This article presents an approach to teaching temperature-dependent resistance and characteristic curves using the Characteristic Curve Laboratory, a remote laboratory developed within the OnLabEdu project. The designed learning arrangement aims to deepen the understanding of temperaturedependent resistances of students at university level. In this article, the learning arrangement and an explorative first evaluation using a survey containing several selected aspects (e.g., autonomy, interest, flow, failure, perceived choice, perceived competence, handling), conducted with 18 students at early tertiary level, is presented. The results show positive ratings for handling and time management, but indicate issues with scale reliability, particularly for autonomy and perceived choice. The variability in fear of failure and flow suggest areas for improvement in the learning arrangement.

This paper presents the development and implementation of a remote laboratory for thermal radiation, realized as part of the Online Laboratories for Science Education and Training (OnLabEdu) project in Austrian schools. The OnLabEdu initiative meets the demand for remote learning with innovative, accessible online labs for practical science education via internetoperated systems. The Leslie Cube, invented and introduced by John Leslie in 1804, serves as the central experiment in this project to deepen the understanding of thermal radiation processes. The project overcame various technical challenges to establish a low-maintenance, remote-capable foundation, detailed within this work. Furthermore, it defines specific learning goals and introduces new subject-oriented didactic concepts, contributing to the advancement of science education in both practical and pedagogical dimensions.

A human eye remote laboratory is developed as part of the OnLabEdu project to enhance the understanding of the visual process, making it more tangible and comprehensible. This paper will provide a brief overview of the human eye remote lab, followed by a focus on developing learning arrangements for the lab. The development of teaching materials follows a design-based research approach, emphasizing an iterative and evidence-based process. Specifically, the development of learning arrangements for the remote lab is grounded in the model of educational reconstruction. On the one hand, fundamental concepts related to eyesight mechanisms and imaging processes are explored and aligned to the target audience of lower secondary-level students. On the other hand, the model considers learners' ideas as essential for the educational reconstruction of a learning arrangement. Both the laboratory software and hardware are currently in the initial design phase, with plans for further revision and redesign cycles. Consequently, this paper presents educational concepts concerning scientific key ideas, learners conceptions, ideas on possible tasks, and associated learning objectives for students of lower secondary level. These concepts serve as the foundation for developing learning arrangements for the human eye remote lab. Additionally, the paper introduces further ideas for the current development of the lab and the learning arrangements.

The approach for the development of Remote Labs described in this paper is based on the use of prototyping and measurement systems from National Instruments (NI), myDAQ and ELVIS. Both can be interfaced with USB, which allows for a great number of experiments connected to a single PC. Basically, the ELVIS with its prototyping board is the perfect solution for developing and testing; the cheaper myDAQ can later be used for the final experiment – the circuit will then be realized on a PCB.As examples, this paper describes the development and the implementation of two experimental boards for the myDAQ: an experimental board for operational amplifiers and a single-quadrant multiplier. These two experiment boards are expanding the number of remote exercises that can be used for electrical and electronic engineering education, and therefore are a perfect supplement for other systems.

This paper shows that it is possible to develop higher advanced experiments with the VISIR (Virtual Instruments Systems in Reality) platform if some modifications are made and operating conditions have defined that match the measurement equipments specifications. The paper describes these additions and modifications as well as the example exercise: measuring the behavior of a 100 m long coaxial wire, including propagation velocity, characteristic impedance using termination resistors, and frequency inversion. As a conclusion, authors and designers of VISIR experiments should not be intimidated by the apparent limitations of the system's capabilities. By choosing the appropriate measurement and setup conditions, also experiments for advanced topics in electrical and electronic engineering are possible.

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 approach to experimental topics. However, as any other solution for providing practical scenarios (hands-on labs, virtual labs or simulators), remote labs face several constraints inherited from the subsystems of its deployment -hardware (real instruments, equipment and scenario) and software (analog/digital conversions, communications, workbenches, etc.)-. This paper describes the Erasmus+ project Platform Integration of Laboratories based on the Architecture of visiR (PILAR) which deals with several units of the federation installed in different educational institutions and devoted to analog electronics and electrical circuits. Based on the limitations of remote labs, the need for the federation will be justified and its benefits will be described.

The integration of practical lab sessions in engineering education plays a significant role for students in understanding fundamental physical principles and engineering concepts. Online laboratories aim to provide practical experiences without geographical or time constraints, and therefore provide more flexibility in education. The online lab presented in this paper is a DC-motor test bench and primary targeted at students of electrical engineering. The paper discusses the implementation of the lab in terms of hardware, the software frameworks and user interface used, as well as possible applications in education together with five exercises.

The PILAR (Platform Integration of Laboratories based on the Architecture of visiR) Erasmus Plus project started in September 2016 and will last three years. The core of the PILAR project is the VISIR remote laboratory -Virtual Instruments System In Reality-. The project aims for a federation of five of the existing VISIR nodes, sharing experiments, capacity and resources among partners, and to provide access to VISIR remote lab, through PILAR consortium, to students from other educational institutions. PILAR will be the framework from which management tasks will be performed and laboratories/experiments will be shared. PILAR will also foster the Special Interest Group of VISIR under the Global Online Laboratory Consortium (GOLC) of the International Association of Online Engineering (IAOE).