Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444494
T. R. Ortelt, R. Meya, Alessandra Selvaggio, S. Chatti, A. Tekkaya
In engineering courses, it is more and more important to combine theory with practice. Therefore, at the Institute of Forming Technology and Lightweight Construction of TU Dortmund University a tele-operative testing cell for material characterization was developed. This remote lab was successfully integrated to different scenarios. On the one hand, the remote lab was integrated to forming technology lectures. Thereby the lecturer configures the experiment in interaction with the students in the lecture hall. After the experiment is finished the results can be discussed face to face. On the other hand, the tele-operative testing cell becomes a part of different online learning scenarios like online courses. With this remote lab lectures and students are able to do experiments of forming technology via internet. In the following the design of the remote lab and two experiments for a live demo are described.
{"title":"Live demo of two experiments using a remote lab for forming technology","authors":"T. R. Ortelt, R. Meya, Alessandra Selvaggio, S. Chatti, A. Tekkaya","doi":"10.1109/REV.2016.7444494","DOIUrl":"https://doi.org/10.1109/REV.2016.7444494","url":null,"abstract":"In engineering courses, it is more and more important to combine theory with practice. Therefore, at the Institute of Forming Technology and Lightweight Construction of TU Dortmund University a tele-operative testing cell for material characterization was developed. This remote lab was successfully integrated to different scenarios. On the one hand, the remote lab was integrated to forming technology lectures. Thereby the lecturer configures the experiment in interaction with the students in the lecture hall. After the experiment is finished the results can be discussed face to face. On the other hand, the tele-operative testing cell becomes a part of different online learning scenarios like online courses. With this remote lab lectures and students are able to do experiments of forming technology via internet. In the following the design of the remote lab and two experiments for a live demo are described.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132697961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444517
L. F. Rivera, Maria Mercedes Larrondo-Petrie
One of the main concerns in development of remote laboratories in academic settings has been the lack of standardization in terms of technology, processes, operation and aspects related to their integration with formal educational environments. Remote laboratories are used in a variety of educational situations, for instance, when the equipment is not available in the physical laboratory, when physically laboratory space available is not sufficient to either set up the experiments or permit access to all students in the course, or when the teacher wants to provide laboratory experiences to students taking courses via distance education. Centers have been forming platforms that provide remote access to a collection of physical experiments that provide alternatives to educational institutions to reduce budgets of not only equipment purchases but also in other expenses such as: people, space, maintenance, and electricity consumption. This paper explains the different types of laboratories and hybrid combinations, and presents Unified Modeling Language (UML) models for remote laboratories in the educational context incorporating learning environments, as well as a model of the user roles that defines user interactions with remote laboratories.
{"title":"Models of remote laboratories and collaborative roles for learning environments","authors":"L. F. Rivera, Maria Mercedes Larrondo-Petrie","doi":"10.1109/REV.2016.7444517","DOIUrl":"https://doi.org/10.1109/REV.2016.7444517","url":null,"abstract":"One of the main concerns in development of remote laboratories in academic settings has been the lack of standardization in terms of technology, processes, operation and aspects related to their integration with formal educational environments. Remote laboratories are used in a variety of educational situations, for instance, when the equipment is not available in the physical laboratory, when physically laboratory space available is not sufficient to either set up the experiments or permit access to all students in the course, or when the teacher wants to provide laboratory experiences to students taking courses via distance education. Centers have been forming platforms that provide remote access to a collection of physical experiments that provide alternatives to educational institutions to reduce budgets of not only equipment purchases but also in other expenses such as: people, space, maintenance, and electricity consumption. This paper explains the different types of laboratories and hybrid combinations, and presents Unified Modeling Language (UML) models for remote laboratories in the educational context incorporating learning environments, as well as a model of the user roles that defines user interactions with remote laboratories.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"34 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116622963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444512
R. Langmann, Y. Makarova, Leandro F. Rojas-Peña, Pavlo Galkin, I. Klyuchnik, V. Voropaeva, Valerii Pozepaev, Lyubov Zinyuk, Rostislav Skrypyuk, Ivano-Frankivsk, E. Shaporina, Volodymyr Shaporin, V. Shapo, Sergii Gorb
TATU (Training in Automation Technology for Ukraine) is an EU TEMPUS IV project in the Higher Education and Society Action 2013–2016. TATU's aim is to enhance the employability of university graduates from 5 Ukrainian universities and Life Long Learning (LLL) in the field of industrial automation through the introduction of European standards of education through practical examples.
{"title":"Workshop: The TATU Lab & smart education","authors":"R. Langmann, Y. Makarova, Leandro F. Rojas-Peña, Pavlo Galkin, I. Klyuchnik, V. Voropaeva, Valerii Pozepaev, Lyubov Zinyuk, Rostislav Skrypyuk, Ivano-Frankivsk, E. Shaporina, Volodymyr Shaporin, V. Shapo, Sergii Gorb","doi":"10.1109/REV.2016.7444512","DOIUrl":"https://doi.org/10.1109/REV.2016.7444512","url":null,"abstract":"TATU (Training in Automation Technology for Ukraine) is an EU TEMPUS IV project in the Higher Education and Society Action 2013–2016. TATU's aim is to enhance the employability of university graduates from 5 Ukrainian universities and Life Long Learning (LLL) in the field of industrial automation through the introduction of European standards of education through practical examples.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121412485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444449
Felix Garcia Loro, Alejandro Macho, E. Sancristóbal, Miguel Rodriguez Artacho, G. Díaz, M. Castro
Universities and educational organizations or institutions, when designing any electronics course, trust in experimentation through laboratory practices in order to build successful cross-curricular capabilities and capacities. In electronics courses there is a need to have practical experiences, the benefits of electronics laboratory practices are widely known for professionals and necessary for any person who seeks for a broad comprehension of the real-time performance beyond the ideal modelling. Therefore, when designing any electronics course, the laboratory practices are one of the pillars on which the learning is established. Distance education has become widespread in the last decade and has fostered lifelong learning and continuing education patterns, allowing access to learning resources at any time and from everywhere. It has been possible thanks to the internet development and technologies associated with learning tools for a new teaching pedagogy. To support life-long learning and students' autonomous learning activities, remote experimentation has become a challenge in electronics courses; rather, the way the universities and educational organizations or institutions deliver remote experimentation to students in distance learning environments, has become a challenge. Nowadays, there is an extensive variety for providing theoretical contents in distance learning (videos, documents, tutorials, scaffolding activities, peer-to-peer reviews, forums, etc.) to students. These tools, by an efficiently and appropriate selection from professors and use from students, can complement or replace successfully in-person education, even they can reach some aspects that in-person education cannot achieve. Unfortunately, practical issues are not as developed as theoretical ones are. A first approach to this problem is clearly the use of simulators and virtual labs. Although, they are still a bit far from providing to student the real performance and features of equipment under real-life operation conditions. The major challenge is the provision of laboratory working online along with the theoretical contents in a massive context.
{"title":"Remote laboratories for electronics and new steps in learning process integration","authors":"Felix Garcia Loro, Alejandro Macho, E. Sancristóbal, Miguel Rodriguez Artacho, G. Díaz, M. Castro","doi":"10.1109/REV.2016.7444449","DOIUrl":"https://doi.org/10.1109/REV.2016.7444449","url":null,"abstract":"Universities and educational organizations or institutions, when designing any electronics course, trust in experimentation through laboratory practices in order to build successful cross-curricular capabilities and capacities. In electronics courses there is a need to have practical experiences, the benefits of electronics laboratory practices are widely known for professionals and necessary for any person who seeks for a broad comprehension of the real-time performance beyond the ideal modelling. Therefore, when designing any electronics course, the laboratory practices are one of the pillars on which the learning is established. Distance education has become widespread in the last decade and has fostered lifelong learning and continuing education patterns, allowing access to learning resources at any time and from everywhere. It has been possible thanks to the internet development and technologies associated with learning tools for a new teaching pedagogy. To support life-long learning and students' autonomous learning activities, remote experimentation has become a challenge in electronics courses; rather, the way the universities and educational organizations or institutions deliver remote experimentation to students in distance learning environments, has become a challenge. Nowadays, there is an extensive variety for providing theoretical contents in distance learning (videos, documents, tutorials, scaffolding activities, peer-to-peer reviews, forums, etc.) to students. These tools, by an efficiently and appropriate selection from professors and use from students, can complement or replace successfully in-person education, even they can reach some aspects that in-person education cannot achieve. Unfortunately, practical issues are not as developed as theoretical ones are. A first approach to this problem is clearly the use of simulators and virtual labs. Although, they are still a bit far from providing to student the real performance and features of equipment under real-life operation conditions. The major challenge is the provision of laboratory working online along with the theoretical contents in a massive context.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122096330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444502
A. Cardoso, Vitor Sousa, M. T. Restivo, P. Gil
Engineering courses can benefit of using remote labs to support teaching and online learning. Online experimentation represents also a very important support in engineering teaching and can be used to improve the students learning process, for example in Electrical or Mechanical Engineering courses, on several topics. A remote lab based on a vibrating bean apparatus could be an effective tool to be used in practical classes and to enhance the students' experimental skills. This paper describes the demonstration of an online experiment, supported by a remote lab system, to carry out some experiments using a vibrating beam. An experimental setup is used to interact with the remote lab through a Web platform, where students can perform different experiments, visualizing and obtaining data in real time from the remote system.
{"title":"Demonstration of a remote lab based on a vibrating beam apparatus","authors":"A. Cardoso, Vitor Sousa, M. T. Restivo, P. Gil","doi":"10.1109/REV.2016.7444502","DOIUrl":"https://doi.org/10.1109/REV.2016.7444502","url":null,"abstract":"Engineering courses can benefit of using remote labs to support teaching and online learning. Online experimentation represents also a very important support in engineering teaching and can be used to improve the students learning process, for example in Electrical or Mechanical Engineering courses, on several topics. A remote lab based on a vibrating bean apparatus could be an effective tool to be used in practical classes and to enhance the students' experimental skills. This paper describes the demonstration of an online experiment, supported by a remote lab system, to carry out some experiments using a vibrating beam. An experimental setup is used to interact with the remote lab through a Web platform, where students can perform different experiments, visualizing and obtaining data in real time from the remote system.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115269244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444497
M. Poliakov, T. Larionova, G. Tabunshchyk, A. Parkhomenko, K. Henke
Remote laboratory is considered as a system integrated particular systems that implement certain aspects of teaching distance learning scenarios of engineering design. Using set-theoretic models it was described the hierarchy of the particular subsystems, in which the control unit of one subsystem was at the same time a control object of a higher level subsystem. It was presented examples of the remote lab structures of control systems design scenarios with taking into consideration possible defects, emergencies in control object and complex dynamics of external factors in control system.
{"title":"Remote laboratory for teaching of control systems design as an integrated system","authors":"M. Poliakov, T. Larionova, G. Tabunshchyk, A. Parkhomenko, K. Henke","doi":"10.1109/REV.2016.7444497","DOIUrl":"https://doi.org/10.1109/REV.2016.7444497","url":null,"abstract":"Remote laboratory is considered as a system integrated particular systems that implement certain aspects of teaching distance learning scenarios of engineering design. Using set-theoretic models it was described the hierarchy of the particular subsystems, in which the control unit of one subsystem was at the same time a control object of a higher level subsystem. It was presented examples of the remote lab structures of control systems design scenarios with taking into consideration possible defects, emergencies in control object and complex dynamics of external factors in control system.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115459997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444432
J. P. C. Lima, J. Simão, I. Silva, P. C. Nicolete, J. B. Silva, J. Alves
This work approaches the development of a remote lab for teaching mechanical principles based on Galileo's Inclined Plane Experiment. The lab can be used in order to cover concepts such as second Newton's Law and force decomposition in high school and higher education. The prototype was built making use of open hardware and software solutions to facilitate its replication. It uses Raspberry Pi to retrieve data from sensors and send commands to actuators connected to it, and provide video streaming from a generic webcam.
{"title":"An inclined plane remote lab","authors":"J. P. C. Lima, J. Simão, I. Silva, P. C. Nicolete, J. B. Silva, J. Alves","doi":"10.1109/REV.2016.7444432","DOIUrl":"https://doi.org/10.1109/REV.2016.7444432","url":null,"abstract":"This work approaches the development of a remote lab for teaching mechanical principles based on Galileo's Inclined Plane Experiment. The lab can be used in order to cover concepts such as second Newton's Law and force decomposition in high school and higher education. The prototype was built making use of open hardware and software solutions to facilitate its replication. It uses Raspberry Pi to retrieve data from sensors and send commands to actuators connected to it, and provide video streaming from a generic webcam.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"16 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131687730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444500
William J. Keeler, J. Wolfer
Device interaction and file systems design is an important part of the computer science Operating Systems course. The system to be demonstrated in this work interfaces a commercial Geiger counter module with a cluster of Raspberry PI computers running Linux to provide timestamps between background radiation events. These time intervals are acquired and used by students to generate "true" random numbers. Seamlessly networked into the CS department servers, students remotely access the cluster and build their own File Systems in User Space (FUSE) to provide access to both random numbers and background radiation counts. Collectively, the hardware and software provide an inexpensive remote laboratory experience for the computing students.
{"title":"A Raspberry PI cluster and Geiger counter supporting random number acquisition in the CS Operating Systems class","authors":"William J. Keeler, J. Wolfer","doi":"10.1109/REV.2016.7444500","DOIUrl":"https://doi.org/10.1109/REV.2016.7444500","url":null,"abstract":"Device interaction and file systems design is an important part of the computer science Operating Systems course. The system to be demonstrated in this work interfaces a commercial Geiger counter module with a cluster of Raspberry PI computers running Linux to provide timestamps between background radiation events. These time intervals are acquired and used by students to generate \"true\" random numbers. Seamlessly networked into the CS department servers, students remotely access the cluster and build their own File Systems in User Space (FUSE) to provide access to both random numbers and background radiation counts. Collectively, the hardware and software provide an inexpensive remote laboratory experience for the computing students.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"86 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126281612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444515
B. Ram, S. A. Kumar, B. M. Sarma, B. Mahesh, Chetan S. Kulkarni
With the advent of various Online courses and the continuing demand for additional qualifications for working individuals, effective Engineering courses for Online programs is turning out to be the need of the hour. The need for continuously updating oneselfis driving the organizations to resort to trainings and additional degrees for their employees. Several times, these trainings are specific short term introductory sessions with very limited access to the resources needed to accomplish their tasks. A physical online laboratory would immensely help in addressing these challenges. In addition to this, it helps Undergraduate, Post Graduate and Research students gain round the clock all through the year access to complex physical system which has only limited access otherwise. It is to be noted that Majority of the existing physical Laboratory infrastructure is mostly underutilized with a utilization factor being a mere 1.37% [1]! With this being the bigger objective, the current paper is focused on getting the Software infrastructure online with each of the user being able to access at their convenience remotely in accordance to the licensing terms and conditions of the software provider.
{"title":"Remote software laboratories: Facilitating access to engineering softwares online","authors":"B. Ram, S. A. Kumar, B. M. Sarma, B. Mahesh, Chetan S. Kulkarni","doi":"10.1109/REV.2016.7444515","DOIUrl":"https://doi.org/10.1109/REV.2016.7444515","url":null,"abstract":"With the advent of various Online courses and the continuing demand for additional qualifications for working individuals, effective Engineering courses for Online programs is turning out to be the need of the hour. The need for continuously updating oneselfis driving the organizations to resort to trainings and additional degrees for their employees. Several times, these trainings are specific short term introductory sessions with very limited access to the resources needed to accomplish their tasks. A physical online laboratory would immensely help in addressing these challenges. In addition to this, it helps Undergraduate, Post Graduate and Research students gain round the clock all through the year access to complex physical system which has only limited access otherwise. It is to be noted that Majority of the existing physical Laboratory infrastructure is mostly underutilized with a utilization factor being a mere 1.37% [1]! With this being the bigger objective, the current paper is focused on getting the Software infrastructure online with each of the user being able to access at their convenience remotely in accordance to the licensing terms and conditions of the software provider.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134367674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-02-01DOI: 10.1109/REV.2016.7444516
Ananda Maiti, A. Kist, Andrew D. Maxwell
Remote Access Laboratories (RAL) provide mechanisms to operate an experimental setup through the internet for educational purposes. These setups contain a control mechanism that reads inputs from the users, process them and return output data. Based on interactivity between user and experiment, the experiments are classified as interactive or batched. This paper defines the interactivity as a continuum from interactive to batched. This enables the experiment to alter the interactivity level for different outcomes. It may be changed when the network conditions are adverse and does not allow the interactive experiments to operate as they should for proper learning outcomes. It may also be altered by the makers of the experiment to design separate user interfaces for different learning goals or educational settings. A procedure to identify commands or functions that may be executed on the experiment and the relationship between different levels of commands are described here.
{"title":"Variable interactivity with dynamic control strategies in remote laboratory experiments","authors":"Ananda Maiti, A. Kist, Andrew D. Maxwell","doi":"10.1109/REV.2016.7444516","DOIUrl":"https://doi.org/10.1109/REV.2016.7444516","url":null,"abstract":"Remote Access Laboratories (RAL) provide mechanisms to operate an experimental setup through the internet for educational purposes. These setups contain a control mechanism that reads inputs from the users, process them and return output data. Based on interactivity between user and experiment, the experiments are classified as interactive or batched. This paper defines the interactivity as a continuum from interactive to batched. This enables the experiment to alter the interactivity level for different outcomes. It may be changed when the network conditions are adverse and does not allow the interactive experiments to operate as they should for proper learning outcomes. It may also be altered by the makers of the experiment to design separate user interfaces for different learning goals or educational settings. A procedure to identify commands or functions that may be executed on the experiment and the relationship between different levels of commands are described here.","PeriodicalId":251236,"journal":{"name":"2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115132780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：