This Research to Practice Full Paper presents a pilot test framed in educational robotics where parents and child work together during the same session. In recent years, an educational movement has emerged that is related to the introduction of computational thinking, programming, and robotics in schools. Educational robotics is presented as one more resource that serves as a support in the different curricular subjects and facilitates the emergence of skills such as socialization, creative spirit and personal initiative, allowing participants to find answers to the problems that may arise in their reality. It is for this reason that a pilot test was carried out where we included the participants' parents in a session. To do this we used the Crumble controller, a platform that is programmed using block programming language. This platform also allows making electrical connections in an amazingly simple way. From the mechanical point of view, we use materials that can be easily machined, both by children and by inexperienced people. At the end of the experience, the assistants completed the assembly of their own robot. The article contains a study of the state of the art of using educational robotics. It also includes an analysis of the different tools mostly used in educational robotics. Also, throughout the article the learning methodology used, the different educational resources and the results obtained from the experience are described.

Computational Thinking is a competence that is developed more in the last few years. This is due to the multitude of benefits it has in the classroom. Throughout this article we show a series of activities that promote the development of Computational Thinking using tools that allow visual block programming. The particularity of these activities is that some of them were performed during the confinement due to the COVID-19 and other activities were performed later, in the period known as the new normality. Throughout the article, details are provided about the different sessions. The different visual programming tools by blocks and the educational scenarios used are also indicated. In addition, the results obtained are shown.

This document reflects the contribution of a group of experts in the VISIR (Virtual Instrument Systems in Reality) remote lab, regarding recent advances, initiatives, federation, limitations and future. The methodology for gathering their opinion consisted of a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis on VISIR, following three categories: Technical, Pedagogical and Educational. Major conclusions point to: (1) a need for new technical developments taking advantage of collaborative work; (2) a window of opportunity for expanding VISIR to other institutions, namely in developing countries; and (3) improving the interface for a better pedagogical experience, namely with better error feedback or the inclusion of a virtual tutor.

The contents, hereby introduced, show a methodology to teach electricity to Secondary school students. As secondary teachers, one of the highest worries is to recognize the level of significance in learning in our students. Significance means permanent learning and thus, the assimilation of a solid basis conducts to make easier to understand knowledge in higher levels as our students are growing up. As a consequence of these worries, a structured massive open online course has been developed to optimize the assimilation of basic concepts, magnitudes and skills in relation with Electricity contents. The works in relation with the quantification of learning is written in this paper as well in order to show how good our students are learning and what the most important difficulties they find.

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).

The purpose of this article is to study the dynamic reconfiguration in FPAA and, because of its potential, its academic applications. State driven and algorithmic reconfiguration methods have been considered during this work. Since these devices are not as well-known as FPGA, it is interesting to study its characteristics and abilities. The algorithmic method has been developed, obtaining conclusions about its use in education for technical and non-technical fields.