An IoT remote lab for seismic monitoring in a programming course

Guerra, Hélia; Garcia, Arturo; Gomes, Luís Mendes; Cardoso, Alberto

doi:10.1109/expat.2017.7984361

Cited by 7 publications

(2 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The same thing has been done by Kalashnikov et al (2017) with the addition of cameras and communication devices by telemetry and IoT so that the implementation of remote practicum in the laboratory can be carried out. Another benefit of using IoT in remote practicum is that it can trigger students to actively participate in the process of creating their own IoT projects, increase student motivation and encourage them to learn and solve problems from the outside world (Guerra et al, 2017). The experiment conducted by Idhar et al (2021) with the IoT trainer can also be carried out in the laboratory by implementing an application interface to give commands to devices connected to the internet in the trainer.…”

Section: Discussionmentioning

confidence: 99%

Analysis of needs for the development of trainer sensor and transducer learning media based on Internet of Things (IoT)

Purnamawati

Akil

Nuridayanti

2021

jpv

View full text Add to dashboard Cite

The purpose of this study was to analyze the needs of students and teachers in developing a learning media in the form of a trainer to support the Sensor and Transducer practicum process during the Covid-19 pandemic. This type of research is quantitative research with descriptive statistical analysis techniques. Data were collected through questionnaires distributed online to 75 respondents, including productive Electronic Engineering and Electrical Engineering teachers at SMKN 2 and SMKN 10 Makassar and their students. In addition, there were also respondents from Electronic Engineering students at the two schools. This study indicates that the condition of facilities and infrastructure in schools is in the high category with a percentage of 64%, learning conditions during the Covid-19 pandemic based on data from respondents are in the medium category with a percentage of 67%. The level of need for IoT-based sensor trainer learning media to support distance learning at SMKN 2 Makassar and SMK Negeri 10 Makassar is in the high category with a percentage of 72%. Based on this value, it can be concluded that practicum facilities are needed in the form of IoT-based sensors and transducer trainers that can be used as alternative learning during the Covid-19 pandemic. It is hoped that the teachers can adjust learning tools according to pandemic conditions so that the implementation of the learning process can run smoothly.

show abstract

Section: Discussionmentioning

confidence: 99%

Analysis of needs for the development of trainer sensor and transducer learning media based on Internet of Things (IoT)

Purnamawati

Akil

Nuridayanti

2021

jpv

View full text Add to dashboard Cite

show abstract

“…Analyzing the literature, most of the educational IoT labs are for hands-on experimentation. Among those designed to experiment online out of laboratory facilities, many were just pure simulations or virtual labs [ 39 ]. An example is the work of Patil et al [ 40 ], who describe an IoT virtual lab to allow students sensing and retrieving simulated data from the cloud using Python, as part of the modeling and simulation lab.…”

Section: State Of the Artmentioning

confidence: 99%

A WoT Platform for Supporting Full-Cycle IoT Solutions from Edge to Cloud Infrastructures: A Practical Case

Vargas

Tobarra

Robles-Gómez

et al. 2020

Sensors

View full text Add to dashboard Cite

Internet of Things (IoT) learning involves the acquisition of transversal skills ranging from the development based on IoT devices and sensors (edge computing) to the connection of the devices themselves to management environments that allow the storage and processing (cloud computing) of data generated by sensors. The usual development cycle for IoT applications consists of the following three stages: stage 1 corresponds to the description of the devices and basic interaction with sensors. In stage 2, data acquired by the devices/sensors are employed by communication models from the origin edge to the management middleware in the cloud. Finally, stage 3 focuses on processing and presentation models. These models present the most relevant indicators for IoT devices and sensors. Students must acquire all the necessary skills and abilities to understand and develop these types of applications, so lecturers need an infrastructure to enable the learning of development of full IoT applications. A Web of Things (WoT) platform named Labs of Things at UNED (LoT@UNED) has been used for this goal. This paper shows the fundamentals and features of this infrastructure, and how the different phases of the full development cycle of solutions in IoT environments are implemented using LoT@UNED. The proposed system has been tested in several computer science subjects. Students can perform remote experimentation with a collaborative WoT learning environment in the cloud, including the possibility to analyze the generated data by IoT sensors.

show abstract

Work-in-Progress: Realization of IoT Lab Benches Controlled by a Raspberry Pi Accessible via the Web

Gueye,

Yade

2024

Smart Mobile Communication &Amp; Artificial Intelligence

View full text Add to dashboard Cite

An IoT remote lab for seismic monitoring in a programming course

Cited by 7 publications

References 4 publications

Analysis of needs for the development of trainer sensor and transducer learning media based on Internet of Things (IoT)

Analysis of needs for the development of trainer sensor and transducer learning media based on Internet of Things (IoT)

A WoT Platform for Supporting Full-Cycle IoT Solutions from Edge to Cloud Infrastructures: A Practical Case

Work-in-Progress: Realization of IoT Lab Benches Controlled by a Raspberry Pi Accessible via the Web

Contact Info

Product

Resources

About