Dissertations / Theses on the topic 'Virtual Remote Education'

This thesis contributes to the general body of knowledge of research into engineering education. The main scope of the thesis is on enhancing laboratory education. There are three main types of laboratory: virtual, hands-on and remote. The hands-on lab is the oldest and most commonly used medium for experiential education in undergraduate degrees of science and engineering. The literature review of laboratory education has shown that hands-on labs suffer from many disadvantages, which can be overcome by utilizing hybrid laboratory structures that incorporate virtual and/or remote modes. The investigation into enhanced laboratory education is achieved via implementing new technical and pedagogical models of conducting laboratories. The technical model incorporates three access modes (virtual, hands-on and remote) to the laboratory experience in one software package called the TriLab. The TriLab concept has been applied to the Process Control Lab at the Chemical Engineering Department of Loughborough University and has been implemented using LabVIEW. The Joomla web content management system was used to develop an online portal for disseminating the remote component of the TriLab resulting in the first remote lab portal of Loughborough University and one of the few available in the UK. A pedagogical model of laboratory education based on Kolb's experiential learning theory and by the utilization of the TriLab concept is proposed. The model is built on a hypothesis, which states that the poor learning outcomes of hands-on laboratory sessions can be associated with poor activation of the stages of Kolb's experiential learning cycle. It has been proposed that access to a virtual lab in a preparatory session will play a role in activating the stages of Kolb's cycle. To verify this, educational experimentation procedures were designed and applied to two groups, control and experimental. Measurements via pre- and post-lab tests, marks for the laboratory report and the final exam of the module have been performed. The statistical analysis of the measurements has supported the stated hypothesis and solution proposal. The proposed pedagogical model is one of the few that provide a way of conducting laboratory education based on constructivist educational theories. (Continues...).

Les travaux pratiques représentent une composante incontournable de l'apprentissage. Toutefois, leur mise en œuvre au sein de laboratoires physiques requiert des infrastructures souvent coûteuses pour les institutions de formation qui peuvent ainsi difficilement faire face à la forte augmentation du nombre d'étudiants. Dans ce contexte, les laboratoires virtuels et distants (VRL) représentent une alternative pour assurer le passage à l'échelle des activités pratiques à moindre coût. De nombreux travaux de recherche ont émergé au cours de la dernière décennie en se focalisant sur les problématiques techniques et technologiques induites par ces nouveaux usages, telles que la fédération, la standardisation, ou la mutualisation des ressources de laboratoires. Cependant, les récentes revues de littérature du domaine mettent en exergue la nécessité de se préoccuper davantage des facettes pédagogiques liées à ces environnements informatiques innovants dédiés à l'apprentissage pratique. Dans cet objectif, nos travaux exploitent les traces issues des activités réalisées par les apprenants lors de sessions d'apprentissage pratique pour mettre en œuvre les théories socio-constructivistes qui sont au cœur de l'apprentissage exploratoire, et ainsi favoriser l'engagement et le processus de réflexion des étudiants. À partir de la littérature traitant des relations sociales entre apprenants, nous identifions dans un premier temps un ensemble de critères pour la conception de systèmes d'apprentissage pratique engageants. En s'appuyant sur une architecture de cloud computing, nous avons ensuite réalisé Lab4CE, un environnement web pour l'enseignement de l'Informatique capable de masquer la complexité des tâches de gestion des laboratoires, mais surtout d'exposer des capacités éducatives avancées. En effet, Lab4CE repose sur les Learning Analytics pour supporter différentes formes d'apprentissage telles que la collaboration, la coopération ou l'entraide entre pairs, mais également pour fournir des outils d'awareness et de réflexion visant à promouvoir l'apprentissage en profondeur pendant et après les activités pratiques. Plusieurs expérimentations en contexte d'apprentissage réel et présentiel montrent une évaluation positive de Lab4CE par les apprenants en terme d'utilisabilité, qu'ils s'appuient de manière significative sur nos outils d'awareness et de réflexion, mais que des artefacts supplémentaires sont nécessaires pour accroître leur engagement spontané dans des interactions sociales d'apprentissage. De plus, ces expérimentations soulignent l'existence d'une corrélation significative entre l'engagement des étudiants dans la plateforme et les stratégies d'apprentissage qu'ils mettent en œuvre d'une part, et leur performance académique d'autre part. Ces premiers résultats nous permettent d'affirmer que les théories socio-constructivistes sont un levier à l'engagement et à la réflexion dans les VRL. Ils nous invitent à confronter notre approche à d'autres modalités d'apprentissage, mais aussi à intégrer de nouvelles sources d'informations pour approfondir nos analyses du comportement et ainsi renforcer nos contributions à une meilleure prise en compte de l'apprentissage pratique dans les EIAH
Practical activities, used in exploratory learning, represent a major component of education: they make learners acquire not only knowledge, but also skills and attitude, and they help them bridging the gap between theories and the real world within they are applied. However, the physical laboratories hosting these activities rely on expensive infrastructures that make very difficult for institutions to cope with the high increase of the students' population. Within this context, virtual and remote laboratories (VRL) bring an affordable alternative to provide practical activities at scale. Numerous research works have come up for the last decade; they mainly focused on technological issues such as the federation of remote laboratories, their standardization, or the pooling of the resources they provide. Nevertheless, the recent literature reviews highlight the need to pay more attention to the educational facets of these innovative learning environments. With that purpose in mind, our works make use of the learners' traces collected through their practical learning sessions to sustain socio-constructivist theories, on which practical activities rely on, and thus to engage students in their learning tasks and further their reflection. Starting from the study of scientific research, we identify as a first step a set of criteria required to design practical learning systems that support social interactions between learners. We then developed Lab4CE, a web-based environment for Computer Science education. This environment relies on a cloud computing architecture to provide learners with their own virtual resources, and hides the complexity of the inherent management tasks while offering advanced educational capabilities. Indeed, Lab4CE builds on learning analytics to enable different forms of learning such as collaboration, cooperation, or peer assistance, but also to supply learners as well as teachers awareness and reflection tools that aim at promoting deep learning during and after practical activities. We carried out several experimentations in authentic and hands-on learning contexts. They stressed the fact that learners evaluate positively the usability of Lab4CE, and they significantly rely on our awareness and reflection tools. However, extra artifacts are required to increase their spontaneous engagement in social learning interactions. Moreover, theses experimentations suggested a significant correlation between, on the one hand, student's activity in the environment and the learning strategies they apply and, on the other hand, their academic performance. These first results allow us to assess that socio-constructivist theories leverage engagement and reflection within VRL. They also invite us to put our approach into practice in other learning settings, but also to extend the sources of information to deal with our behavioral analyses in depth, and thus to enhance our contributions regarding the adoption of practical learning within technological environments

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Este trabalho apresenta um portal de educação à distância que integra várias funcionalidades direcionadas ao aperfeiçoamento do ensino de Engenharia Elétrica. Possui ambiente para videoconferência, acesso a webcam robótica e demais recursos tradicionalmente utilizados em aplicações similares bastante difundidas. Destaca-se a concepção e implantação de um Laboratório de Qualidade de Energia para acesso remoto via Internet, LRQEE. O Laboratório dispõe de vários recursos visando-se flexibilidade e agilidade na integração entre diferentes instituições de ensino. Contribui, assim, para a evolução do aprendizado e racionalização de recursos financeiros, evitando-se duplicidade de equipamentos, sobretudo aqueles mais específicos e de maior custo. Permite acesso a diversos equipamentos, como fontes harmônicas programáveis, sistemas de aquisição de dados, sensores e configuração e acionamento de cargas elétricas. Todos os procedimentos são realizados remotamente sob uma interface gráfica amigável constituindo-se, assim, um importante instrumento para apoio ao ensino colaborativo, com práticas experimentais realizadas à distância, visando consolidar o aprendizado
This work presents a distance learning portal that integrates several functionalities addressed to the improvement of the teaching of Electric Engineering. It possesses a video conference environment, access to a robotics webcam and other resources traditionally used in widespread similar applications. It can be stands out the conception and implantation of a Laboratory of Quality of Energy for remote access through Internet, LRQEE. The Laboratory has several resources aiming the flexibility and agility in the integration among different teaching institutions. It contributes, therefore, for the evolution of the learning and rationalization of financial resources, avoiding duplicity of equipments, mainly the more specific ones and of greater cost. It allows access to several equipments, such as programmable harmonic sources, data acquisition systems, sensors and configuration and electric loads drive. All of the procedures are carried out remotely under a friendly graphic interface performing an important instrument for supporting the teaching, seeking to consolidate the learning

Este trabalho apresenta o desenvolvimento de um sistema de aquisição de dados para controlar experimentos em instrumentos de medidas através da interface GPIB. O sistema criado tem objetivos educacionais e foi integrado a um ambiente de educação a distância, permitindo o acesso remoto a instrumentos reais para que possam ser utilizados em cursos on-line. Foi utilizado um sistema de gerenciamento de cursos on-line com ferramentas interativas e de fácil gerenciamento. O sistema escolhido permite a criação de cursos de forma modular, onde os componentes ou recursos de interação são escolhidos individualmente para cada ambiente novo criado. O objetivo deste trabalho foi a criação de um novo módulo para o sistema, que representa um laboratório remoto para realização de experimentos de aquisição de dados em instrumentos. Foi proposta uma arquitetura modular para laboratório remoto baseado em tecnologias de software livre, juntamente com a tecnologia de Web Services para integração entre o sistema de aquisição e o ambiente de educação a distância. Este trabalho oferece uma nova abordagem para instrumentação remota, fornecendo não apenas a extensão de um laboratório através da Internet e de sistemas distribuídos, mas também ferramentas interativas de educação a distância, favorecendo a interação e a comunicação entre usuários.
This work presents the development of a data acquisition system to control experiments in measurement instruments through GPIB interface. The system created is intended to be applied for educational purposes, thus it was integrated to an online learning environment, enabling remote access to real instruments, to be used in e-learning courses. It was used an open source environment with interactive tools and easy management. Chose system allows modular e-learning courses creation, which learning components or interactive resources can be selected independently. The aim was to create a new module, representing a remote laboratory, to perform data acquisition experiments in instruments. It was proposed a modular architecture to remote laboratory based on open source technologies. It includes Web Services architecture to integrate data acquisition system and distance education environment. This research presents a differential approach for remote instrumentation. It represents not only an internet extension for laboratory, but also offer distance education interactive resources to improve user communication.

Orientador: Júlio Borges de Souza
Banca: Luís Carlos Origa de Oliveira
Banca: Aguinaldo Lenine Alves
Resumo: Este trabalho apresenta um portal de educação à distância que integra várias funcionalidades direcionadas ao aperfeiçoamento do ensino de Engenharia Elétrica. Possui ambiente para videoconferência, acesso a webcam robótica e demais recursos tradicionalmente utilizados em aplicações similares bastante difundidas. Destaca-se a concepção e implantação de um Laboratório de Qualidade de Energia para acesso remoto via Internet, LRQEE. O Laboratório dispõe de vários recursos visando-se flexibilidade e agilidade na integração entre diferentes instituições de ensino. Contribui, assim, para a evolução do aprendizado e racionalização de recursos financeiros, evitando-se duplicidade de equipamentos, sobretudo aqueles mais específicos e de maior custo. Permite acesso a diversos equipamentos, como fontes harmônicas programáveis, sistemas de aquisição de dados, sensores e configuração e acionamento de cargas elétricas. Todos os procedimentos são realizados remotamente sob uma interface gráfica amigável constituindo-se, assim, um importante instrumento para apoio ao ensino colaborativo, com práticas experimentais realizadas à distância, visando consolidar o aprendizado
Abstract: This work presents a distance learning portal that integrates several functionalities addressed to the improvement of the teaching of Electric Engineering. It possesses a video conference environment, access to a robotics webcam and other resources traditionally used in widespread similar applications. It can be stands out the conception and implantation of a Laboratory of Quality of Energy for remote access through Internet, LRQEE. The Laboratory has several resources aiming the flexibility and agility in the integration among different teaching institutions. It contributes, therefore, for the evolution of the learning and rationalization of financial resources, avoiding duplicity of equipments, mainly the more specific ones and of greater cost. It allows access to several equipments, such as programmable harmonic sources, data acquisition systems, sensors and configuration and electric loads drive. All of the procedures are carried out remotely under a friendly graphic interface performing an important instrument for supporting the teaching, seeking to consolidate the learning
Mestre

The purpose of this comparative, quantitative study was to explore the relationship of interim test scores among remote and in-person learners, low-income students, and students with disabilities. In March 2020, a portion of students enrolled in a K-12 school in Northeast Tennessee was moved into remote learning until the end of the school year in May 2020. In July 2020, parents were given the option for their child to attend remote or in-person learning. While some chose in-person learning, giving reasons such as child-care, work obligations, or personal preference, others chose for their children to continue to receive online learning due to health concerns brought on by the pandemic. Since these decisions were made, some parents that originally opted for online learning chose to send their child back to school due to perceived obstacles faced within the online environment. This study was conducted to determine the efficacy of online learning in comparison to in-person learning for students grades three – six separated into the following categories: general population, students with disabilities, and low-income students. Comparison of both mathematics and literacy interim third quarter checkpoint data were analyzed using SPSS software to conduct a series of independent t-tests. Data were analyzed at the 0.05 level of significance. Twelve research questions were addressed testing corresponding null hypotheses. Results included third grade online literacy scores significantly exceeding the scores of in-person. Mean literacy and math scores were approximately equal for online and in-person learners. Overall, scores for students with disabilities and low socio-economic students were approximately equal whether the learners were online or in-person.

This research project is about the lived experiences of upper secondary school and adult education teachers from a remote region of Sweden, during the global pandemic of 2020 – 2021. Educational change can be understood in terms of experiences, through listening to teachers’ voices, which have the capacity to bring new knowledge for future usage of digital platforms in education. Teaching is an embodied experience and opportunities for movement have become limited in the virtual learning environment. A radical change in the methods of communication has also occured, in particular the verbal and non-verbal clues of oral interaction, which differ in physical and virtual classrooms. Interpersonal relationships have been shown to be of the utmost importance for successful learning, and these need to be formed and maintained both online and offline. Some students are at risk of falling behind academically and socially due to remote learning. The research has shed light on this situation and illustrates how governments should work effectively with teachers to ensure that all students can succeed, regardless of individual setbacks experienced during the global pandemic. This is an ethical responsibility of importance to ensure that no student will be disadvantaged as a result of remote learning.

La presente investigación tiene como objetivo principal analizar la retroalimentación formativa en una institución educativa inicial en la modalidad de aprendizaje remoto. Para ello, se trabajará con una muestra intencional de una población compuesta por 80 docentes del nivel inicial de educación básica regular, quienes tienen a su cargo estudiantes de cinco años de edad. La metodología corresponde a un enfoque cualitativo y como técnica se considerará la entrevista, utilizando como instrumento una guía de entrevista semiestructurada, con la finalidad de recabar información útil desde la visión del entrevistado. Luego, se procederá al análisis de los datos y los respectivos resultados.

En diversas ocasiones se ha podido observar que para aprender un curso o una materia resulta más efectivo en cuanto a retención y comprensión si además de la teoría se puede ver o relacionar los sucesos en un experimento de laboratorio. Estos lugares son de gran utilidad tanto para el entendimiento como para la investigación. Sin embargo, a pesar de su importancia no es un beneficio del que cualquiera y en cualquier momento pueda gozar. Por esta razón y con la tecnología desarrollada hasta la actualidad varios laboratorios están evolucionando. De esta manera hoy en día se puede tener la experiencia del laboratorio de manera remota utilizando el internet. Esto está ocurriendo en muchas materias en diferentes áreas académicas. En el caso del curso de la teoría de las comunicaciones el laboratorio es una herramienta muy útil para el entendimiento de los temas por lo que el poder realizarlo remotamente resulta beneficioso. Para lograr este objetivo en la PUCP es necesaria la creación de una interfaz que permita controlar los módulos educativos promax EC-696 por el computador. Tomando en cuenta lo antes mencionado, este trabajo de tesis tuvo como principal objetivo el diseño e implementación de una interfaz que permita el manejo de los módulos sin necesidad de manipularlos directamente. También se diseñó una interfaz gráfica utilizando la herramienta del GUI de Matlab para poder controlarlos y tener una visualización de los estados en que se encuentran en la pantalla de una PC.
Tesis

La presente investigación se centra en el tema “retroalimentación que realiza la docente como parte de la evaluación formativa”, debido a que esta contribuye al desarrollo de las competencias del estudiante que le permite alcanzar el estándar esperado para el ciclo del nivel inicial. El objetivo general es “Describir la retroalimentación que realiza la docente como parte de la evaluación formativa en un aula de 5 años en la educación remota de emergencia sanitaria en una Institución Educativa Pública de San Miguel”. Los objetivos específicos son “caracterizar la retroalimentación que realiza la docente como parte de la evaluación formativa en un aula de 5 años” y “caracterizar el contexto en el cual se brinda la retroalimentación formativa”. Además, es de enfoque cualitativo, nivel descriptivo y con método de estudio de caso. Asimismo, se emplea la técnica de la entrevista y el análisis de contenido. Finalmente, se concluyó que la propuesta educativa de la docente se basa en las orientaciones brindadas por el Ministerio de Educación del Perú y se espera que la evaluación que realiza sea formativa; sin embargo, la acción comunicativa que efectúa con los estudiantes no se reconoce como retroalimentación, puesto que se realiza sin la recepción previa de evidencias. Entonces, lo que realiza la docente es dialogar con la familia, en base al programa televisado “Aprendo en Casa” del nivel de educación inicial, en lugar de brindar la retroalimentación.
This research focuses on the topic of “feedback that the teacher performs as part of the formative evaluation”, because this contributes to the development of the student's competencies which allows them to reach the expected standard for the initial level cycle. The general objective is "Describing the feedback that the teacher gives as part of the formative evaluation in a 5-year classroom in remote education for health emergencies in a Public Educational Institution of San Miguel." The specifics are “characterizing the feedback that the teacher gives as part of the formative evaluation in a 5-year classroom” and “characterizing the context in which the formative feedback is provided”. In addition, it has a qualitative approach, a descriptive level and a case study method. Likewise, the interview technique and content analysis are used through this research. Finally, it was concluded that the educational proposal of the teacher is based on the orientations provided by the Ministry of Education of Peru and it is expected that the evaluation that she performs will be formative. However, the communicative action that she carries out with the students is not recognized as feedback, since it is made without the prior receipt of evidence. Then, what the teacher does is to dialogue with family, based on the TV program called "Aprendo en Casa" of the initial education level, instead of providing feedback.

El presente estudio parte del interés personal del investigador por conocer las estrategias que utilizan las maestras del nivel inicial para involucrar a los padres de familia en la educación de sus hijos. Asimismo, en el marco de una educación remota, la cual es el contexto del presente estudio, las TICs cumplen un rol predominante en las estrategias que diseñan las docentes. Por ende, la información obtenida de este estudio es un aporte a la comunidad educativa, pues responde a las necesidades y demandas del contexto actual. En base a ello, el objetivo principal que delimita esta investigación es “Describir las estrategias que utilizan los docentes del nivel inicial para favorecer el involucramiento parental en el marco de una educación remota en un centro educativo estatal del distrito de Magdalena del mar.” Por tal motivo, la tesis tiene un enfoque metodológico cualitativo y es de tipo descriptivo. Los hallazgos muestran que las docentes del nivel inicial utilizan el diálogo para involucrar a sus padres y acercarlos a la escuela. Además, se obtiene que la relación escuela-padre de familia no es tan compenetrada en el marco de una educación remota, por lo cual afecta al involucramiento del padre en las actividades que propone la docente. Inclusive, se evidencian factores laborales y familiares que dificultaron la participación del padre en el proceso educativo de sus hijos.
The present study is based on the personal interest of the researcher in knowing the strategies used by early-school teachers to involve parents in the education of their children. Likewise, in the framework of remote education, which is the context of this study, ICTs play a predominant role in the strategies designed by teachers. Therefore, the information obtained from this study is a contribution to the educational community, as it responds to the needs and demands of the current context. Based on this, the main objective that defines this research is "To describe the strategies used by pre school teachers to promote parental involvement in the framework of remote education in a state educational center in the Magdalena del Mar district." For this reason, the thesis has a qualitative methodological approach and is descriptive. Findings show that pre-school teachers use dialogue to involve their parents and bring them closer to school. In addition, it is obtained that the school-parent relationship is not so pervasive in the framework of remote education, thus affecting the involvement of the parent in the activities proposed by the teacher. Even work and family factors are evident that made it difficult for the father to participate in the educational process of his children.

Esta investigación surge a partir del contexto de educación remota intempestiva a causa de la propagación de la COVID-19 a nivel mundial; desde ese contexto nace el interés en analizar el tema de la importancia del dominio de las TIC por parte de los profesores, específicamente aplicado al contexto mencionado, y sus similares. Acorde a ello se propone como objetivo general el análisis de la importancia del dominio de las TIC por parte de los profesores para el desarrollo de la enseñanza y aprendizaje en contexto de educación remota en segundo grado de primaria de una institución educativa pública de Lima Metropolitana, del cual se desprenden los siguientes objetivos específicos: el primero consiste en la descripción del dominio de las TIC por parte de los docentes para el proceso de enseñanza – aprendizaje, y el segundo corresponde a la explicación de la importancia de las TIC en un contexto de educación remota. Por otra parte, el método empleado es de tipo descriptiva y se desarrolla bajo un enfoque cualitativo. A su vez, las principales conclusiones se relacionan con la afirmación de los beneficios que brinda el dominio de los docentes de los recursos tecnológicos en un contexto de educación remota, ya que son quienes conducen e implementan desde sus planificaciones el uso de las TIC. Asimismo, cabe destacar que muchos docentes no cuentan con el apoyo necesario para potenciar sus habilidades tecnológicas, lo que ralentiza la implementación el proceso.
This research arises from the context of untimely remote education due to the spread of COVI-19 worldwide; from this context arises the interest in analyzing the issue of the importance of mastery of ICT by teachers, applied to the aforementioned context, and its similar. According to this, it is proposed as a general objective the analysis of the importance of mastery of ICT by teachers for the development of teaching and learning in the context of remote education in the second grade of primary school in a public educational institution in Metropolitan Lima, from which the following specific objectives emerge: the first consists of the description of the ICT domain by teachers for the teaching-learning process, and the second corresponds to the explanation of the importance of ICT in a context of remote education. On the other hand, the method used is descriptive and is developed under a qualitative approach. In turn, the main conclusions are related to the affirmation of the benefits provided by teachers’ mastery of technological resources in a remote education context, since they are ones who lead and implement ICTs from their planning. Likewise, it should be noted that many teachers do not have the necessary support to enhance their technological skills, which slows down the implementation of the process.

Este trabalho apresentará estudos referentes a uma proposta de arquitetura para ambientes computacionais de suporte à colaboração para auxiliar o ensino e o treinamento em áreas multidisciplinares de engenharia de controle e automação. A motivação provém de evoluções de tecnologias da Web, redes sociais, ambientes virtuais, e mundos virtuais 3D que proporcionam sucessivas possibilidades inovadoras de emprego de tecnologia no ensino. Estas tecnologias podem ser usadas no ensino à distância ou de forma complementar (ensino híbrido) ao ensino-aprendizagem tradicional. O emprego de ambientes computacionais virtuais como incubadores para o desenvolvimento e criação de uma infinidade de materiais educacionais e didáticos torna-se crescentemente frequente na comunidade científica ao passo que instituições de ensino percebem o potencial desta iniciativa. A colaboração virtual entre estudantes dispersos geograficamente e a cooperação entre instituições de ensino diversas são indicadores do avanço destas metodologias. À medida que ambientes virtuais evoluem, podem-se empregar cada vez mais funcionalidades e tecnologias a este complemento ou ferramenta de ensino. É sabido que a prática laboratorial é de suma importância para aprendizagem de áreas tecnológicas, como a engenharia elétrica. Maneiras de expandir esta prática aliada a outras técnicas altamente defendidas na comunidade científica serão abordadas neste estudo, que sucede a um trabalho anterior do autor, no qual é proposto a conjunção de componentes de automação simulados com reais de forma a expandir cenários didáticos. A automação destes ambientes voltados ao ensino passa a se tornar real através de técnicas computacionais relacionadas a gerenciamento, monitoração e adaptação de conteúdo. Dentre as tecnologias e características englobadas pela arquitetura proposta estão: ambientes sociais, ambientes imersivos com visualização tridimensional (metaversos), tutoriamento virtual autônomo baseado em coleta de informações de interação, auxílio à colaboração de usuários, experimentos com componentes intercambiáveis de realidade mista e outras funcionalidades afins. De forma a propor uma implementação viável para este nicho de pesquisa foram desenvolvidos vários estudos de caso e um protótipo, chamado de 3D AutoSysLab, um ambiente imersivo virtual otimizado com ligações a experimentos de realidade mista, visualização de materiais educacionais e mídias interativas, auxílio à colaboração, e suporte à tutoriamento autônomo. Tanto testes do protótipo quanto a utilização dos estudos de caso serviram de validação experimental do trabalho. A validação da utilização ainda não se encontra completa embora resultados preliminares apontem a queda do índice de reprovação de estudantes da Engenharia Elétrica na UFRGS em uma determinada unidade curricular. O emprego de técnicas de acesso remoto além de proporcionar que instituições de ensino cooperem compartilhando recursos materiais/equipamentos também abre horizontes para a colaboração de estudantes entre instituições. Isso alavanca uma melhoria na qualidade do conjunto ensino-aprendizagem e também no emprego de recursos tecnológicos, o que pode, inclusive, representar uma alternativa econômica viável para a prática laboratorial.
This work will present studies towards a proposal of architecture for computer supported collaborative environments applied to enhance learning and training of multidisciplinary areas linked to automation and control engineering. Recent evolutions of Web technologies, social networks, virtual environments, and 3D virtual worlds motivate the adoption of new technologies in education, opening successive innovative possibilities. These technologies or tools can be used in distance education scenarios and/or can also enhance traditional learning-teaching (blended or hybrid learning scenario). The use of virtual environments as breeding grounds for creation and display of learning and didactical materials is a trend among educational institutes since they realized the potential of this endeavor. Physically dispersed and geographically distant students can collaborate in virtual learning environments as well as educational institutions, proving the advance of learning methodologies involving technology. New functionalities to this teaching and learning complementary tool can be added as virtual environments continually evolve. It is known and a wide advocated issue that laboratorial practice is essential to technical education, foremost in engineering. Expanding and obtaining the optimal results from this practice allied to other tools can be seen as the natural continuation of previous work from the author, in which is described a strategy to use mixed reality interchangeable components applied in didactic experiments to broaden learning scenarios. The automation of virtual learning environments is beginning to mature through computational techniques related to management, monitoring and content adaptation. In order to develop a feasible implementation to this research area, several case studies and a prototype were elaborated, the last called 3D AutoSysLab, in which a metaverse is used as interface, experiments are linked to virtual objects representations, learning objects are displayed in a simple way with interactive medias and simple collaboration and feedback is given through an autonomous tutoring system. The experimental validation was based on the use and evaluation of the prototype and his separated modules (case studies). Preliminary results showed that the failure rate, in a determined curriculum unit from the Electrical Engineering of UFRGS, has dropped and the student’s acceptance was very high in a blended learning scenario. The remote experimentation brings up the possibility to narrow different learning institutions in cooperation, this way sharing material resources (equipments) and closing up students. From cooperation and collaboration is expected a leveling and optimization of quality of the pair teaching-learning, as well as a better employment of economical resources.