Innovative approach to distance learning through the remote use of the Industrial Process Automation Laboratory: a case study at UNED, Costa Rica
DOI:
https://doi.org/10.22458/caes.v17i1.6628Keywords:
engineering, distance education, laboratory, learning method, practical workAbstract
Distance learning in industrial engineering faces the challenge of integrating technical content with practical experiences equivalent to those found in automated production environments. This article systematizes the experience of implementing and remotely using the Industrial Process Automation Laboratory (LAPI) at the National Distance Education University (UNED), located at the Alajuela University Campus, as a techno-pedagogical resource for developing competencies related to automation, data analysis, quality management, manufacturing, simulation, operations management, and logistics.
The manuscript is organized as a descriptive case study with an approach to systematizing experience. The experience is structured in four phases: identification of training needs, design of activities, technical preparation, and execution of remote or blended learning activities.
The available results show that LAPI allows for the development of case studies, blended learning labs, and student projects through the remote operation of manufacturing cells that simulate grain packaging and record traceability information, including time, weight, height, station, dummy customer, and processing sequence. It is concluded that the experience provides a transferable alternative to strengthen distance education in engineering, provided that it is accompanied by pedagogical planning, technical support, evaluation criteria and systematic collection of indicators of use, learning and student perception.
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