Adapting a Remote Laboratory Architecture to Support Collaboration and Supervision

Interest in, and use of, remote laboratories has been rapidly growing. These laboratories provide remote access, via the internet, to real laboratory equipment. Under appropriate circumstances they can support or even replace traditional (proximal) laboratories, provide improved access at reduced cost, and encourage inter-institutional sharing of expensive resources. Most attention to date has been on the development of the core infrastructure that manages access and interaction, and to a lesser extent consideration of pedagogic issues such as which learning outcomes are best suited to this modality. There has however been a recent recognition of the importance of also considering how collaboration and supervision can also be supported. In this paper we discuss a novel approach to the integration of support for multi-user distributed access to a single laboratory instance. The approach retains the benefits of the lightweight client inherent in the underlying architecture

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

A Mobile Geo-Communication Dataset for Physiology-Aware DASH in Rural Ambulance Transport

Use of telecommunication technologies for remote, continuous monitoring of patients can enhance effectiveness of emergency ambulance care during transport from rural areas to a regional center hospital. However, the communication along the various routes in rural areas may have wide bandwidth ranges from 2G to 4G; some regions may have only lower satellite bandwidth available. Bandwidth fluctuation together with real-time communication of various clinical multimedia pose a major challenge during rural patient ambulance transport.; AB@The availability of a pre-transport route-dependent communication bandwidth database is an important resource in remote monitoring and clinical multimedia transmission in rural ambulance transport. Here, we present a geo-communication dataset from extensive profiling of 4 major US mobile carriers in Illinois, from the rural location of Hoopeston to the central referral hospital center at Urbana. In collaboration with Carle Foundation Hospital, we developed a profiler, and collected various geographical and communication traces for realistic emergency rural ambulance transport scenarios. Our dataset is to support our ongoing work of proposing "physiology-aware DASH", which is particularly useful for adaptive remote monitoring of critically ill patients in emergency rural ambulance transport. It provides insights on ensuring higher Quality of Service (QoS) for most critical clinical multimedia in response to changes in patients' physiological states and bandwidth conditions. Our dataset is available online for research community.Comment: Proceedings of the 8th ACM on Multimedia Systems Conference (MMSys'17), Pages 158-163, Taipei, Taiwan, June 20 - 23, 201

Recent Directions In Remote Engineering And Virtual Instrumentation

The 6th Remote Engineering and Virtual instrumentation Conference (REV 2009) was held at the University of Bridgeport in Bridgeport, Connecticut, USA during the period of June 22 ? 25, 2009. The conference brought together engineering researchers, educators, and professionals to explore the fundamentals, future, and application of remote engineering in both industry and academia. Participants delivered papers, presented demonstrations, research posters, and shared experiences in virtual engineering. REV?09 drew more than 100 engineers, scientists and educators from around the world. Most of the participants were from Europe, but many came from Asia, North and South America, the Middle East and as far as Australia. More than 60 papers were presented on topics ranging from Telerobotics to Virtual and Remote Labs. Workshops and Tutorials drew widespread interest and exhibitors displayed their products for integrating remote engineering into academia. Poster sessions discussed topics such as Robotic Surgery and Development of Remote Labs in Physics. The general objective of REV 2009 was to discuss fundamentals, applications and experiences within the field of online engineering, both in industry and academia. The conference presentations and papers addressed several emerging trends in online engineering, remote laboratories, virtual instrumentation and educational applications of remote engineering.http://www.online-journals.org/index.php/i-joe/article/view/103

Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning

This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process

A remote laboratory to leverage motivation of learners to practice: an exploratory study about system administration

International audienceThis paper introduces a framework dedicated to online practical activities. Our remote laboratory is based on a distributed architecture composed of three layers: the learning interface is dedicated to end-users; the laboratory layer hosts the resources on which learners, teachers and tutors perform remote actions; the middleware layer acts as a broker between the two previous layers and embeds various control and learning services. The originality of our framework stands on: (1) a standard to control and supervise the resources of the remote laboratory, (2) the tracking of all users' activities at a low level of granularity (including both actions performed on the remote resources, as well as those resulting from the invocation of the learning services) so that various pedagogical features can be further designed, and (3) its independence regarding the learning domain to be learned. An implementation of the framework based on open source software and dedicated to computer engineering is exposed, allowing for an exploratory study involving 139 students enrolled in the first year of a computer science degree. The results of this study are discussed, and suggest a positive effect of our framework on motivation of learners when they come to learn system administration

The evolution of a cooperative work framework for e-Learning

This paper details the evolution of a Framework for e-Learning, to a Cooperative Work Framework for e-Learning, as presented at the IASK conference (Graham 2008a) and annotated accordingly. It begins by discussing the development of the original Framework for e-Learning, and how this study resulted in a further study investigating whether the use of Blended Learning could fulfill or at least accommodate some of the human requirements presently neglected by current e-Learning systems as identified by the original Framework. This second study evaluated an in-house system: Teachmat, and discussed how the use of Blended Learning had become increasingly prevalent as a result of the enhancement and expansion of Teachmat. It looked at the employment of Blended Learning and Teachmat’s relationship to human and pedagogical issues, as well as both the positive and negative implications of this reality. PESTE factors from Sociology were then applied to appraise the adoption of e-Learning, leading to the proposal of PESTE factors for educational software and e-Learning in particular. Finally, the study evolved to reconsider e-Learning in relation to a Cooperative Work Framework, revealing critical weakness in the fundamental nature of e-Learning and its consequent propensity for failure

Overview of modern teaching equipment that supports distant learning

Laboratory is a key element of engineering and applied sciences educational systems. With the development of Internet and connecting IT technologies, the appearance of remote laboratories was inevitable. Virtual laboratories are also available; they place the experiment in a simulated environment. However, this writing focuses on remote experiments not virtual ones. From the students’ point of view, it is a great help not only for those enrolling in distant or online courses but also for those studying in a more traditional way. With the spread of smart, portable devices capable of connection to the internet, students can expand or restructure time spent on studying. This is a huge help to them and also allows them to individually divide their time up, to learn how to self-study. This independent approach can prepare them for working environments. It offers flexibility and convenience to the students. From the universities’ point of view, it helps reduce maintenance costs and universities can share experiments which also helps the not so well-resourced educational facilities

Towards semi-automatic generation of training scenarios in industrial automated systems

International audienceIn the context of E-Learning, remote hands-on training has become an insisting need as in traditional learning, especially in scientific and technical disciplines. Electronic Laboratories (ELabs) have been growing for the last few years. But till now, exchanging learning scenarios of ELabs is still difficult as existing scenarios (elaborated by means of standard ELearning authoring tools) are restricted to specific apparatuses, which prevents instructors from reusing or exchanging scenarios. Actually, LIESP team started in 2002 a research aiming to provide a framework which helps towards exchanging ELab learning scenarios when they fit to similar apparatuses (same functions, maybe not the same hardware). Meanwhile, LIMOS team focused on a design process to automate PLC code generation to help to design and generate programs for industrial discrete systems. This paper presents a project of merging these works to help ELab designers to design and integrate apparatuses into ELab frameworks when these apparatuses are discrete systems