Experimenting is fundamental to the training process of all scientists and engineers. While experiments have been traditionally done inside laboratories, the emergence of Information and Communication Technologies added two alternatives accessible anytime, anywhere. These two alternatives are known as virtual and remote labs, and are sometimes indistinguishably referred as online labs. Similarly to other instructional technologies, virtual and remote labs require some effort from teachers in integrating them into curricula, taking into consideration several factors that affect their adoption (i.e. cost) and their educational effectiveness (i.e. benefit). This chapter analyses these two dimensions and sustains the case where only through international cooperation it is possible to serve the large number of teachers and students involved in engineering education. It presents an example in the area of Electrical and Electronics Engineering, based on a remote lab named Virtual Instruments System in Reality, and it then describes how a number
This paper presents a novel and advanced remotely controlled laboratory for conducting Active Noise Control (ANC), acoustic and Digital Signal Processing (DSP) experiments. The laboratory facility, recently developed by Blekinge Institute of Technology (BTH) Sweden, supports remote learning through internet covering beginners level such as simple experimental measurements to advanced users and even researchers such as algorithm development and their performance evaluation on DSP. The required software development for ANC algorithms and equipment control are carried out anywhere in the world remotely from an internet-connected client PC using a standard web browser. The paper describes in detail how ANC, acoustic and DSP experiments can be performed remotely The necessary steps involved in an ANC experiment such as validity of ANC, forward path estimation and active control applied to a broad band random noise [0-200Hz] in a ventilation duct will be described in detail. The limitations and challenges such as the forward path and nonlinearities pertinent to the remote laboratory setup will be described for the guidance of the user. Based on the acoustic properties of the ventilation duct some of the possible acoustic experiments such as mode shapes analysis and standing waves analysis etc. will also be discussed in the paper
Experimental activities with real components are an essential part of all courses including or devoted to electrical and electronic circuits theory and practice. The knowledge triangle composed of hand-written exercises, simulations and traditional lab experiments has been enriched with the possibility for students to conduct real experiments over the Internet, using remote labs. This tutorial is devoted to one such remote lab named Virtual Instrument Systems in Reality (VISIR). The Global Online Laboratory Consortium (GOLC) elected VISIR as the best remote controlled laboratory in the world, at the first time this distinction was awarded. At the end of this tutorial, attendees are expected to know what is VISIR, what can (not) be done with it, who is currently using it, and how can one integrate it in a given course curriculum.
The VISIR Open Lab Platform designed at the Department of Electrical Engineering (AET), the Blekinge Institute of Technology (BTH), Sweden, is a platform for opening instructional laboratories for remote access 24/7 with preserved context. VISIR is an acronym for Virtual Instrument Systems in Reality. In VISIR laboratories, students perform physical experiments and laboratory work remotely. A unique interface gives them the feeling of “being there.” The platform software is published under a GPL license, and other universities, schools, et cetera, are invited use it to open their laboratories and to participate in further research and development. Apart from BTH, five universities in Europe have set up VISIR online laboratories for electrical experiments and the Indian Institute of Technology Madras in India will set up one soon. A VISIR community has been established. Common projects are initiated, and the sharing of learning material is being discussed. This chapter is a general introduction to VISIR and its possibilities.
The manufacturing industry are dependent of engineering expertise. Currently the ability to supply the industry with engineering graduates and staff that have an up-to-date and relevant competences might be considered as a challenge for the society. In this paper an education approach is presented where academia-industry-research institutes cooperate around the development and implementation of master level courses. The methods applied to reach the educational goals, concerning expert competence within remote diagnostics, have been on site and remote lectures given by engineering, medical and metrology experts. The pedagogical approach utilized has been flipped classroom. The main results show that academic courses developed in cooperation with industry requires flexibility, time and effort from the involved partners. The evaluation interviews indicate that student are satisfied with the courses and pedagogical approach but suggests more reconciliation meetings for course development. Labs early in the course was considered good, and division of labs at the system and the component level. However further long-term studies of evaluation of impact is necessary.
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