6%Future Planning Six recurrent themes: 1. Practical classes will still be held on campus with distancing and good practice in place 2. The future remains uncertain 3. There is a need for high quality PCs among the student body 4. Students may still struggle with PCs offered in a virtual environment 5. Blended delivery using synchronous and asynchronous TEL online will be commonplace 6. Novel solutions will come to the fore
Conclusion • The next academic year will be challenging • Leadership and management is required • It presents opportunities for innovation and creativity • Engineers Ireland Academic Society Network • We can learn from International best practice e.g. European Society for Engineering Education (SEFI) • Together we can achieve an ever-evolving optimal pedagogical evolution in engineering education
Online labs: New ways for providing lab practice experiences in distance and blended education contexts Dr Luis de la Torre Cubillo Universidad Nacional de Educación a Distancia (UNED) Professor
ONLINE LABS:
NEW WAYS FOR
PROVIDING LAB
PRACTICE EXPERIENCES
IN DISTANCE AND
BLENDED EDUCATION
CONTEXTS
http://www.nebsyst.com
Luis de la Torre Cubillo
LDELATORRE@DIA.UNED.ESINDEX: • The problem • Conceptual solution • Some OLs already developed and deployed • Tools to develop and deploy OLs
THE PROBLEM Fact: STEM subjects require hands-on experimentation But…
THE PROBLEM 1. Online/blended learning 2. Students geographically scattered
THE PROBLEM 3. Students with jobs 4. Students with family
CONCEPTUAL SOLUTION Online education Online experimentation
CONCEPTUAL SOLUTION
Hands-on
experimentation
Online
experimentationCONCEPTUAL SOLUTION
Virtual RemoteCONCEPTUAL SOLUTION
SOME OLs ALREADY DEVELOPED AND DEPLOYED
SOME OLs ALREADY DEVELOPED AND DEPLOYED
SOME OLs ALREADY DEVELOPED AND DEPLOYED
TOOLS TO DEVELOP AND DEPLOY OLs
TOOLS TO DEVELOP AND DEPLOY OLs
Experiment
• A/D actuators autonomy • Operation from
• A/D sensors • Equipment the Internet
• Video feedback power supply • Occupancy
• System reboot / management
Experiment reinitialization Experiment
connectivity accesibility
Enable the remote
operation of the systemTOOLS TO DEVELOP AND DEPLOY OLS • Enabling a controlled and secure access to lab equipment is not easy nor fast. • Teachers and lab technicians usually lack the knowledge required for OLs: communications, networks, electronics, programming… • Teachers are usually very busy.
TOOLS TO DEVELOP AND DEPLOY OLs
Local Area Network myPDU
myGadget
myGadget myGadget
myConvergence myGadget
myConvergence myConvergence
Local Area Network Local Area Network
myPDU
myFrontier
myVirtualFrontier
myGateway
myConvergence myIntegrations
myGateway+ myPDU
Connectivity
Autonomy
Accesibility myUIs
UserTHANK YOU
UNED Nebulous Systems & ENLARGE
Luis de la Torre ldelatorre@dia.uned.es http://www.nebsyst.com
http://irs.nebsyst.comTransitioning practical laboratories to include remote laboratories Michael Doherty NI Academic Account Manager Northern Europe
Transitioning Practical
Laboratories to Include Remote
Learning
Michael Doherty
Academic Account Manager
ni.comni.com
Evolution of Engineering Education
Engineering Practice Engineering Science Project Based Learning & Active Learning
Design according to codes and Fundamental understanding of phenomena; analysis; majority of
Experiential, hands-on activities, teamwork, communication,
procedures; many faculty with faculty trained for academic research
industrial experience and/or design, creativity and innovation, project management,
strong ties with industry contextual analysis. Incentivize instructional faculty.
Engineering Practice Engineering Science Project-Based Learning
2020ni.com
Project Based Learning
Challenging Ensure Project Student Problem Student Centric Enable Student
Problems & Projects Authenticity Solving Skills Process Presentationni.com
Evolution of Engineering Education
Studio Learning Remote Education Flipped Classrooms
Challenge students with problem Connect students to learning outcomes Change the role of educator from
complexity beyond their knowledge and anywhere they might be, by providing “imparter of knowledge” to “coach and
guide them to a resolution demanding laboratories that can be delivered online facilitator” and help students to become
an expansion of their understanding increasing the impact of a program active participants in learning.ni.com Challenges
ni.com
Challenges
What do we do if
Will students be able
there is a second
to return to the
wave and we need to
classroom/lab in
go back into
September?
lockdown?
How will we fund the Engineering is
courses if students hands-on. I can’t
don’t feel teach students the
comfortable returning skills they need
to campus? remotelyni.com
Flexible approach Communicate
Embrace change,
to learning (one- early with
innovate and lead
size fits all won’t students and
the way
work) build confidenceni.com Approaches
ni.com
How will I be able to run laboratories?
Simulation only laboratories
Low cost. Students lose appreciation for
Simple to setup. differences between simulation
and experimental results.
Can we accessed from
anywhere. Lower student engagement.
Students do not feel like they’re
getting a good return on
investment for their tuition fees.
Learning curve for new
software.ni.com
Virtual Labs (Simulated in NI Multisim Live)
www.multisim.comni.com
How will I be able to run laboratories?
Connected lab that can be accessed in person or remotely
Flexibility for students to work both on and off Requires initial investment.
campus, remotely connecting to the lab Rewrite of experiments.
anywhere in the world.
Change of lab setup means students and
Flexibility for university to change teaching staff are not familiar with lab equipment.
style as social distancing rules evolve.
Opportunity to compare simulation with
experimental results to give students an
appreciate for how results can differ and why.
Engineers are often visual learners and
therefore this gives them the opportunity to
learn from seeing and doing.
Complex experiments can be conducted
safely in the lab setting.
24/7 remote access for students.
Enables group work.ni.com
NI ELVIS III: Engineering Laboratory Solution for Project Based
Learning
Teach Students to Innovate with Authentic Projects Driven by
an Integrated Instrumentation and Embedded Design Platform
Teaching Resources Aligned with Accreditation Needs
with Content Developed by Experts in Education and Industry
Engage Students with a Modern, Web Driven Experience
with Mac, PC and Network Accessibility
Drive Teamwork with Rapid and Easy Co-ordination of
Experiments and Sharing of Measurements
Fully Programmable Platform Scales from Foundational
Topics to Future Multidisciplinary Applicationsni.com
Social distancing use case example
One student in the lab, two students working remotely
University Working remotely
Student view of
experiment
NI ELVIS III
One Webcam
student in the lab, two students
working remotely
Web browser
Student 1
Student 2 Student 3
Lab PC
Android Phone Windows PC
Video Call
Video Callni.com
How will students be able to complete projects?
Portable workbench devices allow students to work anywhere
Flexibility for students to work both on and off Requires initial investment.
campus, remotely connecting to the lab Limited complexity of experiments that
anywhere in the world. students can complete.
Flexibility for university to change teaching Change of lab setup means students and
style as social distancing rules evolve. staff are not familiar with lab equipment.
Opportunity to compare simulation with
experimental results to give students an
appreciate for how results can differ and why.
Engineers are often visual learning and
therefore this gives them the opportunity to
learn from seeing and doing.
24/7 access for students.
Enables students to do lab experiments and
projects working in any setting.ni.com
Personal Labs: Students-owned “pocket labs”
• Student-owned hardware (or loaned to them by the University
NI myRIO NI myDAQ NI AD2ni.com
Summary
• Three options:
• Simulation Only
• Connected Labs that can be accessed remotely
• Student owned pocket labs
• View extended version of this presentation: https://www.ni.com/en-
gb/innovations/videos/20/transitioning-practical-laboratories-for-remote-
learning.htmlBuilding an international peer- support community for remote and virtual laboratories Brian Mulligan Institute of Technology Sligo Head of Online Learning Innovation
Remote Labs Building an International Community of Practice Brian Mulligan, B.E., M.Eng. Design. Head of Online Learning Innovation Centre for Online Learning Institute of Technology Sligo mulligan.brian@itsligo.ie - bit.ly/brianmulligan Engineers Ireland – 03.09.2020
The Scale of the Challenge X 1000?
There are lots of solutions out there! • Remotely accessible labs (rigs) • Simulations (Commercial / OER) • Virtual Labs (real data) • Kits • Designs for kits, rigs, "home" experiments • Commercial trainers The challenge is finding them!
Compiling information centrally
Sharing the workload
Reducing costs (OER)
The Benefits
of Sharing ideas / designs
Collaboration Sharing access (federation)
Pedagogical design
!!Not a "learned society"!!International Peer-Support Community • On Linkedin - bit.ly/labsonline
• Critical Mass - Lurkers vs Posters
• Choosing a platform
• Communication - "push" or "pull"
Challenges • Services
• Shared Documents
• Discussion forum
• Webinars / training
• "match making"
• SustainabilityRemote Labs Building an International Community of Practice Brian Mulligan, B.E., M.Eng. Design. Head of Online Learning Innovation Centre for Online Learning Institute of Technology Sligo mulligan.brian@itsligo.ie - bit.ly/brianmulligan bit.ly/labsonline
Q&A
Type questions for speakers under the Zoom Q&A
button
Speakers:
• Irene Hayden, Engineers Ireland Academic Society
• Luis de la Torre Cubillo, Universidad Nacional de Educación a Distancia
• Michael Doherty, NI
• Brian Mulligan, IT SligoClosing remarks
Thank You
Feedback and suggestions for future Engineers Ireland
Academic Society webinars to
sectorsupport@engineersireland.ieYou can also read
