Abstract
This work presents the use of technological tools and remote laboratories developed in order to teaching process control in engineering courses. The proposal is to demonstrate tools that can be used to allow teaching mediated by technologies, with their benefits and limitations, considering the need to carry out practical activities to complement the theoretical classes aiming at better assimilation of the contents for an effective learning. Furthermore, an overview of projects using remote laboratories developed are presented, such as: “WebLab for Speed ??and Position Control of DC Motor”, “WebLab for Mobile Robot Motion Control”, “WebLab for Temperature Control of a Didactic Oven" and finally a "Level Control System with Remote Web Access". This last remote laboratory will be detailed showing the didactic resources used, the available functionalities, the experiments available and the first steps for those who want to implement a remote laboratory for process control.
Highlights
In the programs of engineering courses, the area of Process Control and Instrumentation is of considerable interest, because it allows students to acquire important skills related to this segment, and because it constitutes an important area of professional activity
This characteristic is propagated in the academic environment, so that the vast majority of didactic kits aimed at the area of "Process Control" use microcontrolled systems or data acquisition systems connected to computers
WebLabs were used as teaching tool in subject related to "Control Systems" in Electronic Engineering course and in the postgraduate course in "Industrial Process Control Engineering", as well in complementary activities
Summary
In the programs of engineering courses, the area of Process Control and Instrumentation is of considerable interest, because it allows students to acquire important skills related to this segment, and because it constitutes an important area of professional activity. The physical phenomena and functioning of applications can be much better understood and analyzed by having laboratory resources where the student can interact. During this period of social distancing, new teaching and learning alternatives based on the use of technologies became part of teachers' daily lives. Often the main difficulty is to be able to define the alternative that best fits the topic to be addressed in the specific discipline or course. Some of these new teaching strategies are here to stay and remain an excellent alternative to improve the learning process. Factors such as motivation, physical interaction, advanced technological resources, continuous feedback and proximity to the teacher are implications that must be considered for improvement in a teaching and learning process that meets quality education (Marques, 2020)
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