Implementation Of Remote Laboratory Research Articles

Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips.

The article describes the implementation of IoT technology in the teaching of microprocessor technology. The method presented in the article combines the reality and virtualization of the microprocessor technology laboratory. A created IoT monitoring device monitors the students’ microcontroller pins and sends the data to the server to which the teacher is connected via the control application. The teacher has the opportunity to monitor the development of tasks and student code of the program, where the functionality of these tasks can be verified. Thanks to the IoT remote laboratory implementation, students’ tasks during the lesson were improved. As many as 53% (n = 8) of those students who could improve their results achieved an improvement of one or up to two tasks during class. Before the IoT remote laboratory application, up to 30% (n = 6) of students could not solve any task and only 25% (n = 5) solved two tasks (full number of tasks) during the class. Before implementation, 45% (n = 9) solved one problem. After applying the IoT remote laboratory, these numbers increased significantly and up to 50% (n = 10) of students solved the full number of tasks. In contrast, only 10% (n = 2) of students did not solve any task.

Implementation of the wp@e-lab fex mooc in tenth grade students at the Liceo Integrado Fray Francisco Chacón in Sopó, Cundinamarca

At present, virtual and distance learning spaces have been developed in the search for different alternatives in the construction of experimental environments, among which e-Learning spaces and massive open and online MOOC courses stand out. The COVID-19 health emergency reflected the need to implement academic interaction activities at a distance; therefore, the educational institutions opted for the virtual and distance modality for the development of the curricula and programmatic content addressed in each of the areas of knowledge. Simulation-based virtual laboratories are one of the resilient alternatives. On the other hand, school institutions in Colombia do not have the necessary infrastructure or the financial and technology capacity for the creation of scientific laboratories. The international project World Pendulum Alliance proposes the creation of virtual learning environments, reinforcing the experimental field through the implementation of remote laboratories. For this purpose, an alliance is created between different universities in Europe and Latin America, with the aim of disseminating remote experimentation in Basic Sciences. Among the consortium of partner universities, the Universidad Nacional Abierta y a Distancia - UNAD is linked to the project and, among its dissemination activities, has created the ReEx-SDC Science Dissemination Center, led by researchers from the School of Basic Sciences, Technology and Engineering ECBTI. This article shows the results obtained from the MOOC course of the IST of the University of Lisbon at the Fray Francisco Chacón School in tenth grade students, with the objective of including remote experimentation in the tenth grade physics curriculum in the following school year.

An implementation of remote laboratory for secondary science education

AbstractThis paper reports our classroom implementation of a new remote laboratory (RL) system, which was developed by using innovative ideas and methods for applying technology‐enhanced learning to secondary school science education (Grades 7–9 or Ages 12–14). The newly developed RL system, which involves 8 remote experiments, was tested with 32 secondary school students from a local public school in order to evaluate its usability, learning, and their perception. The present study was carried out by using a mixed research method, including a questionnaire survey (open‐ended questions) and interviews. The corresponding research tools were specifically developed to collect data on students' perceptions and the implementation issues of the RL system. The survey results revealed that there was no major refinement required for the RL system, which was good enough for further adoption in secondary science education because its methods used to conduct online experiments could (a) extend/enhance the existing practices (with virtual/simulation experiments only) of e‐learning and (b) largely induce students' favourable views and perceptions in their own learning. Besides, negative comments and suggestions for improvement were purposely collected during a follow‐up period with an aim to pinpoint any ways in which the RL system and its design could be refined. They turned out to be very minor and easily fixed, and so the refined RL system is educationally suitable for use in laboratory activities and demonstrations to enhance the learning and teaching of science within and outside the secondary school environment.

Remote web-based control laboratories using embedded Linux and field-programmable gate array

In this article, the authors present a new approach based on the hardware and software architecture using embedded Linux and field-programmable gate array for implementation of remote laboratories. It combines a set of software and hardware resources in the interest of offering a multidisciplinary low-cost open platform for engineering education. Thus, the proposed approach allows students to develop low-cost and easily programmable prototypes of electrical systems control, robotics, and other embedded devices that feature Internet connectivity, Input/output, networking, and operating systems. In the proposed work, the authors present a codesign solution with flexible hardware devices, providing characteristics of multipurpose use with many experimental devices, and fully configurable graphical user interface. The physical setup and communication principles of hardware architecture are based on two types of devices: the Beaglebone running embedded Linux operating system and the field-programmable logic gate array. The graphical user interface is designed as a web page based on HTML and PHP programming languages; this allows the teachers/students to control the system easily, parameterize, and observe the behavior of the controller/system remotely.

A Flexible and Configurable Architecture for Automatic Control Remote Laboratories

In this paper, we propose a novel approach in hardware and software architecture design for implementation of remote laboratories for automatic control. In our contribution, we show the solution with flexible connectivity at back-end, providing features of multipurpose usage with different types of experimental devices, and fully configurable client side application at front-end. The physical setup and communication principles of hardware architecture are based on two types of devices: the programmable logic controllers and industrial network routers. The user interface of client application is designed as a Web page, powered by optimized JavaScript, using the sophisticated on-the-fly content generation. To prove the suitability of the architecture, we compare it with other existing approaches of remote laboratory design. We evaluate their benefits and weaknesses, especially in terms of expense, implementation difficulty, and versatility of usage. In this paper, we also show a detailed example of remote laboratory implementation based on new architecture for thermo-optical educational system and provide three other examples of developed remote laboratories. Evaluation of remote laboratory usage and its benefits is provided to demonstrate the learning value of proposed architecture in education process.

Expanding the Boundaries of the Classroom: Implementation of Remote Laboratories for Industrial Electronics Disciplines

It is apparent that implementation of practical sessions in engineering education paves the way for students to be familiar with instruments and, thus, with the industrial real world. In recent decades, the high cost and administration burdens of physical equipment have caused a significant decline in experimentation within engineering education. This situation has fostered the development and adoption of remote laboratories as a replacement. Recently, remote laboratories based on a large variety of technologies have been developed at multiple universities and adopted in industrial electronics engineering education. Furthermore, some of these laboratories are replicated at many universities. This was the commencement of a new mainstream that advocates a better remodeling of those laboratories to allow their allocation, sharing among universities, and their interoperable communication with other heterogeneous educational systems, e.g., learning management systems (LMSs). This article, on the one hand, reports on the design of the state-of-the-art remote laboratories for industrial electronics disciplines along with the cutting-edge technologies adopted. On the other hand, the article sheds light on the outstanding interoperable educational remote laboratories architectures, classifying them with regard to their exclusive features and provided services, and pointing out the limitations of each.

Remote control laboratory for DSP‐controlled induction motor drives

AbstractThis article presents an Internet‐based remote laboratory for digital signal processor (DSP)‐controlled induction motor (IM) drive. The remote experimental rig uses MATLAB/Simulink compatible dSPACE DS1104 signal processor to realize the control algorithm, current control, and PWM modulation. MATLAB Real‐Time Workshop (RTW) environment provides the real‐time operation using a PC and I/O boards and, therefore, application files required for conducting the experiment in laboratory environment can be prepared with the RTW and dSPACE real‐time interface (RTI). Also a graphical‐user interface can be designed using the dSPACE ControlDesk Developer (CDD). However, for implementation of remote laboratory, interface software between local application and remote users should be developed, since the MATLAB Web Server (MWS) does not allow online access to some hardware such as DS1104 used in this study. For this purpose, an interface using the Python code is developed for remote automation of the ControlDesk. Furthermore, server–client communication software with Delphi programming language is developed for remote implementation of the experiment. Using the user‐friendly interface, the Internet‐based remote laboratory allows the students to conduct the experiment by changing the predefined control parameters online or uploading the controller designed by the user and then to observe system responses in numerical, graphical, or video format on the remote computer. © 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 20: 702–712, 2012

Design and Implementation Issues for Modern Remote Laboratories

The design and implementation of remote laboratories present different levels of complexity according to the nature of the equipments operated by the remote laboratory, the requirements imposed on the accessing computers, the network linking the user to the laboratory, and the type of experiments the laboratory supports. This paper addresses the design and implementation of remote laboratories employing web technologies, both at the client and the server side. These types of remote laboratories are called WebLabs, and can be deployed over different networks such as the public internet, campuswide networks, or high-speed private networks. Although most published works on WebLabs focus on their functional and operational aspects, nonfunctional requirements related to security, quality of service, and federated operation of WebLabs have received little attention. This paper addresses how these requirements can be incorporated into WebLab design, and discusses the most appropriate web technologies to fulfill such requirements.

Remote Laboratories for Optical Circuits

This paper presents a remote laboratory implementation for an optical circuits course. The process from design and implementation towards assessment and continuous improvement phase is outlined. The design of the experiments involved the research on remote access technology and the investigation of best practices for an experimental setup. The first pilot implementations were used to determine the possible shortfalls during an ldquoIntroduction to an Optical Communicationsrdquo course in fall 2004 at the University of Colorado, Boulder, and an ldquoOptical Circuitsrdquo course in fall 2005 at the University of Houston, Houston, TX. After improvements, two experiments were pilot tested during spring 2006 at the University of Houston. Assessment of learning outcomes and teaching methods were performed. The remote access methods, in addition to the delivery of the class and lectures, are presented in the paper. Delivery of a class with remote laboratories and videotaped lectures are also outlined under future directions of this project.

Virtual and remote control laboratory development

This work describes Internet functions that include video file generation and real-time control as MWS (MATLAB Web server) features, which are useful for undergraduate courses. With these functions, using virtual processes, which in turn allow video animations of simulated processes, can enhance virtual laboratories. Furthermore, MWS allows the implementation of remote laboratories operating in batch mode. WinCom or any other suitable software can be used to implement online laboratories. These methodologies provide a straightforward approach for the developer of the teaching material, the control engineering lecturer, and a low-cost option for the student user.