Enabling peer-to-peer remote experimentation in distributed online remote laboratories

Remote Access Laboratories (RALs) are online platforms that allow human user interaction with physical instruments over the Internet. Usually RALs follow a client-server paradigm. Dedicated providers create and maintain experiments and corresponding educational content. In contrast, this dissertation focuses on a Peer-to-Peer (P2P) service model for RALs where users are encouraged to host experiments at their location. This approach can be seen as an example of an Internet of Things (IoT) system. A set of smart devices work together providing a cyber-physical interface for users to run experiments remotely via the Internet. The majority of traditional RAL learning activities focus on undergraduate education where hands-on experience such as building experiments, is not a major focus. In contrast this work is motivated by the need to improve Science, Technology, Engineering and Mathematics (STEM) education for school-aged children. Here physically constructing experiments forms a substantial part of the learning experience. In the proposed approach, experiments can be designed with relatively simple components such as LEGO Mindstorms or Arduinos. The user interface can be programed using SNAP!, a graphical programming tool. While the motivation for the work is educational in nature, this thesis focuses on the technical details of experiment control in an opportunistic distributed environment. P2P RAL aims to enable any two random participants in the system - one in the role of maker creating and hosting an experiment and one in the role of learner using the experiment - to establish a communication session during which the learner runs the remote experiment through the Internet without requiring a centralized experiment or service provider. The makers need to have support to create the experiment according to a common web based programing interface. Thus, the P2P approach of RALs requires an architecture that provides a set of heterogeneous tools which can be used by makers to create a wide variety of experiments. The core contribution of this dissertation is an automaton-based model (twin finite state automata) of the controller units and the controller interface of an experiment. This enables the creation of experiments based on a common platform, both in terms of software and hardware. This architecture enables further development of algorithms for evaluating and supporting the performance of users which is demonstrated through a number of algorithms. It can also ensure the safety of instruments with intelligent tools. The proposed network architecture for P2P RALs is designed to minimise latency to improve user satisfaction and learning experience. As experiment availability is limited for this approach of RALs, novel scheduling strategies are proposed. Each of these contributions has been validated through either simulations, e.g. in case of network architecture and scheduling, or test-bed implementations, in case of the intelligent tools. Three example experiments are discussed along with users' feedback on their experience of creating an experiment and using others’ experimental setup. The focus of the thesis is mainly on the design and hosting of experiments and ensuring user accessibility to them. The main contributions of this thesis are in regards to machine learning and data mining techniques applied to IoT systems in order to realize the P2P RALs system. This research has shown that a P2P architecture of RALs can provide a wide variety of experimental setups in a modular environment with high scalability. It can potentially enhance the user-learning experience while aiding the makers of experiments. It presents new aspects of learning analytics mechanisms to monitor and support users while running experiments, thus lending itself to further research. The proposed mathematical models are also applicable to other Internet of Things applications

Time scheduling in a peer-to-peer remote access laboratory for STEM education

Remote Access Laboratories (RAL) are online environments that allow users to access instruments through the Internet. Such environments enable users to control equipment and collect data without being present in the laboratory. This also means that users work in a disjoint manner and cannot co-ordinate equipment usage directly with each other, as they would do in regular on-site laboratories. Remote laboratory management systems deal with scheduling users, as most instruments cannot process multiple users' requests at the same time. Two scheduling strategies are predominantly used in RALs: time slotting and the queuing. This is straightforward in centralised, service-oriented environments, in particular, when instruments are available continuously throughout the day. In this paper, time scheduling in the context of a Distributed Peer-to-peer Remote laboratory featuring quest-based learning, is discussed. Here interaction with the entire system is organised around a set of learning activities or quests. This includes the experiments designed by users and the sharing of experiments by users. The providers of the experiments have the flexibility to put their systems online as per their capabilities. As such, the experiments availability become scarcer and must be judiciously assigned to the users who need them most

Introducing RALfie – remote access laboratories for fun, innovation and education

Remote Access laboratories are online platform for performing experiments from remote locations. Usually these systems follow a centralised client-server paradigm. This demo will present RALfie - Remote Access Laboratories for Fun, Innovation and Education that is a peer-to-peer remote access laboratory architecture where participants are both users of experiments as well as makers. The system is built upon a VPN service that allows direct access between learner and makers’ experiential rigs. A graphical programming language SNAP is the basis of programming and interfacing with the experimental rig. Apart from experiment and interfaces, quest-based learning strategy is used that presents the experiments as a set of hierarchical groups of activities or quests. This distributed design of RAL allows more hands-on experience to build any experimental setup and provides opt unities to collaborate with fellow students

Running an open MOOC on learning in laboratories

CONTEXT Teaching in laboratories plays an integral role in education. This includes both proximal as well as remote laboratories. In many instances, learning activities are designed around equipment and traditional laboratory activities. Pedagogical aspects and instructional design are often not considered or are an afterthought. PURPOSE The aim of this project was to help to address this gap by designing, implementing and facilitating an open online course on the pedagogy of using laboratory experiences in the curriculum. APPROACH The MOOC for Enhancing Laboratory Learning Outcomes (MELLO) has been designed to assist educators at all levels, from schools to universities, to improve the quality of laboratory experiences in STEM (Science, Technology, Engineering, and Mathematics) education. Experienced educators seeking to review and revise current practices or beginning educators were all welcome to participate. Based on learning theory and research literature, online course has been developed that covers constructive alignment of practical activities with the wider curriculum, learning objectives, pedagogical approaches to laboratory learning, laboratory modalities and session planning. RESULTS 120 participants from Australia and around the world took part in the course. While the participants did not work on their own laboratory activity throughout the courses (as envisaged when designing the course), participants who actively took part in the course were positive about the value of the course. CONCLUSIONS The MOOC has been capable of supporting a large number of participants including university educators around the world who use laboratory experiences and will continue to do so through future iterations of the course. Moving forward, there is scope to adapt the pedagogical approach of the course to cater for the way the participants have engaged with the material

Augmented and mixed reality features and tools for remote laboratory experiment

Augmented Reality (AR) is the process of overlaying meaningful interactive information in a live video stream for creating an enriched visual experience for users. Within Remote Access Laboratories (RAL) this enables users to gain design experience along with gaining knowledge about the particular experiment in question and potentially collaborate on design experiences. This paper focuses on the issues related to the applications of AR in RAL, the levels of AR in context of RAL and their effect on the learning tools. This paper also discusses the challenges of integrating a Natural User interface into the AR for RAL experiments. Finally it presets two example applications for AR in RAL experiment - Virtual Objects Creation and Object Identification and Tagging

Alleviating pre-service teachers’ STEM anxiety through the use of remote access laboratories

Amid calls for greater emphasis on science, technology, engineering and mathematics (STEM) in primary education, non-specialist teachers required to teach these subjects are often prone to anxiety as a consequence of their own education including only limited exposure to STEM. This paper reports on a study in which pre-service primary teachers (N=40) worked with Remote Access laboratory (RAL) activities to develop their knowledge of, and confidence with, STEM concepts. The Positive and Negative Affect Scale (PANAS) was used to measure their emotional status before and after participating in the RAL activities. Challenges in operation of the experimental equipment produced inconclusive quantitative results but analysis of qualitative data suggested that, with further development, the activities could contribute to a reduction in STEM anxiety

Features, trends and characteristics of remote access laboratory management systems

Remote Access Laboratories are being used around the globe to enable engineering students to practice practical skills and enhance their knowledge through hands-on experimentation. These facilities also increase access by allowing users to undertake experiments anywhere anytime thus offering more flexibility and mobility. Several RAL systems have successfully met these goals. However, the role of experiment designers has rarely being explored or expanded since the conception of RAL systems. Experiments are designed and put on internet by a small group of experts in their respective fields. While these systems have been successful for universities where experts and suitable environment are available, they have rarely been used in the schools; and Science, Technology, Engineering and Mathematics (STEM) education. As the pedagogical design is now seen as a critical development in the instigation of new experiments, any RAL for STEM education initiative must address pedagogical considerations from the onset. In this paper, the common attributes of the leading RAL systems are discussed and the basic denominators are identified to establish common feature that are widely implemented in RAL systems. Limitations for their use in STEM education are analysed. The paper concludes that RAL architectures need to incorporate new aspects such as the peer-to-peer access paradigm in order to become viable STEM-based education tools

Teacher perspectives of constructing remote experiments for collaboration and sharing in STEM education

Remote Access Laboratories (RAL) allow remote access to instruments for educational purposes and have been widely used in engineering education. A conceptual Peer-to-Peer (P2P) RAL is an architecture where participant(s) can be: makers who create an experiment on a STEM topic and publish them on the Internet; or learners who simply runs experiments published by others for learning purposes. The process of integrating these technologies can give STEM students hands-on experience on how to build and run experiment setups which are integral parts of STEM subjects them to collaborate with people with similar interest from large distances. This approach requires active participation from the teachers as well for guiding the STEM student participants. Purpose: The purpose of this study was to establish whether it is feasible to deploy a conceptual P2P RAL environment for STEM education where the students make their own experiment and publish it in an online environment. The focus of this trial was to abilities, perceptions and efficacy of teachers. Approach: A trial of the P2P RAL system was held with participants who were Bachelor degree students (preservice teachers) in the course EDP4130 Technology Curriculum and Pedagogy. The following sequence of activities was conducted: The users' proficiency with procedural programming in SNAP was established and the users' ability to use procedural programming to create an activity for this purpose was evaluated. Participants were as to integrate a constructed hardware robot including a controller and three actuators into one activity. As part of the activity, the pre-service teachers collaborate with each other to setup an activity and used the built activity remotely. Changes in the participants' mood as a result of engaging in this activity was evaluate using PANAS (Watson, D.1988). Results: The participant's feedback has shown that the kind of hands-on-experience done in the trials is essential and suitable for school children. All participants successfully created programs. All groups were able to create their own robot with various designs. All the participants understood that they could use this approach to demonstrate someone else's rig first, to understand the capabilities of the system before building their own. Participants indicated that a bank of example activities would considerably help their understanding of the concepts. Additionally, it was indicated that sharing of the activities with other participants was the most memorable aspect of the trial. All participants indicated that this type of activity could be done at schools but may not be suitable for homes. Conclusions: The proposed RAL approach involves using modern network and consumer robotics technology to construct scientific experiments for sharing over the Internet. Teachers in STEM education must be well prepared and trained in order to adapt this new medium of education. The chosen cohort of preservice teachers demonstrated with reported limitations that they were able to undertake these tasks and use similar activities in the classroom

Using gamification to create opportunities for engagement, collaboration and communication in a peer-to-peer environment for making and using remote access labs

The RALfie Project began in 2013 with the goal of engaging children and youth with Science, Technology, Engineering and Math learning in formal and informal settings using Remote Access Labs (RAL). A design based research approach is being used to develop and test a peer-to-peer system that incorporates gamification of the system to engage learners in collaboration and communication. The key game mechanics used are: Narrative with a group of characters who play key roles in the community; a maker approach where the participants build the RAL as opposed to expert-built rigs; communities of practice based on video game style `guilds'; tasks and activities designed as quests with opportunities for collaboration; and a reputation and achievement system to track mastery that uses points, levels and badges. An iterative approach is being used to test and refine the gamification elements and technical system that form the environment. This paper provides a summary of the theoretical educational foundations of this project; discusses design-based research as the methodology in the context of the RALfie project; and presents initial results. It includes design decisions and feedback from expert review

Merging remote laboratories and enquiry-based learning for STEM education

Practical learning activities are effective ways to increase the interest of students in Science, Technology, Engineering and Mathematics (STEM) topics. Attracting school students to STEM careers is a challenge in many parts of the world. Remote Access Laboratories (RAL) allow for offsite control of state-of-the-art science and technology experiments. Such learning activities, while mostly used in universities, can also provide additional learning opportunities in schools. Current RAL technologies are targeted at undergraduate engineering education and offer limited operational autonomy. Opportunities for collaboration and experiment design are not well supported. However, both are important components of STEM education in schools. This paper discusses how RAL can be adapted to better support enquiry based learning in the context of STEM education. The limitations of current architectures are discussed and approaches to address these are presented