Trnava, 22.8.2016 - SCOPES meeting M. Ož v oldová , F. Schauer

1. Trnava University in Trnava Trnava, 22.8.2016 - SCOPES meeting M. Ožvoldová, F. Schauer “Remote Laboratories in research-based education of real world phenomena” Cross section of the monograph Miroslava Ožvoldová

2. Trnava University in Trnava Trnava University in Trnava • Outline • Introduction - Whatprecededthebook creation? • Crosssectionofthe book • 3. Conclusion

3. 1. Introduction What preceded the book? When and why we started to build remote experiments?

4. 1. Introduction • When and why we started to build remote experiments? • 2004 - I joinedTrnava University, theFacultyof • Education, Department of Physics • It was necessary to ensure the teaching of basic • physicscourses withpracticalexercises • technicalcoveragewasinadequate • Rebuildtechnicalbackground

5. The ways how to solve the situation in practical exercises were: • - To build new experiments • long period when the moneyare not • available, • It was necessary to write proposal for • the project with solving for the next • three years • -

6. E-lab interactive experiments as a continuation of the project of multimedia teaching physics at universities SR

7. Thesecond step and quickestwaywasto use • remoteexperimentsfromPrague. • CooperationwiththeCharlesUniversity in Prague, Faculty of Mathematics and Physics • Assoc.profLustig František http://www.ises.info/

8. http://www.ises.info/

9. Total number of online connections e - laboratory URL: www.ises.info • s.info )

11. 3. Step: Building Remote experiments in Trnava

12. Environmental monitoring in Trnava Electrochemical cell

13. New components Digital titrater liquid pump ISES Container for experiment „Electrochemical cell" Electromagnetic stirrer ISES

17. http://kf.truni.sk/remotelab

18. Seminar & Opening ceremony I. Slovak physics e-laboratory 2010, September

19. 2014

20. RemLabNet statistics • YearNumberofaccessesUnique users • 6 896 4 658 • 3498 2414 • Average daily attendance is about 15users. • For more overview example of a table according to the origin of users.

21. 4. Steps: How to implement remote experiments into teaching and learning?

22. New strategy SHOULD differ from clasical streotype • The main features of this method should be based on the experimentation in all forms and utilise method sciences use: • Observation, • Search for proper information, • data and its processing and storing, • Interpretation and assesment, • Planing and organization, disussion, • Results presentation.

23. Integreted e-Learning (INTe-L) SCHAUER F.- OŽVOLDOVÁ M .- LUSTIG F.: Integrated e-Learning - New Strategy of Cognition of Real World in Teaching Physics, in: INNOVATIONS 2009, World Innovations in Engineering Education and Research iNEER Special Volume 2009, chapter 11, pp. 119-135, ISBN 978-0-9741252-9-9, Arlington, USA

24. Integrated e-Learning (INTe-L) 1. e - REAL EXPERIMENTS http://remlabnet.eu

25. Integrated e-Learning (INTe-L) 1. e - REAL EXPERIMENTS http://remlabnet.eu 2. e - SIMULATIONS AND MODELLING

26. Integrated e-Learning (INTe-L) 1. e - REAL EXPERIMENTS http://remlabnet.eu 2. e - SIMULATIONS AND MODELLING 3. e - INTERACTIVE TEXTBOOK

27. ScienceTeacher for the third millenium (Profile oftheIntegratedscience´ Teacher)

28. Our others teaching materials: World in motion Elecromagnetism Project education with INTe-L utilisation RE in disemnination of scientific knowledge Temperature measurements in diffrent EU countries Science teacher for third milenium Remote experiments utilisation in lower secondary physics education

29. Trnava University in Trnava Trnava University in Trnava • Outline • Introduction - Whatprecededthebook's? • Crosssectionofthe book • 3. Conclusion

30. Reviewers: Javier Garcia Zubia – University of Duesto, Bilbao, Spain Gustavo R. Alves – Polytechnic of Porto, School of Engineering, Porto, Portugal

31. Javier Garcia Zubia Reading the book authored by Miroslava Ožvoldová & František Schauer, there are three main characteristics to remark: science, technology and pedagogy.

32. Javier Garcia Zubia Reading the book authored by Miroslava Ožvoldová & František Schauer, there are three main characteristics to remark: science, technology and pedagogy. First of all, the book is a scientific book because it presents concepts and models of Physics. These descriptions include mathematics, formulas, etc. That is, the book can be used a Physics book . These concepts are evaluated and analyzed through remote experiments based on the technology developed in ISES. And finally, the conceptual and methodological efforts are made to improve the science pedagogy, to facilitate the obtaining of learning outcomes by the students.

33. Javier Garcia Zubia Reading the book authored by Miroslava Ožvoldová & František Schauer, there are three main characteristics to remark: science, technology and pedagogy. First of all, the book is a scientific book because it presents concepts and models of Physics. These descriptions include mathematics, formulas, etc. That is, the book can be used a Physics book . These concepts are evaluated and analyzed through remote experiments based on the technology developed in ISES. And finally, the conceptual and methodological efforts are made to improve the science pedagogy, to facilitate the obtaining of learning outcomes by the students. .... Based on the tree mentioned pillars I think that this book will be very interesting not only for researcher, but also intensively for teachers and students at teacher training colleges. The approach of the book is in line with recommendations of EU to impulse the science and technology among young students, using a Technology Enhanced learning approach.

34. Gustavo R. Alves The book authored by Miroslava Ožvoldová and František Schauer may be analyzed in two dimensions time plus scientific/technical coverage.

35. Gustavo R. Alves The book authored by Miroslava Ožvoldová and František Schauer may be analyzed in two dimensions time plus scientific/technical coverage. A first remark would be that both dimensions seem to be balanced and complete. Regarding the time dimension, the book presents an interesting survey on similar/related approaches about the use of remote and virtual laboratories in science and engineering education. This survey results in a considerable number of references that date back to the early 90´s, where initial works on remote laboratories were published.

36. Gustavo R. Alves The book authored by Miroslava Ožvoldová and František Schauer may be analyzed in two dimensions time plus scientific/technical coverage. A first remark would be that both dimensions seem to be balanced and complete. Regarding the time dimension, the book presents an interesting survey on similar/related approaches about the use of remote and virtual laboratories in science and engineering education. This survey results in a considerable number of references that date back to the early 90´s, where initial works on remote laboratories were published. ..... As an expert working in remote lab since the year 2000, I am happy to say this book is an important contribution to the area, describing not only an impressive technical work, but also a passionate effort of the authors towards improving student´s ( and teacher´s) motivation in science and engineering education.

37. RemoteLaboratories in Research-basededucationofrealworldphenomena C o n t e n t s P r o l o g u eRemote laboratories worldwide and in Slovakia C h a p t e r 1 Research-based education and experiments C h a p t e r 2 ISES remote laboratories C h a p t e r 3 Integrated e-Learning C h a p t e r 4 Remote experiments in research-based education C h a p t e r 5 Future of ISES remote laboratories A p p e n d i x

38. RemoteLaboratories in Research-basededucationofrealworldphenomena Experiment at a glance • P r o l o g u e • We posed four basic questions concerning remote experiments and tried to answer them. • 1. What are the properties of remote laboratories required for schools? • Can Informatics cope with these? • 2. Why the need to introduce remote experimentation and what are • the recommendations of contemporary research? • How can we use remote experimentation in research-based • education? • 4. How can we help teachers in using remote experimentation?

39. RemoteLaboratories in Research-basededucationofrealworldphenomena Experiment at a glance • P r o l o g u e • What are the properties of remote laboratories (RE) |required for schools? Can Informatics cope with these?

40. RemoteLaboratories in Research-basededucationofrealworldphenomena Experiment at a glance P r o l o g u e 1. What are the properties of remote laboratories (RE) |required for schools? Can Informatics cope with these? Decisive and important properties in the exploitation of REs at schools are : ― reliability, ― fast communication via the Internet, ― simple and self-explanatory use, ― diagnostics ― reports about the state of the RE, ― reservation systems ― data output for their evaluation.

41. RemoteLaboratories in Research-basededucationofrealworldphenomena Experiment at a glance P r o l o g u e 2. Why the need to introduce remote experimentation and what are the recommendations of contemporary research?

42. RemoteLaboratories in Research-basededucationofrealworldphenomena Experiment at a glance P r o l o g u e 2. Why the need to introduce remote experimentation and what are the recommendations of contemporary research? Much discussion is conducted in the popularity of teaching physics and its inefficiency. The hours for natural sciences are constantly decreasing and the popularity of physics at schools is diminishing. On the other hand, the results of extensive research show how to teach science more effectively at our disposal, through shifting the learning focus from the teacher to the student by activities like: ‒ inquiry, ‒ group work, ‒ problem solving and connection to the real world ‒ “learning by doing” ‒ using laboratories – in research-based courses, esspecially REs.

43. RemoteLaboratories in Research-basededucationofrealworldphenomena Experiment at a glance • P r o l o g u e • How can we use remote experimentation in research-based • education? • Thepresentdiscussionisfocusestowards the methods of introducing the new techniques into everyday teachingpractice by establishing the resources of e-learning, curricula, etc. • We also adhere to the opinion that laboratories and simulations can radicallychange education in physics via new strategies and new teaching tools • Integratede-Learning (INTe-L).

44. RemoteLaboratories in Research-basededucationofrealworldphenomena Experiment at a glance • P r o l o g u e • How can we help teachers in using remote experimentation?

45. RemoteLaboratories in Research-basededucationofrealworldphenomena Experiment at a glance • P r o l o g u e • How can we help teachers in using remote experimentation? • Thiscanbeachiewed by: • Building RLMS and providingampleservicesforteacher. • datebaseof RE withcorrespondingtools and accompanyingteachingmaterials • To createtheAcreditedpersonalizedICT naturalsciencesteacher´s • education centre

46. Incline http://remlabnet12.truni.sk A view of the teaching of the voting wireless IPAL mobile devices

47. Participants of the seminar during a visit I. Slovak e-physics laboratory

48. RemoteLaboratories in Research-basededucationofrealworldphenomena C o n t e n t s C h a p t e r 1 Research-basededucation and experiments23 1.1 Traditional versus research-based courses 1.2 Photo gallery of our remote experiment activities C h a p t e r 2 ISES remotelaboratories 2.1 ISES remoteexperiments 2.2 ISES remoteexperimentsarchitecture 2.3 Examples of ISES plug-and-play remote laboratories 2.4 Environment for easy building remote experiments C h a p t e r 3 Integratede-Learning54 3.1 Remote experiment in research-based courses 3.2 Basic criteria of INTe-L 3.3 Example of a research-based course on AC circuits

49. RemoteLaboratories in Research-basededucationofrealworldphenomena C o n t e n t s C h a p t e r 4 Remote experiments in research-based education 4.1 MOODLE and remote experiments in research-based teaching 67 4.2 Research-based teaching – “Environmental monitoring” 4.3 Research-based teaching – “Motion in the gravitational field” 4.4 Research-based teaching – “Oscillations” 4.5 Research-based teaching – “Dissipative processes” 4.6 Research-based teaching – “Electric circuits” 4.7 Research-based teaching – “Electromagnetic induction” 4.8 Research-based teaching – “Photon theory” C h a p t e r 5 Future of ISES remote laboratories 5.1 Integration of remote laboratories worldwide 5.2 Remote Laboratory Management System – REMLABNET

50. RemoteLaboratories in Research-basededucationofrealworldphenomena C o n t e n t s A p p e n d i x Remote laboratory in Trnava University in Trnava Remote experiments in environmental monitoring 156 1.1 RE “Environmental monitoring in Trnava“ Remote experiments in Mechanics 1.2 RE “Simple pendulum“ 1.3 RE “Free fall“ 1.4 RE “Archimedes’ principle“ 1.5 RE “Joule experiment“ 1.6 RE “p-V diagram of gases“