Resumen de IX International Conference on Remote Engineering and Virtual Instrumentation REV 2012

Javier García-Zubía, Gustavo R. Alves

• The ninth edition of the International Conference on Remote Engineering and Virtual Instrumentation (REV) [1] was held at the Faculty of Engineering of the University of Deusto, Bilbao (Spain), from the 4th to the 6th of July, 2012. A world-class research community in the subject of remote and virtual laboratories joined the event.

  The publication in the Latin American Learning Technology Journal (IEEE-RITA: REVISTA IBEROAMERICANA DE TECNOLOGÍAS DEL APRENDIZAJE) of three selected papers written by Ibero-American authors evidences that this circle attends to the design and deployment of Technology-Enhanced Learning tools supporting experimental activities in Science, Engineering, Technology and Maths (STEM).

  The first contribution, entitled “Performing Real Experiments from a Remote Learning Management System,” written by Argentine researchers, describes the integration of remote experiments in the area of electronic physics in a Learning Management System hosted at the National University of Rosario, Argentina, and its subsequent use.

  The second contribution, entitled “Adaptation Model of Mobile Remote Experiments for Basic Schools,” by Brazilian and Portuguese researchers, describes the use of simple remotely-accessible physical experiments in an attractive scenario for young Brazilians, in STEM areas, through a tripartite initiative (University—Business—School) funded by the National Scientific and Technological Development Council (CNPq) of Brazil.

  Finally, the third contribution, entitled “Adapting Remote Labs to Learning Scenarios: Case Studies Using VISIR and RemotElectLab,” developed by Portuguese, Spanish and Swedish researchers, describes the long road that remote laboratories have yet to go to reproduce, as closely as possible, the experimental scenarios that occur in a real laboratory in the context of higher education and in the area of electrical and electronic circuits.

  Finally, we would like to emphasize something written in the last paper when describing and using remote laboratories: that only an effective dialogue between all stakeholders (technology, pedagogy, engineers, teachers and students) allows the consolidation and progress of this educational technology