The Lab@Future Project (original) (raw)
Related papers
The Lab@ Future Project-Moving Towards the Future of E-Learning
2004
This paper presents Lab@Future 1 , an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics -Science subject in Germany, Geometry -Mathematics subject in Austria, History and Environmental Awareness -Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment.
FUTURE , a collaborative e-learning Laboratory experiments platform Conference or Workshop Item
2019
This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused disciplines namely: Fluid Dynamics Science subject in Germany, Geometry Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories [1] so as to leverage our understanding of teaching and learning practices in the targeted context of deployment. To be able to evaluate the lab@fu...
EVALUATING LAB@FUTURE, A COLLABORATIVE E-LEARNING LABORATORY EXPERIMENTS PLATFORM
This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused disciplines namely: Fluid Dynamics -Science subject in Germany, Geometry -Mathematics subject in Austria, History and Environmental Awareness -Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories [1] so as to leverage our understanding of teaching and learning practices in the targeted context of deployment. To be able to evaluate the lab@future system in its entire complexity an evaluation methodology including several phases has been developed, performing formative as well as summative evaluations.
FUTURE Project-Moving Towards the Future of E-Learning Conference or Workshop Item
2016
This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics Science subject in Germany, Geometry Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of
FUTURE Project-Moving Towards the Future of E-Learning Conference Item
2004
This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics Science subject in Germany, Geometry Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of
Virtual Interactive Laboratory Applied to High Schools Programs
Procedia Computer Science, 2015
A common problem in many schools is that they do not have the necessary equipment in their science laboratories. This is often due to space and a limited budget for maintenance and equipment. Within a constructivists learning model with a multi perspective approach it is necessary for students to have an environment where they can perform scientific and technological experiments. Working in a science lab creates an interactive experience that encourages development and provides practical knowledge. Some cognitive processes arise through interaction; these play an important role in semantic construction. Usability within a platform refers to the interaction between the software and the users. This means the software will be easy to learn and navigate, allowing the user explore its potential through an attractive interface and operations. The software can be use efficiently, minimizing errors and increase user satisfaction, among others. This article focuses on studying the design and construction of a virtual laboratory through human interaction, to solve a problem through a virtual science lab. The student reads from his book Practice of Science, which outlines a task to perform. During the activity time, the student can interact with laboratory instruments. Even when following instructions, the student may overlook some details, which could lead to accidents or laboratory instruments damage. The result of the research includes an analysis of the construction of a virtual lab and the experience of users throughout their educational experience.
An e-learning collaborative platform for laboratory education
The Lab@Future project aims at developing new possibilities for technology-based laboratory education. The project goal is to provide groups of students with mobile and distant access to experiments. The paper presents the e-learning collaborative platform being deployed in the project for implementing the Lab@Future pedagogical scenarios which are based on modern pedagogic approaches (activity theory, expansive learning and constructivism).
e-lab: a valuable tool for teaching
2010
In recent years the number of students choosing to pursue a scientific career has been decreasing, because they claim to be "difficult" to study these subjects. Having students motivated and interested in learning science is very important for the sake of the scientific culture and of our own future. Studies indicate that to reverse the previous situation, the teaching practices must invest in experimentation and new technologies. The essential goal of this study is to propose ways to achieve this goal. The e-lab is an excellent free resource that has both valences above mentioned, as evidenced by a preliminary study.
Integration of Virtual Labs into Science E-learning
Students can obtain lab content information equally well from two types of laboratories: a virtual and a physical lab. There is great potential in applying a 3D virtual lab based games to support teaching and learning in science. Moreover, it is significant to find practical ways to design and develop intelligent systems based on 3D games with limited complexity forms. 3D virtual environments provide an immersion into the learning contents, and interactions within the virtual world of the game, which are governed by established scientific principles. Therefore, people are looking for the forms of computer simulation - training that require fewer organizational and logistic efforts. Among them, three-dimension virtual environment is the important part of this system in enhancing the learning process. This paper aims to design and implement 3D virtual labs, which are considered as a low-cost alternative to educators and students, in science E-learning. This study focuses on the virtual assembly of instruments, the realization of dynamic 3D gauges, and the setup of emulation-based systems, which are key factors to provide students with the high-immersion 3D virtual lab. It also describes the setup of the network environment of this virtual lab; in this network, the server controls the options, user operations and the processes of experiments. Finally, this research involves designing and deploying a complex application that combines advanced visualization, interactive management through complex virtual devices and intelligent components.
IEEE Transactions on Learning Technologies, 2009
Emersion of Websites that enable users to easily participate in creation of their content moved individuals on a scale rarely seen before. Web 2.0 transformed the passive reader into an active user and millions of users were drawn into a community previously reserved for professionals only. Users became able to experiment with data, collaborate with other users, and add value to a community of users. A similar revolution is needed in the electrical engineering education. In this field, courses offer a significant amount of theory and generally an unstimulating content to the students. Remote laboratories (RLs) could, however, make a difference. Instead of being passive collectors of the theory, students could become active builders of their own knowledge. At this point, the design of such a laboratory becomes important. Without a detailed user-oriented design, RL could have a counterproductive effect, generating frustration instead of motivation. A team of researchers used the QFD method to translate multidimensional and interdependent user requirements into the RL design model-MIRACLE. The MIRACLE model is based on survey results, instructional design, and good e-learning practice, and as such this model brings satisfaction, raises effectiveness and motivation, and makes electrical engineering courses appealing to students.