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Maria Arcelina Marques. Concluiu o(a) Doutoramento em Ciências de Engenharia em 2008/06/11 pelo(a) Universidade do Porto Faculdade de Engenharia, Doutoramento em Ciências de Engenharia em 2008/06/11 pelo(a) Universidade do Porto Faculdade de Engenharia, Licenciatura em Física em 1988/07 pelo(a) Universidade do Porto Faculdade de Ciências, Master em Physics of Laser Communications (MSc)/Optoelectrónica e Lasers (Mestrado) em 1993/07 pelo(a) University of Essex e Master em Physics of Laser Communications (MSc)/Optoelectrónica e Lasers (Mestrado) em 1993/07 pelo(a) Universidade do Porto Faculdade de Ciências. É Professor Adjunto no(a) Instituto Politécnico do Porto Instituto Superior de Engenharia do Porto e Professor Adjunto no(a) Instituto Politécnico do Porto Instituto Superior de Engenharia do Porto. Publicou 53 artigos em revistas especializadas. Possui 9 capítulo(s) de livros. No seu currículo Ciência Vitae os termos mais frequentes na contextualização da produção científica, tecnológica e artístico-cultural são: Improving classroom teaching; Interactive learning environments; Pedagogical issues; Teaching/learning strategies; Virtual reality; Centre of Pressure; Wave riding; Surfboard instrumentation; Surfing movements; Mote surfing assessment; Remote labs; Engineering education; VISIR; Electric circuits; VISIR+1; Community of Practice; Laboratorios remotos; Electrónica analógica; PILAR; Federation; Electronics; Remote laboratory; Engineering Education; Community of practice; Online labs fed-eration; Applied computing; Physical sciences; Centro de Pressões Plantares; CoP; Instrumentação de prancha de surfe; Avaliação no surfe; Surfe; Pitch; Roll; Center of Pressure; Remote surfing assessment; Surf; Laboratórios Remotos; Estratégias de Ensino e Aprendizagem; Educação em Engenharia; Laboratory; Teaching Contexts; Teaching methodologies; Competence Development; Young Engineers Challenges; PBL; Sustainable higher education; Experimental skills; Electrical and electronic circuits; Remote Laboratory; Computer Simulation; Contextualization; Learning and Teaching Strategies; Surfing injuries; Injuries prevention; Investigación educativa; Implementación didáctica; Monitoreo de calidad; Pé boto; Tratamento cirúrgico; Análise de marcha; Cinemática com o modelo do pé multissegmentado; Cinética; Eletromiografia; Engineering Internships; Professional Contexts; Soft Skills; Project Management; Laboratórios remotos; Remote Experiment; Projectile launch; Bone fracture; Consolidation Process; Immobilization system; Internal/external fixation; Time healing; Professional contexts; Soft skills; Young professionals; Biomechanics; Bioinspired robotics Spider Crab; Modeling; Simulation; SimMechanics; Dental post; Endodontic treatment; Post design; Post material; Mechanical tests; Maja brachydactyla; Santola; Locomoção; Modelação; Simulação; Biomecânica; Matlab; Simulink; SolidWorks; Spider crab; Locomotion; Curriculum integration; Learning outcomes; Remote laboratories; Didactical Approaches; Learning goals; Real-world scenarios; Piezoelectric; Ceramics; Bone cement; Sensor; Motivation for learning; Assessment; General and analog electronics; Laboratories federation; Network remote laboratories; Weblabs; Learning assessment; .
Identificação

Identificação pessoal

Nome completo
Maria Arcelina Marques

Nomes de citação

  • Marques, Maria A
  • Marques, A.
  • A. Marques
  • Maria Arcelina Marques
  • Arcelina Marques
  • M. A. Marques

Identificadores de autor

Ciência ID
2F16-E27D-76F8
ORCID iD
0000-0002-5528-9898
Researcher Id
R-5518-2016

Idiomas

Idioma Conversação Leitura Escrita Compreensão Peer-review
Inglês Utilizador proficiente (C1) Utilizador proficiente (C1) Utilizador proficiente (C1) Utilizador proficiente (C1)
Francês Utilizador proficiente (C1) Utilizador proficiente (C1) Utilizador proficiente (C1) Utilizador proficiente (C1)
Formação
Grau Classificação
2008/06/11
Concluído
Ciências de Engenharia (Doutoramento)
Especialização em Biomecânica Aplicada
Universidade do Porto Faculdade de Engenharia, Portugal
"Desenvolvimento de Estruturas Planas com Caracterização Dinâmica de Forças em 3d" (TESE/DISSERTAÇÃO)
2008/06/11
Concluído
Ciências de Engenharia (Doutoramento)
Universidade do Porto Faculdade de Engenharia, Portugal
"Desenvolvimento de estruturas planas com caracterização dinâmica de forças em 3D" (TESE/DISSERTAÇÃO)
Muito Bom por unanimidade
1993/07
Concluído
Physics of Laser Communications (MSc)/Optoelectrónica e Lasers (Mestrado) (Master)
University of Essex, Reino Unido

Universidade do Porto Faculdade de Ciências, Portugal
1988/07
Concluído
Física (Licenciatura)
Especialização em Ótica e Eletrónica
Universidade do Porto Faculdade de Ciências, Portugal
Percurso profissional

Docência no Ensino Superior

2001/11 - Atual Professor Adjunto (Docente Ensino Superior Politécnico)
Instituto Politécnico do Porto Instituto Superior de Engenharia do Porto, Portugal
2001/01/01 - Atual Professor Adjunto (Docente Ensino Superior Politécnico)
Instituto Politécnico do Porto Instituto Superior de Engenharia do Porto, Portugal
1992/10/15 - 2004/02/28 Professor Auxiliar (Docente Universitário)
Universidade Lusíada de Vila Nova de Famalicão, Portugal
1995/12/04 - 2000/12/31 Assistente (Docente Universitário)
Instituto Politécnico do Porto Instituto Superior de Engenharia do Porto, Portugal
1994/10/15 - 1997/07/30 Professor Auxiliar (Docente Universitário)
DINENSINO Ensino Desenvolvimento e Cooperação CRL, Portugal
1990/09/15 - 1991/08/30 Assistente (Docente Universitário)
Universidade Lusíada de Vila Nova de Famalicão, Portugal
Projetos

Bolsa

Designação Financiadores
2007 - 2010/10 FEMORAL COMPONENT OF HIP PROSTHESIS FOR DT IN VIVO ACQUISITION
Provided by PTCRIS: 70824
Fundação para a Ciência e a Tecnologia, I.P.

Projeto

Designação Financiadores
2007 - 2010/10/31 HIP FEMORAL PROSTHESIS FOR IN VIVO LOOSENING DATA ACQUISITION
PTDC/EME-PME/70824/2006
Universidade de Aveiro, Portugal

Universidade de Aveiro Centro de Tecnologia Mecânica e Automação, Portugal

Instituto de Engenharia de Sistemas e Computadores, Portugal

Instituto de Engenharia Mecanica e Gestao Industrial, Portugal

Universidade de Évora, Portugal

Universidade de Trás-os-Montes e Alto Douro, Portugal
Fundação para a Ciência e a Tecnologia
Produções

Publicações

Artigo em conferência
  1. Garcia-Loro, Felix; Macho, Alejandro; San Cristobal, Elio; Diaz, Gabriel; Castro, Manuel; Kulesza, Wlodek; Gustavsson, Ingvar; et al. "Experimenting in PILAR Federation: a Common Path for the Future". 2018.
  2. Garcia-Loro, Felix; Macho, Alejandro; San Cristobal, Elio; Diaz, Gabriel; Castro, Manuel; Kulesza, Wlodek; Gustavsson, Ingvar; et al. "Experimenting in PILAR Federation: a Common Path for the Future". 2018.
  3. Garcia-Loro, Felix; Macho, Alejandro; San Cristobal, Elio; Diaz, Gabriel; Castro, Manuel; Kulesza, Wlodek; Gustavsson, Ingvar; et al. "Experimenting in PILAR Federation: a Common Path for the Future". 2018.
  4. Alves, G; Fidalgo, A; Marques, M; Viegas, M; Felgueiras, M; Costa, R; Lima, N; et al. "USING A 3-TIER TRAINING MODEL FOR EFFECTIVE EXCHANGE OF GOOD PRACTICES IN AN ERASMUS plus PROJECT". 2018.
  5. Viegas, MC; Marques, A; Alves, GR. "Engineering Education and Technological / Professional Learning". 2018.
    10.3390/educsci9040277
  6. Garcia Loro, F; San Cristobal, E; Diaz, G; Macho, A; Baizan, P; Blazquez, M; Castro, M; et al. "PILAR: a Federation of VISIR Remote Laboratory Systems for Educational Open Activities". 2018.
    10.1109/TALE.2018.8615277
  7. Viegas, MC; Alves, G; Marques, A; Lima, N; Felgueiras, C; Costa, R; Fidalgo, A; et al. "The VISIR plus Project - Preliminary Results of the Training Actions". 2018.
    10.1007/978-3-319-64352-6_36
  8. Viegas, MC; Marques, A; Alves, GR. "21st Century Challenges in Engineering and Technological learning". 2017.
    10.1145/3144826.3145359
  9. Branco, MV; Coelho, LA; Schlichting, L; Gustavsson, I; Marques, MA; Alves, GR. "Differentiating simulations and real (remote) experiments". 2017.
    10.1145/3144826.3145363
  10. Clara Viegas; Arcelina Marques; Gustavo Alves. "Engineering and technological learning in educational and professional contexts". 2016.
    10.1145/3012430.3012503
  11. Clara Viegas; Arcelina Marques; Gustavo Alves. "Engineering and technological learning in educational and professional contexts". 2015.
    10.1145/2808580.2808665
  12. Martins, Cátia; Marques, M. Arcelina; Viriato, N.; Vaz, Mário G.. "Using plantar pressures for improving arch support for shoe customization". 2015.
  13. Martins, Cátia; Marques, M. Arcelina; Viriato, N.; Vaz, Mário G.. "Using plantar pressures for improving arch support for shoe customization". 2015.
  14. Daniel Dezan de Bona; Maria Arcelina Marques; Marcio Borgonovo-Santos; Miguel Velhote Correia. "Monitoring of plantar forces and surfboard's movement: Alternative to understand the injuries mechanism". 2014.
    10.1109/memea.2014.6860063
  15. Rita Rynkevic; Manuel F. Silva; Arcelina M. Marques. "Simulation and Control of a Spider Crab Biomechanical Model". 2013.
    10.2316/p.2013.794-029
  16. Carlos Paiva; Pedro Nogueira; Gustavo Alves; Arcelina Marques; Pedro Guimaraes; Ruben Couto. "A flexible online apparatus for projectile launch experiments". 2012.
    10.1109/rev.2012.6293175
  17. Gustavo R. Alves; Arcelina Marques; Clara Viegas; Cristina Costa Lobo. "Structuring and moodleing a course: Case studies at the polytechnic of Porto - School of engineering". 2012.
    10.1109/educon.2012.6201113
  18. Fidalgo, André Vaz; Alves, Gustavo R.; Marques, Maria A.; Viegas, C.; Costa-Lobo, Cristina; Hernandez, U.; Garcia-Zúbia, Javier; Gustavsson, Ingvar. "Using remote labs to serve different teacher's needs a case study with VISIR and RemotElectLab". 2012.
  19. Fidalgo, André Vaz; Alves, Gustavo R.; Marques, Maria A.; Viegas, C.; Costa-Lobo, Cristina; Hernandez, U.; Garcia-Zúbia, Javier; Gustavsson, Ingvar. "Using remote labs to serve different teacher's needs a case study with VISIR and RemotElectLab". 2012.
  20. Fidalgo, AV; Alves, GR; Marques, MA; Viegas, MC; Costa Lobo, MC; Hernandez, U; Garcia Zubia, J; Gustavsson, I. "Using remote labs to serve different teacher's needs: A case study with VISIR and RemotElectLab". 2012.
    10.1109/rev.2012.6293149
  21. Viegas, Maria C.; Marques, Maria A.; Costa-Lobo, Maria; Alves, Gustavo R.; Alberto, António; Dias, Custódio; Azevedo, Manuel; et al. "On the use of VISIR under different course implementations". 2011.
  22. Alves, Gustavo R.; Marques, Maria A.; Viegas, C.; Costa-Lobo, Cristina; Barral, R. G.; Couto, R. J.; Jacob, F. L.; et al. "Using VISIR in a large undergraduate course: preliminary assessment results". 2011.
  23. Tawfik, Mohamed; Sancristobal, Elio; Martín, Sergio; Gil, Charo; Pesquera, Alberto; Losada, Pablo; Díaz, Gabriel; et al. "VISIR deployment in undergraduate engineering practices". 2011.
  24. Alves, GR; Marques, MA; Viegas, C; Costa Lobo, MC; Barral, RG; Couto, RJ; Jacob, FL; et al. "Using VISIR in a large undergraduate course: Preliminary assessment results". 2011.
    10.1109/educon.2011.5773288
  25. Frias, C.; Marques, M.A.; Ribeiro, J.E.; Vaz, M.A.P.; Simões, J.; Marques, A.T.. "Behaviour of piozoelectric devices embedded in bone cement". 2007.
Artigo em revista
  1. Daniel Barreto; Gustavo Alves; Guilherme Temporão; André Fidalgo; Felipe Calliari; Vanessa Atencia; Elsa Dobboletta; et al. "Impact of a remote lab on teaching practices and student learning". Computers & Education (2018): https://publons.com/publon/15512786/.
    10.1016/J.COMPEDU.2018.07.012
  2. Michael Auer; Elina Lehtikangas; Kati Valtonen; Ricardo Tavio; Carla Garcia-Hernandez; Danilo Garbi-Zutin; Andreas Pester; et al. "Experimenting in PILAR Federation: a Common Path for the Future". PROCEEDINGS OF IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION (2018): https://publons.com/publon/16481299/.
    10.1109/EDUCON.2018.8363413
  3. Joana Machado; Mário Vaz; Sampaio Fernandes; Paulo Almeida; Maria Arcelina Marques. "Currently used systems of dental posts for endodontic treatment". 2ND INTERNATIONAL CONFERENCE ON STRUCTURAL INTEGRITY, ICSI (2017): https://publons.com/publon/16481302/.
    10.1016/J.PROSTR.2017.07.056
  4. Mário Vaz; Miguel Marta; Joana Machado; Andreia Flores; Maria Arcelina Marques. "Bone Immobilization devices and consolidation mechanisms: Impact on healing time". 2ND INTERNATIONAL CONFERENCE ON STRUCTURAL INTEGRITY, ICSI (2017): https://publons.com/publon/16481303/.
    10.1016/J.PROSTR.2017.07.058
  5. Maria Arcelina Marques. "The VISIR plus Project - Helping Contextualize Math in an Engineering Course". (2017): https://publons.com/publon/4726868/.
    10.1109/expat.2017.7984369
  6. M. Castro; G. Diaz; E. Sancristobal; A. Macho; F. Garcia-Loro; A. Pester; R.G. Oros; et al. "A Federation of VISIR remote laboratories through the PILAR Project". Experiment@International Conference (exp.at) (2017): https://publons.com/publon/1480031/.
    10.1109/EXPAT.2017.7984407
  7. Maria Arcelina Marques. "Spreading remote lab usage A System - A Community - A Federation". (2016): https://publons.com/publon/3523221/.
  8. Rita Rynkevic; Manuel F. Silva; M. Arcelina Marques. "Biomechanical study of the Spider Crab as inspiration for the development of a biomimetic robot". Biomaterials and Biomechanics in Bioengineering 2 4 (2015): 249-269. https://doi.org/10.12989%2Fbme.2015.2.4.249.
    10.12989/BME.2015.2.4.249
  9. M. A. Marques; I. Silva; J. Alves; P. S. Guimaraes; R. Ruge; P. Barbosa; R. Assuncao. "Developing the control system of a syringe infusion pump". International Conference on Remote Engineering and Virtual Instrumentation (REV) (2014): https://publons.com/publon/7901432/.
    10.1109/REV.2014.6784270
  10. Maria Arcelina Marques. "Monitoring of plantar forces and surfboard's movement: alternative to understand the injuries mechanism.". Ieee International Symposium on Medical Measurements and Applications (Memea) (2014): https://publons.com/publon/11606282/.
    10.1109/MeMeA.2014.6860063
  11. Miguel Velhote Correia; Marcio Borgonovo-Santos; Daniel Dezan de Bona; Maria Arcelina Marques. "Monitoring of plantar forces and surfboard's movement: Alternative to understand the injuries mechanism". Ieee International Symposium on Medical Measurements and Applications (Memea) (2014): https://publons.com/publon/2420417/.
    10.1109/MEMEA.2014.6860063
  12. Alicia García-Holgado; Gustavo R. Alves; Miguel Ángel Conde-González; Valentina Zangrando; Alicia Holgado; José Janssen; Francis Brouns; et al. "TRAILER". International Journal of Human Capital and Information Technology Professionals (IJHCITP) (2014): https://publons.com/publon/1464268/.
    10.4018/IJHCITP.2014070101
  13. Miguel V. Correia; Maria A. Marques; Daniel Dezan de Bona. "Instrumentation of a surfboard to evaluate surfing performance". International Conference on Remote Engineering and Virtual Instrumentation (REV) (2014): https://publons.com/publon/11606287/.
    10.1109/REV.2014.6784184
  14. Ingvar Gustavsson; Javier Garcia-Zubia; Unai Henandez-Jayo; Maria C. Costa-Lobo; Maria C. Viegas; Maria A. Marques; Andre V. Fidalgo; Gustavo R. Alves. "Adapting Remote Labs to Learning Scenarios: Case Studies Using VISIR and RemotElectLab". IEEE Revista Iberoamericana de Tecnologías del Aprendizaje (2014): https://publons.com/publon/1480075/.
    10.1109/RITA.2014.2302071
  15. M. A. Marques; I. Silva; J. Alves; P. S. Guimaraes; F. Cardoso; E. Fernandes; A. Costa; C. Rosa. "Controlling the operating conditions in an operating room". International Conference on Remote Engineering and Virtual Instrumentation (REV) (2014): https://publons.com/publon/7901437/.
    10.1109/REV.2014.6784228
  16. Fidalgo, AV; Alves, GR; Marques, MA; Viegas, MC; Costa Lobo, MC; Henandez Jayo, U; Garcia Zubia, J; Gustavsson, I. "Adapting remote labs to learning scenarios: Case studies using VISIR and remotElectLab". Revista Iberoamericana de Tecnologias del Aprendizaje (2014):
    10.1109/rita.2014.2302071
  17. Carlos Manuel Paiva; Pedro Nogueira; Gustavo Alves; Arcelina Marques; Pedro Guimarães; Rubem Couto. "A Flexible Online Apparatus for Projectile Launch Experiments". International Journal of Online Engineering (iJOE) 9 S1 (2013): https://doi.org/10.3991%2Fijoe.v9is1.2289.
    10.3991/ijoe.v9is1.2289
  18. A. Pester; S. Koch; G. Ferreira; V. Borba; L. Cherem; R. Couto; P. Guimaraes; et al. "A Remote Lab for Projectile Launch Experiments: Professional and academic perspectives". International Conference on Remote Engineering and Virtual Instrumentation (REV) (2013): https://publons.com/publon/1480084/.
    10.1109/REV.2013.6502894
  19. Maria Arcelina Marques; Arcelina M. Marques; Rita Rynkevic; Manuel F. Silva. "Simulation and Control of a Spider Crab Biomechanical Model". Artificial Intelligence and Applications / 794: Modelling, Identification and Control / 795: Parallel and Distributed Computing and Networks / 796: Software Engineering / 792: Web-based Education (2013): https://publons.com/publon/1729594/.
    10.2316/P.2013.794-029
  20. Gustavo R. Alves; Dom Szkolen i Doradztwa; Aleksandra Mykowska; Elwira Waszkiewicz; José Janssen; Francis Brouns; Nikolas Galanis; et al. "Using the TRAILER tool for Managing Informal Learning in academic and professional contexts: the learner perspective". International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM (2013): https://publons.com/publon/1464300/.
    10.1145/2536536.2536617
  21. Maria Arcelina Marques. "Managing Informal Learning in Engineering Contexts The learners' perspective". (2013): https://publons.com/publon/5991882/.
    10.1109/cispee.2013.6701982
  22. Andreas Pester; Stefan Koch; Golberi S. Ferreira; Vitor Borba; Laryssa Cherem; Rubem Couto; Pedro Guimarães; et al. "Design State Exploration Applied to the Development of a Remote Lab for Projectile Launch Experiments". International Journal of Online Engineering (iJOE) (2013): https://publons.com/publon/1480083/.
    10.3991/IJOE.V9I3.2637
  23. Maria Arcelina Marques; Rubem Couto; Pedro Guimarães; Arcelina Marques; Pedro Nogueira; Carlos Manuel Paiva; Gustavo R. Alves. "A Flexible Online Apparatus for Projectile Launch Experiments". International Journal of Online Engineering (iJOE) (2013): https://publons.com/publon/1480082/.
    10.3991/IJOE.V9IS1.2289
  24. Juarez B. Da Silva; Francieli Formanski; Antonio A. Silva; Maria C. Costa-Lobo; Maria A. Marques; Maria C. Viegas; Gustavo R. Alves. "Impact of Different Moodle Course Designs on Students' Performance". International Journal of Engineering Pedagogy (iJEP) (2013): https://publons.com/publon/1480087/.
    10.3991/IJEP.V3IS2.2397
  25. Maria Arcelina Marques. "A Tool to Aid Institutions Recognize Their Employees Competences Acquired by Informal Learning". (2013): https://publons.com/publon/4726810/.
    10.1007/978-3-642-40814-4_56
  26. Maria Arcelina Marques. "TRAILER - E-PORTFOLIO FOR COLLECTING AND RECOGNIZING INFORMAL LEARNING PROCESS AND OUTCOMES". (2013): https://publons.com/publon/7901466/.
  27. Rynkevic, R.; Silva, M.F.; Marques, M.A.. "Biomechanical modeling and simulation of the spider crab (maja brachydactyla)". 3rd Portuguese Bioengineering Meeting, ENBENG 2013 - Book of Proceedings (2013): http://www.scopus.com/inward/record.url?eid=2-s2.0-84879451541&partnerID=MN8TOARS.
    10.1109/ENBENG.2013.6518429
  28. Marques, M.A.; Viegas, M.C.; Costa-Lobo, M.C.; Fidalgo, A.V.; Alves, G.R.; Rocha, J.S.; Gustavsson, I.. "How Remote Labs Impact on Course Outcomes: Various Practices Using VISIR". IEEE Transactions on Education (2013): http://www.scopus.com/inward/record.url?eid=2-s2.0-84886009454&partnerID=MN8TOARS.
    10.1109/TE.2013.2284156
  29. Alves, GR; Viegas, MC; Marques, MA; Lobo, MCC; Silva, AA; Formanski, F; Silva, JBd. "Impact of different Moodle Course Designs on Students' Performance". iJEP (2013):
    10.3991/ijep.v3is2.2397
  30. Andre Vaz Fidalgo; Gustavo Ribeiro Alves; Maria Arcelina Marques; Maria Clara Viegas; Maria Cristina Costa-Lobo; Unai Hernandez; Javier Garcia-Zubia; Ingvar Gustavsson. "Using Remote Labs to Serve Different Teacher’s Needs - A Case Study with VISIR and RemotElectLab". International Journal of Online Engineering (iJOE) 8 S3 (2012): https://doi.org/10.3991%2Fijoe.v8is3.2259.
    10.3991/ijoe.v8is3.2259
  31. Clara Viegas; Arcelina Marques; Gustavo R. Alves; Cristina Costa-Lobo. "Engaging students by Moodleing a Course? Case studies at the Polytechnic of Porto – School of Engineering". International Journal of Engineering Pedagogy (iJEP) 2 3 (2012): https://doi.org/10.3991%2Fijep.v2i3.2154.
    10.3991/ijep.v2i3.2154
  32. Nuno M.J. Oliveira; Arcelina Marques; Mário Vaz. "STUDY OF CHILDREN WITH GENU VALGUM PRACTITIONERS OF RINK HOCKEY". Journal of Biomechanics 45 (2012): S634-S634. https://doi.org/10.1016%2Fs0021-9290%2812%2970635-8.
    10.1016/s0021-9290(12)70635-8
  33. Arcelina Marques; João Cardoso; Nuno Ramos; Mário Vaz. "COMPARATIVE FEM DYNAMICAL ANALYSIS OF AN ANKLE-FOOT FUNCTIONAL ORTHOSIS DURING GAIT". Journal of Biomechanics 45 (2012): S512-S512. https://doi.org/10.1016%2Fs0021-9290%2812%2970513-4.
    10.1016/s0021-9290(12)70513-4
  34. Fidalgo, A.V.; Alves, G.R.; Marques, M.A.; Viegas, M.C.; Costa-Lobo, M.C.; Hernandez, U.; Garcia-Zúbia, J.; Gustavsson, I.. "Using remote labs to serve different teacher's needs - A case study with VISIR and remotelectlab". International Journal of Online Engineering 8 SPECIAL IS (2012): 36-41. http://www.scopus.com/inward/record.url?eid=2-s2.0-84874170221&partnerID=MN8TOARS.
    10.3991/ijoe.v8iS3.2259
  35. Alves, G.R.; Viegas, M.C.; Marques, M.A.; Costa-Lobo, M.C.; Silva, A.A.; Formanski, F.; Silva, J.B.. "Student performance analysis under different moodle course designs". 2012 15th International Conference on Interactive Collaborative Learning, ICL 2012 (2012): http://www.scopus.com/inward/record.url?eid=2-s2.0-84873148149&partnerID=MN8TOARS.
    10.1109/ICL.2012.6402181
  36. Fidalgo, A.V.; Alves, G.R.; Marques, M.A.; Viegas, M.C.; Costa-Lobo, M.C.; Hernandez, U.; Garcia-Zúbia, J.; Gustavsson, I.. "Using remote labs to serve different teacher's needs: A case study with VISIR and RemotElectLab". 2012 9th International Conference on Remote Engineering and Virtual Instrumentation, REV 2012 (2012): http://www.scopus.com/inward/record.url?eid=2-s2.0-84867318048&partnerID=MN8TOARS.
    10.1109/REV.2012.6293149
  37. Tawfik, M.; Sancristobal, E.; Martín, S.; Gil, C.; Pesquera, A.; Losada, P.; Díaz, G.; et al. "VISIR: Experiences and challenges". International Journal of Online Engineering 8 1 (2012): 25-32. http://www.scopus.com/inward/record.url?eid=2-s2.0-84858422869&partnerID=MN8TOARS.
    10.3991/ijoe.v8i1.1879
  38. Ruben Couto; Pedro Guimaraes; Gustavo Alves; Pedro Nogueira; Carlos Paiva; Maria Arcelina Marques. "A flexible online apparatus for projectile launch experiments". International Conference on Remote Engineering and Virtual Instrumentation (REV) (2012): https://publons.com/publon/2420418/.
    10.1109/REV.2012.6293175
  39. Mário Vaz; Nuno Ramos; João Cardoso; Maria Arcelina Marques. "COMPARATIVE FEM DYNAMICAL ANALYSIS OF AN ANKLE-FOOT FUNCTIONAL ORTHOSIS DURING GAIT". Journal of Biomechanics (2012): https://publons.com/publon/2420419/.
    10.1016/S0021-9290(12)70513-4
  40. Maria Arcelina Marques; Cristina Costa Lobo; Clara Viegas; Arcelina Marques; Gustavo R. Alves. "Structuring and moodleing a course: Case studies at the polytechnic of Porto - School of engineering". IEEE Global Engineering Education Conference (2012): https://publons.com/publon/1480094/.
    10.1109/EDUCON.2012.6201113
  41. Maria Arcelina Marques; M. C. Viegas; M.A. Marques; M. C. Costa Lobo; Ignacio Angulo; Pablo Orduña; Unai Hernández; et al. "VISIR: Experiences and Challenges". International Journal of Online Engineering (iJOE) (2012): https://publons.com/publon/1480098/.
    10.3991/IJOE.V8I1.1879
  42. Ingvar Gustavsson; Javier Garcia-Zubia; Unai Hernandez; Maria Cristina Costa-Lobo; Maria Clara Viegas; Maria Arcelina Marques; Andre Vaz Fidalgo; Gustavo R. Alves. "Using Remote Labs to Serve Different Teacher's Needs - A Case Study with VISIR and RemotElectLab". International Journal of Online Engineering (iJOE) (2012): https://publons.com/publon/1480093/.
    10.3991/IJOE.V8IS3.2259
  43. Maria Arcelina Marques; Cristina Costa-Lobo; Arcelina Marques; Clara Viegas; Gustavo R. Alves. "Engaging Students by Moodleing a Course? Case Studies at the Polytechnic of Porto - School of Engineering". International Journal of Engineering Pedagogy (iJEP) (2012): https://publons.com/publon/1480091/.
    10.3991/IJEP.V2I3.2154
  44. Mário Vaz; Nuno M.J. Oliveira; Maria Arcelina Marques. "STUDY OF CHILDREN WITH GENU VALGUM PRACTITIONERS OF RINK HOCKEY". Journal of Biomechanics (2012): https://publons.com/publon/2420420/.
    10.1016/S0021-9290(12)70635-8
  45. Pinto, V.C.; Ramos, N.V.; Vaz, M.A.P.; Marques, M.. "3D modelling for FEM simulation of an obese foot". Technology and Medical Sciences, TMSi 2010 - Proceedings of the 6th International Conference on Technology and Medical Sciences (2011): 19-22. http://www.scopus.com/inward/record.url?eid=2-s2.0-84856744538&partnerID=MN8TOARS.
  46. Lobo, M.C.C.; Alves, G.R.; Marques, M.A.; Viegas, C.; Barral, R.G.; Couto, R.J.; Jacob, F.L.; et al. "Using remote experimentation in a large undergraduate course: Initial findings". Proceedings - Frontiers in Education Conference, FIE (2011): http://www.scopus.com/inward/record.url?eid=2-s2.0-84858257882&partnerID=MN8TOARS.
    10.1109/FIE.2011.6142913
  47. Tawfik, M.; Sancristobal, E.; Martín, S.; Gil, C.; Pesquera, A.; Losada, P.; Díaz, G.; et al. "VISIR deployment in undergraduate engineering practices". Proceedings - Frontiers in Education Conference, FIE (2011): http://www.scopus.com/inward/record.url?eid=2-s2.0-84858184675&partnerID=MN8TOARS.
    10.1109/FIE.2011.6143133
  48. Alves, G.R.; Marques, M.A.; Viegas, C.; Costa Lobo, M.C.; Barral, R.G.; Couto, R.J.; Jacob, F.L.; et al. "Using VISIR in a large undergraduate course: Preliminary assessment results". 2011 IEEE Global Engineering Education Conference, EDUCON 2011 (2011): 1125-1132. http://www.scopus.com/inward/record.url?eid=2-s2.0-79960207634&partnerID=MN8TOARS.
    10.1109/EDUCON.2011.5773288
  49. Ingvar Gustavsson; Pedro S. Guimaraes; Joaquim A. Alves; Daniel S. Covita; Gina M. Vilão; Carlos A. Ramos; Frederico L. Jacob; et al. "Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results". International Journal of Engineering Pedagogy (iJEP) (2011): https://publons.com/publon/1480099/.
    10.3991/IJEP.V1I1.1589
  50. Maria Arcelina Marques. "3D modelling for FEM simulation of an obese foot". TECHNOLOGY AND MEDICAL SCIENCES - TMSI (2011): https://publons.com/publon/16396248/.
    10.1201/B11330-5
  51. P. A. L. S. Martins; Andreia S.P. Sousa; Pedro Bertemes Filho; J. Norberto Pires; Maria Arcelina Marques; Ricardo Oliveira; Sandra Franco. "Technology and Medical Sciences". Technology and Medical Sciences (2011): https://publons.com/publon/1678594/.
    10.1201/B11330
  52. Alves, GR; Marques, MA; Viegas, MC; Lobo, MCC; Barral, RG; Couto, RJ; Jacob, FL; et al. "Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results". iJEP (2011):
    10.3991/ijep.v1i1.1589
  53. Marques, M.A.; Monteiro, J.; Ramos, C.A.; Vaz, M.A.; Marques, A.T.. "Actuator capabilities of piezoelectric devices embedded in composite laminate". Materials Science Forum 587-588 (2008): 237-240. http://www.scopus.com/inward/record.url?eid=2-s2.0-60349089072&partnerID=MN8TOARS.
    10.4028/WWW.SCIENTIFIC.NET/MSF.587-588.237
Capítulo de livro
  1. Hernandez-Jayo, Unai; Garcia-Zubia, Javier; Castro, Manuel; Garcia Loro, Felix; Valtonen, Kati; San Cristobal, Elio; Díaz Orueta, Gabriel; et al. "PILAR: Plataforma de federación de laboratorios remotos VISIR de electrónica analógica". 2018.
  2. Alves, Gustavo R.; Fidalgo, André; Marques, Maria Arcelina; Viegas, Clara; Felgueiras, Manuel Carlos; Costa, Ricardo J.; Lima, Natércia; et al. "International Cooperation for Remote Laboratory Use". Springer, 2018.
    10.1007/978-981-10-8917-6_1
  3. Hernandez-Jayo, Unai; Garcia-Zubia, Javier; Castro, Manuel; Garcia Loro, Felix; Valtonen, Kati; San Cristobal, Elio; Díaz Orueta, Gabriel; et al. "PILAR: Plataforma de federación de laboratorios remotos VISIR de electrónica analógica". 2018.
  4. Alves, Gustavo R.; Fidalgo, André; Marques, Maria Arcelina; Viegas, Clara; Felgueiras, Manuel Carlos; Costa, Ricardo J.; Lima, Natércia; et al. "International Cooperation for Remote Laboratory Use". Springer, 2018.
    10.1007/978-981-10-8917-6_1
  5. Alves, Gustavo R.; Fidalgo, André; Marques, Maria Arcelina; Viegas, Clara; Felgueiras, Manuel Carlos; Costa, Ricardo J.; Lima, Natércia; et al. "International Cooperation for Remote Laboratory Use". Springer, 2018.
    10.1007/978-981-10-8917-6_1
  6. Hernandez-Jayo, Unai; Garcia-Zubia, Javier; Castro, Manuel; Garcia Loro, Felix; Valtonen, Kati; San Cristobal, Elio; Díaz Orueta, Gabriel; et al. "PILAR: Plataforma de federación de laboratorios remotos VISIR de electrónica analógica". 2018.
  7. Kulesza, Wlodek J.; Gustavsson, Ingvar; Marques, M. Arcelina; Alves, Gustavo R.; Fidalgo, André V.; Hernandéz-Jayo, Unai; García-Zubía, Javier; et al. "Una Federación de Laboratorios Remotos VISIR a través del Proyecto PILAR". IEEE, Sociedad de Educación: Cápitulos Español y Portugués, 2017.
  8. Kulesza, Wlodek J.; Gustavsson, Ingvar; Marques, M. Arcelina; Alves, Gustavo R.; Fidalgo, André V.; Hernandéz-Jayo, Unai; García-Zubía, Javier; et al. "Una Federación de Laboratorios Remotos VISIR a través del Proyecto PILAR". IEEE, Sociedad de Educación: Cápitulos Español y Portugués, 2017.
  9. Pinto, VC; Ramos, NV; Vaz, MAP; Marques, MA. "3D modelling for FEM simulation of an obese foot". 2011.
Tese / Dissertação
  1. Bona, Daniel Dezan de. "Development of a system to monitor surfer’s balance and plantar pressure and surfboard’s movement". Mestrado, 2014. http://hdl.handle.net/10400.22/5682.
  2. Flores, Andreia Manuela Crespo. "Análise da marcha em crianças com tratamento cirúrgico do pé boto". Mestrado, 2014. http://hdl.handle.net/10198/10503.
  3. Bona, Daniel Dezan de. "Development of a system to monitor surfer’s balance and plantar pressure and surfboard’s movement". Mestrado, 2014. http://hdl.handle.net/10400.22/5682.
  4. Bona, Daniel Dezan de. "Development of a system to monitor surfer’s balance and plantar pressure and surfboard’s movement". Mestrado, 2014. http://hdl.handle.net/10400.22/5682.
  5. Flores, Andreia Manuela Crespo. "Análise da marcha em crianças com tratamento cirúrgico do pé boto". Mestrado, 2014. http://hdl.handle.net/10198/10503.
  6. Rynkevic, Rita. "Biomechanical modeling and simulation of the spider crab (maja brachydactyla)". Mestrado, 2012. http://hdl.handle.net/10400.22/2821.
  7. Oliveira, Nuno Miguel de Jesus. "Estudo comparativo entre criança com e sem joelhos valgos praticantes de hóquei em patins utilizando diferentes sistemas de análise". Mestrado, 2012. http://hdl.handle.net/10400.22/2819.

Outros

Outra produção
  1. Viegas, Clara; Pavani, Ana; Lima, Natércia; Marques, Maria Arcelina; Pozzo, Isabel; Dobboletta, Elsa; Atencia, Vanessa; et al. 2018. Impact of a remote lab on teaching practices and student learning. Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion in literature. Teachers and researchers are aware that the thorough analysis of both strengths and shortcomings of remote labs in didactical implementations may not only lead to the improvement of these. http://hdl.handle.net/10400.22/13495.
    10.1016/j.compedu.2018.07.012
  2. Lima, Natércia; Viegas, Clara; Marques, Maria Arcelina; Alves, Gustavo R.; García-Peñalvo, Francisco José. 2018. Macro Analysis on how to Potentiate Experimental Competences Using VISIR. Experimentation is crucial in science and engineering education, regardless the educational level. Nowadays experiments can be performed not only in traditional hands-on labs, but also using online resources, such as simulations and remote labs. This study was carried out, in several Higher Educational Institutions and at a minor extent some Secondary Schools, in Argentina and Brazil, in 25 differ. http://hdl.handle.net/10400.22/13349.
    10.1145/3284179.3284282
  3. Garcia-Loro, Felix; Cristobal, Elio San; Diaz, Gabriel; Macho, Alejandro; Baizan, Pablo; Blazquez, Manuel; Castro, Manuel; et al. 2018. PILAR: a Federation of VISIR Remote Laboratory Systems for Educational Open Activities. Social demands have promoted an educational approach based on an “anywhere and anytime” premise. Remote laboratories have emerged as the answer to the demands of technical educational areas for adapting themselves to this scenario. The result has not only benefit distance learning students but has provided new learning scenarios both for teachers and students as well as allowing a flexible approac. http://hdl.handle.net/10400.22/13380.
    10.1109/TALE.2018.8615277
  4. Viegas, Clara; Marques, Maria Arcelina; Alves, Gustavo R.. 2018. Engineering Education and Technological / Professional Learning. Engineering business is a demanding and dynamic market, which universities must understand and accompany. Being aware of the market needs is a step forward in training successful professionals. The presented works contributed to enhance the present discussion addressing different topics like emergent technologies, professional, scientific and social competences or projects that allow students to p. http://hdl.handle.net/10400.22/13348.
    10.1145/3284179.3284192
  5. Alves, Gustavo R.; Pester, Andreas; Kulesza, Wlodek; Silva, Juarez Bento; Pavani, Ana; Pozzo, María Isabel; Marchisio, Susana; et al. 2018. A sustainable approach to let students do more real experiments with electrical and electronic circuits. The present paper focus on the use of remote laboratories in higher education from a sustainability viewpoint. The particular case of engineering education, and, within it, the more specific subject of experiments with electrical and electronic circuits is presented first, to then discuss the benefits of using remote labs, while considering the three dimensions of sustainable development, i.e.: ec. http://hdl.handle.net/10400.22/13353.
    10.1145/3284179.3284265
  6. Lima, Natércia; Viegas, Clara; Marques, Maria Arcelina; Alves, Gustavo R.; García-Peñalvo, Francisco José. 2018. Macro Analysis on how to Potentiate Experimental Competences Using VISIR. Experimentation is crucial in science and engineering education, regardless the educational level. Nowadays experiments can be performed not only in traditional hands-on labs, but also using online resources, such as simulations and remote labs. This study was carried out, in several Higher Educational Institutions and at a minor extent some Secondary Schools, in Argentina and Brazil, in 25 differ. http://hdl.handle.net/10400.22/13349.
    10.1145/3284179.3284282
  7. Garcia-Loro, Felix; Cristobal, Elio San; Diaz, Gabriel; Macho, Alejandro; Baizan, Pablo; Blazquez, Manuel; Castro, Manuel; et al. 2018. PILAR: a Federation of VISIR Remote Laboratory Systems for Educational Open Activities. Social demands have promoted an educational approach based on an “anywhere and anytime” premise. Remote laboratories have emerged as the answer to the demands of technical educational areas for adapting themselves to this scenario. The result has not only benefit distance learning students but has provided new learning scenarios both for teachers and students as well as allowing a flexible approac. http://hdl.handle.net/10400.22/13380.
    10.1109/TALE.2018.8615277
  8. Lima, Natércia; Viegas, M. Clara; Marques, M. Arcelina; Alves, Gustavo R.. 2018. Laboratórios Remotos e Simulações: Será que os estudantes percebem realmente a diferença?. Este trabalho descreve sumariamente implementações didáticas, levadas a cabo em duas Instituições de Ensino Superior: a Universidade Federal de Santa Catarina (Brasil) e o Instituto Superior de Engenharia, do Politécnico do Porto (Portugal), em duas unidades curriculares, respetivamente Cálculo IV e Física Aplicada, de cursos de Engenharia, no ano letivo de 2017.. http://hdl.handle.net/10400.22/12061.
  9. Viegas, Clara; Pavani, Ana; Lima, Natércia; Marques, Maria Arcelina; Pozzo, Isabel; Dobboletta, Elsa; Atencia, Vanessa; et al. 2018. Impact of a remote lab on teaching practices and student learning. Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion in literature. Teachers and researchers are aware that the thorough analysis of both strengths and shortcomings of remote labs in didactical implementations may not only lead to the improvement of these. http://hdl.handle.net/10400.22/13495.
    10.1016/j.compedu.2018.07.012
  10. Viegas, Clara; Marques, Maria Arcelina; Alves, Gustavo R.. 2018. Engineering Education and Technological / Professional Learning. Engineering business is a demanding and dynamic market, which universities must understand and accompany. Being aware of the market needs is a step forward in training successful professionals. The presented works contributed to enhance the present discussion addressing different topics like emergent technologies, professional, scientific and social competences or projects that allow students to p. http://hdl.handle.net/10400.22/13348.
    10.1145/3284179.3284192
  11. Alves, Gustavo R.; Pester, Andreas; Kulesza, Wlodek; Silva, Juarez Bento; Pavani, Ana; Pozzo, María Isabel; Marchisio, Susana; et al. 2018. A sustainable approach to let students do more real experiments with electrical and electronic circuits. The present paper focus on the use of remote laboratories in higher education from a sustainability viewpoint. The particular case of engineering education, and, within it, the more specific subject of experiments with electrical and electronic circuits is presented first, to then discuss the benefits of using remote labs, while considering the three dimensions of sustainable development, i.e.: ec. http://hdl.handle.net/10400.22/13353.
    10.1145/3284179.3284265
  12. Viegas, Clara; Pavani, Ana; Lima, Natércia; Marques, Maria Arcelina; Pozzo, Isabel; Dobboletta, Elsa; Atencia, Vanessa; et al. 2018. Impact of a remote lab on teaching practices and student learning. Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion in literature. Teachers and researchers are aware that the thorough analysis of both strengths and shortcomings of remote labs in didactical implementations may not only lead to the improvement of these. http://hdl.handle.net/10400.22/13495.
    10.1016/j.compedu.2018.07.012
  13. Garcia-Loro, Felix; Cristobal, Elio San; Diaz, Gabriel; Macho, Alejandro; Baizan, Pablo; Blazquez, Manuel; Castro, Manuel; et al. 2018. PILAR: a Federation of VISIR Remote Laboratory Systems for Educational Open Activities. Social demands have promoted an educational approach based on an “anywhere and anytime” premise. Remote laboratories have emerged as the answer to the demands of technical educational areas for adapting themselves to this scenario. The result has not only benefit distance learning students but has provided new learning scenarios both for teachers and students as well as allowing a flexible approac. http://hdl.handle.net/10400.22/13380.
    10.1109/TALE.2018.8615277
  14. Alves, Gustavo R.; Pester, Andreas; Kulesza, Wlodek; Silva, Juarez Bento; Pavani, Ana; Pozzo, María Isabel; Marchisio, Susana; et al. 2018. A sustainable approach to let students do more real experiments with electrical and electronic circuits. The present paper focus on the use of remote laboratories in higher education from a sustainability viewpoint. The particular case of engineering education, and, within it, the more specific subject of experiments with electrical and electronic circuits is presented first, to then discuss the benefits of using remote labs, while considering the three dimensions of sustainable development, i.e.: ec. http://hdl.handle.net/10400.22/13353.
    10.1145/3284179.3284265
  15. Lima, Natércia; Viegas, M. Clara; Marques, M. Arcelina; Alves, Gustavo R.. 2018. Laboratórios Remotos e Simulações: Será que os estudantes percebem realmente a diferença?. Este trabalho descreve sumariamente implementações didáticas, levadas a cabo em duas Instituições de Ensino Superior: a Universidade Federal de Santa Catarina (Brasil) e o Instituto Superior de Engenharia, do Politécnico do Porto (Portugal), em duas unidades curriculares, respetivamente Cálculo IV e Física Aplicada, de cursos de Engenharia, no ano letivo de 2017.. http://hdl.handle.net/10400.22/12061.
  16. Viegas, Clara; Marques, Maria Arcelina; Alves, Gustavo R.. 2018. Engineering Education and Technological / Professional Learning. Engineering business is a demanding and dynamic market, which universities must understand and accompany. Being aware of the market needs is a step forward in training successful professionals. The presented works contributed to enhance the present discussion addressing different topics like emergent technologies, professional, scientific and social competences or projects that allow students to p. http://hdl.handle.net/10400.22/13348.
    10.1145/3284179.3284192
  17. Lima, Natércia; Viegas, Clara; Marques, Maria Arcelina; Alves, Gustavo R.; García-Peñalvo, Francisco José. 2018. Macro Analysis on how to Potentiate Experimental Competences Using VISIR. Experimentation is crucial in science and engineering education, regardless the educational level. Nowadays experiments can be performed not only in traditional hands-on labs, but also using online resources, such as simulations and remote labs. This study was carried out, in several Higher Educational Institutions and at a minor extent some Secondary Schools, in Argentina and Brazil, in 25 differ. http://hdl.handle.net/10400.22/13349.
    10.1145/3284179.3284282
  18. Lima, Natércia; Zannin, Marcelo; Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.; Felgueiras, Manuel C.; Costa, Ricardo; et al. 2017. The VISIR+ Project – Helping Contextualize Math in an Engineering Course. 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 exper. http://hdl.handle.net/10400.22/11374.
  19. Lima, Natércia; Viegas, Clara; Zannin, Marcelo; Marques, Arcelina; Alves, Gustavo R.; Felgueiras, Carlos; Costa, Ricardo; et al. 2017. Projeto VISIR+ Contextualização da Matemática em Engenharia. O objetivo a longo prazo da educação em engenharia é formar profissionais capazes de dar resposta aos problemas e necessidades da sociedade. Nesta formação, a componente prática não pode ser descurada e nas últimas décadas a utilização de laboratórios remotos e de simulações tem-se generalizado, sendo um complemento ou alternativa aos laboratórios tradicionais. Este trabalho, no âmbito do Projeto. http://hdl.handle.net/10400.22/10805.
  20. Lima, Natércia; Viegas, Clara; Zannin, Marcelo; Marques, Arcelina; Alves, Gustavo R.; Marchisio, Susana; Lerro, Federico G.; et al. 2017. Do Students Really Understand the Difference Between Simulation and Remote Labs?. 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. http://hdl.handle.net/10400.22/10794.
    10.1145/3144826.3145362
  21. Pozzo, Maria; Dobboletta, Elsa; Viegas, Clara; Marques, Arcelina; Lima, Natércia; Evangelista, Ignacio; Alves, Gustavo R.. 2017. Diseño de instrumentos para la investigación sobre la implementación educativa del laboratorio remoto VISIR en Latinoamérica. El presente trabajo tiene como objetivo general describir los instrumentos de investigación diseñados para el seguimiento de la implementación de los Módulos Educativos sobre teoría y práctica de circuitos eléctricos y electrónicos con el apoyo del laboratorio remoto VISIR (Virtual Instrument Systems in Reality) en instituciones de educación superior de Brasil y Argentina en el marco del proyecto. http://hdl.handle.net/10400.22/10810.
  22. Lima, Natércia; Viegas, Clara; Zannin, Marcelo; Marques, Arcelina; Alves, Gustavo R.; Felgueiras, Carlos; Costa, Ricardo; et al. 2017. Projeto VISIR+ Contextualização da Matemática em Engenharia. O objetivo a longo prazo da educação em engenharia é formar profissionais capazes de dar resposta aos problemas e necessidades da sociedade. Nesta formação, a componente prática não pode ser descurada e nas últimas décadas a utilização de laboratórios remotos e de simulações tem-se generalizado, sendo um complemento ou alternativa aos laboratórios tradicionais. Este trabalho, no âmbito do Projeto. http://hdl.handle.net/10400.22/10805.
  23. Lima, Natércia; Viegas, Clara; Zannin, Marcelo; Marques, Arcelina; Alves, Gustavo R.; Marchisio, Susana; Lerro, Federico G.; et al. 2017. Do Students Really Understand the Difference Between Simulation and Remote Labs?. 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. http://hdl.handle.net/10400.22/10794.
    10.1145/3144826.3145362
  24. Lima, Natércia; Zannin, Marcelo; Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.; Felgueiras, Manuel C.; Costa, Ricardo; et al. 2017. The VISIR+ Project – Helping Contextualize Math in an Engineering Course. 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 exper. http://hdl.handle.net/10400.22/11374.
  25. Pozzo, Maria; Dobboletta, Elsa; Viegas, Clara; Marques, Arcelina; Lima, Natércia; Evangelista, Ignacio; Alves, Gustavo R.. 2017. Diseño de instrumentos para la investigación sobre la implementación educativa del laboratorio remoto VISIR en Latinoamérica. El presente trabajo tiene como objetivo general describir los instrumentos de investigación diseñados para el seguimiento de la implementación de los Módulos Educativos sobre teoría y práctica de circuitos eléctricos y electrónicos con el apoyo del laboratorio remoto VISIR (Virtual Instrument Systems in Reality) en instituciones de educación superior de Brasil y Argentina en el marco del proyecto. http://hdl.handle.net/10400.22/10810.
  26. Flores, Andreia; Marques, Arcelina; Machado, Joana; Marta, Miguel; Vaz, Mário. 2017. Bone Immobilization devices and consolidation mechanisms: Impact on healing time. The human skeleton is formed by living tissues that react to loads and ensures the support of the remaining tissues of human body like muscles, ligaments, tendons, etc. However, its integrity can be compromised due to fractures or injuries of the bone tissue that require orthopedic surgery and immobilization methods, such as external fixators, intramedullary nail or osteosynthesis plates.One of th. http://hdl.handle.net/10400.22/10797.
    https://doi.org/10.1016/j.prostr.2017.07.058
  27. Zannin, Marcelo; Lima, Natércia; Marques, Arcelina; Costa, Ricardo; Alves, Gustavo R.; Ennser, Karin; Silva, Juarez B. da; Gustavsson, Ingvar. 2017. The use of remote labs to contextualize learning and teaching in engineering mathematics. Interdisciplinary education is an important aspect of critical thinking development in engineering students, as they prepare for their careers. This study reports the didactic experiences of the integration of remote experiment, simulations and calculations for learning and teaching higher education mathematics. These are the first experiences of the use of the remote electronics laboratory VISIR. http://hdl.handle.net/10400.22/11388.
  28. Machado, Joana; Almeida, Paulo; Fernandes, Sampaio; Marques, Arcelina; Vaz, Mário. 2017. Currently used systems of dental posts for endodontic treatment. An advanced stage of a tooth decay promotes an extremely damaged tooth that needs endodontic treatment to be restored. When satisfactory coronal tooth structure remains, an artificial crown can be placed without a post. On the other hand, the treatment of seriously damaged teeth often require an endodontic post. The main reason for using post is to enable rebuilding of the tooth structure prior to. http://hdl.handle.net/10400.22/10798.
    https://doi.org/10.1016/j.prostr.2017.07.056
  29. Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.. 2017. 21st Century Challenges in Engineering and Technological learning. 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, ex. http://hdl.handle.net/10400.22/10787.
    https://doi.org/10.1145/3144826.3145359
  30. Zannin, Marcelo; Lima, Natércia; Marques, Arcelina; Costa, Ricardo; Alves, Gustavo R.; Ennser, Karin; Silva, Juarez B. da; Gustavsson, Ingvar. 2017. The use of remote labs to contextualize learning and teaching in engineering mathematics. Interdisciplinary education is an important aspect of critical thinking development in engineering students, as they prepare for their careers. This study reports the didactic experiences of the integration of remote experiment, simulations and calculations for learning and teaching higher education mathematics. These are the first experiences of the use of the remote electronics laboratory VISIR. http://hdl.handle.net/10400.22/11388.
  31. Lima, Natércia; Viegas, Clara; Zannin, Marcelo; Marques, Arcelina; Alves, Gustavo R.; Marchisio, Susana; Lerro, Federico G.; et al. 2017. Do Students Really Understand the Difference Between Simulation and Remote Labs?. 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. http://hdl.handle.net/10400.22/10794.
    10.1145/3144826.3145362
  32. Pozzo, Maria; Dobboletta, Elsa; Viegas, Clara; Marques, Arcelina; Lima, Natércia; Evangelista, Ignacio; Alves, Gustavo R.. 2017. Diseño de instrumentos para la investigación sobre la implementación educativa del laboratorio remoto VISIR en Latinoamérica. El presente trabajo tiene como objetivo general describir los instrumentos de investigación diseñados para el seguimiento de la implementación de los Módulos Educativos sobre teoría y práctica de circuitos eléctricos y electrónicos con el apoyo del laboratorio remoto VISIR (Virtual Instrument Systems in Reality) en instituciones de educación superior de Brasil y Argentina en el marco del proyecto. http://hdl.handle.net/10400.22/10810.
  33. Flores, Andreia; Marques, Arcelina; Machado, Joana; Marta, Miguel; Vaz, Mário. 2017. Bone Immobilization devices and consolidation mechanisms: Impact on healing time. The human skeleton is formed by living tissues that react to loads and ensures the support of the remaining tissues of human body like muscles, ligaments, tendons, etc. However, its integrity can be compromised due to fractures or injuries of the bone tissue that require orthopedic surgery and immobilization methods, such as external fixators, intramedullary nail or osteosynthesis plates.One of th. http://hdl.handle.net/10400.22/10797.
    https://doi.org/10.1016/j.prostr.2017.07.058
  34. Lima, Natércia; Zannin, Marcelo; Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.; Felgueiras, Manuel C.; Costa, Ricardo; et al. 2017. The VISIR+ Project – Helping Contextualize Math in an Engineering Course. 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 exper. http://hdl.handle.net/10400.22/11374.
  35. Lima, Natércia; Viegas, Clara; Zannin, Marcelo; Marques, Arcelina; Alves, Gustavo R.; Felgueiras, Carlos; Costa, Ricardo; et al. 2017. Projeto VISIR+ Contextualização da Matemática em Engenharia. O objetivo a longo prazo da educação em engenharia é formar profissionais capazes de dar resposta aos problemas e necessidades da sociedade. Nesta formação, a componente prática não pode ser descurada e nas últimas décadas a utilização de laboratórios remotos e de simulações tem-se generalizado, sendo um complemento ou alternativa aos laboratórios tradicionais. Este trabalho, no âmbito do Projeto. http://hdl.handle.net/10400.22/10805.
  36. Machado, Joana; Almeida, Paulo; Fernandes, Sampaio; Marques, Arcelina; Vaz, Mário. 2017. Currently used systems of dental posts for endodontic treatment. An advanced stage of a tooth decay promotes an extremely damaged tooth that needs endodontic treatment to be restored. When satisfactory coronal tooth structure remains, an artificial crown can be placed without a post. On the other hand, the treatment of seriously damaged teeth often require an endodontic post. The main reason for using post is to enable rebuilding of the tooth structure prior to. http://hdl.handle.net/10400.22/10798.
    https://doi.org/10.1016/j.prostr.2017.07.056
  37. Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.. 2017. 21st Century Challenges in Engineering and Technological learning. 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, ex. http://hdl.handle.net/10400.22/10787.
    https://doi.org/10.1145/3144826.3145359
  38. Viegas, Clara; Alves, Gustavo R.; Marques, Maria A.; Lima, Natercia; Felgueiras, Manuel C.; Costa, Ricardo J.; Fidalgo, André Vaz; et al. 2017. The VISIR+ Project – Preliminary results of the training actions. Experimental competences allow engineering students to consolidate knowledge and skills. Remote labs are a powerful tool to aid students in those developments. The VISIR remote lab was considered the best remote lab in the world in 2015. The VISIR+ project main goal is to spread VISIR usage in Brazil and Argentina, providing technical and didactical sup- port. This paper presents an analysis of th. http://hdl.handle.net/10400.22/9740.
  39. Viegas, Clara; Alves, Gustavo R.; Marques, Maria A.; Lima, Natercia; Felgueiras, Manuel C.; Costa, Ricardo J.; Fidalgo, André Vaz; et al. 2017. The VISIR+ Project – Preliminary results of the training actions. Experimental competences allow engineering students to consolidate knowledge and skills. Remote labs are a powerful tool to aid students in those developments. The VISIR remote lab was considered the best remote lab in the world in 2015. The VISIR+ project main goal is to spread VISIR usage in Brazil and Argentina, providing technical and didactical sup- port. This paper presents an analysis of th. http://hdl.handle.net/10400.22/9740.
  40. Kulesza, W.; Gustavsson, I.; Marques, A.; Fidalgo, André; Alves, Gustavo R.; Hernandez-Jayo, Unai; Garcia-Zubia, J.; et al. 2017. A Federation of VISIR remote laboratories through the PILAR Project. This paper describes how a new Erasmus Plus project, PILAR, (Platform Integration of Laboratories based on the Architecture of visiR), is being developed and how the startup of the partnership and the project is reinforcing the VISIR (Virtual Instrument Systems in Reality) network and the Special Interest Group of VISIR under the Global Online Laboratory Consortium (GOLC) of the International Asso. http://hdl.handle.net/10400.22/10858.
    10.1109/EXPAT.2017.7984407
  41. Alves, Gustavo R.; Fidalgo, André Vaz; Marques, Arcelina; Viegas, Clara; Felgueiras, Manuel C.; Costa, Ricardo; Lima, Natercia; et al. 2016. Spreading remote lab usage: A system — A community — A Federation. Experiments have been at the heart of scientific development and education for centuries. From the outburst of Information and Communication Technologies, virtual and remote labs have added to hands-on labs a new conception of practical experience, especially in Science, Technology, Engineering and Mathematics education. This paper aims at describing the features of a remote lab named Virtual Inst. http://hdl.handle.net/10400.22/9164.
    10.1109/CISPEE.2016.7777722
  42. Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.. 2016. Engineering and technological learning in educational and professional contexts. Following the drawn challenge of enhancing the discussion of young engineers' competences problematics, this paper reflects the result of the four different approaches from Østfold University College in Norway, University of Burgos in Spain and Polytechnic of Porto - School of Engineering in Portugal. The most common concern was in fact students' education in terms of their groundwork to face the. http://hdl.handle.net/10400.22/9643.
    10.1145/3012430.3012503
  43. Alves, Gustavo R.; Fidalgo, André Vaz; Marques, Arcelina; Viegas, Clara; Felgueiras, Manuel C.; Costa, Ricardo; Lima, Natercia; et al. 2016. Spreading remote lab usage: A system — A community — A Federation. Experiments have been at the heart of scientific development and education for centuries. From the outburst of Information and Communication Technologies, virtual and remote labs have added to hands-on labs a new conception of practical experience, especially in Science, Technology, Engineering and Mathematics education. This paper aims at describing the features of a remote lab named Virtual Inst. http://hdl.handle.net/10400.22/9164.
    10.1109/CISPEE.2016.7777722
  44. Alves, Gustavo R.; Fidalgo, André Vaz; Marques, Arcelina; Viegas, Clara; Felgueiras, Manuel C.; Costa, Ricardo; Lima, Natercia; et al. 2016. Spreading remote lab usage: A system — A community — A Federation. Experiments have been at the heart of scientific development and education for centuries. From the outburst of Information and Communication Technologies, virtual and remote labs have added to hands-on labs a new conception of practical experience, especially in Science, Technology, Engineering and Mathematics education. This paper aims at describing the features of a remote lab named Virtual Inst. http://hdl.handle.net/10400.22/9164.
    10.1109/CISPEE.2016.7777722
  45. Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.. 2016. Engineering and technological learning in educational and professional contexts. Following the drawn challenge of enhancing the discussion of young engineers' competences problematics, this paper reflects the result of the four different approaches from Østfold University College in Norway, University of Burgos in Spain and Polytechnic of Porto - School of Engineering in Portugal. The most common concern was in fact students' education in terms of their groundwork to face the. http://hdl.handle.net/10400.22/9643.
    10.1145/3012430.3012503
  46. Flores, Andreia; Marques, Maria Arcelina; Fonseca, Pedro; Machado, Leandro; Vaz, Mário. 2015. Biomechanical Characterization of Comfort Footwear using Gait Analysis. Comfort footwear has unique characteristics fundamental to people looking for this type of shoe, namely foot support, flexibility, stability, lightweight, cushioning, traction, etc. [1]. They are usually preferred mainly by elder, overweighed or people with feet problems [2]. It is known that the shoe can modify gait behavior [3]. The purpose of this study was to evaluate posture and gait by compa. http://hdl.handle.net/10400.22/10786.
  47. Flores, Andreia; Marques, Maria Arcelina; Fonseca, Pedro; Machado, Leandro; Vaz, Mário. 2015. Biomechanical Characterization of Comfort Footwear using Gait Analysis. Comfort footwear has unique characteristics fundamental to people looking for this type of shoe, namely foot support, flexibility, stability, lightweight, cushioning, traction, etc. [1]. They are usually preferred mainly by elder, overweighed or people with feet problems [2]. It is known that the shoe can modify gait behavior [3]. The purpose of this study was to evaluate posture and gait by compa. http://hdl.handle.net/10400.22/10786.
  48. Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.. 2015. Engineering and technological learning in educational and professional contexts. This paper reflects the result of a drawn challenge of enhancing the discussion related to the problematic of how to ease the transition of young engineers from academia to professional life. How can students be better prepared to face the actual demands? Can we identify some particular issues that need more attention? How can the linkage between academia and companies be strengthened? Several wor. http://hdl.handle.net/10400.22/9575.
    http://dx.doi.org/10.1145/2808580.2808665
  49. Rynkevic, Rita; Silva, Manuel F.; Marques, M. Arcelina. 2015. Biomechanical study of the Spider Crab as inspiration for the development of a biomimetic robot. A problem faced by oil companies is the maintenance of the location register of pipelines that cross the surf zone, the regular survey of their location, and also their inspection. A survey of the state of art did not allow identifying operating systems capable of executing such tasks. Commercial technologies available on the market also do not address this problem and/or do not satisfy the presen. http://hdl.handle.net/10400.22/13094.
  50. Rynkevic, Rita; Silva, Manuel F.; Marques, M. Arcelina. 2015. Biomechanical study of the Spider Crab as inspiration for the development of a biomimetic robot. A problem faced by oil companies is the maintenance of the location register of pipelines that cross the surf zone, the regular survey of their location, and also their inspection. A survey of the state of art did not allow identifying operating systems capable of executing such tasks. Commercial technologies available on the market also do not address this problem and/or do not satisfy the presen. http://hdl.handle.net/10400.22/13094.
  51. Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.. 2015. Engineering and technological learning in educational and professional contexts. This paper reflects the result of a drawn challenge of enhancing the discussion related to the problematic of how to ease the transition of young engineers from academia to professional life. How can students be better prepared to face the actual demands? Can we identify some particular issues that need more attention? How can the linkage between academia and companies be strengthened? Several wor. http://hdl.handle.net/10400.22/9575.
    http://dx.doi.org/10.1145/2808580.2808665
  52. Flores, Andreia; Marques, Maria Arcelina; Fonseca, Pedro; Machado, Leandro; Vaz, Mário. 2015. Biomechanical Characterization of Comfort Footwear using Gait Analysis. Comfort footwear has unique characteristics fundamental to people looking for this type of shoe, namely foot support, flexibility, stability, lightweight, cushioning, traction, etc. [1]. They are usually preferred mainly by elder, overweighed or people with feet problems [2]. It is known that the shoe can modify gait behavior [3]. The purpose of this study was to evaluate posture and gait by compa. http://hdl.handle.net/10400.22/10786.
  53. Bona, Daniel Dezan de; Marques, Maria Arcelina; Correia, Miguel V.. 2014. Instrumentation of a Surfboard to Evaluate Surfing Performance. This paper reports the development of a system to instrument a surfboard aiming to evaluate wave riding performance. According to the research only 3.8% - 5% of the total surfing time corresponds to the wave riding movements, despite of been the surfing goal. The system developed collects the data from twenty four force sensors positioned beneath the surfer’s feet using a microcontroller ATMEGA128. http://hdl.handle.net/10400.22/10136.
    10.1109/REV.2014.6784184
  54. Bona, Daniel Dezan de; Marques, Maria Arcelina; Borgonovo-Santos, Márcio; Correia, Miguel Velhote. 2014. Monitoring of plantar forces and surfboard’s movement: alternative to understand the injuries mechanism. The concern about injuries in sport are evident due to the implications it carries. To have the knowledge of the mechanisms of injuries is important either to prevent and recovery. This context generates the appropriate scenario to develop an electronic solution to measure dynamically the Center of Pressure (CoP) and surfboard’s movement and support the understanding of the mechanisms responsible. http://hdl.handle.net/10400.22/10135.
    10.1109/MeMeA.2014.6860063
  55. Bona, Daniel Dezan de; Marques, Maria Arcelina; Borgonovo-Santos, Márcio; Correia, Miguel Velhote. 2014. Monitoring of plantar forces and surfboard’s movement: alternative to understand the injuries mechanism. The concern about injuries in sport are evident due to the implications it carries. To have the knowledge of the mechanisms of injuries is important either to prevent and recovery. This context generates the appropriate scenario to develop an electronic solution to measure dynamically the Center of Pressure (CoP) and surfboard’s movement and support the understanding of the mechanisms responsible. http://hdl.handle.net/10400.22/10135.
    10.1109/MeMeA.2014.6860063
  56. Bona, Daniel Dezan de; Marques, Maria Arcelina; Correia, Miguel V.. 2014. Instrumentation of a Surfboard to Evaluate Surfing Performance. This paper reports the development of a system to instrument a surfboard aiming to evaluate wave riding performance. According to the research only 3.8% - 5% of the total surfing time corresponds to the wave riding movements, despite of been the surfing goal. The system developed collects the data from twenty four force sensors positioned beneath the surfer’s feet using a microcontroller ATMEGA128. http://hdl.handle.net/10400.22/10136.
    10.1109/REV.2014.6784184
  57. Bona, Daniel Dezan de; Marques, Maria Arcelina; Correia, Miguel V.. 2014. Instrumentation of a Surfboard to Evaluate Surfing Performance. This paper reports the development of a system to instrument a surfboard aiming to evaluate wave riding performance. According to the research only 3.8% - 5% of the total surfing time corresponds to the wave riding movements, despite of been the surfing goal. The system developed collects the data from twenty four force sensors positioned beneath the surfer’s feet using a microcontroller ATMEGA128. http://hdl.handle.net/10400.22/10136.
    10.1109/REV.2014.6784184
  58. Bona, Daniel Dezan de; Marques, Maria Arcelina; Borgonovo-Santos, Márcio; Correia, Miguel Velhote. 2014. Monitoring of plantar forces and surfboard’s movement: alternative to understand the injuries mechanism. The concern about injuries in sport are evident due to the implications it carries. To have the knowledge of the mechanisms of injuries is important either to prevent and recovery. This context generates the appropriate scenario to develop an electronic solution to measure dynamically the Center of Pressure (CoP) and surfboard’s movement and support the understanding of the mechanisms responsible. http://hdl.handle.net/10400.22/10135.
    10.1109/MeMeA.2014.6860063
  59. Marques, Maria A.; Viegas, Maria Clara; Costa-Lobo, Maria Cristina; Fidalgo, André Vaz; Alves, Gustavo R.; Rocha, Joao S.; Gustavsson, Ingvar. 2014. How Remote Labs Impact on Course Outcomes: Various Practices Using VISIR. As technology is increasingly being seen as a fa- cilitator to learning, open remote laboratories are increasingly available and in widespread use around the world. They provide some advantages over traditional hands-on labs or simulations. This paper presents the results of integrating the open remote laboratory VISIR into several courses, in various contexts and using various methodologies. Thes. http://hdl.handle.net/10400.22/9158.
    10.1109/TE.2013.2284156
  60. Fidalgo, André Vaz; Alves, Gustavo R.; Marques, Maria A.; Viegas, C.; Costa-Lobo, Cristina; Henandez-Jayo, Unai; Garcia-Zúbia, Javier; Gustavsson, Ingvar. 2014. Adapting remote labs to learning scenarios: case studies using VISIR and RemotElectLab. Remote laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. http://hdl.handle.net/10400.22/4301.
  61. Fidalgo, André Vaz; Alves, Gustavo R.; Marques, Maria A.; Viegas, C.; Costa-Lobo, Cristina; Henandez-Jayo, Unai; Garcia-Zúbia, Javier; Gustavsson, Ingvar. 2014. Adapting remote labs to learning scenarios: case studies using VISIR and RemotElectLab. Remote laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. http://hdl.handle.net/10400.22/4301.
  62. Marques, Maria A.; Viegas, Maria Clara; Costa-Lobo, Maria Cristina; Fidalgo, André Vaz; Alves, Gustavo R.; Rocha, Joao S.; Gustavsson, Ingvar. 2014. How Remote Labs Impact on Course Outcomes: Various Practices Using VISIR. As technology is increasingly being seen as a fa- cilitator to learning, open remote laboratories are increasingly available and in widespread use around the world. They provide some advantages over traditional hands-on labs or simulations. This paper presents the results of integrating the open remote laboratory VISIR into several courses, in various contexts and using various methodologies. Thes. http://hdl.handle.net/10400.22/9158.
    10.1109/TE.2013.2284156
  63. Marques, Maria A.; Viegas, C.; Costa-Lobo, Cristina; Fidalgo, André Vaz; Alves, Gustavo R.; Rocha, J. S.; Gustavsson, Ingvar. 2013. How remote labs impact on course outcomes: various practices using VISIR. As technology is increasingly being seen as a facilitator to learning, open remote laboratories are increasingly available and in widespread use around the world. They provide some advantages over traditional hands-on labs or simulations. This paper presents the results of integrating the open remote laboratory VISIR into several courses, in various contexts and using various methodologies. These. http://hdl.handle.net/10400.22/4669.
  64. Marques, Maria A.; Viegas, C.; Costa-Lobo, Cristina; Fidalgo, André Vaz; Alves, Gustavo R.; Rocha, J. S.; Gustavsson, Ingvar. 2013. How remote labs impact on course outcomes: various practices using VISIR. As technology is increasingly being seen as a facilitator to learning, open remote laboratories are increasingly available and in widespread use around the world. They provide some advantages over traditional hands-on labs or simulations. This paper presents the results of integrating the open remote laboratory VISIR into several courses, in various contexts and using various methodologies. These. http://hdl.handle.net/10400.22/4669.
  65. Paiva, Carlos; Nogueira, Pedro; Alves, Gustavo R.; Marques, Arcelina; Guimarães, Pedro; Couto, Ruben. 2012. A Flexible Online Apparatus for Projectile Launch Experiments. In order to provide a more flexible learning environment in physics, the developed projectile launch apparatus enables students to determine the acceleration of gravity and the dependence of a set of parameters in the projectile movement. This apparatus is remotely operated and accessed via web, by first scheduling an access time slot. This machine has a number of configuration parameters that sup. http://hdl.handle.net/10400.22/9764.
    10.1109/REV.2012.6293175
  66. Paiva, Carlos; Nogueira, Pedro; Alves, Gustavo R.; Marques, Arcelina; Guimarães, Pedro; Couto, Ruben. 2012. A Flexible Online Apparatus for Projectile Launch Experiments. In order to provide a more flexible learning environment in physics, the developed projectile launch apparatus enables students to determine the acceleration of gravity and the dependence of a set of parameters in the projectile movement. This apparatus is remotely operated and accessed via web, by first scheduling an access time slot. This machine has a number of configuration parameters that sup. http://hdl.handle.net/10400.22/9764.
    10.1109/REV.2012.6293175
  67. Tawfik, Mohamed; Sancristobal, Elio; Martín, Sergio; Gil, Charo; Pesquera, Alberto; Losada, Pablo; Díaz, Gabriel; et al. 2012. VISIR: experiences and challenges. It is of crucial importance the integration of practical sessions in engineering curricula owing to their significant role in understanding engineering concepts and scientific phenomena. However, the lack of practical sessions due to the high costs of the equipment and the unavailability of instructors has caused a significant declination in experimentation in engineering education. Remote laborat. http://hdl.handle.net/10400.22/4444.
    http://dx.doi.org/10.3991/ijoe.v8i1.1879
  68. Tawfik, Mohamed; Sancristobal, Elio; Martin, Sergio; Gil, Charo; Pesquera, Alberto; Losada, Pablo; Diaz, Gabriel; et al. 2011. VISIR deployment in undergraduate engineering practices. Practical sessions are the backbone of qualification in engineering education. It leads to a better understanding and allows mastering scientific concepts and theories. The lack of the availability of practical sessions at many universities and institutions owing to the cost and the unavailability of instructors the most of the time caused a significant decline in experimentation in engineering ed. http://hdl.handle.net/10400.22/9154.
    10.1109/GOLC.2011.6086786