Application of Computational Intelligence Techniques to Process Industry Problems

In the last two decades there has been a large progress in the computational intelligence research field. The fruits of the effort spent on the research in the discussed field are powerful techniques for pattern recognition, data mining, data modelling, etc. These techniques achieve high performance on traditional data sets like the UCI machine learning database. Unfortunately, this kind of data sources usually represent clean data without any problems like data outliers, missing values, feature co-linearity, etc. common to real-life industrial data. The presence of faulty data samples can have very harmful effects on the models, for example if presented during the training of the models, it can either cause sub-optimal performance of the trained model or in the worst case destroy the so far learnt knowledge of the model. For these reasons the application of present modelling techniques to industrial problems has developed into a research field on its own. Based on the discussion of the properties and issues of the data and the state-of-the-art modelling techniques in the process industry, in this paper a novel unified approach to the development of predictive models in the process industry is presented

The use and evaluation of a simulation game to teach professional practice skills to undergraduate Architecture students

Architects are currently grappling to exploit new forms of communication made possible with developments in internet communication. At the same time, the construction industry is in a state of flux as novel project management systems are being introduced. Students need to understand the first principles of project management within the context of our changing environment. One of the best ways for students to learn about the legalities of the construction process is through role play and simulation, but there is a Catch 22. Unless students have a basic understanding of project management, the contractual process can be confusing and intimidating. Even fifth and sixth year architecture student are reluctant to ask practitioners questions, for fear of appearing ignorant. This paper describes the use of a web-based simulation game to deliver the Management, Practice and Law syllabus to Architecture Students. The web-based game allows students to critically observe the transformation of designs into buildings through the exploration of the contract management process. A questionnaire survey was used to assess the efficacy of the simulation game as a learning tool, and in particular the effectiveness of the web-based simulation in facilitating the development of professional practice skills in undergraduate Architecture students. The initial results of the assessment indicate that the simulation game is both a useful and complementary adjunct to traditional teaching and learning methods, as observed through the evaluation of outcomes, and helpful in developing generic professional practice skills of undergraduate students. Further game development will require more formal evaluation over a series of uses

Active learning based laboratory towards engineering education 4.0

Universities have a relevant and essential key role to ensure knowledge and development of competencies in the current fourth industrial revolution called Industry 4.0. The Industry 4.0 promotes a set of digital technologies to allow the convergence between the information technology and the operation technology towards smarter factories. Under such new framework, multiple initiatives are being carried out worldwide as response of such evolution, particularly, from the engineering education point of view. In this regard, this paper introduces the initiative that is being carried out at the Technical University of Catalonia, Spain, called Industry 4.0 Technologies Laboratory, I4Tech Lab. The I4Tech laboratory represents a technological environment for the academic, research and industrial promotion of related technologies. First, in this work, some of the main aspects considered in the definition of the so called engineering education 4.0 are discussed. Next, the proposed laboratory architecture, objectives as well as considered technologies are explained. Finally, the basis of the proposed academic method supported by an active learning approach is presented.Postprint (published version