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Federated Non-Traditional Practical Work for Engineering Education

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First presented in this form at NI Days Europe, Munich, 2019
Also uploaded to the 2020 Eucap Online Conference

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Federated Non-Traditional Practical Work for Engineering Education

  1. 1. Federated Non-Traditional Practical Work for Engineering Education Professor Timothy Drysdale
  2. 2. Note on slide content • This is a larger slide deck than I could have presented at EUCAP • It is from a talk I gave at NI Days Europe in Munich October 2019 (I choose this approach due to extreme operational workloads leading online exams at this time) “Breaking News”: For those that may be interested – I made a PDF exam marking system (in use by for School of Engineering exams, and default in School of Maths) • https://edin.ac/36DQWbY • https://pdf.gradex.io/ • https://github.com/timdrysdale/gradex-cli
  3. 3. The future is already here — it's just not very evenly distributed. Photo credit: Frederic Poirot timothy.drysdale@ed.ac.uk
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  5. 5. Electricity Demonstration, 18th Century is a photograph by Science Photo Library timothy.drysdale@ed.ac.uk
  6. 6. timothy.drysdale@ed.ac.uk
  7. 7. University of Giessen, founded 1607 Liebig introduced labs ca. 190 years ago Rennselaer Polytechnic Institute, founded 1824 Eaton introduced labs shortly after https://www.ucalgary.ca/uci/abroad/exchange/giessen www.lib.rpi.edu/dept/library/html/Archives/buildings/winslow.html Student feedback does lead to change! Now nearly 200 years of labs timothy.drysdale@ed.ac.uk
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  9. 9. timothy.drysdale@ed.ac.uk
  10. 10. Teaching labs created Computer- based equipment What Next ? timothy.drysdale@ed.ac.uk
  11. 11. Laboratories now … large scale, dedicated spaces ~£90M Capital 19 Labs, 50 Staff Serves 5000 students The Diamond, University of Sheffield, 2015 The CTL, University of Birmingham, 2018 ~£40M Capital 3500 UG STEM studentstimothy.drysdale@ed.ac.uk
  12. 12. 5% 20% 50% x4 x2.5 timothy.drysdale@ed.ac.uk
  13. 13. “How do we deal with this expansion [of student numbers]? How do we still engage students early on with the world of engineering? How do we show them the messiness of engineering, the political and social aspects? ... How do we do this beyond the capstone project? This type of education, the type of education we want to have, is expensive. So how do you do this for all students, large cohorts of students, without compromising on everything?” R. Graham, (2018) “The global state of the art in engineering education,” New Engineering Education Transformation, Massachusetts Institute of Technology, Cambridge, MA, USA timothy.drysdale@ed.ac.uk
  14. 14. Devil’s advocate (with love) timothy.drysdale@ed.ac.uk
  15. 15. timothy.drysdale@ed.ac.uk
  16. 16. timothy.drysdale@ed.ac.uk
  17. 17. https://www.teaching-matters-blog.ed.ac.uk/learning-to-code-in-context/ timothy.drysdale@ed.ac.uk
  18. 18. DO BOTH TRAD & NEW
  19. 19. www.youtube.com/watch?v=MSQtI9PPjok openEngineering Lab, The Open University UK
  20. 20. timothy.drysdale@ed.ac.uk
  21. 21. International & UK Awards: openEngineering/openSTEM labs • National Instruments Global Engineering Impact Award 2019 (Education) • The Guardian Teaching Excellence Award 2018 • Global Online Labs Consortium Remote Experiment Award 2018 • Times Higher Education Leadership & Management Award 2017 (Outstanding Digital Innovation)
  22. 22. timothy.drysdale@ed.ac.uk
  23. 23. Automated evaluation Authentic assessment • AI for observability 24/7 • EJ framework tolerates AI limitations • Break toxic cycle of feedback dependency timothy.drysdale@ed.ac.uk
  24. 24. Digital alternative for ALL STEM subjects: Non-traditional practical work Pedagogy Practicality Sustainability -Remote labs -Blended labs -Virtual labs -Simulations timothy.drysdale@ed.ac.uk
  25. 25. Any teacher who can be replaced by a machine, . . . should be. Photo credit: celestis.com timothy.drysdale@ed.ac.uk
  26. 26. Pedagogical approaches Quality/Benefit Human Technology timothy.drysdale@ed.ac.uk
  27. 27. T. D. Drysdale, S. Kelley, A.-M. Scott, V. Dishon, J. Scoles The University of Edinburgh Edinburgh, Scotland A. Weightman The University of Manchester Manchester, England Post—humanistic 'practices of community' for non-traditional laboratory work S. Watts The University of Bath Bath, England R. J. Lewis Cardiff University Cardiff, Wales https://github.com/timdrysdale/sefi2019 timothy.drysdale@ed.ac.uk
  28. 28. Understanding student and staff practice timothy.drysdale@ed.ac.uk
  29. 29. Should we be teaching ‘best’ (only one) practice? timothy.drysdale@ed.ac.uk
  30. 30. Traditional lab work …. timothy.drysdale@ed.ac.uk
  31. 31. What learning is like in NTPW Courtesy Jon Platek and Wikimedia Commons Exploration Surprise timothy.drysdale@ed.ac.uk
  32. 32. Photo by Franck V. on Unsplash Teacher-like functionality is inevitable timothy.drysdale@ed.ac.uk
  33. 33. “In the software-centered future, individuals and institutions won’t compete with computer programs so much as they’ll compete with each other over who can work best alongside computers.” Sonnad, N. (2014) Beautiful Twitter bots tell us what the future of automation is all about. Quartz, June 12 2014. http://qz.com/219696 From workshop on Teacherbots by Kathrin Haag, Stewart Cromar, Sian Bayne University of Edinburgh www.teacherbot.ed.ac.uk/wp-content/uploads/2016/05/Build-your-own-chatbot.pptx
  34. 34. Open-ended practice As the students move to more senior years, user interfaces should become more open-ended. For project work, activities might be programmed directly by the student and/or the data analysed in Jupyter notebooks NTPW activities Staff Students Educational Collaboration in practices of community timothy.drysdale@ed.ac.uk
  35. 35. timothy.drysdale@ed.ac.u
  36. 36. Workshop technicians + Learning Technology Developers timothy.drysdale@ed.ac.uk
  37. 37. timothy.drysdale@ed.ac.uk
  38. 38. Scale of many Scale of oneScale of some timothy.drysdale@ed.ac.uk
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  40. 40. timothy.drysdale@ed.ac.uk
  41. 41. https://github.com/timdrysdale/penduino timothy.drysdale@ed.ac.uk
  42. 42. Preview Very early prototypes! (not available after event) timothy.drysdale@ed.ac.uk
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  44. 44. Pendulum Pendulum Pendulum Edited: links removed because not available after event timothy.drysdale@ed.ac.uk
  45. 45. LabVIEW can interface to a variety of single-board platforms timothy.drysdale@ed.ac.uk
  46. 46. timothy.drysdale@ed.ac.uk
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  48. 48. timothy.drysdale@ed.ac.uk
  49. 49. Mockup developed with V. Dishon timothy.drysdale@ed.ac.uk
  50. 50. NI ELVIS III timothy.drysdale@ed.ac.uk
  51. 51. timothy.drysdale@ed.ac.uk
  52. 52. timothy.drysdale@ed.ac.uk
  53. 53. Last login: Mon Nov 18 23:26:32 2019 from 129.215.xxx.xxx xxxx@NI-ELVIS-III-03167F7E:~# df ./ -h df ./ -h Filesystem Size Used Avail Use% Mounted on ubi1:rootfs 851M 788M 59M 94% / xxxx@NI-ELVIS-III-03167F7E:~# uname -a Linux NI-ELVIS-III-03167F7E 4.9.47-rt37-ni-6.0.0f1 #1 SMP PREEMPT RT Fri Mar 2 21:16:39 CST 2018 armv7l armv7l armv7l GNU/Linux 365 MB free out of the box Python easily eats 160+ MB timothy.drysdale@ed.ac.uk
  54. 54. https://github.com/ni/NI-ELVIS-III-Python-Examples timothy.drysdale@ed.ac.uk
  55. 55. import time from nielvis import LEDs, Led with LEDs() as LED: led = Led.LED0 led_on_off = True for x in range(0, 10): LED.write(led, led_on_off) time.sleep(0.5) led_on_off = not led_on_off https://github.com/ni/NI-ELVIS-III-Python-Examples/blob/master/examples/digital/LED.py timothy.drysdale@ed.ac.uk
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  60. 60. WebRTC pain points for unattended experiments? - system complexity - connection anxiety - connection time - automated camera serving issues - moving target - non-human uses cases are edge (Been there done that, for the last lab, but not appropriate this time around) timothy.drysdale@ed.ac.uk
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  64. 64. https://github.com/timdrysdale/elviseyes <setup> async def listen(DIO): global bank, left, right, bottom, duration, lights uri = "ws://localhost:8888/ws/elvis" async with websockets.connect(uri) as websocket: while True: ok = False msg = "" message = await websocket.recv() <process message> <set outputs> reply = {"result":ok, "message": msg} await websocket.send(json.dumps(reply)) if __name__ == "__main__": # configure a DIO session with DigitalInputOutput(bank, [left, right, bottom]) as DIO: asyncio.get_event_loop().run_until_complete(listen(DIO)) asyncio — Asynchronous I/O timothy.drysdale@ed.ac.uk
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  69. 69. Stopping and starting USB camera streaming causes problems …. libv4l2: error turning on stream: No space left on device VIDIOC_STREAMON: No space left on device $ ffmpeg -f v4l2 -framerate 25 -video_size 640x480 -i /dev/video0 -f mpegts - codec:v mpeg1video -s 640x480 -b:v 1000k -bf 0 http://<somewhere> timothy.drysdale@ed.ac.uk
  70. 70. Stopping and starting usb camera streaming is rolling the dice …. libv4l2: error turning on stream: No space left on device VIDIOC_STREAMON: No space left on device https://github.com/timdrysdale/vw timothy.drysdale@ed.ac.uk
  71. 71. https://github.com/timdrysdale/vw timothy.drysdale@ed.ac.uk
  72. 72. $ GOARCH=arm $ GOARM=7 $ GOOS=linux $ go build $ scp vw-arm7 <elvis> timothy.drysdale@ed.ac.uk
  73. 73. https://github.com/timdrysdale/vw $ curl -X POST -H "Content-Type: application/json" -d '{"stream":”data", "destination": "wss://<some.relay.server>/bi/elvis", "id":"0"}' http://localhost:8888/api/destinations Streaming configuration is dynamic No business logic in the experiment Reduced deployment and maintenance burden timothy.drysdale@ed.ac.uk
  74. 74. ElvisEyesEdited: link removed because not available after event timothy.drysdale@ed.ac.uk
  75. 75. timothy.drysdale@ed.ac.uk
  76. 76. LabVIEW NXG Web Module – create web UI in familiar LabVIEW environment
  77. 77. Scale of many Scale of oneScale of some timothy.drysdale@ed.ac.uk
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  79. 79. timothy.drysdale@ed.ac.uk
  80. 80. EXTRA SLIDES
  81. 81. NTPW supporting practices of community • What then can be done in higher education to provide experience of this? • Subject knowledge has long-term relevance, and staff are authorities, so it cannot be done in the existing curriculum. • NTPW activities offer a rapid refresh and update cycle (unlike conventional laboratories), where students engage with leading edge technological concepts. • Posthuman gaze: Observe and support the behaviour of relations between the technologies, senior students, tutors, and staff when handling newer technologies/concepts before the concepts and practices around those technologies have stabilised. timothy.drysdale@ed.ac.uk

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