=Paper=
{{Paper
|id=Vol-3037/paper6
|storemode=property
|title=Use and Design of Virtual and Remote Free Access Experiments: World Pendulum Alliance and DLab in Times of COVID 19
|pdfUrl=https://ceur-ws.org/Vol-3037/paper6.pdf
|volume=Vol-3037
|authors=Freddy Torres-Payoma,Manuel Escobar,Leyton Castro,Karla Triana,Diana Herrera
}}
==Use and Design of Virtual and Remote Free Access Experiments: World Pendulum Alliance and DLab in Times of COVID 19==
https://ceur-ws.org/Vol-3037/paper6.pdf
Use and Design of Virtual and Remote Free Access Experiments:
World Pendulum Alliance and DLab in Times of COVID 19
Freddy Torres-Payoma1, Manuel Escobar 2, Leyton Castro 1, Karla Triana1 and Diana Herrera1,
1
Universidad Nacional Abierta y a Distancia - UNAD, Escuela de Ciencias Básicas, Tecnología e Ingeniería,
Bogotá D.C,111511, Colombia.
2
Fundación Aleph, Bogotá D.C, 111121, Colombia
Abstract
Since 2019, the COVID-19 pandemic has made the search for efficient learning spaces and
tools for distance learning more relevant than ever. In Physics, experimental teaching is
considered essential for secondary and higher education. This has given a sense of urgency to
the development of new pedagogical and technical strategies for experimental distance
education. This work presents preliminary results of the World Pendulum Alliance project,
whose aims is to build a global network of remote experiments. The implementation of the
remote experiment was made by a MOOC environment and a virtual distance laboratory
(DLab) designed by the authors accompanied by the inquiry learning teaching method. To
evaluate the efficacy of the pedagogical strategies proposed, two groups of students were
evaluated. The perception of students for the virtual environment is presented and the approval
and dropout results are presented for the MOOC course. Preliminary results show that the
remote and virtual modalities are a good complement to the teaching of hands-on laboratories
but need to have a very good pedagogical platforms for its implementation in order to engage
the students.
Keywords 1
MOOC, Remote experiments, distance learning, World Pendulum Alliance, experimental
physics
1. Introduction
Inside the World Pendulum Alliance (WPA@elab) eight countries through fourteen institution
shaves built a constellation of pendulums remotely accessible. These high precision pendulums allow
the measurement of the gravitational variation across the globe for any student accessing the network
[1]. The ERASMUS+ Grant given by the European Commission to the alliance focus on the capacity
building in the field of higher education. In the first stage of the project, The Universidad Nacional
Abierta y a Distancia (UNAD), in Colombia, as part of the consortium, has been working in the
development of educational instruments and tools to support the use of the constellation. The work has
been done through the ReEx Science Dissemination Center, a scientific team led by the UNAD whose
aims is the best use of the remote experiment mainly in secondary and higher education [2, 3].
COVID-19 quarantine measures have affected almost all the educational systems over the world,
increasing the urgency of the development of virtual and remote labs that can perform well under the
new conditions and efficiently use the industry 4.0 technologies [4,5,6,7]. The possible pedagogical
approaches for such laboratories are multiple, although recently have had an increasing interest in the
Inquiry Learning Space (ILS) one and its studies and technologies [8, 9, 10, 11, 12].
For the implementation of the remote experiment, Instituto Superior Técnico (IST) creates a MOOC
environment, offered by the servers of the University, whose alpha version was launched in 2016 by
CISETC 2021: International Congress on Educational and Technology in Sciences, November 16-18, 2021, Chiclayo, Peru
EMAIL: freddy.torres@unad.edu.co (F. A. Torres-Payoma); manuel.escobar@fundacionaleph.org (M. J. Escobar);
fljcastroc@unadvirtual.edu.co (L. J. Castro); karla.triana@unad.edu.co (K. N. Triana); diana.herrera@unad.edu.co (D. C. Herrera)
ORCID: 0000-0002-5206-0836 (F. A. Torres-Payoma); 0000-0003-0695-4940 (M. J. Escobar); 0000-0002-0528-8838(L. J. Castro); 0000-
0003-1923-5187 (K. N. Triana); 0000-0002-2555-4072 (D. C. Herrera)
© 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
IST to its students [13]. In 2020, UNAD participated in the evaluation and correction of the beta version
of the MOOC in Spanish Language (Física Experimental -FeX-ES). The need of creating smaller and
more focused laboratory environments addressing the oscillatory phenomena has been seen in order to
complement the material inside the MOOC. In this context, a virtual distance laboratory (DLab), is
being built at ReEx, set as a free online non-guided ILS which is oriented to compare the behaviors of
mass-spring systems and pendulum systems. The first novelty of our approach is focused on learning
process around a creative process: autonomous experimentation design made by student, instead of the
teacher. Although the concept is not entirely new [14, 15, 16].
In this article, the World Pendulum Alliance (WPA@elab) is briefly presented and its
implementation thorough the MOOC environment accompanied by the inquiry learning teaching
method. The paper details the implementation and the results. Finally, the discussion and conclusions
will focus mainly on the perception of students, completion rates and possible causes for dropout.
2. FeX-ES MOOC with the WPA@elab
This section describes the WPA@elab system in a general way, for more technical details, read [1].
In addition, presents the main characteristics of the MOOC in its Spanish version (FeX-Es).
Global Constellation: WPA received its ERASMUS+ Grant in 2019. Development of Science
Dissemination Centers in Portugal, France, Czech Republic, Spain, Brazil, Panama, Chile, and
Colombia has been made for locating more than 100 pendulum experiments in different latitudes and
altitudes. Inside WP@elab network, every remote experiment is in located a different geographical spot
aiming to provide a wide test of gravitational variability upon certain variables.
Remote Experiment Set-up: The pendulum consisted of a2kg±75gbob attached to a string of length
varying between [2609.8−2827.5] mm ± 0.5 mm whose movement is controlled by the DC motor of a
mechanical launcher. Infrared sensors register in a micro-controller the passing of the bob, calculating
the oscillation period with 5 significant numbers. Data transmission from and towards users is achieved
using IST servers.
e-Lab software: To control the remote experiment is used a software called e-Lab that also permits
displaying the set-up, measurements, graphs of the variable in real time. The displayed interfaces for
controlling parameters and visualizing variables are the ones in Fig. 1-a. Variables and Analysis The
main two measured variables: the period of the movement and the velocity at the bottom point of the
moment (equilibrium position for the bob), are displayed by the e-Lab interface in plots against time
equivalent to samples, Fig.1 b-d. Together with these measurement outcomes, the relevant parameters
defined in settings are complemented by the bob’s diameter, string material characteristics and
temperature.
Data treatment can be used not only for a simple pendulum modeling. Besides allowing to compare
simple pendulums with different accelerations due gravity, the energetic losses can be calculated with
the value of velocity at the bottom. For instance, were taken 500 velocity samples clearly not only show
a loss of energy that a student can accurately analyze in secondary school, but a possible study of the
variation of this energy loss. In the case of advanced university students, even corrections due the
torsion of the string or the non-instantaneous character of the velocity measurements can be estimated,
yet in the context of a local experiment. In the framework of WP@elab as a global experiment, the
different latitudes and altitudes provide a good input for laboratory experiences on gravity variation
across the globe. Having into account that the total maximum variation in gravity over earth’s surface
is roughly 0.7% according to GRACE/GOCE/EGM2008 data [17], the 5 significant numbers of the
value in WP@elab constellation produce a 5 significant numbers estimation of gravity. If air friction
and single plane oscillation are ensured for the Primary Pendulums, this type of variation of the order
of 0.1% are easily detectable for students.
The sample uncertainties are not higher than the expected dispersion [≈0.5ms]. The flexibility of the
WP@elab experiments depends on the design of the learning space which use the network. This
thematic flexibility, partially commented in a previous paper [3], could go from the identification of the
value of the scientific method and quantitative methods to the characterization and experimental
Figure 1: Graphics extracted from remote experience with the pendulum from Faro, Algarve (Portugal). The subfigure’s a)
Results panel, which presents the data in the form of a table, b) the histogram of period, c) plot of period over 500 samples
and, d) periodic fluctuation in the measurement of maximum velocity at the lower position of the pendulum, measurement
taken from Faro experiment.
analysis of gravity variation across our planet, possibly identifying error sources as dissimilar as
friction, string torsion, temperature changes, variable oscillation planes, among others. Details about a
more tangible assessment of this flexibility are presented in section III. WP@elab work operating inside
the DLab framework could still help to evaluate student’s experimental abilities, as other studies have
recently done [18].
3. DLab as an inquiry learning space
Distance Laboratory (DLab) was created to complement the MOOC FeX-Es content and deepen
students’ knowledge.
Interface and platform: Each virtual experiment was programmed as a series of three simulations
regarding relevant aspects (i.e., variables or parameters) of the generic mass-spring system. The
correspondent codes were put online under free access policy in the Wolfram web page. The codes were
developed in the programming language Mathematica. These codes are presented in a very simple way,
as scientific professional plotting, without any color or user-friendly treatment, apart from clear and
simple controls. Every control is referred to a parameter and every plot is a 2D graphic of a variable
versus another. This means that we have3 mass-spring systems, each one exhibiting a different motion
case (forced, damped and natural oscillation). Each one has 3 different controllable plots. One of the
interactive graphics can be seen in Fig. 2, which corresponds to the energy in a Simple Harmonic
Oscillator (SHO).
The initial design of the implementation is made for high school and first year undergraduate
students, equivalent to secondary education students and first-time-on-physics- class university
students. We glimpse this first stage of DLab as a combination of e-Lab global experiment and the
virtual natural and damped simulated systems. Every inquiry space must be accompanied, not with a
traditional guide, but a contextualization. Assuming three different levels of pre knowledge, the
contextualization also divides in three: beginner, basic, intermediate.
Figure 2: DLab interface. a) Simple Harmonic Oscillator, second interactive object: mechanical energy, and b) phase diagram
for the damped mass-spring system, simulated in one of our interactive virtual graphs with two different sets of parameters.
Moving the controls, the student can identify the change in the convergence speed and associate it with physical parameters
and variables.
The means-context-feedback structure is not something entirely new. The contextualization moment
as a key part of learning have been considering by many authors, researchers, and tutors [8-21], in
dissimilar fields going from science to communication. Below we present the projected articulation of
our means-context-feedback structure with the three previously commented levels of prior knowledge.
All three teaching-learning models are the same and use the same Experimental Design Strategy for
Novices. The steps lists are meant to encourage a systematic line of thinking rather than to be a recipe-
like text.
Beginner level: For those students with null skills on physics and almost null abilities in
math. We require, however, that the students know some arithmetic and be able to graph
data from tables, identifying dependent and independent variables. The pre-recognizing of
the virtual and remote environment is a step 0 of the IBED space.
Basic level: For those students with almost null skills on physics but certain minimum
abilities in math.
Intermediate level: For those students who are completed at least the 70% of the theoretical
part of a typical Physics course. Here we are referring to the simple kinematics and dynamics
of uniform and projectile motion, Newton’s laws, and dynamics of circular motion. The start
of the contextualization refers to the uniform circular motion, as it was studied by the
students. The students must discover what variable correspond to each axis of the natural
oscillator’s phase diagram, through analysis or experimentation.
4. Implementation of the Educational Distance Strategies
The implementation of two pedagogical strategies was carried out in the General Physics course at
UNAD. The General Physics is a virtual and distance course, asynchronous and interdisciplinary, the
thematic contents are based on Task-Based Learning (TBL). The structure of the course is divided into
two components: one theoretical (75%) and the other experimental (25%). The topics covered are
measurement and kinematics, Newton’s laws, and energy conservation theorems. Although distance
learning is used for the theoretical part of the course, three long presential sessions of laboratory are
programmed for the students to develop the experimental component before the Covid-19. In the course,
the interaction between professor and student includes written guides where the student fills tables and
responds questions based on a carefully detailed experiment which is already mounted in the laboratory.
For the implementation, two groups were evaluated, in the first one, it was used the MOOC FeX-ES
together with the designed virtual DLab together with ILS. The second one, it was per formed in
pandemic times ant it was realized out only with the MOOC FeX-ES. In this section is shown the main
results obtained for each group of students.
Figure 2: DLab interface. a) Simple Harmonic Oscillator, second interactive object: mechanical energy, and b) phase diagram
for the damped mass-spring system, simulated in one of our interactive virtual graphs with two different sets of parameters.
Moving the controls, the student can identify the change in the convergence speed and associate it with physical parameters
and variables.
4.1. DLab with WPA@elab
The idea of this pedagogical strategy was to complement the remote experience with a virtual
simulated one, as well as to show the general perspective of science to students, in front of experiments,
and to have inexperienced students making systematic experimental designs. This would be done after
reading a short generic text of recommendations.
The re-focus towards the scientific method in the teaching approximation model was applied to 46
students in 2018 year but was authorized just for one of every three experiments originally planned for
the academic period. In this way, the other two experiments served as a control group of traditional
learning experiences (guided pre-designed experiments). A decreasingly guided structure was followed:
the first session is more guided than the second one, and the third one is totally free. The target
population were students ages between 16 and 26 years old, as it is usual among distance education first
year learners. In order to create a learning path, a questionnaire with four relevant questions was
implemented on the design of the possible experimental guide. The questionnaire sent to the students
as a survey was the main instrument used for the evaluation of the methodological experience. A
translated version of the compiled answers is visualized here; the first important results can be
summarized in Figure 3. Preliminary results shown that students are more attracted to design their own
experiments than following strict step-by-step indication written in the guide.
4.2. MOOC FeX-ES
The implementation of the MOOC FeX-ES was carried out on a sample of 56 students, who enrolled
voluntarily. The MOOC had a total duration of 30 days from May 1 to May 31, 2021.The course
structure is divided into four scenarios listed in Table 1.
The course has a maximum grade of 100 points, of which the student passes and is certified with 60
points. The results obtained displayed in Figure 4 are listed below:
i. Course approval: In figure 4-a was obtained that 28.6% approved the course obtaining a
qualification greater than or equal to 60 points, 21.4% failed when obtaining a qualification
less than 60 points and 50% of the students did not interact in the course since its enrollment.
ii. The participation rate in the Learning Assessment: Figure 4-b shows the participation
throughout the nine tasks developed, which were guided and oriented asynchronously. For
Table 1
Pedagogical structure of the MOOC FeX-ES
e-Learning scenarios Learning Assessment Teaching-learning activities
Course Preparation (Pre-task) Initial perception Introduction
questionnaire. Reserved use of Required materials
the IST. e-lab (remote laboratory).
1 – Essence E1 - Essence: 4 Conceptual Uncertainty in Indirect
Questions (True/False). Quantities.
E2 - Essence: 7 Conceptual Uncertainties in Graphic
Questions (mathematical Representations and Linear
analysis). Fittings.
2 – Am I lighter at the The activity is not qualifying. Introduction.
equator? E3 - Problem: conservation of Dimensional Analysis
mechanical energy (1
question)
E4 - Resolution: mechanical Your pendulum and energy
energy conservation balance
E5 - Problem: Height as a Energy Balance
function of initial displacement
E6 - Problem: maximum speed The World Pendulum in e-Lab
at source and energy balance
E7 - Local acceleration of The World Pendulum in e-Lab
gravity(s)
E8 - Experimental The World Pendulum in e-Lab
determination of the
acceleration of gravity Part I
E9 - Experimental The World Pendulum in e-Lab
determination of the
acceleration of gravity Part II
3 – The network test No learning assessment Numerical fitting of functions:
fitteia
Final perception questionnaire Final perception Final questionnaire
questionnaire. Reserved use of
the IST
each activity there was a deadline for delivery. In Table (1), the activities are classified from
E1 to E9. The graph indicates the students who presented or not each activity. From the
sample of active students, excluding those who did not interact, it is possible to analyze that
activity E4 was not carried out for 39.3% of the total sample, being the one with the lowest
academic participation and, otherwise, E5 was the only activity that counted with 100%
student participation.
iii. Approval by exercise: Finally, 4-c depicts the approval for every of the nine tasks, E2 had
the highest student approval with 78.6% (22 students) of the total sample and E9 the lowest
approval rate with 39.3% (11 students)
4.3. Discussion and Conclusions
During the implementation of the remote experiment World Pendulum with MOOC FeX-ES course,
it was seen a learning difficulty of the students of the General Physics course of the UNAD. It was
evidenced in the statistical analysis and interpretation of previous concepts. The high disapproval
(21.4%) and desertion (50.0%) reflect the need to modify the structure of the MOOC pedagogical
scenarios, due to mathematical shortcomings in the interpretation of experimental data.
On the other hand, the results reflect the need to train students, prior to the beginning of the course,
in the domain of virtual learning environments and installation of specialized software, aimed at remote
experimentation, since the rate of students who did not interact with the virtual platform after enrollment
was significant (50.0%), reducing the participating population. As a strategy to mitigate the indicators,
the implementation and improvement of the D-Lab environment, accompanied by the design of a
tutorial for use and installation, will be able to mitigate those conceptual flaws that may encompass
teaching-learning problems in e-Learning spaces. In the present case of our DLab, the main abilities to
promote are graph interpretation, systematic handle of quantitative information, application of
mathematical models and experimental planning. Or, summarizing, scientific method skills: scientific
thinking in context. Moreover, there is a long tradition of prioritizing the learning of physics topics
rather than the physicist thinking skills, even if the students will not use the specific knowledge in any
posterior course at all in their undergraduate studies [22-26]. The scientific method focus of IBED is an
idea embedded even in the Inquiry definition itself [27-29]. The process of designing an experiment can
be taken as the main structure or a new generation of Inquiry Learning Spaces if the method is proven
effective to develop XXI century expected competences [14]. Although current curriculum and courses
planning do not always reflect the importance that Physics teachers see in scientific reasoning, there are
multiple evidence of efforts and attention put in this regard [23-30]. We think that an IBED space can
achieve very good learning results in this matter, once the method has been optimized.
Acknowledgements
We thank the European Commission for the ERASMUS+ Grant given to the World Pendulum
Alliance project and to UNAD and IST as direct responsible of the coordination, internationally
(Portugal) and nationally (Colombia)
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