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Item Engineering Education and Technological/Professional Learning(MDPI, 2019-11-22) Viegas, C.; Marques, A.; Alves, G. R.; García-Peñalvo, F. J.The focus of this Special Issue is aimed at enhancing the discussion of Engineering Education, particularly related to technological and professional learning. It was associated with TEEM’18 (6th International Conference on Technological Ecosystems for Enhancing Multiculturality), in particular the special track (under the same nomination) [1] from which the authors of the best works were invited to submit an extension of their paper. Later, it was also associated with CASHE’19 (1st Conference on Academic Success in Higher Education). In parallel, since this special issue had an open call, several works were submitted, from different universities and countries (Australia, Canada, Japan, Portugal, Spain, United Arab Emirates, United Kingdom), creating a more global view of different, yet similar concerns.Item Diferentes Abordagens Didáticas Usando um Laboratório Remoto: Identificação de Fatores de Impacto(N. Lima, C. Viegas and F. J. García-Peñalvo, "Diferentes Abordagens Didáticas Usando um Laboratório Remoto: Identificação de Fatores de Impacto," IEEE VAEP-RITA, vol. 7, no. 3, 2019., 2019-11-19) Lima, N.; Viegas, C.; García-Peñalvo, F. J.A prática laboratorial é fundamental no ensino da ciência e engenharia, independentemente do nível de educação. Atualmente, os professores têm diferentes maneiras, para além dos laboratórios tradicionais (hands-on) de permitir que os estudantes desenvolvam competências experimentais, como simulações e laboratórios remotos. Este estudo incide sobre o uso simultâneo dos três recursos, levado a cabo por 51 professores, em 25 unidades curriculares diferentes. No total, foram realizadas 39 implementações didáticas na área da eletricidade e eletrónica em várias Instituições do Ensino Superior e Escolas Secundárias, na Argentina e no Brasil. Estas implementações aconteceram durante dois anos letivos (entre 2016 e 2017), no âmbito do projeto VISIR+, abrangendo 1569 estudantes. A perceção dos professores sobre a aceitação e desempenho dos estudantes com o laboratório remoto implementado (VISIR), bem como a satisfação dos professores com essa ferramenta, foram analisadas e cruzados com as características das unidades curriculares, bem como alguns dos fatores relativos ao desenho das implementação didáticas. Surgiram várias correlações interessantes que alertam para alguns aspetos importantes: O professor deve desenhar as tarefas com o VISIR bem alinhadas com os resultados de aprendizagem/competências que desejam que os seus estudantes desenvolvam; A experiência do professor com o VISIR tem um papel importante na satisfação dos estudantes com a ferramenta; A atividade de introdução ao VISIR assim como o suporte dado aos estudantes ao longo do semestre são também fatores decisivos.Item Different Didactical Approaches Using a Remote Lab: Identification of Impact Factors(IEEE, 2019-08-31) Lima, N.; Viegas, C.; García-Peñalvo, F. J.Conducting laboratory experiments is of vital importance in science and engineering education, independently the level of education. Nowadays, teachers have different ways of allowing students to develop these competences other than hands-on labs, such as simulations and remote labs. This study is focused on the combined use of the three resources, carried out by 51 teachers, in 25 different courses. In total, 39 didac-tical implementations in the electric and electronics area were performed in several Higher Educational Institutions and Sec-ondary Schools, in Argentina and Brazil. This occurred during 2016 and 2017 academic years, under the scope of the VISIR+ project and VISIR was the implemented remote lab and reached 1569 students. Teachers’ perception about student acceptance and performance with VISIR as well as teachers’ satisfaction with VISIR, were cross analysed with course characteristics as well as didactical implementation design factors and several interesting correlations stood out: Teachers extra care in designing VISIR tasks accordingly to the learning outcomes/ competences they want their students to develop revealed as a crucial factor; Teacher experience with VISIR plays an important role in students’ satisfaction with the tool; Teacher introduction and support to VISIR along the semester is also an important factor.Item Didactical use of a remote lab: a qualitative reflection of a teacher(ACM, 2019-10-16) Lima, N.; Viegas, C.; García-Peñalvo, F. J.This work describes the teacher reflections about a didactical implementation using a remote laboratory and their impact on his practice. These reflections are analyzed from three different perspectives: how the literature review influenced the design of the didactical implementation (namely the first); how his reflection upon his practice influenced its modifications; how his research activity impacted and affected his teaching practices in the subsequent implementations and guided the modifications made. The remote lab was introduced in a Physics Course in an Engineering degree and was intended to be a learning space where students had the opportunity to practice before the lab class, supporting the development of experimental competences, fundamental in an engineer profile. After the first implementation in 2016/17 academic year it has undergone two subsequent editions with adjustments and modifications. Some features previously reported in literature such as: teacher’s experience with VISIR, the importance of an introductory activity and defining VISIR tasks objectives, were corroborated by the teacher during his practice and research. Others, such as the difficulty some students have in understanding the difference between simulation and remote labs appeared directly from his practice and were pursued in his research in order to deeply understand its implications.Item 21st Century Challenges in Engineering and Technological learning(ACM, 2017-10-18) Viegas, C.; Marques, A.; Alves, Gustavo R.The success of 21st century engineers1 depends on demanding challenges, involving a large scope of scientific and social competences. College education must help students to develop those competences in collaborative environments and better address these needs. Developing students’ knowledge and skills in contextualized engineering environments, practicing teamwork, leadership, decision-making, experimental work and critical thinking are some of the important aspects addressed in this track.Item Do Students Really Understand the Difference Between Simulation and Remote Labs?(ACM, 2017-10-18) Lima, N.; Viegas, C.; Zannin, M.; Marques, A.; Alves, Gustavo R.; Felgueiras, M. C.; Costa, R.; Fidalgo, A.; Marchisio, S.; Lerro, F.; Merendino, C.; da Silva, J. B.; Pozzo, M. I.; Dobboletta, E.; Gustavsson, I.; Nilsson, K.; García-Peñalvo, F. J.Laboratory experiments play a crucial role in engineering education as they strongly contribute to the development of important skills for the professional practice. This paper addresses a students’ understanding gap between simulations and remote labs. These two resources (and namely the remote laboratory VISIR - Virtual Instrument Systems in Reality) have been commonly used on several didactical implementations, along with other didactical resources in different Engineering degrees at the Federal University of Santa Catarina and Polytechnic of Porto School of Engineering. This work, developed in the scope of the VISIR+ Project, intends to evaluate students’ perceptions considering simulation and remote lab results. Quantitative and qualitative data were analyzed to better understand how deeply students realize the differences between these resources and their type of data. Preliminary results indicate that a considerable number of student’s don´t have a clear idea of these differences, even though sometimes they know their definition. Furthermore, this gap does not seem to differ much with the context (country, course, academic year, course content), students’ final grades, teacher approach or implemented tasks.Item The VISIR+ Project – Helping Contextualize Math in an Engineering Course(IEEE, 2017-06-06) Lima, N.; Zannin, M.; Viegas, C.; Marques, A.; Alves, Gustavo R.; Felgueiras, M. C.; Costa, R.; Fidalgo, A.; da Silva, J. B.; Pozzo, M. I.; Dobboletta, E.; Gustavsson, I.; García-Peñalvo, F. J.The long-term goal of engineering education is to prepare students to work as engineers. Being a practical profession, laboratories play a crucial role in illustrating concepts and principles as well as improving technical skills. In the last decades the use of online resources (simulators and remote labs) has been growing, either as a complementary and/or as an alternative way of developing experimental competences. In the scope of the VISIR+ Project, this work presents the first results of a didactical implementation using simultaneously the remote laboratory VISIR (Virtual Instrument Systems in Reality), simulation and calculus in a Math Course at the Federal University of Santa Catarina (UFSC). The preliminary results indicate that the use of several resources increases students’ performance, boosting their learning and competence development.Item A utilização do VISIR como um recurso educativo: uma revisão da literatura(2016) Lima, N.; Viegas, C.; Alves, Gustavo R.; García-Peñalvo, Francisco J.Item VISIR’s Usage as an Educational Resource: a Review of the Empirical Research(2016-11) Lima, N.; Viegas, C.; Alves, Gustavo R.; García-Peñalvo, Francisco J.