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A Framework for Developing a Cohesive Set of Remote Laboratories for Distributed Distance Learning Settings

Abstract The use of distance learning technology in distributed educational environments has allowed engineering courses to be delivered to locations and populations that have historically not been afforded opportunities for involvement. However, efforts to incorporate distance-learning principles into physical laboratory exercises have not yet led to a general mechanism or procedure for performing physical labs remotely. The opportunity to be able to fully cover physical laboratory exercises in distance learning setting would not only significantly enhance the student learning experience, it would also enable less privileged educational institutions to offer programs to a much broader target group of potential students who under no circumstances are able to travel and attend on-site sessions. In this paper, the authors present an overview of the field of remote or tele-operated physical laboratories how they can be implemented through today’s technologies. Templates for developing a cohesive set of remote laboratories are identified along with Nemours IT considerations. In addition to the requirements related to technology, educational impacts are addressed. An example of a Control Systems experiment is then presented as an example of a functioning remote laboratory.

1. Introduction The engineering students of yesterday have permanently changed the way we presently live and work with technology. It is essential that we take full advantage of their contributions in order to prepare the minds of the future. Advancements in telecommunication practices have made learning from remote locations viable, thereby granting access to information to people who would not otherwise have the privilege [1]. Distance learning has been implemented for decades and proven to be a viable alternative to traditional learning practices [2]. It works well for classes where predefined information is transferred from instructor to student, for example, history or basic math. A major bottleneck occurs when a student must obtain his or her own data through an experiment or laboratory work. It is important for a student to get hands-on learning to prepare them for a future in industry [3]. There is currently no system in place that allows a remote user to have the same experience as a student who is physically able to participate in an experiment. This hands on interaction is how participants develop essential problem solving skills. Many individual remote laboratory experiments have been created, but there has been little development on substituting an entire semester of labs [4]. A cohesive set of remote laboratory experiments needs to be created. This will provide justification for the implementation and validation of remote laboratories as an alternative to traditional practices. Successful setups give evidence to the practicality of remote laboratories and could help build consensus that they are a firm way to conform to Globalization 3.0, an era in which individuals collaborate and compete on a global level [5]. In this paper the authors discuss “templates” and associated implementation procedures that could assist in the creation of a semesters worth of remote laboratory experiments as usually offered in typical engineering laboratory courses. These templates should be viewed as a starting point, providing enough

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Hyder, A., & Post, B., & Schaefer, D. (2009, June), A Framework For Developing A Cohesive Set Of Remote Laboratories For Distributed Distance Learning Settings Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5360