This Work-in-Progress Innovate Practice Short Paper is concentrated around online teaching and learning and especially focused on the didactics in remote labs. In a remote lab, the lab equipment or instruments are geographically atanother place than the student (and/or lecturer) himself. Learning will take place through the internet. Insights from online teaching and learning help to define what is needed in the special case of teaching and learning in remote labs. Feedback and interaction remain key factors for effective learning. Typesof interaction in remote labs are: student-lecturer-, studentstudent-, student-content-, and student-interface interaction. These forms of interaction should be worked out when setting up a remote lab environment for students, taking onlineengagement into account. The purpose is to come with an overview of didactical methods for teaching- and learning in remote labs.
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Described are the results of an investigation in the appreciation of distance learning, limited to a case study with an online lab-experiment. Together with other educational institutes and companies Fontys University of Applied Sciences participated in a number of projects in which distance learning courses were developed. Some courses have been integrated in the regular curriculum. Our study was set up to get insight into the appreciation of students for this way of learning, especially concerning online lab-experiments. By using surveys and interviews after the students accomplished either a regular course or a distance learning course on the same object we tried to get a better understanding of how students used the course and appreciated it. Also we wanted to know whether an online lab-experiment is more or less effective than a regular one. Preliminary data analyses have shown that the appreciation of an online lab-experiment is dependent on a number of items, like the educational contents of the experiment itself, the way accompanying theory is presented, possibilities of doing the experiment in an alternative way, the organization around the experiment etc. It appears also that students give serious suggestions on developing other online lab-experiments.
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Covid-19 made us realize that educational practices in higher education must change AND can change. A possible solution for practicing lab work is working in a remote lab: a real lab in which students and the equipment/instruments are physically apart. The concept of printed touchless electronics was taken as the leading principle for students in the Department of Electrical Engineering of a university of applied sciences. They got the assignment to write a programming code, with which they could control a robot. This robot was supposed to draw, with conductive ink, a pattern, that could function as a printed (light) sensor. The robot was situated in the lab, the students uploaded their code from home. Via a live stream, the students could follow the movements of the robot and the pen. From a didactical perspective, the goal was to find out if the selected didactical methods: teamwork and feedback via an internet platform and working with consultation hours, had the estimated effect. An interdisciplinary team of three lecturers was composed to guide the students. Students thought that the consultation hours were very helpful. The online teamwork between the students did not work so well. In the future, students would like to have more opportunities for testing and working with the remote lab.
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Described are the results of a study that was set up to get insight into the appreciation of students for distance learning, especially concerning online lab-experiments. We wanted to know whether an online lab-experiment is more or less effective than a regular one and how it can be used in IPD-projects. Preliminary data analyses have shown that the appreciation of an online lab-experiment is dependent on a number of items, like the educational contents of the experiment itself, the way accompanying theory is presented, possibilities of doing the experiment in an alternative way, the organization around the experiment etc. It appears also that students give serious suggestions on developing other online lab-experiments and the way to use it in IPD-projects. A description is given of the web-based experiment "cube measurement", which is carried out using a remotely operated robot and image processing functions. The students' appreciation is discussed and suggestions are given on how comparable experiments can contribute to work in an IPD environment.
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Deictic gestures are gestures we make during communication to point at objects or persons. Indicative acts of directing-to guide the addressee to an object, while placing-for acts place an object for the addressee’s attention. Commonly used presentation software tools, such as PowerPoint and Keynote, offer ample support for placing-for gestures, e.g. slide transitions, progressive disclosure of list items and animations. Such presentation tools, however, do not generally offer adequate support for the directing-to indicative act (i.e. pointing gestures). In this paper we argue the value of presenting deictic gestures to a remote audience. Our research approach is threefold: identify indicative acts that are naturally produced by presenters; design tangible gestures for multi-touch surfaces that replicate the intent of those indicative acts; and design a set of graphical effects for remote viewing that best represent these indicative acts for the audience. Clinton Jorge1, Jos P. van Leeuwen2, Dennis Dams3, Jan Bouwen4 1 University of Madeira, Madeira-ITI, Funchal, Portugal; 2 The Hague University of Applied Sciences, The Hague, Netherlands; 3,4 Bell Labs, Alcatel-Lucent, Antwerp, Belgium Copyright shared between: University of Madeira, Madeira-ITI, Funchal, Portugal; The Hague University of Applied Sciences, The Hague, Netherlands; Bell Labs, Alcatel-Lucent, Antwerp, Belgium
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Relatief kleine, gespecialiseerde bedrijven in de maakindustrie hebben behoefte aan flexibele assemblageprocessen en productielogistiek. Digitalisering biedt veel mogelijkheden om productieprocessen efficiënter en duurzamer te maken, innovatieve producten te fabriceren en over te schakelen op andere businessmodellen. Dit moet dan wel werken voor kleine series en enkelstuks. ‘Kunnen wij het maken?’ verwijst naar onderliggende vragen over: ‘Hoe beheersen we risico’s in complexe maakprocessen?’, ‘Hoe werken we samen in de keten?’ en ‘Wat moeten huidige en toekomstige engineers weten over ‘Industry 4.0’ en circulaire maakindustrie?’. Bijgaand essay, in verkorte vorm uitgesproken als Intreerede, legt uit hoe de onderzoekers van Smart Sustainable Manufacturing aan de slag gaan om een antwoord te vinden op deze vragen, door middel van cocreatie met de beroepspraktijk en het onderwijs in het Re/manufacturing lab.
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The application of DC grids is gaining more attention in office applications. Especially since powering an office desk would not require a high power connection to the main AC grid but could be made sustainable using solar power and battery storage. This would result in fewer converters and further advanced grid utilization. In this paper, a sustainable desk power application is described that can be used for powering typical office appliances such as computers, lighting, and telephones. The desk will be powered by a solar panel and has a battery for energy storage. The applied DC grid includes droop control for power management and can either operate stand-alone or connected to other DC-desks to create a meshed-grid system. A dynamic DC nano-grid is made using multiple self-developed half-bridge circuit boards controlled by microcontrollers. This grid is monitored and controlled using a lightweight network protocol, allowing for online integration. Droop control is used to create dynamic power management, allowing automated control for power consumption and production. Digital control is used to regulate the power flow, and drive other applications, including batteries and solar panels. The practical demonstrative setup is a small-sized desktop with applications built into it, such as a lamp, wireless charging pad, and laptop charge point for devices up to 45W. User control is added in the form of an interactive remote wireless touch panel and power consumption is monitored and stored in the cloud. The paper includes a description of technical implementation as well as power consumption measurements.
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The project STORE&GO aims to investigate all the aspects regarding the integration of large-scale Power-to-Gas (PtG) at European level, by exploiting it as means for long term storage. One of the aspects that should be properly addressed is the beneficial impact that the integration of PtG plants may have on the electricity system.In the project framework, WP6 devoted its activities to investigate different aspects of the integration of PtG in the electricity grid, with the previous delivered reports.This deliverable focused in particular on how integrate the information about the facilities replicating the real world condition into a simulation environment. For doing this, the concept of remote Physical Hardware-in-the-Loop (PHIL) has been used and exploit.Remote simulation with physical hardware appears to be an effective means for investigating new technologies for energy transition, with the purpose of solving the issues related to the introduction of new Renewable Energy Sources (RES) into the electricity system. These solutions are making the overall energy systems to be investigated much more complex than the traditional ones, introducingnew challenges to the research. In fact:• the newly integrated technologies deal with different energy vectors and sectors, thus• requiring interoperability and multidisciplinary analysis;• the systems to be implemented often are large-scale energy systems leading to enormously complicated simulation models;• the facilities for carrying out the experiments require huge investments as well as suitable areas where to be properly installed.This may lead to the fact that a single laboratory with limited expertise, hardware/software facilities and available data has not the ability to secure satisfactory outcomes. The solution is the share of existing research infrastructures, by virtually joining different distant laboratories or facilities.This results in improvement of simulation capabilities for large-scale systems by decoupling into subsystems to be run on distant targets avoidance of replication of already existing facilities by exploiting remote hardware in the loop concept for testing of remote devices.Also confidential information of one lab, whose sharing may be either not allowed or requiring long administrative authorization procedures, can be kept confidential by simulating models locally and exchanging with the partners only proper data and simulation results through the co-simulation medium.Thanks to the realized method it is possible to real time analyse renewable devices at remotepower plants and place them in the loop of a local network simulation.The results reported show that the architecture developed is strong enough for being applied also atnew renewable power plants. This opens the possibility to use the data for research purposed, butalso to act in remote on the infrastructure in case of particular test (for example the acceptance test).
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De wereld verandert in een razend tempo. Technologische ontwikkelingen hebben een grote impact op mens en maatschappij. Het verandert niet alleen onze manier van werken maar ook onze manier van leven. Steeds meer disciplines hanteren technologie als basis om in een professionele omgeving het werk kwalitatief beter, sneller en effi ciënter uit te voeren. Digitalisering, globalisering en informatisering maakt het mogelijk om plaats- en tijdonafhankelijk te studeren en te werken. Fontys Hogescholen speelt hier op in door tal van initiatieven te ondersteunen die gericht zijn op het volgen van deze en opkomende trends rondom technologische ontwikkelingen en de impact voor het onderwijs. Met het Fontys Objexlab zetten we deze beweging door. Opkomende technologieën zoals 3D printing en Robotica maken we graag toegankelijk voor collega’s. Andere instituten kunnen hiervan gebruik maken zodat zij hun onderwijs nog aantrekkelijker en actueler kunnen maken. In het najaar van 2014 zijn we gestart met het samenbrengen van collega’s van verschillende instituten en opleidingen om enerzijds deze nieuwe technologieen te leren en te ervaren, om daarna een stap te maken in het initiëren van ideeën en plannen om met deze kennis en vaardigheden onderwijsvernieuwing gezamenlijk vorm- en inhoud te geven.
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