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Distributed Real And Virtual Learning Environments For Mechatronics

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Web Education II: Hardware/Examples

Page Count

8

Page Numbers

9.472.1 - 9.472.8

Permanent URL

https://peer.asee.org/13212

Download Count

32

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Paper Authors

author page

Heinz Erbe

author page

F. Wilhelm Bruns

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3120

Distributed Real and Virtual Learning Environment for Mechatronics

F. Wilhelm Bruns, Heinz-Hermann Erbe ARTEC Center for Work, Environment, Technology Bremen University/ Institute of Professional Education Technische Universität Berlin

Abstract: A European project DERIVE developed a learning environment where on-site and remote components merge into a cooperative learning process. The envisaged system allows to work together with complex real and virtual systems, consisting of parts which may be distributed remotely. The learning environment includes a supportive web-database with multimedia learning sequences providing theoretical background information, exercises and help to handle training tasks. Hardware equipment can be connected to the virtual environment with a special bi-directional sensor-actor coupling (hyper bond). The DERIVE learning environment smoothly integrates equipment and supports full hardware-in-the-loop functionality, allowing to build up real mechatronic systems as subsystems of complex virtual systems.

Keywords: bond graphs, hyper bonds, e-learning, simulation, remote experiments

1. INTRODUCTION

Engineering education are confronted with the need to develop theoretical integrated with practical learning sequences to fulfill the demands for multi-skilled engineers and also skilled technicians. Tasks and problem solving in mechatronics requires cognitive and operational knowledge and practical experience about building systems, diagnosis- and maintenance- techniques. However, a significant challenge is that these tasks are essentially characterized by the use of tele-medial systems. Service staff in the professional field need the ability to achieve their aims in (tele) cooperation with others, and they should be able to cooperate in virtual and supranational forms of organization. Concepts concerning pedagogical, technical and organizational aspects to meet these requirements in education and training are in development. Cultural differences and similarities concerning learning and collaboration styles have also to be considered regarding curricula, courseware and teaching methods. Computers are now used in the classroom as multimedia tools to provide alternative sources of learning material, to provide interactive learning situations and to provide simulation of systems that cannot for reasons of cost, size or safety be used in reality. The use of the Internet is rapidly increasing and is being seen by some people as the greatest source of knowledge available for learning. The use of simulation tools has a number of benefits to education. The learner is not exposed to the hazards of the real world. The learner is able to explore a range of possible solutions easily and quickly. The learner is able to use the tools that will be available in industry. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright 2004, American Society for Engineering Education

Erbe, H., & Bruns, F. W. (2004, June), Distributed Real And Virtual Learning Environments For Mechatronics Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13212

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