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Emersion of Websites that enable users to easily participate in creation of their content moved individuals on a scale rarely seen before. Web 2.0 transformed the passive reader into an active user and millions of users were drawn into a community previously reserved for professionals only. Users became able to experiment with data, collaborate with other users, and add value to a community of users. A similar revolution is needed in the electrical engineering education. In this field, courses offer a significant amount of theory and generally an unstimulating content to the students. Remote laboratories (RLs) could, however, make a difference. Instead of being passive collectors of the theory, students could become active builders of their own knowledge. At this point, the design of such a laboratory becomes important. Without a detailed user-oriented design, RL could have a counterproductive effect, generating frustration instead of motivation. A team of researchers used the QFD method to translate multidimensional and interdependent user requirements into the RL design model-MIRACLE. The MIRACLE model is based on survey results, instructional design, and good e-learning practice, and as such this model brings satisfaction, raises effectiveness and motivation, and makes electrical engineering courses appealing to students.