Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.

Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment

E-Science in the classroom - Towards viability

E-Science has the potential to transform school science by enabling learners, teachers and research scientists to engage together in authentic scientific enquiry, collaboration and learning. However, if we are to reap the benefits of this potential as part of everyday teaching and learning, we need to explicitly think about and support the work required to set up and run e-Science experiences within any particular educational context. In this paper, we present a framework for identifying and describing the resources, tools and services necessary to move e-Science into the classroom together with examples of these. This framework is derived from previous experiences conducting educational e-Science projects and systematic analysis of the categories of ‘hidden work’ needed to run these projects (Smith, Underwood, Fitzpatrick, & Luckin, forthcoming). The articulation of resources, tools and services based on these categories provides a starting point for more methodical design and deployment of future educational e- Science projects, reflection on which can also help further develop the framework. It also points to the technological infrastructure from which such tools and services could be built. As such it provides an agenda of work to develop both processes and technologies that would make it practical for teachers to deliver active, and collaborative e-Science learning experiences on a larger scale within and across schools. Routine school e- Science will only be possible if such support is specified, implemented and made available to teachers within their work contexts in an appropriate and usable form

PILAR: a Federation of VISIR Remote Laboratory Systems for Educational Open Activities

Social demands have promoted an educational approach based on an “anywhere and anytime” premise. Remote laboratories have emerged as the answer to the demands of technical educational areas for adapting themselves to this scenario. The result has not only benefit distance learning students but has provided new learning scenarios both for teachers and students as well as allowing a flexible approach to experimental topics. However, as any other solution for providing practical scenarios (hands-on labs, virtual labs or simulators), remote labs face several constraints inherited from the subsystems of its deployment hardware (real instruments, equipment and scenario) and software (analog/digital conversions, communications, workbenches, etc.). This paper describes the Erasmus+ project Platform Integration of Laboratories based on the Architecture of visiR (PILAR) which deals with several units of the federation installed in different educational institutions and devoted to analog electronics and electrical circuits. Based on the limitations of remote labs, the need for the federation will be justified and its benefits will be described by taking advantage of its strengths. The challenges that have come up during the different stages and the different approaches to design are also going to be described and analyzedinfo:eu-repo/semantics/publishedVersio

Development of modular and accessible teaching labs, incorporating modelling and practical experimentation

Practical laboratory experimentation has always been a crucial part of engineering education and its effectiveness in facilitating learning is universally acknowledged. Huge advances in computer science, coupled with significant increases in the cost of ever more complex and sophisticated laboratory set-ups, have led to engineering schools’ adopting computer models and simulation software. Although simulation-based laboratory work does enhance the learning experience, it plays a more effective role alongside practical experimentation rather than as a replacement. This case study presents the results and experience gained from an enquiry-based learning of power-converter development laboratory work to support a power electronic converter module at the University of Greenwich. The approach taken allows students to learn the basics of the module through a combination of modelling, simulation and practical experimentation. The modular and portable nature of the laboratory set-ups afforded the students more time and opportunity to explore the subject matter and integrate the laboratory experience with the concepts covered in the lectures. The feedback from students, which was gathered from the students through the university’s EVASYS system, strongly indicated that the approach led to a sustained improvement in students’ learning experience and satisfaction with the module

Learning Resources in Sustainable Energy (SustEner)

This paper present comprehensive learningresources developed for education in sustainable energy forprofessionals from industry, for teachers and also forstudents. Nine on-line learning modules are available withina modern learning portal. Each module is enriched byremote or virtual experiments that enable the learner to getsome practical experience and better understanding of thepresented theoretical concepts. Outlines of the learningmodules with short description of the remote or virtualexperiments are given

Data Acquisition and Control System of Hydroelectric Power Plant Using Internet Techniques

Vodní energie se nyní stala nejlepším zdrojem elektrické energie na zemi. Vyrábí se pomocí energie poskytované pohybem nebo pádem vody. Historie dokazuje, že náklady na tuto elektrickou energii zůstávají konstantní v průběhu celého roku. Vzhledem k mnoha výhodám, většina zemí nyní využívá vodní energie jako hlavní zdroj pro výrobu elektrické energie.Nejdůležitější výhodou je, že vodní energie je zelená energie, což znamená, že žádné vzdušné nebo vodní znečišťující látky nejsou vyráběny, také žádné skleníkové plyny jako oxid uhličitý nejsou vyráběny, což činí tento zdroj energie šetrný k životnímu prostředí. A tak brání nebezpečí globálního oteplování. Použití internetové techniky k ovladání několika vodních elektráren má velmi významné výhody, jako snížení provozních nákladů a flexibilitu uspokojení změny poptávky po energii na straně spotřeby. Také velmi efektivně čelí velkým narušením elektrické sítě, jako je například přidání nebo odebrání velké zátěže, a poruch. Na druhou stranu, systém získávání dat poskytuje velmi užitečné informace pro typické i vědecké analýzy, jako jsou ekonomické náklady, predikce poruchy systémů, predikce poptávky, plány údržby, systémů pro podporu rozhodování a mnoho dalších výhod. Tato práce popisuje všeobecný model, který může být použit k simulaci pro sběr dat a kontrolní systémy pro vodní elektrárny v prostředí Matlab / Simulink a TrueTime Simulink knihovnu. Uvažovaná elektrárna sestává z vodní turbíny připojené k synchronnímu generátoru s budicí soustavou, generátor je připojen k veřejné elektrické síti. Simulací vodní turbíny a synchronního generátoru lze provést pomocí různých simulačních nástrojů. V této práci je upřednostňován SIMULINK / MATLAB před jinými nástroji k modelování dynamik vodní turbíny a synchronního stroje. Program s prostředím MATLAB SIMULINK využívá k řešení schematický model vodní elektrárny sestavený ze základních funkčních bloků. Tento přístup je pedagogicky lepší než komplikované kódy jiných softwarových programů. Knihovna programu Simulink obsahuje funkční bloky, které mohou být spojovány, upravovány a modelovány. K vytvoření a simulování internetových a Real Time systémů je možné použít bud‘ knihovnu simulinku Real-Time nebo TRUETIME, v práci byla použita knihovna TRUETIME.Hydropower has now become the best source of electricity on earth. It is produced due to the energy provided by moving or falling water. History proves that the cost of this electricity remains constant over the year. Because of the many advantages, most of the countries now have hydropower as the source of major electricity producer. The most important advantage of hydropower is that it is green energy, which mean that no air or water pollutants are produced, also no greenhouse gases like carbon dioxide are produced which makes this source of energy environment-friendly. It prevents us from the danger of global warming. Using internet techniques to control several hydroelectric plants has very important advantages, as reducing operating costs and the flexibility of meeting changes of energy demand occurred in consumption side. Also it is very effective to confront large disturbances of electrical grid, such as adding or removing large loads, and faults. In the other hand, data acquisition systems provides very useful information for both typical and scientific analysis, such as economical costs reducing, fault prediction systems, demand prediction, maintenance schedules, decision support systems and many other benefits. This thesis describes a generalized model which can be used to simulate a data acquisition and control system of hydroelectric power plant using MATLAB/SIMULINK and TrueTime simulink library. The plant considered consists of hydro turbine connected to synchronous generator with excitation system, and the generator is connected to public grid. Simulation of hydro turbine and synchronous generator can be done using various simulation tools, In this work, SIMULINK/MATLAB is favored over other tools in modeling the dynamics of a hydro turbine and synchronous machine. The SIMULINK program in MATLAB is used to obtain a schematic model of the hydro plant by means of basic function blocks. This approach is pedagogically better than using a compilation of program code as in other software programs .The library of SIMULINK software programs includes function blocks which can be linked and edited to model. Either Simulink Real-Time library or TrueTime library can be used to build and simulate internet and real time systems, in this thesis the TrueTime library was used.

VISIR: experiences and challenges

It is of crucial importance the integration of practical sessions in engineering curricula owing to their significant role in understanding engineering concepts and scientific phenomena. However, the lack of practical sessions due to the high costs of the equipment and the unavailability of instructors has caused a significant declination in experimentation in engineering education. Remote laboratories have tackled this issues providing online reusable and shared workbenches unconstrained by neither geographical nor time considerations. Thereby, they have extremely proliferated among universities and integrated into engineering curricula over the last decade. This contribution compiles diverse experiences based on the deployment of the remote laboratory, Virtual Instrument Systems in Reality (VISIR), on the practices of undergraduate engineering grades at various universities within the VISIR community. It aims to show the impact of its usage on engineering education concerning the assessments of students and teachers as well. In addition, the paper address the next challenges and future works carried out at several universities within the VISIR community