Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Csedu2018 keynote saliah-hassane_final

114 views

Published on

Invited Keynote Speech at 2018 Computer Supported Education
Bio and Abstract at: http://www.csedu.org/KeynoteSpeakers.aspx?y=2018

Published in: Education
  • Be the first to comment

  • Be the first to like this

Csedu2018 keynote saliah-hassane_final

  1. 1. Standardization of Online Laboratories Why and How? Hamadou Saliah-Hassane Professor TELUQ University Science and Technology Department Chair of the IEEE-SA P1876 Working Group hsaliah@ieee.org
  2. 2. IEEE SA P1876 Working Group Chair: Hamadou Saliah-Hassane Editorial board: John Shokley, Hamadou Saliah-Hassane, Denis Gillet, Miguel Rodriguez Artacho, Pablo Orduña, Janusz Zalewski hsaliah@ieee.org https://ieee-sa.centraldesktop.com/1876public/ http://sites.ieee.org/sagroups-edusc/ Networked Smart Learning Objects for Online Laboratories
  3. 3. IEEE SA P1876™ Working Group Contributors to this presentation: Hamadou Saliah-Hassane • Denis Gillet (EPFL), John Shockley (ARM), Manuel Castro (UNED), Luis Felipe Zapata (FAU), Miguel Rodriguez Artacho (UNED), Lucas Mellos Carlos (UFSC), Zuzana Fabusova (Quanser). Wissam Halimi (EPLF), Maria-Larondo Petrie (FAU), Christopje Salzmann (EPFL), Elio San Cristobal (UNED). Pedro Preredes (UNED), José Pedro Schardosim Simão, João Paulo Cardoso de Lima, Gustavo Alves, Juarez Bento Silva and João Bosco da Mota Alveshttp://sites.ieee.org/sagroups-edusc/ Networked Smart Learning Objects for Online Laboratories
  4. 4. IEEE SA P1876 Working Group Member PROFILES (Groups & Consortiums) • PROLEARN: European Project in the framework of FP7 • Interoperability for searching Learning Object Repositories: The ProLearn Query Language – Metadata for Learning Object • GOLC: Global Online Laboratory Consortium (2009 -) -"The mission of the consortium is the creation of sharable, online experimental environments which increase the educational and scientific value of learning which may not be accessible, scalable or efficient through traditional methods.“ • http://www.online-engineering.org/GOLC_about.php - The International Association of Online Engineering (IAOE) – Development of Online Engineering • LiLa: Library of Labs; an initiative of eight universities and three enterprises, for the mutual exchange of and access to Online Labs Networked Smart Learning Objects for Online Laboratories
  5. 5. IEEE SA P1876 Working Group Member PROFILES (Groups & Consortiums) • LORNET: Pan Canadian Project Founded by NSERC • Interoperability of Learning Object – LO Repositories – TELOS – Instructional Design Software - Online Labs integration for Distance Education and Research • Go-Lab: Lab by Experience - “The Go-Lab project aims to encourage young people to engage in science topics, acquire scientific inquiry skills, and experience the culture of doing science by undertaking active guided experimentation”; http://www.go-lab-project.eu/ • RexLab: Remote Experimental Lab – (1997 -) the Remote at the Federal University of Santa Catarina in Brazil (UFSC) http://rexlab.ufsc.br/en/ Networked Smart Learning Objects for Online Laboratories
  6. 6. IEEE SA P1876 Working Group Member PROFILES (Services, Software & Hardware) Individual members of the group use products and services they developed or mutally developed by their partners in our choosen approach of Research & Development of the P1876™ Draft. iLab – Shared Architecture (ISA) - First developed at MIT VISIR –Virtual Instrument Systems in Reality - First developed at Blekinge Institute of Technology http://openlabs.bth.se/ WebLab Deusto – Labsland - http://weblab.deusto.es/website/ GRAASP – Developed at École Polytechnique Fédérale de Lausanne - http://graasp.eu/ Insdustrial Partners: ARM: https://www.arm.com/research-education/university ; NI: ni.com; MathWorks™… & Cloud Software Providers Networked Smart Learning Objects for Online Laboratories
  7. 7. Online Laboratory Concept
  8. 8. SERVER X Y Z TP #1.1 PXI Controler Observers Teams Remote Participants PXI Instruments: Multimeter, Switches, Generator, Power Supply, Oscilloscope Data Acquisition, GPIB- Enet or USB- Ethernet Cards ColLaboratory Concept
  9. 9. Example: Remote Access to Scientific Instruments: A Wind Tunnel Remotely Controlled
  10. 10. 10 Example : Engineering Control System Remote Laboratory ; Set of Experiments
  11. 11. 11 Example : Engineering Control System Laboratory: Experimental Results
  12. 12. 12 Example : Engineering Control System Laboratory: Experimental Results
  13. 13. Smart Adaptive Remote Laboratories Basic Use Cases
  14. 14. Online Laboratories accessible through e-Books (forwarding action to e-books’ LRS).
  15. 15. Blinking and dimming LED (demo experiment)
  16. 16. Traffic cross light demo experiment (Programming activities)
  17. 17. Traffic cross light demo experiment (Circuit Design Activities)
  18. 18. Block.ino: Online Programing An Embedded System – RExLab (UFSC) in Brazil
  19. 19. © 2016 Quanser “What remote labs can do for you?” L. de la Torre, J.P. Sanchez, S. Dormido, National Distance Education University, Spain Physics Today, April 2016 Remote Lab with Heatflow experiment With augmented reality
  20. 20. © 2016 Quanser Quanser AERO and its Virtual Twin Reconfigurable dual-rotor aerospace experiment • 1 DOF attitude control • 2 DOF helicopter • Half-quadrotor DC motor with encoder IMU with accelerometer and gyroscope Slipring Yaw and pitch encoders Built-in DAQ and amplifier
  21. 21. © 2016 Quanser Quanser AERO and its Virtual Twin
  22. 22. Lab@Home Concept – Mobile labs
  23. 23. Lab@Home • Students access and manipulate the labs, create laboratory in order to share devices and interact with other users during the experimentation process. The workspaces are created by the own students, who can also edit information and add other members. • Among the functionalities available in the collaboratories are user management (user status, adding and removing), file sharing, chat room and tasks management (creating, assigning, completing and due to).
  24. 24. Lab@Home • The collaboratories can also be created from project templates defined by teachers, with specific tasks and files. • A specific interface for the laboratory can also be defined by the teacher in the project creation, so in an assignment, for example, all students in a course can have the same resources.
  25. 25. Example of Mobile Laboratory Infrastructure Mini-robots (Autonomous or Robots Arms) Internet C3230 Mobile Router WMIC = WiFi Bridge Fast Ethernet Switch WiFi Access Point Bluetooth Access Point C3230ENC- 1WMIC-K9V01 CONSOLE 10/100 BASE T 12/24 VDC 6A MAX ETHINPUT AUX LINK ACT --- LINK LINK LINK ACT ACT ACT0 1 2 3 OUTPUT ---5DVC 0.2A MAX LINK ACT OK Command /Supervision Supervision/ Data Acquisition Cellular Phone With bluetooth= GPRS Modem PAN WLAN Sensor Networks (temperature, acceleration, etc.) ONLINE LABORATORY Cellular Network with Mobile Internet Access Public / Private WiFi VerticalRelayed/Transmitted Information NGOM, Ibrahima; Saliah-Hassane, Hamadou; and Lishou, Claude, "Mobile Laboratory Model for Next-Generation Heterogeneous Wireless Systems," In Robotics: Concepts, Methodologies, Tools, and Applications. IGI Global, 2014, Pp. 1644-1661. doi:10.4018/978-1-4666-4607-0.ch080.
  26. 26. Mobile laboratories as an alternative to conventional remote laboratories Hamadou Saliah-Hassane, José Pedro Schardosim Simão, João Paulo Cardoso de Lima, Gustavo Alves, Juarez Bento Silva and João Bosco da Mota Alves LACCEI 2017 – The OAS Summit of Engineering for the Americas
  27. 27. • The concept around mobile laboratories has been explored for quite some time now, and interpreted in different ways by researchers. • One of the recurring approaches is associated with the traditional conception of remote experimentation, making use of mobile devices to access and manipulate labs in different locations through the internet. • On the other hand, the idea we have of mobile labs is more related to the device under control being mobile, and hosted by the student. Mobile Laboratories
  28. 28. Experimentation in Online Environments • Depending on the experiment’s location and nature (how real or virtual it is), online labs are usually classified as virtual, remote or hybrid laboratories
  29. 29.  Sharing Resources • Lab Equipment (affordance) • Managers /Teachers / Lab Tutors / Facilitators • Students /Learners • Contents and Learning Scenarios  Collaborative Learning / Teaching / Flippled Classrooms/ Pedagogical Sound • Delivery Environments (Moodle, WebCT, Sakaï etc) • Communication Tools: Knowledge Modelers, White Boards, Email, Chat etc.  Federation – Brokerage of Online Labs • Networking – Security – Management – Pedagocical needs • Cyber physical Systems – Online or Networked Embedded Systems – Complex Systems – Interoperability – Compliance (manufacturers) Why a Standard for Online Laboratories for Education
  30. 30. IEEE Standard Development Process Flow Study Group / Industry? Connection Initiative? Project Authorization Request PAR
  31. 31. IEEE Standard Development Life Cycle https://standards.ieee.org/develop/index.html
  32. 32. IEEE Standard Development Life Cycle P1876™ is Sponsored by IEEE Education Society since 2011 Individual vs Entity
  33. 33. IEEE Standard Development Life Cycle (2) Stakeholders Observers Contributors Drivers-Leaders Policies and Proceedures (P&P)
  34. 34. IEEE Standard Development Life Cycle (3) • Volunteers collaborative 1st draft • Editorial Board • Frequent online and face to face meetings & Workshops • Editor in Chief from ARM https://standards.ieee.org/develop/index.html
  35. 35. Scope of P1876™ Standard
  36. 36. Scope of P1876™ The standard defines methods for storing and retrieving learning objects for online laboratories. The standard will also define methods for linking learning objects to design and implement smart learning environments for remote online laboratories. These objects are, for example, interfaces for devices connected to user computers over computers networks and the devices themselves. They are also learning scenarios or collaboration tools for communications necessary to conduct an activity of practical online laboratory work; to design and implement mechanisms that make smart learning environment formed by the ad hoc aggregation of learning objects taking into account the pedagogical context for their use.
  37. 37. User Interfaces as Services • Widget approach (Opensocial applications) • Based on Interchageable Virtual Instrument (IVI) specification
  38. 38. Distributed Instruments and Documents Stored in a PALOMA Repository Online Laboratory Repositories - Metadata
  39. 39. User Interfaces as Services • Widget approach (Opensocial aplications) • Based on IVI specification Spectrum Analyser Server (Service Web) Agilent Spectrum Analyser E4411B VISA-COM, IntuiLink & Other Socket Shared Variables SOAP Network Interfaces to access to the instrument Server Dynamic interaction with the instrument APIs Access to the Instrument Real Device Internet Protocol Spectrum Analyser Clients (Java Applets Java hosted in web page, Scripts de Web Server Scripts, Standard Windows Applications, Applications for PDA) TELOS Connector User Interfaces
  40. 40. Pedagogical scenario Content model Learning strategy model Media model Delivery model Knowledge & Competencies Activities (processes) performed by actors Form of resources Management & services Remote Web services Local Web services Invoke BPEL Monitor Translate Collaborative Scenarios – Learning / Work / Research TELOS Scenario Editor Plays same role as BPEL
  41. 41. Laboratory Typology Local lab: physical location that accommodates users while allowing them to perform their tasks using equipment or not. The equipment is often referred to as the experiment (the object of experimentation). The place may be designated a room or a natural environment.
  42. 42. Laboratory Typology (cont) Distributed interactive simulations: it carries clusters of networked computers to provide users with a learning environment otherwise unattainable in a context of self- study using a single computer. Here, the simulation can represent systems to predict their behavior in various contexts of use. In general, interactive simulations, design, analysis and visualization assisted by computers go together.
  43. 43. Laboratory Typology (cont) Virtual Lab: modular experimental simulations of scenarios designed to be implemented from one or more computers. Mathematical models are put to work to get as close to the credibility of simulations representing theoretical concepts or real devices. In some cases, it is not possible to simulate scenarios and experimental behavior of real devices. This is where mathematical models are too complex, lack of availability of computing power or when the computer processing time is long. We then use the remote laboratory
  44. 44. Laboratory Typology (Cont) Remote laboratory: a set of network-connected physical devices that can be observed and controlled at distance over computer networks. It makes posible collaborative experiments by interacting with real devices that are either instruments and / or remote real mechanisms. A physical object remotely accessible and being the focus of the observation and / or the experimentation
  45. 45. New Trends: Mobile Laboratories • By using mobile laboratories in collaborative scenarios, multiple groups are able to perform the same experiment at the same time, users can pause sessions and resume at any time without resetting the lab or waiting for other users. • In order to develop a common application layer for mobile laboratories, compatible with different rigs and clients. • The model Lab as a Service (LaaS) proposes that online laboratories be delivered as a service able to exchange and use information from different systems and services.
  46. 46. New Trende: Mobile Laboratories • By using mobile laboratories in collaborative scenarios, multiple groups are able to perform the same experiment at the same time, users can pause sessions and resume at any time without resetting the lab or waiting for other users. • In order to develop a common application layer for mobile laboratories, compatible with different rigs and clients. • The model Lab as a Service (LaaS) proposes that online laboratories be delivered as a service able to exchange and use information from different systems and services.
  47. 47. New Tools: Assessing Learning Experience in Mobile Labs • Assessing students’ learning outcome is crucial when performing laboratory activities in online environments. • In the mobile labs scenario, where the learning experience is student-centered, the teacher needs feedback in order to determine if the experiment had the expected outcome and if the students learned the skills necessary in that scenario. • Assessment is also a problem when using labs in large courses or MOOCs, requiring considerable effort and time from teachers and tutors.
  48. 48. Assessing Student’s Learning Experience In Mobile Labs • The use of Experience API (xAPI), previously known as TinCan API, enables the easy discovery of learning behavior by making possible the formalization, storage and retrieval of learning experiences • A learning experience in xAPI is tracked and formatted into a statement, in which an actor performed an action in an object (actor + verb + activity + additional properties). • This statement is then stored in a Learning Record Store (LRS), from where it can be posteriorly retrieved and analyzed.
  49. 49. Solution Prototype • The proposed solution is composed by four main components: Smart Device, Lab Gateway, Learning Record Store (LRS), using a Lab@Home Concept, a collaborative learning environment (aggregation of required components).
  50. 50. Work in Progress on the Standardization of Online Laboratories for Education eMadrid Session www.emadridnet.org 26-Nov-2015 REV Conference, Madrid Miguel R. Artacho miguel@lsi.uned.es
  51. 51. Online laboratories: context
  52. 52. Educational Perspective Laboratory as a Service Laboratory as an Educational Resource
  53. 53. Standardization Layers Learning environments or learning object repositories Interactive Open Educational Lab (OEL) Lab as an OER (LaaO) Smart Device Lab as a Service (LaaS) Courses Scenarios Activities Support material, Personalized, user interfaces, task sequences, paths Standard: MLR extension xAPI extension Standard: Service metadata Services Protocols Online Lab = Object Actions Traces Sensor Data State log Knowledge Learning outcome Layer 1 Embedded Things Layer 2 Embedded pedagogy Apparatus, sensors, actuators, instruments, controllers, embedded server computer or microcontroller User prefs Context LTI Configuration Actuator data
  54. 54. Educational Perspective Laboratory as a Service Laboratory as an Educational Resource
  55. 55. Laboratory as a Service (LaaS) Metadata • General information on the online lab, including its name, description or contact information. • List of APIs to access the services (i.e., actuators service). • The authorization mechanisms, to allow access to the described services only by the granted users. • The concurrent access mechanisms, to manage multiple access at the same time to the same resource
  56. 56. Laboratory as a Service (LaaS) Functionalities • Authentication functionality • Self and known state functionality • Security and local control • Logging and alarms Protocols • HTTP (to get metadata) • WebSocket (for interaction with the online lab)
  57. 57. The Learning Object model and the Online Laboratories • In the e-learning arena, online laboratories could be linked with the general concept of learning activity: “any activities of an individual organized with the intention to improve his/her knowledge, skills and competence”. • There are standards and specifications that cover the interoperability of a subset of the following specific features of the learning objects: • Description and tagging: metadata; • Content structuring and packaging; • Communication; • Sequencing; • Learning tools and services interoperability; • Learning Design.
  58. 58. Metadata • Services (Operational) Operational metadata for services and functionalities • Resources (Educational) –Description Consider Metadata for Learning Repository (MLR) as metadata schema --> + extensions –Interoperability • Outcomes xAPI1 LRS statements 1 © U.S. Government © Advanced Disdtributed Learning (ADL)
  59. 59. xAPI Learner Experience Learning activity described using ADL Training and Learning Architecture (TLA) Student activity stored in LRS (Learning Record Store) LRS and LMS communicate through API called eXperience API (xAPI) http://sites.ieee.org/sagroups-ltsc/ https://www.tagxapi.org/
  60. 60. ONLINE LABS SMART DEVICES TRADITIONAL LABS USER INTERFACE Layer1 Layer 2 (Common part to all) VIRTUAL OBJECTS
  61. 61. Embedded lab in LMS (layer 3) LMS Online lab LRS (Call via URL) xAPI statements xAPI statements (CMI5 spec, in progress)
  62. 62. xAPI The Remote Laboratory Management System uses the LRS to store the collected data. The information is sent in a statement including: actor, verb and object. Actors defined for the prototype are: • Student A • Student B The basic verbs (using ADL Verbs) reported for the lab are: • Logged-in • Logged-out • Interacted Objects: • Pole, LED0, LED1, LED2, Reset) • Python Code • LAB X Activity Y
  63. 63. xAPI Statement Example for logging and interaction reporting
  64. 64. Online Laboratories accessible through e-Books (forwarding action to e-books’ LRS).
  65. 65. Prototype of a On-line Laboratories Platform (Implementing xAPI and integrated with VLE’s)
  66. 66. Prototype of a On-line Laboratories Platform (Implementing xAPI and integrated with VLE’s)
  67. 67. Prototype of a On-line Laboratories Platform (Implementing xAPI and integrated with VLE’s)
  68. 68. Blinking and dimming LED (demo experiment)
  69. 69. Basketball game demo experiment (Hybrid lab Activities integrating the use of the student lab kit to count point of the game)
  70. 70. IEEE-SA Industry Connection Initiative The IC program offers an efficient, economical environment for building consensus and producing shared results. Industry Connections empowers groups with a customizable menu of IEEE and IEEE-SA resources to produce "fast-track" content and deliverables such as: Proposals for standards • White papers • Peer-reviewed guides and position papers • Conferences, workshops and other events • Databases and registration services • Software, tools and web services • Other jointly developed results
  71. 71. IEEE SA P1876™ Industry Collaboration http://standards.ieee.org/develop/indconn/ Networked Smart Learning Objects for Online Laboratories The IEEE Standards Association (IEEE-SA) Industry Connections (IC) program helps incubate new standards and related products and services by facilitating collaboration among organizations and individuals as they hone and refine their thinking on rapidly changing technologies.
  72. 72. Standardization of Online Laboratories Why and How? Hamadou Saliah-Hassane Professor TELUQ University Science and Technology Department Chair of the IEEE-SA P1876 Working Group hsaliah@ieee.org

×