Embedding remote experimentation in power engineering education
TL;DR: A new laboratory approach is described, as implemented in a virtual, Internet-based, experimentation platform, which utilizes real equipment distributed among multiple universities from which remotely located students can perform experiments.
Abstract: Engineering education by its nature is a costly program in university environments. Perhaps the most costly component is the laboratory facility, usually consisting of specialized equipment. Effective instruction of some topics in power engineering education requires experience with actual equipment, rather than small-scale replicas or simulation. In this paper, a new laboratory approach is described, as implemented in a virtual, Internet-based, experimentation platform. This virtual laboratory (VLab) utilizes real equipment distributed among multiple universities from which remotely located students can perform experiments. The software solution is a multiuser, client-server architecture developed in the LabVIEW environment. Implementation details including video, chat, archiving, and the hardware and software platforms are presented in the paper. An example presented herein is the study of current and voltage waveforms while controlling relays and low-voltage contactors. The applications have been tested with student teams enrolled in the electrical engineering department of Politehnica University of Bucharest and the power engineering program at Arizona State University.
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TL;DR: It is observed that the boundaries among the three labs are blurred in the sense that most laboratories are mediated by computers, and that the psychology of presence may be as important as technology.
Abstract: Laboratory-based courses play a critical role in scientific education. Automation is changing the nature of these laboratories, and there is a long-running debate about the value of hands-on versus simulated laboratories. In addition, the introduction of remote laboratories adds a third category to the debate. Through a review of the literature related to these labs in education, the authors draw several conclusions about the state of current research. The debate over different technologies is confounded by the use of different educational objectives as criteria for judging the laboratories: Hands-on advocates emphasize design skills, while remote lab advocates focus on conceptual understanding. We observe that the boundaries among the three labs are blurred in the sense that most laboratories are mediated by computers, and that the psychology of presence may be as important as technology. We also discuss areas for future research.
902 citations
20 May 2008
TL;DR: The Massachusetts Institute of Technology's iLab project has developed a distributed software toolkit and middleware service infrastructure to support Internet-accessible laboratories and promote their sharing among schools and universities on a worldwide scale.
Abstract: The Massachusetts Institute of Technology's iLab project has developed a distributed software toolkit and middleware service infrastructure to support Internet-accessible laboratories and promote their sharing among schools and universities on a worldwide scale. The project starts with the assumption that the faculty teaching with online labs and the faculty or academic departments that provide those labs are acting in two roles with different goals and concerns. The iLab architecture focuses on fast platform-independent lab development, scalable access for students, and efficient management for lab providers while preserving the autonomy of the faculty actually teaching the students. Over the past two years, the iLab architecture has been adopted by an increasing number of partner universities in Europe, Australia, Africa, Asia, and the United States. The iLab project has demonstrated that online laboratory use can scale to thousands of students dispersed on several continents.
415 citations
TL;DR: This review presents the first attempt to synthesize recent (post-2005) empirical studies that focus on directly comparing learning outcome achievement using traditional lab (TL; hands-on) and non-traditional lab (NTL; virtual and remote) participants as experimental groups.
Abstract: This review presents the first attempt to synthesize recent (post-2005) empirical studies that focus on directly comparing learning outcome achievement using traditional lab (TL; hands-on) and non-traditional lab (NTL; virtual and remote) participants as experimental groups. Findings suggest that most studies reviewed (n?=?50, 89%) demonstrate student learning outcome achievement is equal or higher in NTL versus TL across all learning outcome categories (knowledge and understanding, inquiry skills, practical skills, perception, analytical skills, and social and scientific communication), though the majority of studies (n?=?53, 95%) focused on outcomes related to content knowledge, with most studies (n?=?40, 71%) employing quizzes and tests as the assessment instrument. Scientific inquiry skills was the least assessed learning objective (n?=?4, 7%), and lab reports/written assignments (n?=?5, 9%) and practical exams (n?=?5, 9%) were the least common assessment instrument. The results of this review raise several important concerns and questions to be addressed by future research. Data supports equal or greater outcome achievement in virtual/remote labs vs. hands-on.A categorization tool (KIPPAS) is presented for meaningful outcome comparisons.The Knowledge and understanding (K) outcome of the KIPPAS tool is most frequently assessed.Quizzes/exams are the most frequently used tools for evaluating outcome achievement.
365 citations
TL;DR: This paper analyzes the literature on virtual and remote labs from its beginnings to 2015, identifying the most influential publications, the most researched topics, and how the interest in those topics has evolved along the way.
Abstract: Laboratory experimentation plays an essential role in engineering and scientific education. Virtual and remote labs reduce the costs associated with conventional hands-on labs due to their required equipment, space, and maintenance staff. Furthermore, they provide additional benefits such as supporting distance learning, improving lab accessibility to handicapped people, and increasing safety for dangerous experimentation. This paper analyzes the literature on virtual and remote labs from its beginnings to 2015, identifying the most influential publications, the most researched topics, and how the interest in those topics has evolved along the way. To do so, bibliographical data gathered from ISI Web of Science, Scopus and GRC2014 have been examined using two prominent bibliometric approaches: science mapping and performance analysis. Display Omitted Laboratory experimentation plays an essential role in engineering and sci-entific education.Virtual and remote labs are emerging as a valuable alternative to conven-tional hands-on labs.This paper analyzes the literature on virtual and remote labs from 1993 to 2015.4405 records retrieved from ISI Web of Science, Scopus and GRC2014 are processed.Two bibliometric approaches are applied: performance analysis and science mapping.
362 citations
Cites background from "Embedding remote experimentation in..."
...: Embedding Remote Experimentation in Power Engineering Education [101] journal 2004 50 V-LAB(1) Shin et al....
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...Thematic #Papers #Citations H-index H-core network V-LAB 723 5,101 32 [64]234, [2]173, [67]148, [71]115, [70]115, [73]111, [75]85, [79]75, [81]74, [83]69, [84]67, [85]66, [88]64, [89]63, [91]62, [94]56, [96]53, [97]52, [51]52, [98]52, [99]51, [100]51, [101]50, [102]50, [116]45, [117]44, [79]41, [118]40, [119]39, [26]37, [120]36, [121]33...
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...[101] describe a remote lab for power engineering education....
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TL;DR: Differences in lab formats led to changes in group functions across the plan-experiment-analyze process: For example, students did less face-to-face work when engaged in remote or simulated laboratories, as opposed to hands-on laboratories.
Abstract: Laboratories play a crucial role in the education of future scientists and engineers, yet there is disagreement among science and engineering educators about whether and which types of technology-enabled labs should be used. This debate could be advanced by large-scale randomized studies addressing the critical issue of whether remotely operated or simulation-based labs are as effective as the traditional hands-on lab format. The present article describes the results of a large-scale (N = 306) study comparing learning outcomes and student preferences for several different lab formats in an undergraduate engineering course. The lab formats that were evaluated included traditional hands-on labs, remotely operated labs, and simulations. Learning outcomes were assessed by a test of the specific concepts taught in each lab. These knowledge scores were as high or higher (depending on topic) after performing remote and simulated laboratories versus performing hands-on laboratories. In their responses to survey items, many students saw advantages to technology-enabled lab formats in terms of such attributes as convenience and reliability, but still expressed preference for hands-on labs. Also, differences in lab formats led to changes in group functions across the plan-experiment-analyze process: For example, students did less face-to-face work when engaged in remote or simulated laboratories, as opposed to hands-on laboratories.
226 citations
References
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TL;DR: The author set out to help design a system using the Internet that would encourage the adoption of a collaborative learning approach, now known as the Virtual-U, which provides a flexible yet well-organized framework for online, collaborative education.
Abstract: Much of the online post-secondary education available in North America and Europe has been created piecemeal. This situation arose because educators began adopting computer networking in the mid-1970s, soon after the invention of packet-switched networks (1969) and e-mail and computer conferencing (1971) for exchange of scientific information. In late 1993, the author set out to help design a system using the Internet that would encourage the adoption of a collaborative learning approach. She and her colleagues also wanted to develop embedded tools to meet the needs of both instructors and students. The goal of their system, now known as the Virtual-U (http://www.vu.vlei.com), was to provide a flexible framework to support advanced pedagogies based on active learning, collaboration, multiple perspectives, and knowledge building. With two years of field trials serving more than 8000 students and hosting 300 courses from 14 institutions, the Virtual-U provides a flexible yet well-organized framework for online, collaborative education. It brings together a multidisciplinary research team of educators, HCI specialists, engineers, computer scientists, and database and instructional designers, fulfilling the promise of integrated online learning.
148 citations
"Embedding remote experimentation in..." refers background in this paper
...Until now, we can report a significant effort expended into organizing off-campus delivery of lessons using multimedia tools [1]....
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18 May 1998
TL;DR: This paper describes a client-server architecture for the remote control of instrumentation over the Internet network that allows multi-user, multi-instruments sessions to be obtained by means of a queueing process and provides instrument locking capability.
Abstract: This paper describes a client-server architecture for the remote control of instrumentation over the Internet network. The proposed solution allows multi-user, multi-instruments sessions to be obtained by means of a queueing process and provides instrument locking capability. Client applications can be easily developed by using conventional high-level programming languages or well-assessed virtual instrumentation frameworks. Performance tests are reported, which show the low overhead due to network operations with respect to the direct control of the instruments.
104 citations
"Embedding remote experimentation in..." refers background in this paper
...Most educators have utilized Java platforms for greater portability and easier access via web browsers [5]....
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01 Jan 1999
TL;DR: The Power Engineering Education Committee sponsored panel session as mentioned in this paper gave an outline of the status of electric power system education in different countries of the world and discussed the use of advanced presentation methods, (multimedia, videos, etc.) and application of computers in power engineering education.
Abstract: The Power Engineering Education Committee sponsored panel session gives an outline of the status of electric power system education in different countries of the world. Graduate and undergraduate electrical power engineering programs typical to a particular country are described. The descriptions include the concepts of graduate and undergraduate education, typical courses and laboratory schedules, tutorials, credits or number of courses required, and types and numbers of examinations. Use of advanced presentation methods, (multimedia, videos, etc.) and application of computers in power engineering education are discussed. Trends in enrollment and markets for power engineers in the next 10 years are discussed.
36 citations
"Embedding remote experimentation in..." refers background in this paper
...The first goal of implementing such facilities into engineering curriculum is to attract students to computer-mediated learning [3], [4]....
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20 May 2003
TL;DR: This paper discusses how the use of mobile, multiagent techniques is expected to solve most of the security issues, working as well and effectively as a traditional, agent-free client-server architecture.
Abstract: Instrument calibration, though unavoidable, is extensively time and resource consuming. It often involves a distinct layer of data management and security. Since many of the available digital instruments are provided with communication interfaces, one can build a remote calibration system from the actual hardware and a computing unit with Internet connection capabilities. This paper, after showing a simple client-server architecture, discusses how the use of mobile, multiagent techniques is expected to solve most of the security issues, working as well and effectively as a traditional, agent-free client-server architecture.
27 citations
10 Dec 2000
TL;DR: In this paper, a web-based interface or toolkit has been developed for storing and executing SIMAN simulation models over the Internet, which consists of a World Wide Web interface to SIMAN and a webaccessible database for storing user models.
Abstract: The dominance of the Internet in the development of information and communication technology has made Web-based distributed solutions increasingly attractive. Apart from providing other services, the World Wide Web is being looked upon as an environment for hosting modeling and simulation applications. SIMAN is a simulation language that allows users to simulate discrete and continuous systems. In this research, a web-based interface or toolkit has been developed for storing and executing SIMAN simulation models over the Internet. This toolkit consists of a World Wide Web interface to SIMAN and a web-accessible database for storing user models. It provides users an easy-to-use environment for developing text-based simulation models using the SIMAN simulation language. It also allows users to test the functionality of a SIMAN model using the SIMAN debugger/run controller.
26 citations