Repositorio DSpace :: Examinando por Autor "Sancristóbal Ruiz, Elio"

Examinando por Autor "Sancristóbal Ruiz, Elio"

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Building Compliant Pocket Labs with IEEE STD 1876-2019: A Step Forward
(Institute of Electrical and Electronics Engineers (IEEE), 2025-01-01) Martin Fernandez, Ricardo; García Loro, Félix; Sancristóbal Ruiz, Elio; Rodríguez Artacho, Miguel; Saliah Hassane, Hamadou; Castro Gil, Manuel Alonso
The adoption of standards plays a decisive role in achieving interoperability in educational technology. Remote laboratories have already proven their value in engineering education, but the variety of isolated solutions limits the consolidation of a shared framework. This paper explores how Pocket Labs —decentralized, low-cost remote laboratories— can be aligned with the IEEE 1876-2019 standard and outlines a roadmap for their integration into the Lab as a Service (LaaS) and Learning Object layers defined by the standard. Using a case study based on accessible hardware, we show that it is possible to create compliant laboratories while remaining adaptable to contexts where traditional infrastructures are not available. Beyond the technical alignment, the study examines how Pocket Labs can enrich learning by supporting experimental practice and teamwork by means of a comparison with initiatives such as LabsLand and WebLab-Deusto and illustrates both shared challenges and specific advantages of this approach and how they tackle with the compliance requirements of the standard.
DEDRAE: Dispositivos Electrónicos Dinámicamente Reconfigurables, Aplicaciones y su uso en Educación
(Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Tecnologías Industriales, 2022) Macho Aroca, Alejandro; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, Elio
Dynamic reconfiguration in FPAA for technical and nontechnical education in a global environment
(Wiley, 2021) Macho Aroca, Alejandro; García Teruel, Manuel; García Loro, Félix; Baizan, Pablo; Blázquez Merino, Manuel; Díaz Orueta, Gabriel; Gil Ortego, Rosario; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, Elio; https://orcid.org/0000-0003-3978-0692; https://orcid.org/0000-0002-5454-456X; https://orcid.org/0000-0001-5445-2377; https://orcid.org/0000-0003-0117-8794; https://orcid.org/0000-0002-6462-9196; https://orcid.org/0000-0003-2102-977X
Some engineering concepts have been proven to be very important not only in engineering degrees but in several areas. This knowledge is difficult to grasp under certain circumstances, and sometimes prior training is needed. This is a special challenge in full or part remote education. Simulations may help in this area, but truly experimental lab practices are crucial to grasp all the required knowledge and not only for fundamental information but for complex or indirect knowledge, where students can apply what they have learnt in classes. In this paper, we have worked on a concept to help professors and students to get new concepts in a more time-efficient and safe manner, using dynamic reconfiguration in Field-Programmable Analog Array. This solution can be easily applied to traditional or remote labs in less time than usual practices, so students can learn more in the same amount of time, especially when time is a constraint.
European Robotics Week to introduce robotics and promote engineering
(Wiley, 2018-06-28) Plaza, Pedro; Carro Fernandez, German; García Loro, Félix; Blázquez Merino, Manuel; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, Elio
We present an activity framed within the European Robotics Week event. Robotics and computational practice are ideal tools for developing science, technology, engineering, and mathematics (STEM) pedagogy. A modular and adaptive hands-on workshop is described in detail. The workshop is based on multiplatform educational robotics content as a first step into the robotics world. Three educational tools are used to introduce examples of robotics applications. The operational details, materials, and examples of activities for selected modules are presented with the expectation that all teachers can adapt these activities to their classes. Despite the small number of students, the experience delivered results that might be useful for other instructors to promote workshops with similar or identical content to generate further benefits. This study demonstrates that it is important to combine theory and practice and include fun tasks that intertwine the challenges of applying theory to problem solving. Furthermore, the results show how the same content can be deployed using three different robotics education tools.
Gender comparative research on learning strategies applying the cognitive-motor model methodology and VISIR remote lab
(Wiley, 2019-06-28) Blázquez Merino, Manuel; Plaza, Pedro; López-Rey García-Rojas, África; Albert Gómez, María José; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, Elio
The research work hereby presented shows some findings about the different ways used by girls and boys, at secondary school, to assimilate the electricity concepts and electric magnitudes to be able to design and assemble electric circuits. The methodology applied to learning, the cognitive-motor model (CMM), is also presented, and it is based on the mutual interaction of cognitive skills and motor capabilities. Students have followed a specific course designed under CMM specifications. The course contains a combination of theoretical activities and practical tasks by means of which cognitive and motor skills have been measured. To carry out the practical tasks, the Virtual Instrument Systems in a reality remote lab have been used by students as the technical resource. In the study, different learning strategies between male and female students, what affects each gender effectiveness, and learning performance have been found.
Halloween Educational Robotics
(IEEE Xplore, 2021-03-30) Menacho, Antonio; Plaza, Pedro; Pérez Molina, Clara María; Blázquez Merino, Manuel; Pancorbo Castro, Manuel; Sancristóbal Ruiz, Elio; https://orcid.org/0000-0001-5455-4250; https://orcid.org/0000-0003-2102-977X; https://orcid.org/0000-0001-8260-4155; https://orcid.org/0000-0003-3559-4235; https://orcid.org/0000-0001-5455-4250
Today’s society is facing new challenges and opportunities that demand professional profiles specialized in problem solving, with the ability to innovate and exploit the possibilities offered by information and communication technologies (ICTs). Far from being a novelty, the term STEM was coined in the mid-1990s. From then until now, there are a multitude of initiatives focusing on working STEM education with students. In recent years, the use of the arts as an enhancer of the educational experience has been incorporated into STEM education. There has also been a focus on involving the student in the educational process. Despite this, few experiences have been detected in which parents are involved in the educational process. Throughout this work, it is shown the pilot experience which has been developed to motivate parents to be part of the learning process in science, technology, engineering, art, and mathematics (STEAM) subjects.
Laboratorio dual de robótica educativa
(Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Tecnologías Industriales, 2019-12-19) Plaza Merino, Pedro; Sancristóbal Ruiz, Elio; Carro Fernandez, German
En las últimas décadas la industria ha ido evolucionando a lo largo de varias revoluciones. La última iteración de la industria apareció hace algunos años cuando la robótica fue incluida como parte de la industria. La educación ha sido influenciada por las diferentes revoluciones industriales, pero en estos momentos la necesidad de la industria requiere que haya un cambio en el perfil de los estudiantes. A corto y medio plazo el tejido industrial demanda una gran cantidad de profesionales con conocimientos en las áreas de la ciencia, la tecnología, la ingeniería y las matemáticas, las denominadas STEM (Science, Technology, Engineering and Mathemathics). Por otro lado, la robótica educativa surge como una prometedora impulsora de la educación STEM. En la actualidad hay multitud de soluciones para aplicar robótica educativa en contextos STEM, pero los contenidos educativos no están muy desarrollados o bien, no facilitan la colaboración entre los estudiantes. Asimismo, hay soluciones que no son abiertas lo que dificulta su uso o la flexibilidad para desarrollar diferentes tipos de aplicaciones robóticas en contextos educativos. De ahí que se haya elegido dispositivo lógico programable como el núcleo de la plataforma que se ha desarrollado como parte de esta tesis doctoral. Los dispositivos lógicos programables proporcionan flexibilidad durante el ciclo de diseño porque las iteraciones de diseño son simplemente una cuestión de cambiar el archivo de programación. Además, se pueden reprogramar incluso mientras están trabajando. También, la lógica programable permite el procesamiento paralelo que puede utilizarse para supervisar tareas o evitar problemas de comunicación como son los casos de retardos indeseados por cuello de botella. Por otro lado, Arduino permite una plataforma de prototipado fácil y rápida. Asimismo, es una plataforma de software y hardware extensible y de código abierto. Este trabajo describe la combinación de poderosos recursos en una única herramienta. La Herramienta Colaborativa para Robótica Educativa (HeCRE) combina hardware, firmware y software abierto totalmente integrados en la misma plataforma. De este modo, se garantiza que las modificaciones se puedan aplicar fácilmente en la plataforma con el objetivo de adaptarla al programa de aprendizaje o a las sesiones de aprendizaje que lo requieran. También se incluye una metodología completa de desarrollo, las líneas de trabajo futuro y cómo se planea utilizarlas. La propuesta lleva la robótica al proceso de aprendizaje, desde simples objetos de aprendizaje hasta proyectos complejos. Escalabilidad, modularidad, posibilidades de reconfiguración y compatibilidad son las principales características de su diseño. De esta manera, la plataforma se incluye como par-te de los escenarios educativos dentro del contexto de la robótica educativa.
Laboratory as a Service (LaaS): a Paradigm for Developing and Implementing Modular Remote Laboratories
(Universidad Nacional de Educación a Distancia (España). Escuela Técnica Superior de Ingenieros Industriales. Departamento de Ingeniería Eléctrica, Electrónica y Control, 2013-12-13) Tawfik Abuelela, Mohamed Saied; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, Elio
En esta tesis se introduce un nuevo paradigma, Laboratorio como Servicio (en inglés, “Laboratory as a Service”, y cuyas siglas en inglés son, LaaS), para desarrollar laboratorios remotos modulares—basados en componentes modulares independientes—e implementarlos como un conjunto de servicios de acoplamiento débil con el fin de utilizarse con un nivel alto de abstracción y virtualización. Los objetivos principales son: (1) definir una forma organizada de compartir los laboratorios remotos globalmente; (2) permitir la integración de los laboratorios remotos en cualquier aplicación heterogénea, así como, su acoplamiento con cualquier servicio heterogéneo existente en la Web; (3) facilitar el mantenimiento y la reutilización de los equipos antiguos; y (4) permitir el intercambio de los componentes entre el proveedor y el consumidor de tal manera que el consumidor podría contribuir con un componente o más en vez de depender completamente de los componentes y los equipos del proveedor. Más allá del contexto académico, LaaS facilitará la incorporación de los laboratorios remotos en el ecosistema de los aparatos inteligentes y ubicuos que nos rodean y que se incrementa cada día con la llegada de la era de la inteligencia artificial y de la Web de las Cosas. Esto dará lugar a la experimentación y el descubrimiento en línea—tanto en contexto formal como informal y sin restricciones geográficas ni temporales. Por último, LaaS pretende establecer bases para un modelo global estandarizado para los desarrolladores de los laboratorios remotos, proveedores y consumidores.
The Middle East Higher Education Experience: Implementing Remote Labs to Improve the Acquisition of Skills in Industry 4.0
(Institute of Electrical and Electronics Engineers, 2023-12-13) Al-Zoub, Abdallah; Sancristóbal Ruiz, Elio; Shahroury, Fadi R.; Castro Gil, Manuel Alonso
In the ever-evolving landscape of technology, Industry 4.0 stands as a monumental revolution that intertwines man and machine, reshaping the dynamics of labor and work environments. This paradigm shift demands a new outlook and necessitates a fresh set of skills and competencies to navigate the intricate web of advancements. From engineers to entrepreneurs, programmers to workers, the fourth industrial revolution mandates a versatile skillset to embrace its technological leaps. Amidst this transformation, the role of remote labs emerges as a potent platform, offering efficient and dependable means to cultivate students’ expertise, thus preparing them for the dawn of the Work 4.0 era. This article delves into the story of Princess Sumaya University for Technology, shedding light on its ingenious employment of remote labs to provide students with a firsthand encounter with Industry 4.0. Furthermore, it explores innovative assessment techniques to foster virtual collaboration, social intelligence, and communication skills among students, highlighting remarkable enhancements in performance and achievements.
MOOC-Based Flipped Classroom for On-Campus Teaching in Undergraduate Engineering Courses
(Institute of Electrical and Electronics Engineers, 2023-06-22) Pertuz, Said; Reyes, Oscar; Sancristóbal Ruiz, Elio; Meier, Russell; Castro Gil, Manuel Alonso
Contribution: This work studies how to integrate massive open online courses (MOOC) into traditional, face-toface, undergraduate engineering courses. Background: Massive Open Online Courses emerged as an innovative trend in online learning with distinctive and attractive features, such as ease of access and cost-effectiveness for large audiences. For this reason, they have attracted a lot of attention for their potential in contributing to global challenges in contemporary engineering education. However, the integration of MOOCs into traditional, on-campus courses and programs in higher education remains an open problem. Research question: What is the most effective MOOC-blending strategy for traditional, on-campus engineering programs? Methodology: To answer this question, f irst a literature review was conducted on the utilization of MOOCs within face-to-face undergraduate education. Based on this literature review, this work advocates for the MOOC-based f lipped (MBF) classroom as the strategy with the highest potential for MOOC-based blending. The main pedagogical and design principles of this methodology are described and a case study is presented on a cohort of students (N=23) enrolled in a Digital Signal Processing course within an undergraduate Electronics Engineering program. This is a position paper based on evidence from the literature, but the case study is used to illustrate how the MBFdesign principles can be implemented in practice. Findings: The results suggest that the MBF methodology is a growing trend in undergraduate engineering education with the potential to facilitate student’s active learning in synchronous face-to-face sessions while fostering the adoption and usage of MOOCs.
Novel design and development of advanced remote electronics experiments
(Wiley, 2014-05-14) Tawfik, Mohamed; Monteso Fernández, Santiago; García Loro, Félix; Ruiz Larrocha, Elena; Díaz Orueta, Gabriel; Colmenar Santos, Antonio; Peire, Juan; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, Elio
This article reports on the design and development of a new set of remotely controlled electronics experiments oriented to postgraduates and apprentices. Industrial-related issues are emphasized to allow understanding of the behavior of electronics components. The experiments are fully delivered online with a high level of flexibility. Remote retrieved results are provided.
Overview of embedded systems to build reliable and safe ADAS and AD systems
(IEEE (Institute of Electrical and Electronic Engineers), 2020-02) Belmonte, Francisco J; Martín Gutiérrez, Sergio; Ruipérez Valiente, José A.; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, Elio
Automotive industry is a key sector in developed countries, taking advantage from Electronic and Semiconductor industries, for which this work is focused on, including an overview of embedded systems and related technologies for Advanced Driver Assistance Systems (ADAS) development, end user applications and their implementation (SoCs, Application Processors-APs, MCUs, software and boards), manufacturers solutions, architectures, trends and other aspects (like methodologies) to improve functional safety, reliability and performances. The current status to permit the transition from ADAS to Autonomous Driving (AD) systems and Self-Driving Cars (SDC) is also explored.
Reviewing and analyzing peer review Inter-Rater Reliability in a MOOC platform
(Elsevier, 2020-09) García Loro, Félix; Martín Gutiérrez, Sergio; Ruipérez Valiente, José A.; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, Elio
Peer assessment activities might be one of the few personalized assessment alternatives to the implementation of auto-graded activities at scale in Massive Open Online Course (MOOC) environments. However, teacher's motivation to implement peer assessment activities in their courses might go beyond the most straightforward goal (i.e., assessment), as peer assessment activities also have other side benefits, such as showing evidence and enhancing the critical thinking, comprehension or writing capabilities of students. However, one of the main drawbacks of implementing peer review activities, especially when the scoring is meant to be used as part of the summative assessment, is that it adds a high degree of uncertainty to the grades. Motivated by this issue, this paper analyses the reliability of all the peer assessment activities performed as part of the MOOC platform of the Spanish University for Distance Education (UNED) UNED-COMA. The following study has analyzed 63 peer assessment activities from the different courses in the platform, and includes a total of 27,745 validated tasks and 93,334 peer reviews. Based on the Krippendorff's alpha statistic, which measures the agreement reached between the reviewers, the results obtained clearly point out the low reliability, and therefore, the low validity of this dataset of peer reviews. We did not find that factors such as the topic of the course, number of raters or number of criteria to be evaluated had a significant effect on reliability. We compare our results with other studies, discuss about the potential implications of this low reliability for summative assessment, and provide some recommendations to maximize the benefit of implementing peer activities in online courses.
Seguridad en nubes privadas basadas en OpenStack
(Universidad Nacional de Educación a Distancia (España). Escuela Técnica Superior de Ingeniería Informática. Departamento de Sistemas de Comunicación y Control, 2021-03-08) Blázquez Málaga, Eduardo; Robles Gómez, Antonio; Sancristóbal Ruiz, Elio
El uso de sistemas de virtualización basados en nube es cada vez más común tanto en la variante pública como privada, siendo para este último caso OpenStack el sistema de software libre más utilizado. En el ámbito de la seguridad no existe mucha literatura acerca de nubes privadas ya que la información disponible está más orientada a nubes públicas, especialmente en materias de configuración y servicios disponibles en la plataforma, obviando su infraestructura al asumir que ésta es completamente segura. En este trabajo se realizará un análisis de una instalación de referencia de OpenStack, utilizando como foco principal el propio sistema de nube en lugar de los recursos que éste provee. El objetivo será tratar de definir una posible metodología para un analista de seguridad que deba llevar a cabo una auditoría en un entorno de estas características, así como de proporcionar una mayor visión de posibles amenazas a un operador responsable de la seguridad de este tipo de nubes. En primer lugar se darán unos conceptos básicos acerca de la arquitectura de una nube OpenStack, detalles del entorno de laboratorio desplegado para la realización de pruebas, y una serie de consideraciones de seguridad iniciales con las fortalezas y debilidades de los entornos de nube. Tras esto se indicarán una serie de acciones iniciales de enumeración para llevar a cabo durante una auditoría desde diferentes puntos de vista de la infraestructura y niveles de acceso, y se estudiarán posibles ataques siguiendo esta misma organización. Posteriormente se proporcionará un diagrama con una posible secuencia de intrusión completa, partiendo de una máquina virtual servida por la nube y llegando hasta el nodo utilizado para el despliegue de la misma, desde el que sería posible controlar la infraestructura al completo. Se observará que para el entorno analizado es posible ganar acceso en ciertas circunstancias al sistema de gestión de la nube y realizar movimientos laterales en la infraestructura, pero que existe cierta dificultad para acceder a esta última disponiendo de acceso al sistema de gestión. Finalmente se facilitará una serie de indicaciones para protegerse de los ataques descritos, y se recomendarán ciertas acciones a llevar a cabo en caso que el sistema de nube haya sido comprometido por un atacante.

Examinando por Autor "Sancristóbal Ruiz, Elio"

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