1 Universidad EAN (COLOMBIA)
2 University of Castilla-La Mancha, School of Industrial Engineering of Toledo (SPAIN)
3 University of Castilla-La Mancha, School of Industrial Engineering of Ciudad Real (SPAIN)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 713-723
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1138
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
The purpose of this paper is to detail a methodology for designing hybrid laboratories (HL) in manufacturing engineering. The proposed methodology includes physic and logic layers and also the HL management in its different modes of operation. The design takes into account the role of actors in learning science, technology, engineering and mathematics (STEM). Finally, a first learning experience involving students from the University of Castilla-La Mancha (UCLM) of Spain and EAN of Colombia will be detailed.

Different pedagogical models coincide on the importance of using laboratories for training in STEM according to the new training needs. However, the main issue consists in using the same lab on different leaning environments (e.g. face to face or blended learning) simultaneously.

The idea of combining conventional education equipment with simulation software, and remotely access platforms supported by ICTs (information and communications technology) is a solution that allows the development of hybrid laboratories, taking the advantages of each type of laboratory, integrating equipment and generating synergies.
In addition, HL offers the possibility of including emerging technologies (augmented reality, sensor networks, haptic, virtualization, tele-presence, tele-sensing, Big data, IoT, Avatars) for improving learning techniques.

This challenge requires efforts on:
• Technics: The HL must be non-intrusive, guaranteeing equipment integrity, using self-machine software, plug and play technology, and developing replicable and low-cost modules.
• Pedagogy: In order to integrate it into the learning management system, supporting new methodologies (custom and open learning, flipped classroom), making learning assessment models (learning analytics) or data mining to feedback the results and improve the methodology.
• Social: The approach should be transdisciplinary and multi-user. It should allow the inclusion of networks or collaborative working. It also should benefit the development of cluster of Labs, sharing learning resources and equipment between institutions.

The design has followed guidelines such as: IEEE P1484.1 / D9, and IEEE P1876 (Preliminary) that focus on the structure and components of learning environments.

We propose using a methodology based on Engineering design tools that complies with the expectations of education for STEM in all its forms, overcomes the proposed challenges and complies with regulations.

The HL design employs techniques and design methodologies in order to integrate a functional model (logic, physics and management).

The followed steps are:
• Requirements: The role of actors, pedagogical models applied to STEM, and relevant regulations were analyzed.
• Architecture & prototyping: A basic prototype of HL for teaching CNC machining process was designed and built. The experimental module (SMART) was applied to 2 undergraduate courses; on-site (UCLM, Spain) and virtual (EAN University, Colombia).
• Evolution: Some recommendations for increasing scalability and flexibility were established.
Hybrid labs in engineering, Technology Acceptance Model TAM, STEM Learning.