1. Czech technical University in Prague Computing and Information Centre Dyn LAB Promoter and Co-ordinator

2. CTUCTU overview Founded 1707 (Charles University 1348) Faculties: electrical, mechanical, civil and nuclear engineering plus architecture (chemistry, economics and agriculture now independent) About 10 000 students and 3 000 employees all over Prague Computing and Information Centre supports ICTs Web is exploited for education by enthusiasts only, but students’ access to computers and Internet is quite good

3. Our ICT exploitation in education The first true simulation software developed by us after return from the University of Waterloo, Canada 1969-70 Since then our simulation software used as a standard education tool by all electrical engineering students During seventies, fruitful collaboration with DTH Lyngby In 1985, first multidisciplinary predecessor of DYNAST with all the key features (implicit integration, semisymbolic analysis, ‘object-oriented’ hierarchical modeling...)

4. DYNAST allows for submitting dynamic-system models in the form of –sets of nonlinear algebro-differential equations in a natural textual form, and/or –block and multipole diagrams in a graphical form While the block diagrams represent equations that must be first set up manually, multipole diagrams represent configuration of real systems so that the underlying equations can be formed by a computer automatically

5. DYNAST Solver

6. Two-level control design supported by DYNAST functional level physical level Control synthesis Control design verification Controlled system Control objectives Plant to be controlled Model reduction Real-parts implementation

7. Copying lathe functional model physical model

8. From middle eighties, we organise seminars for DYNAST users from academia and industry who present their own applications Comparison 1 in EUROSIM Simulation News Europe, Nov. 1991, p.32: DYNAST 2000-times faster then MATLABDYNASTMATLAB Since 1996 DYNAST made accessible across the Internetacross the Internet In 1996 installed TopClass virtual university, upgraded, and later replaced by WebCT - DYNAST became a part of the virtual university environment

9. DYNAST on-line

10. In 1998, we have learned from Learning about Open Learning, a course given by the Institute of Computer-Based Learning, Heriot-Watt University, Edingburgh In 1999, we were invited to establish the Virtual Action Group on Multidisciplinary System Simulation, a part of the IEEE Control Systems Society TC on CACSDVirtual Action Group on Multidisciplinary System SimulationIEEE Control Systems Society TC on CACSD At the same year, we started to co-ordinate the Socrates ODL project called Rich ODL Rich ODL Since 2001, we are using learning environments developed by North Rhine-Westphalia universities within the CampusSource initiativeCampusSource

11. DynLAB - Course on dynamics of multidisciplinary and controlled systems in a virtual lab Ideas behind a Pilot Project ?

12. Critique in Future Directions in Control Education, IEEE Control Systems, Oct. 1999: Current control curriculum is exposing students to rigor math before motivating them by practical engineering issues presenting ‚textbook‘ problems carefully engineered to fit the ‚underlying‘ theory using computers to carry old exercises without exploiting the computers efficiently

13. Considerations for control education by S. D. Bencomo: Control Learning: Present and Future, in b’02 IFAC plenary paper 1Automatic control education currently has a very narrow approach... 2It is necessary to attach greater importance to all the design cycle of a control system 3Modelling and identification... are a key factor for achieving a good design...

14. Our goal in Dyn LAB stirring up interest in dynamics introduction to dynamic modelling later formulation of system equations introduction to control design design of virtual experiments for teachers

15. Target groups of Dyn LAB  young people - potential students of engineering schools  engineering students wishing to complement the traditional face-to-face courses  distance-education students at different levels of vocational study and training  practising engineers in the context of their continuing education or lifelong learning  teachers intending to innovate their courses on dynamics and control

16. Innovated curriculum in Dyn LAB unified multidisciplinary modelling of dynamic systems using dynamic diagrams hands-on training in efficient modelling and simulation of simple yet practical examples equation formulation and solving - comparing results with those of dynamic diagrams topics more advanced mathematically only after the learners are motivated sufficiently

17. Students will be supported by Web-based course on modelling and simulation keyword search engine and glossary on-line access to a simulation package collection of solved and resolvable problems on-line tutor monitoring, correcting and activating Q&As and discussion forum knowledge-sharing problem solving support

18. Examples of key graphical representations on which Dyn LAB is based virtual experiment dynamic model simulated response (a)(a)(b)(b)(c)(c)

19. Inverse pendulum experiment from Control Tutorials for MATLABControl Tutorials for MATLAB OPEN LOOP:

20. Inverse pendulum experiment Control Tutorials for MATLAB http://www.engin.umich.edu/group/ctm/

21. Inverse pendulum experiment CLOSED-LOOP CONTROL designed by client‘s Matlab and simulated by server-based Dynast across the Internet:

22. Inverse pendulum experiment Control Tutorials for MATLAB http://www.engin.umich.edu/group/ctm/

23. Cold rolling mill - a more complex model controlled across the Internet