Persona: García Loro, Félix
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fgarcialoro@ieec.uned.es
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0000-0001-5445-2377
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García Loro
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Félix
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Publicación Novel design and development of advanced remote electronics experiments(Wiley, 2014-05-14) Tawfik, Mohamed; Monteso Fernández, Santiago; García Loro, Félix; Ruiz Larrocha, Elena; Díaz Orueta, Gabriel; Colmenar Santos, Antonio; Peire, Juan; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, ElioThis article reports on the design and development of a new set of remotely controlled electronics experiments oriented to postgraduates and apprentices. Industrial-related issues are emphasized to allow understanding of the behavior of electronics components. The experiments are fully delivered online with a high level of flexibility. Remote retrieved results are provided.Publicación Building Compliant Pocket Labs with IEEE STD 1876-2019: A Step Forward(Institute of Electrical and Electronics Engineers (IEEE), 2025-01-01) Martin Fernandez, Ricardo; García Loro, Félix; Sancristóbal Ruiz, Elio; Rodríguez Artacho, Miguel; Saliah Hassane, Hamadou; Castro Gil, Manuel AlonsoThe adoption of standards plays a decisive role in achieving interoperability in educational technology. Remote laboratories have already proven their value in engineering education, but the variety of isolated solutions limits the consolidation of a shared framework. This paper explores how Pocket Labs —decentralized, low-cost remote laboratories— can be aligned with the IEEE 1876-2019 standard and outlines a roadmap for their integration into the Lab as a Service (LaaS) and Learning Object layers defined by the standard. Using a case study based on accessible hardware, we show that it is possible to create compliant laboratories while remaining adaptable to contexts where traditional infrastructures are not available. Beyond the technical alignment, the study examines how Pocket Labs can enrich learning by supporting experimental practice and teamwork by means of a comparison with initiatives such as LabsLand and WebLab-Deusto and illustrates both shared challenges and specific advantages of this approach and how they tackle with the compliance requirements of the standard.Publicación European Robotics Week to introduce robotics and promote engineering(Wiley, 2018-06-28) Plaza, Pedro; Carro Fernandez, German; García Loro, Félix; Blázquez Merino, Manuel; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, ElioWe present an activity framed within the European Robotics Week event. Robotics and computational practice are ideal tools for developing science, technology, engineering, and mathematics (STEM) pedagogy. A modular and adaptive hands-on workshop is described in detail. The workshop is based on multiplatform educational robotics content as a first step into the robotics world. Three educational tools are used to introduce examples of robotics applications. The operational details, materials, and examples of activities for selected modules are presented with the expectation that all teachers can adapt these activities to their classes. Despite the small number of students, the experience delivered results that might be useful for other instructors to promote workshops with similar or identical content to generate further benefits. This study demonstrates that it is important to combine theory and practice and include fun tasks that intertwine the challenges of applying theory to problem solving. Furthermore, the results show how the same content can be deployed using three different robotics education tools.Publicación Evaluación y aprendizaje en laboratorios remotos: propuesta de un sistema automático de evaluación formativa aplicado al laboratorio remoto VISIR(Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Tecnologías Industriales, 2018) García Loro, Félix; Martín Gutiérrez, Sergio; Castro Gil, Manuel AlonsoPublicación Towards the Integration of Remote Laboratories in Massive Open Online Courses: Insights from Usage Logs and Student Feedback(Wiley, 2026-03-05) Gómez, Manuel J.; Albaladejo González, Mariano; Ruipérez Valiente, José A.; Rejón Gómez, Carlos; García Loro, Félix; Robles Gómez, Antonio; Martín Gutiérrez, Sergio; Agencia Estatal de Investigación (España)Massive Open Online Courses (MOOCs) have established a new paradigm in education, enabling asynchronous, remote learning. Although MOOCs offer diverse educational content to students, comprehensive and realistic education requires hands-on training. Therefore, we present our integration of remote laboratories within a MOOC focused on Industry 4.0, together with a mixed-methods analysis combining demographic data, questionnaire responses, platform logs, and remote laboratory server records. The course incorporated seven distinct laboratories in two categories: remote Arduino-based laboratories, which connected physical devices to the MOOC, and a virtual infrastructure based on JupyterHub to support practical activities. Our findings indicate that the majority of participants in our MOOC were actively employed, with a mean age of 46.9 years, and males representing 88%. The students were mainly motivated by personal and professional growth, and 66% of these learners had no prior remote laboratory experience. Learners reported generally positive perceptions of the laboratory experience, including high levels of interest, usefulness, and self-efficacy, although engagement varied substantially across participants. Behavioral analyses revealed that students who ultimately pursued certification showed markedly higher participation and involvement in the remote laboratories than those who did not. At the same time, the course exhibited the substantial dropout patterns commonly reported in MOOCs, indicating that the inclusion of remote laboratories does not by itself eliminate persistence challenges. Our work provides an illustrative example of integrating remote laboratories into a MOOC and offers an analysis of enrolled students, delivering valuable findings for future researchers.Publicación Reviewing and analyzing peer review Inter-Rater Reliability in a MOOC platform(Elsevier, 2020-09) García Loro, Félix; Martín Gutiérrez, Sergio; Ruipérez Valiente, José A.; Castro Gil, Manuel Alonso; Sancristóbal Ruiz, ElioPeer assessment activities might be one of the few personalized assessment alternatives to the implementation of auto-graded activities at scale in Massive Open Online Course (MOOC) environments. However, teacher's motivation to implement peer assessment activities in their courses might go beyond the most straightforward goal (i.e., assessment), as peer assessment activities also have other side benefits, such as showing evidence and enhancing the critical thinking, comprehension or writing capabilities of students. However, one of the main drawbacks of implementing peer review activities, especially when the scoring is meant to be used as part of the summative assessment, is that it adds a high degree of uncertainty to the grades. Motivated by this issue, this paper analyses the reliability of all the peer assessment activities performed as part of the MOOC platform of the Spanish University for Distance Education (UNED) UNED-COMA. The following study has analyzed 63 peer assessment activities from the different courses in the platform, and includes a total of 27,745 validated tasks and 93,334 peer reviews. Based on the Krippendorff's alpha statistic, which measures the agreement reached between the reviewers, the results obtained clearly point out the low reliability, and therefore, the low validity of this dataset of peer reviews. We did not find that factors such as the topic of the course, number of raters or number of criteria to be evaluated had a significant effect on reliability. We compare our results with other studies, discuss about the potential implications of this low reliability for summative assessment, and provide some recommendations to maximize the benefit of implementing peer activities in online courses.Publicación New scenarios and trends in non-traditional laboratories from 2000 to 2020(IEEE Xplore, 2024-04-10) Fernandez, Ricardo M.; García Loro, Félix; Alve, Gustavo; López-Rey García-Rojas, África; Meier, Russ; Castro Gil, Manuel AlonsoFor educational institutions in science, technology, engineering and mathematics (STEM) areas, the provision of practical learning scenarios is, traditionally, a major concern. In the 21st century, the explosion of information and communication technology (ICTs), as well as the universalization of low-cost hardware, has allowed the proliferation of technical solutions for any field, in the case of experimentation, encouraging the emergence and proliferation of nontraditional experimentation platforms. This movement has resulted in enriched practical environments, with wider adaptability for both students and teachers. In this article, the evolution of scholar production has been analyzed at the global level from 2000 to 2020. Current and emerging experimentation scenarios have been identified, specifying the scope and boundaries between them.