SCALABLE AR FOR BIM ON TELECOMMUNICATION NETWORK SITES

A growing number of research works, experiments and applications is investigating the potential at the intersection of augmented reality (AR) and the architecture, engineering, and construction (AEC) industry. Project management, project communication, collaborative design, maintenance and construction progress documentation, construction site safety, and training are some of the cases that can benefit from blending real and virtual views through mobile devices. In recent years, research also highlighted how mixed reality and building information modeling (BIM) could cooperate to provide effective communication between multiple agents and closer interaction between digital information and the building site. Nevertheless, consolidated applications in these fields are still limited, especially when compared to other areas of AR adoption. This paper presents the development of an AR-based mobile app for exploring telecommunications tower sites and interacting with a related BIM database. The project aims to provide easy-to-use tools to maintain both the physical assets and an up-to-date model. We discuss critical issues in developing a scalable and interoperable application, supporting the feasibility study of similar solutions in the AEC sector

THE FUTURE OF DIGITAL WORK - USE CASES FOR AUGMENTED REALITY GLASSES

Microsoft’s HoloLens enables true augmented reality (AR) by placing virtual objects within the real world. This paper aims at presenting trades (based on ISIC) that can benefit from AR as well as possible use cases. Firstly, the authors conducted a systematic literature search to identi-fy relevant papers. Six databases (including EBSCOhost, ScienceDirect and SpringerLink) were scanned for the term “HoloLens”. Out of 680 results, two researchers identified 150 articles as thematically relevant. Secondly, these papers were analysed utilising qualitative content analy-sis. Findings reveal 26 trades where AR glasses are in use for practice or research purposes. The most frequent are human health, education and research. In addition, we provide a cata-logue of 7 main use cases, such as Process Guidance or Data Access and Visualisation as well as 27 sub use cases addressing corresponding functionalities in more detail. The results of this paper are trades and application scenarios for AR glasses. Thus, this article contributes to re-search in the field of service systems design, especially AR glasses-based service systems, and provide evidence for the future of digital work

Big Five Technologies in Aeronautical Engineering Education: Scoping Review

The constant demands that technology creates in aerospace engineering also influence education. The identification of the technologies with practical application in aerospace engineering is of current interest to decision makers in both universities and industry. A social network approach enhances this scoping review of the research literature to identify the main topics using the Big Five technologies in aerospace engineering education. The conceptual structure of the dataset (n=447) was analyzed from different approaches: at macro-level, a comparative of the digital technology identified by cluster analysis with the number of co-words established in 3 and 8 and, a keyword central structure (n=8) at micro-level. The articles were categorized by the type of digital technology and, those related to the educational context (n=86) were co-word analyzed to study the relationships between basic and applied research. A total of 18 selected studies were analyzed from a design-based research approach. Findings reveal that Big Data, IoT (2002-2008) and, cloud computing (2010-) were initially applied in the aerospace engineering field. Only Cloud computing (2012) and, Big Data (2017) were transferred towards more educational research. Cloud computer appears related to collaborative work and classroom education. Big data is related to computer-aided design in engineering education. Only Web 2.0 (n=3) is used in the teaching of aeronautical engineering, without any interaction identified in the basic research. Most of the selected studies addressed the undergraduates students and the instructional approach strategy with the result of the potential for improved student learning

Potential of mobile applications in human-centric production and logistics management

With the increasing market penetration of smart devices (smartphones, smartwatches, and tablets), various mobile applications (apps) have been developed to fulfill tasks in daily life. Recently, efforts have been made to develop apps to support human operators in industrial work. When apps installed on commercial devices are utilized, tasks that were formerly done purely manually or with the help of investment-intensive specific devices can be performed more efficiently and/or at a lower cost and with reduced errors. Despite their advantages, smart devices have limitations because embedded sensors (e.g., accelerometers) and components (e.g., cameras) are usually designed for nonindustrial use. Hence, validation experiments and case studies for industrial applications are needed to ensure the reliability of app usage. In this study, a systematic literature review was employed to identify the state of knowledge about the use of mobile apps in production and logistics management. The results show how apps can support human centricity based on the enabling technologies and components of smart devices. An outlook for future research and applications is provided, including the need for proper validation studies to ensure the diversity and reliability of apps and more research on psychosocial aspects of human-technology interaction

Advancements in combining electronic animal identification and augmented reality technologies in digital livestock farming

Modern livestock farm technologies allow operators to have access to a multitude of data thanks to the high number of mobile and fixed sensors available on both the livestock farming machinery and the animals. These data can be consulted via PC, tablet, and smartphone, which must be handheld by the operators, leading to an increase in the time needed for on-field activities. In this scenario, the use of augmented reality smart glasses could allow the visualization of data directly in the field, providing for a hands-free environment for the operator to work. Nevertheless, to visualize specific animal information, a connection between the augmented reality smart glasses and electronic animal identification is needed. Therefore, the main objective of this study was to develop and test a wearable framework, called SmartGlove that is able to link RFID animal tags and augmented reality smart glasses via a Bluetooth connection, allowing the visualization of specific animal data directly in the field. Moreover, another objective of the study was to compare different levels of augmented reality technologies (assisted reality vs. mixed reality) to assess the most suitable solution for livestock management scenarios. For this reason, the developed framework and the related augmented reality smart glasses applications were tested in the laboratory and in the field. Furthermore, the stakeholders’ point of view was analyzed using two standard questionnaires, the NASA-Task Load Index and the IBM-Post Study System Usability Questionnaire. The outcomes of the laboratory tests underlined promising results regarding the operating performances of the developed framework, showing no significant differences if compared to a commercial RFID reader. During the on-field trial, all the tested systems were capable of performing the task in a short time frame. Furthermore, the operators underlined the advantages of using the SmartGlove system coupled with the augmented reality smart glasses for the direct on-field visualization of animal data

Learning Buckets: Helping Teachers Introduce Flexibility in the Management of Learning Artifacts Across Spaces

Producción Científicaechnology offers rich opportunities for learning across different physical and virtual spaces. However, most of current across-spaces proposals are either highly teacher-centered, inflexible in the students’ self-management of learning artifacts during the enactment, or allow the teacher little/no control of such students’ management of artifacts. Moreover, these proposals tend to be disconnected from the practices and tools that are usual in the classroom. How can we achieve a middle ground between keeping the teacher in control of across-spaces situations and, at the same time, providing students with a degree of flexibility to manage learning artifacts? Aiming to address such challenge we propose the notion of learning bucket, and the Bucket-Server, a system implementing such notion. A learning bucket is a container of learning artifacts which are generated and/or accessed across-spaces by the students during the enactment, according to constraints configured by teachers at design time. The responsive evaluation conducted, based on a feature analysis and a pilot study with experts, suggests that learning buckets can help evolve from teacher- to student-centered approaches, while maintaining the teacher in control of students’ actions. The evaluation also indicates that the Bucket-Server surpasses the support provided by alternative proposals to across-spaces learning.Ministerio de Economía, Industria y Competitividad (Project TIN2014- 53199-C3-2- R)Junta de Castilla y León (programa de apoyo a proyectos de investigación – Ref. VA277U14

Digital-Twins towards Cyber-Physical Systems: A Brief Survey

Cyber-Physical Systems (CPS) are integrations of computation and physical processes. Physical processes are monitored and controlled by embedded computers and networks, which frequently have feedback loops where physical processes affect computations and vice versa. To ease the analysis of a system, the costly physical plants can be replaced by the high-fidelity virtual models that provide a framework for Digital-Twins (DT). This paper aims to briefly review the state-of-the-art and recent developments in DT and CPS. Three main components in CPS, including communication, control, and computation, are reviewed. Besides, the main tools and methodologies required for implementing practical DT are discussed by following the main applications of DT in the fourth industrial revolution through aspects of smart manufacturing, sixth wireless generation (6G), health, production, energy, and so on. Finally, the main limitations and ideas for future remarks are talked about followed by a short guideline for real-world application of DT towards CPS

Knowledge Management As an Economic Development Strategy

The United States is shifting to an information economy. Productive capability is no longer completely dependent on capital and equipment; information and knowledge assets are increasingly important. The result is a new challenge to the practice of local economic development. In this information economy, success comes from harnessing the information and knowledge assets of a community and from helping local businesses succeed in the new environment. Knowledge Management (KM) can provide the tools to help economic development practitioners accomplish that task. KM is a set of techniques and tools to uncover and utilize information and knowledge assets -- especially tacit knowledge. Economic development organizations can use KM tools to enhance external communications of local companies including marketing and to promote internal communications within local businesses and help companies capture tacit knowledge. More importantly, they can use those tools to uncover and develop local intellectual assets, including helping develop information products, and helping identify entrepreneurial and business opportunities. KM tools are also useful in developing local economic clusters. Finally, these tools can be used to enhance external knowledge sharing among the economic development community and to capture and share tacit knowledge within an economic development organization