Using remote laboratory eLab3D for a broader practical skills training in electronics

This paper briefly presents some relevant aspects of an innovative educational resource that allows real experimentation through Internet in the area of electronics. The developed platform, named eLab3D, is based in a 3D environment in which the user can conduct all the operations that he/she would carried out in a hands-on laboratory. The authors intend to demonstrate the basic operation of the platform to perform electronics experiments

Towards remote monitoring and reconfiguration of FPGA-based controllers using IOPT-Tools

This work was partially financed by Portuguese Agency ”Fundac¸ao para a Ci ˜ encia e a Tecnologia” (FCT), in the ˆ framework of project UID/EEA/00066/2019.IOPT-Tools is a tool chain framework that supports controllers’ specification through Petri net models, models’ validation, and automatic generation of C and VHDL (VHSIC Hardware Description Language) code. Additionally, this framework supports the remote control and monitoring of embedded controllers that were implemented using the automatically generated C code. This paper presents an ongoing work where IOPT-Tools will be extended to support the remote control and monitoring of FPGA (Field Programmable Gate Array) based controllers. Additionally, the IOPT-Tools will be also extended to support the remote reconfiguration of FPGA-based controllers, enabling their adaptation to new application requirements.publishersversionpublishe

Demostración de la plataforma educativa eLab3D para el aprendizaje de la electrónica

eLab3D es un laboratorio remoto que permite a los usuarios la realización de experimentos reales online basados en el análisis y diseño de circuitos electrónicos. El laboratorio dispone como interfaz de un mundo virtual 3D, desarrollado en Opensim, en el que los usuarios interaccionan con réplicas virtuales de instrumentos, circuitos, componentes o cables, así como con sus compañeros y profesores a la hora de realizar las prácticas. eLab3D se ha diseñado para que todas las actividades que se desarrollen sean prácticamente análogas a las que se realizarían en un laboratorio presencial

RemoteLabs Platform

This paper reports on a first step towards the implementation of a framework for remote experimentation of electric machines ? the RemoteLabs platform. This project was focused on the development of two main modules: the user Web-based and the electric machines interfaces. The Web application provides the user with a front-end and interacts with the back-end ? the user and experiment persistent data. The electric machines interface is implemented as a distributed client server application where the clients, launched by the Web application, interact with the server modules located in platforms physically connected the electric machines drives. Users can register and authenticate, schedule, specify and run experiments and obtain results in the form of CSV, XML and PDF files. These functionalities were successfully tested with real data, but still without including the electric machines. This inclusion is part of another project scheduled to start soon

Laboratorio remoto eLab3D: un mundo virtual inmersivo para el aprendizaje de la electrónica

En este artículo se presenta un recurso educativo novedoso, basado en un laboratorio remoto, que permite a los estudiantes, a través de Internet, la realización de experimentos reales en el área de la electrónica. Se ha creado un mundo virtual 3D donde los usuarios, a través de sus avatares, pueden interaccionar con réplicas virtuales de instrumentos, placas de circuitos, componentes o cables y con compañeros y profesores, de forma similar a como lo harían en un laboratorio presencial. Este recurso ofrece múltiples posibilidades que pueden ser muy útiles en los diferentes niveles educativos. Se han llevado a cabo algunas experiencias educativas de utilización de la plataforma con el fin de valorar sus posibilidades docentes y los resultados obtenidos han sido muy positivos. ABSTRACT. This paper presents an innovative educational resource, based on a remote laboratory, which allows users to conduct real experiments through Internet in the area of electronics. A 3D virtual world has been created in which users, by means of their avatars, can interact with virtual replicas of instruments, circuit boards, components or cables and with peers and teachers, as they would in a traditional laboratory. This resource offers multiple possibilities that can be very useful in the different education levels. Some educative experiences have been carried out using the platform to evaluate its educational possibilities and the obtained results have been very positive

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

Analysis of a thermal system through remote laboratories

This paper describes the experiences using remote laboratories for thorough analysis of a thermal system, including disturbances. Remote laboratories for education in subjects of control, is a common resorted method, used by universities. This method is applied to offer a flexible service in schedules so as to obtain greater and better results of available resources. Remote laboratories have been used for controlling physical devices remotely. Furthermore, remote labs have been used for transfer function identification of real equipment. Nevertheless, remote analyses of disturbances have not been done. The aim of this contribution is thereby to apply the experience of remote laboratories in the study of disturbances. Some experiments are carried out to demonstrate the effectiveness in using remote laboratories for complete analysis of a thermal system. Considering the remote access to thermal system, “Sistema de Laboratorios a Distancia” (SLD) was used

Laboratorio Remoto eLab3D, un recurso complementario en la formación del ingeniero

Descripción básica de la plataforma eLab3D y su uso en varias experiencias docentes son estudiantes universitarios y de educación secundaria. ABSTRACT. Experimental training is essential in developing the whole set of skills that an engineer must acquire. Therefore, any resource that involves an improvement in the practical training is an issue of interest to the academia. eLab3D is an electronics remote laboratory based on a configurable hardware and 3D virtual world, that allows students to perform real experiments with analog electronic circuits. This article provides a SWOT analysis about remote laboratories compiled from recent publications and presents some relevant results of the use of eLab3D in real educational contexts, concerning the teachers’ assessment of its potential and the students’ perceived satisfaction

A visualisation and simulation framework for local and remote HRI experimentation

In this text, we will present work on the design and development of a ROS-based (Robot Operating System) remote 3D visualisation, control and simulation framework. This architecture has the purpose of extending the usability of a system devised in previous work by this research team during the CASIR (Coordinated Attention for Social Interaction with Robots) project. The proposed solution was implemented using ROS, and designed to attend the needs of two user groups – local and remote users and developers. The framework consists of: (1) a fully functional simulator integrated with the ROS environment, including a faithful representation of a robotic platform, a human model with animation capabilities and enough features for enacting human robot interaction scenarios, and a virtual experimental setup with similar features as the real laboratory workspace; (2) a fully functional and intuitive user interface for monitoring and development; (3) a remote robotic laboratory that can connect remote users to the framework via a web browser. The proposed solution was thoroughly and systematically tested under operational conditions, so as to assess its qualities in terms of features, ease-of-use and performance. Finally, conclusions concerning the success and potential of this research and development effort are drawn, and the foundations for future work will be proposed

Adaptive group formation to promote desired behaviours

BACKGROUND There is substantial literature that shows the benefits of collaborative work, though these benefits vary enormously with circumstances. Irrespective of their structure and composition, groups usually exist for a particular reason and implicitly or explicitly target one or more outcomes. The achievements of group outcomes depend on many factors, including the individual behaviour of each group member. These behaviours are, in turn, affected by the individual characteristics, the context and the group composition. Constructing groups in a way that maximises the achievement of a specific outcome is complex with the optimal group composition depending on the attributes of the group members. Previous work has in most cases considered group formation based on one particular attribute, such as learning style, gender, personality, etc. Less common are instances of group formation rules being adjusted systematically to accommodate changes in an individualâs attributes or disposition. PURPOSE This paper considers how the multi-factorial nature of group performance and the variations in desired behaviour across different circumstances can be addressed within a consistent framework. DESIGN/METHOD The methodology consisted of two main stages. In the first stage, a simulation was encoded in MatLab to assess the conceptual approach of progressively updating rules for group formation. The method uses an unsupervised learning algorithm and correlation factors between quantifiable group characteristics (average age, degree of motivation, etc.) and resultant behaviours of the groups that are actually formed (level of dialogue, interface interactions, etc.) to update the rules used for group formation, and hence progressively construct groups that are more likely to behave in desired ways. The second stage involved an evaluation of this approach in a real world scenario using remotely accessible laboratories where engineering students voluntarily participated in a study in April 2012. RESULTS The simulation results show that under certain conditions the desired behaviour chosen with the intention of improving specific learning outcomes can be optimized and that groups can be constructed that are more likely to exhibit desired behaviour. The paper also reports preliminary evidence that shows the feasibility of this approach in selecting group participants in an engineering class to promote a desired outcome in this case independent learning. CONCLUSIONS This study demonstrates the feasibility of using a set of individual characteristics of group members to form groups that are more likely to have desired group behaviours and that these characteristics can be monitored and updated to dynamically alter group formation to account for changes in any individualâs characteristics. This has potential to allow groups formation decisions to be made dynamically to achieve a desired outcome, for example promote collaborative learning