A federation of VISIR remote laboratories through the PILAR Project
This paper describes how a new Erasmus Plus project, PILAR, (Platform Integration of Laboratories based on the Architecture of visiR), is being developed and how the startup of the partnership and the project is reinforcing the VISIR (Virtual Instrument Systems in Reality) network and the Special Interest Group of VISIR under the Global Online Laboratory Consortium (GOLC) of the International Association of Online Engineering (IAOE). The Spanish University for Distance Education (UNED) coordinates the project that aims to federate the existing (or new) VISIR systems in order to use the resources more effectively and in a more efficient way, making transparent to the final user the election of the shared resources.
Remote laboratories for electronics and new steps in learning process integration
Universities and educational organizations or institutions, when designing any electronics course, trust in experimentation through laboratory practices in order to build successful cross-curricular capabilities and capacities. In electronics courses there is a need to have practical experiences, the benefits of electronics laboratory practices are widely known for professionals and necessary for any person who seeks for a broad comprehension of the real-time performance beyond the ideal modelling. Therefore, when designing any electronics course, the laboratory practices are one of the pillars on which the learning is established. Distance education has become widespread in the last decade and has fostered lifelong learning and continuing education patterns, allowing access to learning resources at any time and from everywhere. It has been possible thanks to the internet development and technologies associated with learning tools for a new teaching pedagogy. To support life-long learning and students' autonomous learning activities, remote experimentation has become a challenge in electronics courses; rather, the way the universities and educational organizations or institutions deliver remote experimentation to students in distance learning environments, has become a challenge. Nowadays, there is an extensive variety for providing theoretical contents in distance learning (videos, documents, tutorials, scaffolding activities, peer-to-peer reviews, forums, etc.) to students. These tools, by an efficiently and appropriate selection from professors and use from students, can complement or replace successfully in-person education, even they can reach some aspects that in-person education cannot achieve. Unfortunately, practical issues are not as developed as theoretical ones are. A first approach to this problem is clearly the use of simulators and virtual labs. Although, they are still a bit far from providing to student the real performance and features of equipment under real-life operation conditions. The major challenge is the provision of laboratory working online along with the theoretical contents in a massive context.
A Historical Introduction to the Law of Obligations
1 PROLOGUE: THE PREHISTORY OF THE ENGLISH LAW OF OBLIGATIONS 2 STRUCTURAL FOUNDATIONS 3 UNITY AND FRAGMENTATION OF THE MEDIAEVAL LAW OF CONTRACT 4 TRESPASS, TRESPASS ON THE CASE, AND THE MEDIAEVAL LAW OF TORT 5 THE SUBSTANTIVE LAW OF TORTS 6 THE SUBSTANTIVE LAW OF CONTRACT PART 2 THE TRIUMPH OF TRESPASS ON THE CASE 7 TORT, PROPERTY, AND REPUTATION: THE EXPANSION OF THE ACTION ON THE CASE 8 THE RISE OF THE ACTION OF ASSUMPSIT PART 3 THE MODERN LAW OF TORT AND CONTRACT 9 TRESPASS, CASE, AND THE MORAL BASIS OF LIABILITY 10 THE LAW OF TORTS IN THE NINETEENTH CENTURY: THE RISE OF THE TORT OF NEGLIGENCE 11 THE LAW OF TORTS IN THE TWENTIETH CENTURY: EXPANSION AND COLLAPSE OF THE TORT OF NEGLIGENCE 12 FOUNDATIONS OF THE MODERN LAW OF CONTRACT 13 THE RISE OF THE WILL THEORY THE WILL THEORY AND THE CLASSICAL MODEL OF CONTRACT 14 THE DECLINE OF THE WILL THEORY: LEGAL REGULATION AND CONTRACTUAL FAIRNESS PART 4 UNJUST ENRICHMENT 15 UNJUST ENRICHMENT 16 LEGAL CHANGE AND LEGAL CONTINUITY