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The purpose of the simulator in a vlab is to allow the students to understand different scenarios as part of their practical work that may be difficult to observe in a real situation.

simulators can be used for different proposals and activities :for example , computer architecture [13],programming

(e.g.,jeliot 3[14] is a program visualization tool that is based on the automatic animation of java programs),

 networking (e.g.,the boson and the semsim simulators ) and operating system concepts[15].

At the uoc ,the vplab uses an interactive simulator in order to help understand the concepts of algorithms and to learn the basic programming assignments of design and implementation.

The simulator is a java applet that runs tab in the virtual classroom.

in the future, it will include statistical tools and data mining capabilities that will inform the teacher about the results of students" interactions with the simulator.

C.remote laboratory

A remote laboratory consists of one or more computers and/or devices installed and set up to allow remote access.

The remote laboratory provides students with a real environment to carry out practical work

. It should be noted that a remote laboratory is different from a simulator in that the latter is not a real environment [7,8].

In a vle , remote laboratories may be the only possible solution to work with some devices since it cannot be assumed that students will have them at home.

Traditionally , remote laboratories have been developed for computer network[17,18] and operating system subjects.

For instance , router configuration can be performed using aremote laboratory like cisco netlab[19].

The vplab implemented at the uoc does not include a remote laboratory.

 The reason is twofold.

Firstly ,all programming activities can be carried out by students using their home. And secondly, one of the things programming students must be able to do is to carry out compiler installations..

D.virtual machine

A virtual machine is a tool that lets users create separate environments, each of which emulates the hardware of a complete physical computer

 .students and teachers can run multiple operating systems at once on a single physical computer and switch between them .

Virtual machines can be found implemented in different software solutions.

The most important ones are vmware ,xen virtual machine monitor ,and Microsoft virtual pc

Section III details a general structure for vlabs and describes an implementation for a vplab at uoc .

This general structure is based on the experience gained in the design and development of vlabs during the past eleven tears.

The value of this      proposal has been analysed through a survey that gathered student"s feedback.the results of the survey are presented in section IV .finally,section V provides a brief conclusion.

II.existing proposals for vlabs

The term vlab is defined in different ways in the literature. For instance ,chiu[5]takes a simple vision of a vlab as a local computer hosting. Other authors include simulation capabilities [6] whilst some consider vlabs as an extension of a remote laboratory[7,8].

A more accurate definition can be found in [9]where vlabs are defined as labs that "leverage modeling, simulation ,and information technologies to create an immersive ,highly interactive virtual environment tailored to the need of researchers and learners" .taking into account these previous definitions ,this paper  defines a virtual laboratory (vlab) as an interactive virtual space that incorporates all the technological ,pedagogic and human resources for carrying out practical activities ,adapted to the needs of the students and teachers in a virtual learning environment.

Different types of vlab have been proposed for specific purposes.

The most important in the fields of software engineering and computer engineer are the following:

Virtual programming laboratory (vplab)

Virtual operating system laboratory (voslab).

Virtual database laboratory  (vdblab).

Virtual  networking laboratory (vnlab).

Virtual computing architecture and organization laboratory(vcaolab).

Virtual mathematic laboratory(vmathlab).

 

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In the engineering programmes at the uoc, 62different vlabs have been implemented (as of spring 2008), distributed as follow :29 vplabs,10 vnlabs,6vmathlabs, 4 voslabs, 11 vdblabs and 2 vcaolabs.

III. general structure for a virtual programming laboratory.

The fundamental concepts of procedural programming are an essential part of software engineering and computer engineering so virtual universities require vplabs in order to improve the learning process of the practical programming activites [10].

Fundamental concepts include data types , control structures ,functions, arrays,desing of algorithms ,and the mechanics of running ,testing ,and debugging [11].

Furthermore, students must learn how to use at least one programming language.

This section present the implementation of a vplab following the integrated structure of vlab that has been used at the uoc since 1997 .

The following key resources are identified in the general structure of vplabs:

?technological resources.

A.virtual communication environment (vce)

B. simulator(sim)

C.remote laboratory (rem)

D.virtual machine (vm)000000

E.automatic assessment tool(aat)

?pedagogic and strategic resources.

F.learning methodology (met)

G.support   documentation and other materials (doc)

H.evaluation(eva)

?academic staff resources.

I.teacher (tch)

The vlab presented in this paper is implemented thought the uoc virtual campus.

However ,other learning management system (lms), like moodle,could be used to implement the vlab proposal.

An overview of these resources is presented below.

These resources are accessible from the virtual classroom at uoc.

A.virtual communication environment

The virtual communication environment is a resource that allow communication between the users of the vplab

 : students and teachers.

 

It should stimulate the participation of students in the vplab and provide for better interaction with the teacher .

virtual communication environments can be implemented using sharded mailboxes ,public forums and ateacher"s board from different applications,e.g.:

Blackboard, bscw, webct, lms moodle classroom or uoc virtual classroom.

 

The virtual communication environment at the uoc has been implemented as a virtual classroom as a particular tab for vce .

 

This vce space has following main features:

?mailboxes :

acommon area that can be accessed by students and teacher , similar to a traditional classroom.

 This area contains a teacher"s board and a forum.

?list of members

: vplab students and the teacher are listed in this area (photo,names and e_mail addresses).

?monitoring tools

 :this feature allows teachers to check student"s connections.

B.simulator

Asimulator is a tool that imitates experiments, states or processes

. One of the main features of simulators is their interactive capability.

Interactive simulation are quickly gaining importance as a means to explore , comprehend and communicate complex ideas [12,7].

Interactive simulators can be implemented using a combination of computers , high-resolution graphics, simulation programming languages , and an internet connection.

 

Abstract

 

Virtual Laboratories in a virtual learning environment are indispensable spaces for developing practical activities.

This paper proposes an integrated structure for virtual laboratories for undergraduate degree programmes in computer engineering and software engineering.

The general structure proposed is based on the experience gained in designing and developing virtual laboratories during the past eleven years in a virtual university technological ,pedagogical ,strategic and academic staff resources are included In the

Virtual  laboratories   structure. the   proposed  structure has been applied to different computer areas and this paper presents the special case of a virtual programming laboratory. Its effectiveness has been evaluated by the students using a web questionnaire.

Index term –A

Practical laboratory Activities , virtual laboratory ,virtual learning environment and virtual programming laboratory.

I.introduction

During the past fifteen years , a huge growth in universities that need to students through distance learning environments has been observed.

Today there exist several scenarios of distance learning.

This paper deals with the virtual modality named virtual distance learning, where all processes, academic and administrative ,are carried out in a virtual environment[1].

The open university of catalonia (uoc) is a fully virtual university that uses a virtual campus to teach in a virtual learning environment(vle).

The uoc was created in 1994 to respond to the new reality and fulfill the new needs of students. The virtual campus contains similar facilities to those that can be found on a conventional university campus: teaching, research , dissemination of  knowledge ,student services ,as well as virtual laboratories. Nowadays ,there are three are undergraduate degree programmes in engineering :software engineering , computer engineering and telecommunication engineering offered by the uoc.

According to computer curricula 2005[2], practical laboratory activities are an essential part of any computer curriculum since they strengthen concepts presented during lectures . for that reason ,new virtual spaces are required in a virtual university so practical activities can be carried out . such spaces are called virtual laboratories(vlabs) and should include different kind of activites ranging from designing and implementing solutions, to testing and documenting several applications , system and processes.

The main contribution og this paper is the conception and definition of a general structure for vlabs , applied to a specific virtual programming laboratory (vplab), that allow student to perform paractical activities on undergraduate degree programmes in computer engineering [3]and software engineering[4], in a vle.

The paper is organized as follow .in section II a revision of the existing proposals for vlab is provided.