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

Management and Service-aware Networking Architectures (MANA) for Future Internet Position Paper: System Functions, Capabilities and Requirements

Future Internet (FI) research and development threads have recently been gaining momentum all over the world and as such the international race to create a new generation Internet is in full swing: GENI, Asia Future Internet, Future Internet Forum Korea, European Union Future Internet Assembly (FIA). This is a position paper identifying the research orientation with a time horizon of 10 years, together with the key challenges for the capabilities in the Management and Service-aware Networking Architectures (MANA) part of the Future Internet (FI) allowing for parallel and federated Internet(s)

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

Autonomic computing architecture for SCADA cyber security

Cognitive computing relates to intelligent computing platforms that are based on the disciplines of artificial intelligence, machine learning, and other innovative technologies. These technologies can be used to design systems that mimic the human brain to learn about their environment and can autonomously predict an impending anomalous situation. IBM first used the term ‘Autonomic Computing’ in 2001 to combat the looming complexity crisis (Ganek and Corbi, 2003). The concept has been inspired by the human biological autonomic system. An autonomic system is self-healing, self-regulating, self-optimising and self-protecting (Ganek and Corbi, 2003). Therefore, the system should be able to protect itself against both malicious attacks and unintended mistakes by the operator

Video Tester -- A multiple-metric framework for video quality assessment over IP networks

This paper presents an extensible and reusable framework which addresses the problem of video quality assessment over IP networks. The proposed tool (referred to as Video-Tester) supports raw uncompressed video encoding and decoding. It also includes different video over IP transmission methods (i.e.: RTP over UDP unicast and multicast, as well as RTP over TCP). In addition, it is furnished with a rich set of offline analysis capabilities. Video-Tester analysis includes QoS and bitstream parameters estimation (i.e.: bandwidth, packet inter-arrival time, jitter and loss rate, as well as GOP size and I-frame loss rate). Our design facilitates the integration of virtually any existing video quality metric thanks to the adopted Python-based modular approach. Video-Tester currently provides PSNR, SSIM, ITU-T G.1070 video quality metric, DIV and PSNR-based MOS estimations. In order to promote its use and extension, Video-Tester is open and publicly available.Comment: 5 pages, 5 figures. For the Google Code project, see http://video-tester.googlecode.com