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International Cooperation for Remote Laboratory Use

  • Gustavo R. Alves
  • André V. Fidalgo
  • Maria A. Marques
  • Maria C. Viegas
  • Manuel C. Felgueiras
  • Ricardo J. Costa
  • Natércia Lima
  • Manuel Castro
  • Gabriel Díaz-Orueta
  • Elio SanCristóbal-Ruiz
  • Felix García-Loro
  • Javier García-Zubía
  • Unai Hernández-Jayo
  • Wlodek J. Kulesza
  • Ingvar Gustavsson
  • Kristian Nilsson
  • Johan Zackrisson
  • Andreas Pester
  • Danilo G. Zutin
  • Luis C. Schlichting
  • Golberi Ferreira
  • Daniel D. de Bona
  • Fernando S. Pacheco
  • Juarez B. da Silva
  • João B. Alves
  • Simone Biléssimo
  • Ana M. Pavani
  • Delberis A. Lima
  • Guilherme Temporão
  • Susana Marchisio
  • Sonia B. Concari
  • Federico Lerro
  • Gaston S. de Arregui
  • Claudio Merendino
  • Miguel Plano
  • Rubén A. Fernández
  • Héctor R. Paz
  • Mario F. Soria
  • Mario J. Gómez
  • Nival N. de Almeida
  • Vanderli F. de Oliveira
  • María I. Pozzo
  • Elsa Dobboletta
  • Brenda Bertramo
Chapter

Abstract

Experimenting is fundamental to the training process of all scientists and engineers. While experiments have been traditionally done inside laboratories, the emergence of Information and Communication Technologies added two alternatives accessible anytime, anywhere. These two alternatives are known as virtual and remote laboratories and are sometimes indistinguishably referred as online laboratories. Similarly to other instructional technologies, virtual and remote laboratories require some effort from teachers in integrating them into curricula, taking into consideration several factors that affect their adoption (i.e., cost) and their educational effectiveness (i.e., benefit). This chapter analyzes these two dimensions and sustains the case where only through international cooperation it is possible to serve the large number of teachers and students involved in engineering education. It presents an example in the area of electrical and electronics engineering, based on a remote laboratory named Virtual Instruments System in Reality, and it then describes how a number of European and Latin American institutions have been cooperating under the scope of an Erasmus+ project, for spreading its use in Brazil and Argentina.

Keywords

Engineering education Remote laboratories VISIR Community of practice Online laboratories federation 

Notes

Acknowledgements

The authors would like to acknowledge the support given by the European Commission through grant 561735-EPP-1-2015-1-PT-EPPKA2-CBHE-JP and also by the Spanish Office for Education Internationalization (Servicio Español para la Internacionalización de la Educación, SEPIE), through grant 2016-1-ES01-KA203-025327, both under the scope of the Erasmus+ program.

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Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • Gustavo R. Alves
    • 1
  • André V. Fidalgo
    • 1
  • Maria A. Marques
    • 1
  • Maria C. Viegas
    • 1
  • Manuel C. Felgueiras
    • 1
  • Ricardo J. Costa
    • 1
  • Natércia Lima
    • 1
  • Manuel Castro
    • 2
  • Gabriel Díaz-Orueta
    • 2
  • Elio SanCristóbal-Ruiz
    • 2
  • Felix García-Loro
    • 2
  • Javier García-Zubía
    • 3
  • Unai Hernández-Jayo
    • 3
  • Wlodek J. Kulesza
    • 4
  • Ingvar Gustavsson
    • 4
  • Kristian Nilsson
    • 4
  • Johan Zackrisson
    • 4
  • Andreas Pester
    • 5
  • Danilo G. Zutin
    • 5
  • Luis C. Schlichting
    • 6
  • Golberi Ferreira
    • 6
  • Daniel D. de Bona
    • 6
  • Fernando S. Pacheco
    • 6
  • Juarez B. da Silva
    • 7
  • João B. Alves
    • 7
  • Simone Biléssimo
    • 7
  • Ana M. Pavani
    • 8
  • Delberis A. Lima
    • 8
  • Guilherme Temporão
    • 8
  • Susana Marchisio
    • 9
  • Sonia B. Concari
    • 9
  • Federico Lerro
    • 9
  • Gaston S. de Arregui
    • 9
  • Claudio Merendino
    • 9
  • Miguel Plano
    • 9
  • Rubén A. Fernández
    • 10
  • Héctor R. Paz
    • 10
  • Mario F. Soria
    • 10
  • Mario J. Gómez
    • 10
  • Nival N. de Almeida
    • 11
  • Vanderli F. de Oliveira
    • 11
  • María I. Pozzo
    • 12
  • Elsa Dobboletta
    • 12
  • Brenda Bertramo
    • 12
  1. 1.School of Engineering, Centre for Innovation in Engineering and Industrial TechnologyPolytechnic of PortoPortoPortugal
  2. 2.Department of Control, Electrical and Electronics EngineeringNational Distance Education UniversityMadridSpain
  3. 3.Faculty of EngineeringUniversity of DeustoBilbaoSpain
  4. 4.Department of Signal ProcessingBlekinge Institute of TechnologyKarlskronaSweden
  5. 5.Campus VillachCarinthia University of Applied SciencesSpittalAustria
  6. 6.Department of ElectronicsFederal Institute of Education, Science and Technology of Santa CatarinaFlorianópolisBrazil
  7. 7.Campus AraranguáFederal University of Santa CatarinaMato Alto, AraranguáBrazil
  8. 8.Department of Electrical EngineeringPontifical Catholic University of Rio de JaneiroGávea, Rio de JaneiroBrazil
  9. 9.Faculty of Engineering and Exact SciencesNational University of RosarioRosario, Santa FeArgentina
  10. 10.Faculty of Technologies and Exact SciencesNational University of Santiago del EsteroSantiago del EsteroArgentina
  11. 11.Brazilian Association of Engineering EducationBrasília, DFBrazil
  12. 12.Research Institute of Rosario in Educational SciencesNational Scientific and Technical Research CouncilSanta FeArgentina

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