Abstract
VISIR remote lab, designed as a learning tool in subjects related with Electricity and Electronics in undergraduate and graduate courses, has unlikely been used in secondary school technology teaching up today. In the following document, a research work is presented in order to show the development, implementation and learning outcomes of an educational experience for secondary students, using VISIR remote lab as a means to carry out practices of measuring and introducing a methodology based on the features of Bloom-Anderson’s taxonomy. The experience have been guided by a work document in which explanations and didactic activities have been included, specifically designed under a cognitive skills development focus.
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Acknowledgements
The authors acknowledge the support of the “Escuela de Doctorado de la UNED”, eMadrid project (Investigación y Desarrollo de Tecnologías Educativas en la Comunidad de Madrid) - S2013/ICE-2715, VISIR+ project (Educational Modules for Electric and Electronic Circuits Theory and Practice following an Enquiry-based Teaching and Learning Methodology supported by VISIR) Erasmus+ Capacity Building in Higher Education 2015 nº 561735-EPP-1-2015-1-PT-EPPKA2-CBHE-JP and PILAR project (Platform Integration of Laboratories based on the Architecture of visiR), Erasmus+ Strategic Partnership nº 2016-1-ES01-KA203-025327.
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Blazquez-Merino, M. et al. (2019). Use of VISIR Remote Lab in Secondary School: Didactic Experience and Outcomes. In: Auer, M., Langmann, R. (eds) Smart Industry & Smart Education. REV 2018. Lecture Notes in Networks and Systems, vol 47. Springer, Cham. https://doi.org/10.1007/978-3-319-95678-7_8
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DOI: https://doi.org/10.1007/978-3-319-95678-7_8
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