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[서평]「Computer Organization and Design, The Hardware/Software Interface」

Virtual reality has existed in the realm of education for over half a century. However, its widespread adoption is still yet to occur. This is a result of a myriad of limitations to both the technologies themselves, and the costs and logistics required to deploy them. In order to gain a better understanding of what these issues are, and what it is that educators hope to gain by using these technologies in the first place, we have performed both a systematic review of the use of virtual reality in education, as well as two distinct thematic analyses. The first analysis investigated the applications and reported motivations provided by educators in academic literature for developing virtual reality educational systems, while the second investigated the reported problems associated with doing so. These analyses indicate that the majority of researchers use virtual reality to increase the intrinsic motivation of students, and refer to a narrow range of factors such as constructivist pedagogy, collaboration, and gamification in the design of their experiences. Similarly, a small number of educational areas account for the vast majority of educational virtual reality implementations identified in our analyses. Next, we introduced and compared a multitude of recent virtual reality technologies, discussing their potential to overcome several of the problems identified in our analyses, including cost, user experience and interactivity. However, these technologies are not without their own issues, thus we conclude this paper by providing several novel techniques to potentially address them, as well as potential directions for future researchers wishing to apply these emerging technologies to education.

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A systematic review of Virtual Reality in education

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Digital Design And Computer Architecture

A low-cost, polymer-based microfluidic platform is described that not only includes passive microfluidic parts, but also pumps based on an on-chip electrochemical gas generation by electrolysis. A hydrogel is used as electrolyte material, which allows a simple fabrication process by screen printing or stencil printing. Test structures were designed and fabricated to illustrate the feasibility of the approach for batch processing. Microfluidic chips including reservoirs and channel structures were fabricated by microinjection molding and used to demonstrate the movement of liquids inside microchannels by the proposed micropumps. The channel system was furthermore functionalized by a plasma surface treatment to form hydrophobic and hydrophilic areas. For sealing of the channel system, as well as for bonding the microfluidic part to glass-like sensor parts, laser-cut adhesive tapes were applied.

Polymer Lab-on-Chip systems with integrated electrochemical pumps

The key role of sustainable renewable energy technologies in facing shortage of energy supplies in Palestine: Current practice and future potential

The Erasmus+ Capacity-building in the field of higher education (CBHE) joint Asean Factori 4.0 project contribute to the design of a set of industrial automation labs with a corresponding staff training program to initiate the foundation of Center of Excellence (CE) in the field of Automation in three countries: Thailand, Laos and Cambodia. The University of Ruse contributes in the design and creation of two of the six PLC laboratories, building the planed CE, which will be distributed in 6 universities from the partner countries. The paper introduction considers the capacity building in the higher education and specification of the South-East Asia region. It presents the main project objectives and activities. The article further describes one of the benchmark parts of the planned CE for which specialists from two departments of the University of Ruse: Automation and Mechatronics Dpt. and Telecommunications Dept. are responsible. The benchmark is oriented to the sequential control of processes in automation and the use of sequential functional diagrams and Grafset diagrams. The pedagogical benchmark design was based on the Eaton-Moeller brand PLCs and will include all learning sources for an intensive training course. The hardware architecture and the necessary software of the benchmark are specified in order to meet the expected functionalities and learning outcomes and is described in the paper. The future work is presented and conclusions are made in the paper.

Innovative PLC training laboratory as a part of the Center of Excellence in the context of the ASEAN Factori 4.0 project

The Asean Factori 4.0 project aims to contribute for the enhancement of education in the field of industrial automation in 6 Asian universities from Thailand, Laos and Cambodia. Specialists from 3 EU universities from France and Bulgaria have participated in the project. A Centre of excellence consisting of 6 distributed PLC labs will be developed in the 6 Asian universities. Specialists from the University of Ruse are involved in the development of two of the six PLC labs, as well as all training resources. The main objectives and the partner consortium of the project are presented in this paper. The organisation of the intensive ten days training for the Asian staff is analysed: programme, teaching schedule and materials. The pedagogical benchmark was designed based on the Beckhoff and Eaton-Moeller brands of PLCs and includes all learning sources for an intensive training course. The hardware architecture and the necessary software of the benchmark were specified in order to meet the expected functionalities and learning outcomes and is described in the paper. The training of the Asian staff is based on practical examples and aims the acquisition of new knowledge and skills about different types of PLCs, the architecture, characteristics and methods of programming of PLCs. The training is focused on a basic technical tool for automation of technological processes and industrial networks. Conclusions and planned future work in the project are presented in the paper.

Capacity development by implementation of PLC trainings towards Industry 4.0

With the development of the modern telecommunication systems and networks many new options for providing education services have emerged. A general worldwide trend is the development of distance learning sites and virtual laboratories, which are providing state-of-the-art education in all possible areas and are coexisting with the available on-site and in-person courses and subjects. In the Internet-oriented 21st century many university students have turned to and prefer these electronic and virtual educational resources, not only as additional learning options, but also as primary means for obtaining the latest educational materials by the leading university lecturers worldwide. This process has presented one of the major challenges for the available virtual learning environments - how to make it possible for the students to access, use and work with real equipment. In this paper we present our vision for a virtual laboratory which will provide the possibility for the students to access remotely and in real time the available laboratory set of telecommunication devices. In the Introduction section of the paper we analyze the advantages and disadvantages of the available virtual learning environments. In the next Section we introduce the general conceptual model of the planned laboratory and later we present the actual structure and the organizational requirements for its implementation. The paper continues with a Section, which presents the created virtual laboratory and its capabilities, and is finalized by the Conclusions and References sections.

Designing the next generation of virtual learning environments — Virtual laboratory with remote access to real telecommunication devices

The blooming development of ICT and its implementation for the needs of the education institutions has presented a new set of challenges for both instructors and students. The introduction of many different approaches for learning, like face to face learning, e-Iearning, distance learning has presented new ways for obtaining knowledge, but has also resulted in destabilization of the general learning processes. This paper identifies the key challenges, which are the result of this rapid and inevitable implementation of the ICT technologies in education, for both the instructors and the learners. An additional investigation on the situations, which present the modern ICT services as being implemented with and without the use of the technological convergence, is also conducted. The Introduction section of the paper presents the global state of the ICT technologies for educational purposes and the four most common and widely available types of virtual learning environments. Then the common goals of ICT in education are defined, followed by the most significant advantages and disadvantages of using ICT for education. In the next Section of the paper the importance and the impact of the ICT convergence on the learning process, on the instructors and on the students are analyzed. The paper is completed by the Conclusions and the Reference sections.

ICT convergence challenges in education and their impact on both instructors and students

With expanding proliferation of embedded systems the demand for qualified engineers to design them increases. In response to raised interest many computing curricula have been subject to change in order to expand the embedded systems topics. To meet the challenges of real embedded development, the students should be trained in applying the hardware/software co-design as a key to ensure a successful final product and to reduce costs and design time. This paper presents a case study describing an undergraduate course project involving design of a simple, but realistic embedded system using hardware/software co-design approach. It demonstrates how Specification and Description Language (SDL) can be used to model the structure and behavior of the system, as well as to help the partitioning and allocation tasks in the design flow. Conclusions of the impact of using the hardware/software co-design method in the embedded system design projects on raising students’ interest and understanding are outlined.

Nina Bencheva

Papers

Innovative PLC training laboratory as a part of the Center of Excellence in the context of the ASEAN Factori 4.0 project

Capacity development by implementation of PLC trainings towards Industry 4.0

Designing the next generation of virtual learning environments — Virtual laboratory with remote access to real telecommunication devices

ICT convergence challenges in education and their impact on both instructors and students

Teaching Hardware/Software Co-design of Embedded Systems – a Case Study