2. Online Laboratories and Interactive Simulations in ALNs Laboratory for Systems and Telecommunications University of Florida Haniph A. Latchman, University of Florida Denis Gillet, Swiss Federal Institute of Technology Jim Henry, University of Tennessee at Chattanooga Oscar Crisalle, University of Florida

3. Introduction F Traditional Classes are reinforced by practical experimentation F Make experimental activities available to REMOTE students –Why? –How? F Current status : Internet not deterministic, nor have reserved bandwidth University of Florida Haniph A. Latchman--

4. WEBCT Umbrella ALN (Asynchronous Learning Network) NFS Live Demos Lecture on Demand Remote Lectures - Virtual Professor Interactive simulations Shared resources - labs Education Sloan Grant Real Media UFGlobalUF MS media SUCCEED Bell South University of Florida Haniph A. Latchman--

5. The Net Effect on the Business of Education in the Cyberage Teacher Involvement Student involvement Lecture Live Demos Individual Readings Written Exercises Virtual Experiments Real Experiments Practical Projects University of Florida Haniph A. Latchman--

6. EEL6507 (Queueing Theory) Synchronized Lecture Fall 98’ Sync-PowerPoint with video INFO Menu Real Player University of Florida Haniph A. Latchman--

7. The Inverted Pendulum University of Florida Haniph A. Latchman--

8. The Model Helicopter University of Florida Haniph A. Latchman--

9. Traditional Motor Control University of Florida Haniph A. Latchman--

10. Motivation (Why the INTERNET?) The Internet is not designed to handle real-time traffic, BUT University of Florida Haniph A. Latchman-- Telepresence : “Interaction” with real equipment from a distant location Global Infrastructure Telepresence Hardware & software in broadcast A/V Interactivity to bandwidth

11. F Best approach to learning; NOT traditional classroom F Teachers realize, and implement –Laboratory scale processes –CAI(Computer Aided Instruction) tools F Especially useful in automatic control classes –Abstract concepts become real –Dynamic phenomena can be observed –Student Motivated to learn by solving real problems University of Florida Haniph A. Latchman-- Why emphasis On Experiments in Engineering?

12. Distance learning F Increasingly popular –Increasing number of Students –Decreasing allocated resources –Demand for more flexible hours –Changing life styles F History –Written materials by mail –Videotapes –WWW –ALN - Complete courses University of Florida Haniph A. Latchman--

13. Learning models enhanced by Remote Experimentation F Students’ on campus presence not required. F “Anytime” experiments, whenever student curiosity dictates, enhances learning. F Existence of distance learning facilities fosters competition among institutions. F Remote experimentation beneficial to research & industry : share expensive equipment. University of Florida Haniph A. Latchman--

14. Goals of Remote experimentation F High level of interactivity allowed F Fast system responsiveness to user inputs F User must be able to use senses of vision & hearing to perceive local system responses F Even “touch” remote process F Timely feedback of System response(actual responses may be fractions of second) F Low cost and high availability (use Internet) University of Florida Haniph A. Latchman--

15. Requirements of real time control over the Internet F Basic Components of the pendulum system Physical system, AD/DA Cards, Server, Identical display screen for Clients&Server, Network University of Florida Haniph A. Latchman-- Figure 1. Physical system

16. Requirements of real time control over the Internet(cont.) F User Interface –GUI developed with LabVIEW –Oscilloscope window - real process measurements are displayed University of Florida Haniph A. Latchman-- –Sliders(4) - representing user defined parameters –“Hand” button, for invoking perturbations analogous to local user –Additional window - sampling period connection state, etc Figure 2. Graphic User Interface

17. Requirements of real time control over the Internet(cont.) F Operation of the Remote experimentation system –Client-Server Configuration –Server : Local machine, Runs algorithm to control the experiment in real time, May use GUI like clients, Digital camera and microphone connected –Client : Network module, GUI module, Two modes of operation(Standard client or Master client) University of Florida Haniph A. Latchman--

18. Requirements of real time control over the Internet(cont.) F Managing client requests –Server waits for client access 24hours/day –Point-to-Point sessions granted according to hierarchy of client requests –User must launch client software ; request connection to server –First, client connects as STANDARD client : Audio, Video and data streams only Commands to physical system not allowed –If no client connections, server my initiate idle state University of Florida Haniph A. Latchman--

19. Requirements of real time control over the Internet(cont.) F Assigning MASTER Mode –Standard client can request Master Mode –If user permission OK, request placed in queue. –MASTER client status is assigned to only one client at a time. –MASTER client status valid for a pre-defined period of time –USER can quit Master client status & relinquish control of the experiment at any time, –Multi client session also possible : Instructor = Master client. University of Florida Haniph A. Latchman--

20. University of Florida Haniph A. Latchman-- Requirements of real time control over the Internet(cont.) F Classes of Information Streams –The Parameter Stream –The Data Stream –The Administrative Stream –The Audio/Video Stream

21. University of Florida Haniph A. Latchman-- Client Server Data stream Audio/Video stream GUIGUI Client section Parameter stream Administrative stream Lower priority compression and packet loss is allowed compression and packet loss is not allowed Hierarchy of Information streams

22. University of Florida Haniph A. Latchman-- Requirements of real time control over the Internet(cont.) F Other Requirements –Available 24 hours/day –Minimal local maintenance –Resetable to known safe state –Robust precautions to prevent physical system damages –Allow user to operate close to undesirable states –User ability to perturb the physical process

23. Overall system operation(cont.) University of Florida Haniph A. Latchman-- Figure 7. Optimal control solution.

24. Overall system operation(cont.) F Bandwidth adaptation –Same aggressiveness as TCP –Based on three network states : Unloaded, Loaded, Congested –Maximum and Minimum values defined by sender application –Maximum flow constrained only by speed at which video grabber can supply compressed images –Highly flexible –Receiver can request lower limit for max flow –Flow is a function of : packet size, packet rate University of Florida Haniph A. Latchman--

25. F Content and Priority University of Florida Haniph A. Latchman-- Figure 8. Streams priority

26. Overall system operation(cont.) F Content and Priority(cont.) –Streams transmitted through single channel –Next packet defined by priority & user factor –Available bandwidth shared between Video and Data –User can adjust u Image quality u Image rate u Ration split between data and video stream University of Florida Haniph A. Latchman--

27. Overall system operation(cont.) F Packet recovery and reordering –Lost of late packets must be recovered locally Data : If system model is known, reconstruction by simulation or discarded, depending on display progression Video: Discarded, depending on display progression Optional : User decides to record data - no packet discarded University of Florida Haniph A. Latchman--

28. Client-Server architecture University of Florida Haniph A. Latchman--

29. A Hybrid Virtual Reality/ Measurement- based system Video and virtual reality image University of Florida Haniph A. Latchman--

30. Online Laboratories and Interactive Simulations in ALNs Haniph A. Latchman, University of Florida Denis Gillet, Swiss Federal Institute of Technology Jim Henry University of Tennessee at Chattanooga Oscar Crisalle, University of Florida

31. Since 1995 Controls Engineering Chemical Engineering Mechanical Engineering

32. Since 1995 REAL EXPERIMENTS Controls, Data Retrieval Live Video, Live Audio

33. Since 1995 REAL EXPERIMENTS Controls, Data Retrieval, Live Video, Live Audio Distant students Asynchronous Experiments

34. Since 1995 REAL EXPERIMENTS Controls, Data Retrieval, Live Video, Live Audio More Distant students Asynchronous Experiments

35. Pool of typical plants of process engineering at UTC

36. International cooperation in control engineering education using online experiments: Enabling technology and learning systems Prof. Dr. H. M Schaedel University of Tennessee at Chattanooga Prof. Dr. Jim Henry

37. Online Workshop in the practical control course at FHK F SS 20002 groups of 10 students F SS 20012 groups of 10 students F SS 20024 groups of 10 students Students of the 4th semester of the Faculty IME

38. Experiment via internet and theoretical investigations F Process Modeling F Parameter Estimation F Controller Tuning From data via internet:

39. Test of the controlled circuit at UTC via the internet F Transfer of the controller tuning to the Plant at UTC F Test of the control circuit behaviour F Data transfer of the results for the controlled cicuit to FHK Setpoint change Disturbance change

40. Results F Students were fascinated by the opportunities of this type of education F they showed up very motivated F most of them repeated some of the experiments for the evaluation of the test results F way of cooperation will be extended

41. Conclusions F The internet provides new and challenging ways for international cooperation in engineering education where distances do not play any role. F Common resources can be used for the benefit of students in countries around the world. F This is an excellent way of meeting the demands of a growing globalization in the fields of engineering education.

42. Water Level in a Tank Control Classic Control Experiments

43. Water Level in a Tank Control Watch it LIVE!

44. Pressure Swing Adsorption Modern Process Experiments

45. Distillation Complex System Experiments

46. Distillation Continuously Updated Graphs of results --sharable on the web

47. Distillation Complete data files --sharable on the web

48. Comments F Asynchronous learning breeds students autonomy -- Fogler F REAL engineering experiments are available 24x7 F Provides students access to practical experiences in the subject of their study

49. Comments F Asynchronous learning breeds students autonomy -- Fogler F REAL engineering experiments are available 24x7 F Provides students access to practical experiences in the subject of their study

50. Introducing Flexibility in Traditional Engineering Education by Providing Dedicated On-line Experimentation and Tutoring Resources Dr. Denis Gillet Swiss Federal Institute of Technology, Lausanne (EPFL) & Oscar Crisalle Chemical Engineering Department University of Florida

51. Flexibility in Traditional Academic Education F Less –classroom lectures –conflicting course schedules F More –active learning & autonomy –choice for time & place –customized content & environment –personalized assistance & tutoring

52. Web-Based Supporting Resources F Lectures on demand F Online course material F Online experimentation facilities –Simulation tools: Web-based simulation –Laboratory setups: Remote experimentation F Asynchronous and synchronous assistance F Collaborative work environments

53. Ongoing Deployment Projects http://eMersion.epfl.ch F Flexible access to experimentation resources F Hands-on practice and autonomous learning F Immersion environment dedicated to Web-based experimentation F The cockpit metaphor –Planning –Observation –Action & Reaction –Analysis & Synthesis

54. Ongoing Deployment Projects http://Mentors.epfl.ch F Education modules for tutors & students F Autonomy and collaborative work F Mentoring environment and tutoring services F The eJournal metaphor –Annotation –Collaboration –Assistance –Assignment submission

55. Pilot Course in Automatic Control Traditional laboratory activities carried out in team More flexibility is needed for logistical and pedagogical reasons

56. Interaction console Annotation and collaboration space: eJournal Analysis toolkit Planning facility

57. Deployment Scenario F Preliminary training: 3-hours workshops –TA: How to carry out flexible assistance & tutoring ? –Students: How to get organized and handle autonomy ? F Laboratory course: Interactive 2-hours Web- based experimentation modules –Prelab: Mandatory preparatory activities –Labwork: Remote access to laboratory resources –Grading: Lab-test and discussions

58. Assistance & Tutoring F Kick-off –Introduction to pedagogical objectives –Learning approach and evaluation scheme –Cockpit functionalities and usage –Best practices and hints F On-demand –Office hours or on-line support (FAQ, email or phone) –Close to immediate feedback from peers or TA F Contractual –Evaluation and annotation of the prelab

59. Pilot Course Assessment F Two pilot groups –2001: Mechanical engineering students 8 / 27 –2002: Micro-engineering students 20 / 82 F Motivation of the volunteers –Management of the workload –Possibility to carry out more experiments –Access to the TA F Assessment trough questionnaires and collective interviews (debriefing)

60. Pilot Course Assessment F Collaboration between peers –Quick substitute to the TA F Interaction between TA and students –Combined technical, organizational and educational requests - Asynchronous assistance to handle F Learning process –Sustained acquisition of auto-evaluation skills F Grading scheme –Individual schedule compete with regular courses

61. Concluding Remarks F Assistance and tutoring in flexible education –Trained students and TA –Decoupled formative and normative feedback –Distributed roles between peers, TA and instructor F Experimentation resources sharing –Access: Partnerships or subsidiary companies –Resources: Web-based simulation tools, generic lab equipment and open environments –Support: Responsibility of the students’ institutions

62. Lab Resources Sharing F Distributed Laboratory –International and European networks –Enrichment by integrating new resources –Level of contribution according to the partner expertise F Lab experiments = Neutral resources –Modules, interactive exercises, lab setups, … –Same setup can be used in various contexts F Focus on environment instead of content –Support for high-level cognitive activities

63. For Further Informanton http://worldwidecontrols.org Thank you! University of Florida Haniph A. Latchman-- Contact Information latchman@list.ufl.edu jim-henry@utc.eduim-henry@utc.edu denis.gillet@epfl.ch crisalle@che.ufl.edu