Open-source remote laboratory experiments for controls engineering education
Open-source remote laboratory experiments for controls engineering education
复制标题
用于控制工程教育的开源远程实验室实验
DOI：
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发表时间：
2022
影响因子：
1.4
通讯作者：
T. Drysdale
中科院分区：
文献类型：
--
作者：
David P. Reid;J. Burridge;DB Lowe;T. Drysdale
我们描述和评估使用远程实验室与大约250名三年级学生在“控制和仪表工程3”课程在工程学院在爱丁堡大学。远程实验室是使用新的开源基础设施的第一次迭代创建的。实施的一个关键组成部分是一个安全的视频和数据中继，允许实验托管在受限的网络上，并从各种浏览器访问，以尽量减少对课程工作人员的技术支持负担。一组由直流电机驱动的12个旋转盘的异质组通过在线目录提供给学生，允许即时和独家访问个人实验，每次最多90分钟。 学生的经验是通过调查，其中包括定性和定量的问题进行评估。调查参与是可选的，包括一些深入的问题，从用户体验的角度针对学生的经验。定量和定性结果之间的联系使我们能够对参与调查的学生的经历得出有用的结论。我们的主要发现是，整体经验是积极的调查受访者，他们认为有控制设备和控制任务之间的区别。我们的工作表明，有必要更好地了解学生作出这种区分的影响，以及它将对未来的远程实验室任务，用户界面和评估设计的影响。
We describe and evaluate the use of a remote laboratory with approximately 250 third-year students in the ‘Controls and Instrumentation Engineering 3’ course in the School of Engineering at the University of Edinburgh. The remote laboratory was created using the first iteration of a new open-source infrastructure. A key component of the implementation is a secure video and data relay that permits experiments to be hosted on restricted networks and accessed from a wide range of browsers, so as to minimise the technical support burden on course staff. A heterogeneous set of twelve spinning disks driven by DC motors were provided to students via an online catalogue permitting instant and exclusive access to an individual experiment for up to 90 min a session. The student experience was evaluated via a survey, which comprised both qualitative and quantitative questions. Survey participation was optional and included some in-depth questions targeting the students’ experience from a UX perspective. The link between quantitative and qualitative results allows us to draw useful conclusions about the experiences of the students participating in the survey. Our main findings are that the overall experience was positive for the survey respondents, and that they perceive a distinction between having control over the equipment and control over the task. Our work indicates there is a need to better understand the implications of students making this distinction, and the effect it will have on future designs of remote laboratory tasks, user interfaces, and evaluations.
数字教育研究中的思辨方法
DOI：
10.1080/17439884.2016.1160927
发表时间：
2016
期刊：
Learning, Media and Technology
影响因子：
--
作者：
Ross J
通讯作者：
Ross J