Although augmented reality (AR) has gained much research attention in recent years, the term AR was given different meanings by varying researchers. In this article, we first provide an overview of definitions, taxonomies, and technologies of AR. We argue that viewing AR as a concept rather than a type of technology would be more productive for educators, researchers, and designers. Then we identify certain features and affordances of AR systems and applications. Yet, these compelling features may not be unique to AR applications and can be found in other technological systems or learning environments (e.g., ubiquitous and mobile learning environments). The instructional approach adopted by an AR system and the alignment among technology design, instructional approach, and learning experiences may be more important. Thus, we classify three categories of instructional approaches that emphasize the ''roles,'' ''tasks,'' and ''locations,'' and discuss what and how different categories of AR approaches may help students learn. While AR offers new learning opportunities, it also creates new challenges for educators. We outline technological, pedagogical, learning issues related to the implementation of AR in education. For example, students in AR environments may be cognitively overloaded by the large amount of information they encounter, the multiple technological devices they are required to use, and the complex tasks they have to complete. This article provides possible solutions for some of the challenges and suggests topics and issues for future research.

Current status, opportunities and challenges of augmented reality in education

Digital processing of speech signals

A communication infrastructure is an essential part to the success of the emerging smart grid. A scalable and pervasive communication infrastructure is crucial in both construction and operation of a smart grid. In this paper, we present the background and motivation of communication infrastructures in smart grid systems. We also summarize major requirements that smart grid communications must meet. From the experience of several industrial trials on smart grid with communication infrastructures, we expect that the traditional carbon fuel based power plants can cooperate with emerging distributed renewable energy such as wind, solar, etc, to reduce the carbon fuel consumption and consequent green house gas such as carbon dioxide emission. The consumers can minimize their expense on energy by adjusting their intelligent home appliance operations to avoid the peak hours and utilize the renewable energy instead. We further explore the challenges for a communication infrastructure as the part of a complex smart grid system. Since a smart grid system might have over millions of consumers and devices, the demand of its reliability and security is extremely critical. Through a communication infrastructure, a smart grid can improve power reliability and quality to eliminate electricity blackout. Security is a challenging issue since the on-going smart grid systems facing increasing vulnerabilities as more and more automation, remote monitoring/controlling and supervision entities are interconnected.

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1315&context=electricalengineeringfacpub

A Survey on Smart Grid CommunicationInfrastructures: Motivations, Requirements andChallenges

Advantages and challenges associated with augmented reality for education: A systematic review of the literature

Two previous literature review-based studies have provided important insights into mobile learning, but the issue still needs to be examined from other directions such as the distribution of research purposes. This study takes a meta-analysis approach to systematically reviewing the literature, thus providing a more comprehensive analysis and synthesis of 164 studies from 2003 to 2010. Major findings include that most studies of mobile learning focus on effectiveness, followed by mobile learning system design, and surveys and experiments were used as the primary research methods. Also, mobile phones and PDAs are currently the most widely used devices for mobile learning but these may be displaced by emerging technologies. In addition, the most highly-cited articles are found to focus on mobile learning system design, followed by system effectiveness. These findings may provide insights for researchers and educators into research trends in mobile learning.

Review of trends from mobile learning studies: A meta-analysis

This paper describes the design and development of a novel Massive Open Online Course (MOOC) on industrial electronics circuits. It is the first MOOC that, besides the usual features of these courses, includes the extensive use of a real remote laboratory dedicated to practices in electronic circuits. Although the nature of a MOOC is completely open, this course targets especially people with at least basic circuits knowledge, related with the demand on industrial sector of labour markets. As said, the core objective of the course is to learn practical competences in basic electronic circuits. This is possible by implementing the remote laboratory for electronic circuits' practices VISIR (Virtual Instrument Systems in Reality) within the MOOC to allow online, real time, delivery of such practices-which makes this MOOC a first of its kind. The paper presents the design and development of the MOOC. We show also some preliminary results in the middle of the course that is running, with more than 2200 students enrolled, during 5 months since May.

Remote electronics lab within a MOOC: Design and preliminary results

Short Description-The aim of this paper is to introduce the use of Arduino, an established tool in the development of applications and deployment of educational content, as of a course related to the introduction to robotics. Robotics requires several skills and competencies that can be easily developed with tools like Arduino. These skills and competencies are related to the areas of knowledge used for the development of robotic applications, such as computer science, electricity, electronics and mechanics. Throughout this paper we present Arduino, the resources used for the deployment of the course and the results obtained from the educational experiences carried out. The results of the educational robotics course demonstrate how children with previous experience in Scratch programming, skills and competencies with simple Crumble-based robots can continue the learning process through classroom experiences using Arduino. In this way, students can improve skills and competencies already worked with tools such as Scratch and Crumble. Another important observation from the results is that it is important to adapt the difficulty of the content to each child. Finally, it is important to combine theory and practice to include fun and intertwined tasks with the challenges of applying theory to problem solving.

Arduino as an Educational Tool to Introduce Robotics

Practical sessions are the backbone of qualification in engineering education. It leads to a better understanding and allows mastering scientific concepts and theories. The lack of the availability of practical sessions at many universities and institutions owing to the cost and the unavailability of instructors the most of the time caused a significant decline in experimentation in engineering education over the last decades. Recently, with the progress of computer-based learning, remote laboratories have been proven to be the best alternative to the traditional ones, regarding to its low cost and ubiquity. Some universities have already started to deploy remote labs in their practical sessions. This contribution compiles diverse experiences based on the deployment of the remote laboratory, Virtual Instrument Systems in Reality (VISIR), on the practices of undergraduate engineering grades at various universities within the VISIR community. It aims to show the impact of its usage on engineering education concerning the assessments of students and teachers as well.

VISIR deployment in undergraduate engineering practices

Robotics and computational thinking are ideal tools for developing science, technology, engineering and mathematics (STEM) pedagogy. A multitude of educational robotics tools have emerged in recent years. Some with a high price and great features, and others with a lower price and lower performance. There are also cost-effective options that allow you to tailor your services to tighter budgets. The presence of robots in our daily lives is becoming more and more common. Therefore, it is interesting that we are oriented to integrate robots in the different levels of our society. This workshop is focused on driving the same content across three different low-cost robotic educational tools. The first one is Scratch, interactive stories, games and animations can be programed. The second tool is Crumble, it is an easy-to-use programmable controller. Its programming interface uses a block programming language which eases its use by children aged below 14. The last but not the least is Arduino, Arduino is an open-source electronics platform based on easy-to-use hardware and software. It is a platform that incorporates a simple microcontroller and an interface development environment to create the applications to be downloaded into the board. This workshop is aimed to present the mentioned platforms as robotic educational tools for people as the first step to get into robotics world. Throughout this workshop an initiation to robotics is developed in the context of educational robotics.

Traffic lights through multiple robotic educational tools

Scratch Day is made up of a global network of events. Its main goal is to bring people together to celebrate Scratch. Scratch is a free encryption platform that can be used online and offline for children. Scratch Day events bring together young people from the Scratch community. During these meetings, attendees share projects, learn from each other and welcome newcomers. Robotics and computational thinking are ideal tools for developing science, technology, engineering and mathematics (STEM) pedagogy. Currently, innovation and motivation of students during the learning process are promoted by educational robotics tools. Robots are increasingly integrated into our society. To such an extent that robots are becoming more and more common in our everyday environment. This paper presents a workshop which is focused on two main objectives. The first one is to celebrate Scratch Day promoting Scratch locally. On the other hand, this event is aimed to present a robotic educational tool for people as the first step to get into robotics world. This workshop is aimed on those adults who want to discover what possibilities Scratch brings in the introduction to robotics. Throughout this workshop an initiation to Scratch is developed in the context of educational robotics. As the most significant results throughout the workshop, it is clearly demonstrated that Scratch is an ideal tool for children and adults with no previous programming or robotic experience to begin learning both through hands-on experiences. Throughout this work the importance of combining theory and practice is shown in order to include fun tasks intertwined with the challenges of applying theory to problem solving.

Elio Sancristobal

Papers

Remote electronics lab within a MOOC: Design and preliminary results

Arduino as an Educational Tool to Introduce Robotics

VISIR deployment in undergraduate engineering practices

Traffic lights through multiple robotic educational tools

Scratch day to introduce robotics