Presentation Transcript

1. An Innovative Concept for Distance Training of Professionals in the Electro-Mechanical Industry

   Andreja Rojko1, Andreas Pester2 1Institute of robotics, University of Maribor, Slovenia 1 Department of Electrical Sustainable Energy, Delft University of Technology, the Netherlands 2Department of Engineering&IT, Carinthia University of Applied Sciences, Austria
2. Outline Introduction Motivation and background E-PRAGMATIC network Needs analysis Integral concept for distance education in industry Distance training modules from robotics Evaluation of integral concept, pilot training Conclusions
3. Introduction technologyas a tool access, flexibility theory, skills, relationships, can all be taught/enhanced via e-learning E-LEARNING IN TECHNICAL EDUCATION to improve general competencies of the professionals to refresh and gain new knowledge LIFELONG TECHNICAL EDUCATION
4. Introduction E-LEARNING IN ELECTRO-MECHANICAL INDUSTRY Developed by educational institutions for the needs of industry. Up-to-date knowledge and education methods/tools are transferred directly to industry. technology as a tool access, flexibility, quality theory, skills, relationships, can all be taught/enhanced via e-learning E-LEARNING IN TECHNICAL EDUCATION ACADEMIA-INDUSTRY PARTNERSHIP to improve general competencies of the professionals to refresh and gain new knowledge LIFELONG TECHNICAL EDUCATION
5. Outline Introduction Motivation and background E-PRAGMATIC network - goals, methods, tools Needs analysis Integral concept for distance education in industry Distance trainingmodules from robotics Evaluationof integral concept, pilot training Conclusions
6. Motivation and background EU lifelong learning program: nearly €7 billion in 2007– 2013. Distance learning at UNIs supported. USA: enterprises provide annually 32 learning hours to each employee. 25 % students take distance courses. Distance learning in engineering education is not following the trend.
7. Motivation and background Distance courses with remote experiments for students from 12 EU universities. Very positive feedback from students. Integrated into regular education programs. EDIPE: 16 distance courses from electrical engineering and mechatronics for regular education, 1996.
8. Motivation and background University-Industry relations SLO - Chamber of small commerce, section of mechatronics A - me2c Seminars, short courses on robotics, programming, alternative energies and emerging technologies, since 1995.
9. Motivation and background Distance courses for professionals from industry from Slovenia and Austria. Sucess rate 90%. Very positive feedback from the participants. MERLAB: Three courses from the basics of mechatronics for professionals from industry, 2009.
10. Motivation and background Current state ROBOTICS and MECHATRONICS Demand exceeds the number of formally qualified professionals INITIATIVE: Improve general competencies. Enhance in-company training by: distance learning, remote experiments, new contents, new educational methodologies. ROBOTICS and MECHATRONICS as one of the main structural drivers of change in the electro-mechanical industry Aging society, older work force needs additional education 38 % companies organise in-company training, covers only momentary needs
11. Motivation and background E-PRAGMATIC E-Learning and Practical Training of Mechatronics and Alternative Technologies in Industrial Community. Internalization of idea. Development of integral model for distance education in industry. NETWORK 20 partners from education and industry, 7 EUcountries involved.
12. EULifelong Learning Program MOBILITY MULTILATERAL PROJECTS PARTNERSHIPS NETWORKS EU funds cover 75 % of costs of approved projects. Statistics for year 2010: about 400 proposals, about7% of all proposals areco-financed, only 5 networks approved. Source: EACEA Comenius, Erasmus, Leonardo da Vinci, Grundtvig
13. Outline Introduction Motivation and background E-PRAGMATIC network Needs analysis Integral concept for distance education in industry Distance trainingmodules from robotics Evaluationof integral concept, pilot training Conclusions
14. E-PRAGMATIC network - goals, methods, tools
15. E-PRAGMATICnetwork - goals, methods,tools Target groups The employees – practicing engineers and technicians from the network‘s industrial partners. Apprentices and trainees from industrial partners. Teachers and professors from the primary, secondary and high vocational schools. Enterprises from electro-mechanical field.
16. E-PRAGMATIC network - goals, methods, tools Industrial courses based on the needs of IND partners, 9 courses. Basic coursesfrom mechatronics and robotics, 4 courses. E-PRAGMATIC LEARNING COURSES Courses from thealternative, emerging technologies, 7 courses. Coursesare prepared by EDU partners for the needs of IND partner(s) from the same country.
17. E-PRAGMATIC network - goals, methods, tools Theoretical background, multimedia materials. Case studies, practical problems and exercises. Motivation questions, e-tests. DISTANCE LEARNING COURSES Virtual experiments, animations, simulation programs and tools, workshops. Remote experiments in half of modules courses. Remote working stations with industrial equipment.
18. Outline Introduction Motivation and background E-PRAGMATIC network Needs analysis Integral concept for distance education in industry Distance trainingmodules from robotics Evaluationof integral concept, pilot training Conclusions
19. Needs Analysis Why needs analysis? Statistical data (EUROSTAT) and different studies provide general information about the current state of lifelong learning education. No comprehensive analyses are available, which would reveal concrete needs for continuous education in electro-mechanical sector.
20. Needs Analysis All reports are available at the E-PRAGMATICweb page. Methodology: E-surveys for the employees and the companies‘ management. Direct interviews with the network‘s industrial partners. Results: 355 answers from whole EU. Country related reports (Austria, Nederland, Germany, Poland, Slovenia, Spain, Switzerland). General report.
21. Needs Analysis Level of education of the responders
22. Needs Analysis Number of years in the current professional carrier
23. Needs Analysis Activity and profile of the company
24. Needs Analysis Master or PhD degree Employeed in production In-company training: 77% have already participated. Reasons for non-participation:
25. Needs Analysis Post-secondary education. Employeed in production Sources of continuing education
26. Needs Analysis Secondary education, younger than 40 Bachelor or post-secondary voc. degree Higher than secondary edu. Production, over 40 Reasons for participation in the continuing education
27. Needs Analysis Involvement in the distance training 32% have already participated in the distance training. 76 % believe that the distance training can be efficient also in engineering. Training time Average time available for the distance training is 6.5 hours per week (secondary education 4 hours, higher education 8hours).
28. Needs Analysis 5 most interesting courses Emerging/alternative technologies PC-based measurement and instrument control Robot programming Electric circuits Applied control theory
29. Needs Analysis Most interesting courses with respect to the education background of responders
30. Needs Analysis Additional comments provided by the responders: The theoretical materials should be supported by the practical examples. Problems from practice are interesting. Usage and maintenance of new devices and new methodologies. The courses should come from the problem to the theory and not from a lot of theory to new problems!
31. Outline Introduction Motivation and background E-PRAGMATIC network Needs analysis Integral concept for distance education in industry Distance trainingmodules from robotics Evaluationof integral concept, pilot training Conclusions
32. Integral concept for distance industrial training Educational approach Learning management system Training modules and programs Design of learning material
33. Integral concept for distance industrial training Educational approach Learning management system Training modules and programs Design of learning material
34. Integral concept for distance industrial training Learning management system Source: http://moodle.org Choices: Leading: Blackboard, Moodle, Desire2Learn Custom-developed LMSs
35. Integral concept for distance industrial training Learning management system LMS requirements: Functionalities for distance learning. virtual learning system course management Easy to use. Supports from-the-screen learning. Visually attractive presentation of multimedia materials with interactive elements. Learning content management, export/import. Connection to remote laboratories (open source).
36. Integral concept for distance industrial training Learning management system
37. E-PRAGMATIC network - goals, methods, tools Remote experiments and working stations
38. Learning management system Front page
39. Learning management system E-classroom
40. Learning management system Remote experiments
41. Learning management system Functionalities
42. Integral concept for distance industrial training Educational approach Learning management system Training modules and programs Design of learning material
43. Integral concept for distance industrial training Design of learning material Principles of instructional content design: Materials given as a combination of text and picture lead to the shortest learning time. Combination of text and video leadsto the second shortest learning time. Learning unit should be less thantwo screens long. Each unit should includeinteractive element for self-evaluation.
44. Design of learning material
45. Integral concept for distance industrial training Design of learning material Wide assortment of additional learning resources: external links to other sites, internal links to other modules within the training, additional materials (specifications, pdfs), access to remote experiments and working stations, simulation programs and simulation models.
46. Integral concept for distance industrial training Educational approach Learning management system Training modules and programs Design of learning material
47. Integral concept for distance industrial training Educational approach Issues: various entrance qualifications and experiences of the learners; different knowledge/education needs; need to integrate learning to other everyday activities. Approachesdeveloped for regular education cannot be directly applied, as background, needs,expectations and motivation of the learners are different.
48. Integral concept for distance industrial training Educational approach Involved in planning and evaluation of learning Problem-centered not content-oriented Basis for learning activities Immediate relevanceto job Andragogy “the art and science of helping adults learn”. (M. Knowles, The Modern Practice of Adult Education, 1980)
49. Integral concept for distance industrial training Adults are self-directed learners who: determine their learning requirements; determine the learning goals; select resources to achieve the goals; decideupon and employ their preferred learning strategies; assessthe outcomes of the learning process.
50. Integral concept for distance industrial training Educational approach Mentor : an expert to whom the learner has adequate access yet it allows the learner to learn independently; is familiar with wide range of topics from the addressed field; is a motivator; provides support for ICT.
51. LEARNER MENTOR Setting training program Exercises Questions Self-study Individual supervision Self-evaluation with motivation questions Advice, Exercise evaluation Report Questions Remote experiments ICT support Advice, Report evaluation Final assessment Final test Questions Advice
52. Integral concept for distance industrial training Educational approach Learning management system Training modules and programs Training modules and programs Design of learning material
53. Integral concept for distance industrial training Training modules and programs
54. Outline Introduction Motivation and background E-PRAGMATIC network Needs analysis Integral concept for distance education in industry Distance trainingmodules from robotics Evaluationof integral concept, pilot training Conclusions
55. Distance training modules from robotics Training program from robotics Robot programming, Poznan University of Technology Wheeled mobile robots, Poznan University of Technology Introduction to industrial robotics, University of Maribor Mechatronic devices, University of Maribor
56. Distance training modules from robotics Module: Robot Programming The first part describesvarioustrajectories: linear, parabolic and generalpolynomialtrajectorydefined in joint space. For eachtrajectorylocation, velocityamdaccelerationaredetermined in joint space. Nexttrajectoryplanningisrealized in the Cartesianspace. This part ismoredifficult and isillustrated by palletisationtask. Manupulatorisused as a measurementdevice and nextisused as ana controldevivewhichallowsprescribedtrajectoryexecution.
57. Distance training modules from robotics Module: Robot Programming The second part of the course deals with the basic priciples of robot programming using high level language. It presentsbasicstructures of data that a robot programminglanguageshouldhave and prividesexamples of programming and taskplanningactivities. Course readersareasked to solveseveralproblemsstarting from the verysimpleones to moredifficultgeneralproblems. Thiscourseshould be preceded with the courseIntroduction to IndustrialRobots.
58. Distance training modules from robotics Module: Wheeled Mobile Robots- PracticalAspects of control and Navigation Modelling of wheeledrobots Kinematicdescription of wheels rolling withoutslipping Planarkinematicstructures of wheeledrobots Description of the kinematics of the two-wheeled mobile platform and the kinematics of the drive, cascade model of the robot considering the level of dynamics and electricdrive
59. Distance training modules from robotics Module: Wheeled Mobile Robots- Practical Aspects of control and Navigation Motion control algorithms for differentially driven robots Classification of controltasks Algorithmusingdecoupling in the positioncontroltask Pathfollowingalgorithm Control algorithmusing polar coordinates
60. Distance training modules from robotics Module: Wheeled Mobile Robots- Practical Aspects of control and Navigation Robot localisation methods Classification of localisationmethods Odometryalgorithm and itsproperties Methods of inertiallocalization for 2D/3D case Methods of absolutelocalisation Methods of environment mapping and navigation Characteristics of the numericalrepresentation of the environment Navigationalgorithms
61. Distance training modules from robotics Module: Wheeled Mobile Robots- Practical Aspects of control and Navigation, Learning goals Understanding the kinematicdescription, phaseconstraints and the structureincluding the dynamics and the drive of wheeledrobots Learning basickinematicstructuresused in mobile platforms Learning issuesrelated to nonholonomicrobotsmotioncontrol Learning somemotioncontrolalgorithmsusingstatefeedback Acquiringknowledge of basics of mobile robotslocalisationmethods Learning environment representationmethods and navigationalgorithms Acquiring practical skills relating to the modelling and verification of how motion and localisation algorithms operate in the Scilab environment
62. Distance training modules from robotics Module: Wheeled Mobile Robots- Practical Aspects of control and Navigation Each course participant should have simulation software. It hasbeendecided the Scilab 5.3.3 applicationtogether with the XCos front end should be usedsinceitiswidelyavailable (the applicationisverysimilar to the commercial and popular Matlab/Simulinkproduct). The softwareisfree (Open Source type) and can be downloaded from http://www.scilab.org/
63. Introduction to industrial robotics Course outline General about robotics Components, configurations and applications of industrial robots Operating and programming of industrial robots Selecting industrial robot and end-effector Robot programming Case study Conclusion
64. Introduction to industrial robotics Course outcomes Knowledge of industrial robots and main application areas; Understanding the performances of industrial robots; An ability to utilize appropriate terminology associated with the industrial robotics; An ability to identify robots’ components, tooling and support systems; An ability to choose suitable robot for a specific industrial application; An ability to write simple programs for the industrial robots.
65. Introduction to industrial robotics Theoretical exercises Description of application which could be robotised. Selection of the robot and end-effector for specific application.
66. Introduction to industrial robotics Practical exercises Program for milling; Program for palletizing.
67. Introduction to industrial robotics Workshop at the University of Maribor for participants from Slovenia
68. Mechatronic devices Course outline General structure of mechatronic devices Mechanical components of mechatronic devices Dynamics of mechatronic devices Control of mechatronic devices Case study Remote experiment Conclusion
69. Mechatronic devices Course outcomes Acquaintance with the structure of mechatronics devices. Acquaintance with the mechanical elements. Ability to design a joint drive system. Acquaintance with the basics of robotics, robot kinematics, dynamics and motion control. Understanding of the real word problems in the control of the complex mechatronic devices. Ability to tune the parameters of the position and velocitycontroller of the mechatronic device.
70. Mechatronic devices Theoretical exercise: Design of joint drive system Applied motor is DC ESCAP motor 219P (12 V) and its data are provided on the bottom of this learning unit. Load is a point mass m on distance L from the rotation axis. The mass of the stick which ends with load with mass m is negligent. For the system without the gear (N=1), calculate the maximum load mass m that can be attached at the length L=0.01 m so that the load’s angular acceleration can reach 1/50 of the maximum motor acceleration. For the system with gear (N=5), calculate the maximum load mass m that can be attached at the length L=0.01 m so that the load’s angular acceleration can reach 1/50 of the maximum motor acceleration.
71. Mechatronic devices
72. Comment: I am not totally sure if this is correct. Mass is somehow big in both cases. Isn‘t that a really small motor? N=1 Tmot = m*r2 * amot + L*m*ag*sinθ (Jmot is very small, so I won‘t include it) Tmot = m*r2 * amot/50 + L*m*ag*sinθ Tmot = m*r2 * 960 + 0,09810665*m Tmot = m*(r2*960+0,09810665) m = Tmot / r2*960+0,09810665 m = 28,4 / 0,000025*960+0,09810665 m = 232,58kg N=5 Tmot = ( m*r2 / 25 * 960+ (0,09810665*m / 5) m = 1379,89kg
73. Mechatronic devices Remote experiments with SCARA mechanism
74. Introduction to industrial robotics I have some problems. My old but good computer WIN89XP doesn‘t like LabVIEW and WebCam, but my son‘s computer with Vista works normally with both – I already did some experiments. My business laptop with cable UTP connection and home laptop with Win7 shows only static picture on WebCam. I think experiment works, but I am not totally sure. So I am sending this picture, it looks something like this. I will send exercise as soon as I solve this.
75. Outline Introduction Motivation and background E-PRAGMATIC network Needs analysis Integral concept for distance education in industry Distance trainingmodules from robotics Evaluationof integral concept, pilot training Conclusions
76. Evaluation of integral model, pilot training Pilot training April-June 2012 with about 200 participants. Most of the pilot training participants have participated in the needs analysis as well. Participation on volunteer basis to eliminate ‘force factor’. The participants could choose one of the suggested thematic training programs or put together their own training program.
77. Evaluation of integral model, pilot training Evaluation on two levels (training on general, separate modules,) and from two perspectives (learners, mentors). Final e-survey. Feedback received from 114 participants. Short e-survey for each separate module. To evaluate quality of separate modules. Mentors’ feedbackabout their perception, encountered problems, and used approaches.
78. Evaluation of integral model, pilot training General profile
79. Evaluation of integral model, pilot training Bachelor or post-secondary voc. degree Finished modules (survey participants only)
80. Evaluation of integral model, pilot training Bachelor or post-secondary voc. degree Secondary degree, production Reasons for not finishing
81. Evaluation of integral model, pilot training
82. Evaluation of integral model, pilot training Other comments Missing topics: basics of mechanical engineering, electrical grid, computer-aided design, wind energy, vehicle technology, physics, mathematics, existing topics on a higher difficulty level and translated to national languages. Training should be during winter. Only limited number of courses should run in parallel.
83. Evaluation of integral model, pilot training Learning materials in other form. At request. Non-responding participants. Alot of passive online viewingwithout feedback. Lack of participation in the forum and community. Lack of time. Language obstacles. Translation of vocational level modules necessary. Remote experiments very important. Critical role of mentor. Timely answering necessary. Blended approach more motivating. Deadlines not always respected. Learning at own pace. Concept was evaluated as suitable. Some important issues.
84. Outline Introduction Motivation and background E-PRAGMATIC network Needs analysis Integral model for distance education in industry Distance trainingmodules from robotics Evaluationof integral model, pilot training Conclusions
85. CONCLUSIONS Academia-industry partnership to improve the industrial education and cooperation. E-learning as modern approach for industrial education was proven to be successful. Enterprises as end users not individuals. Exploitation program under development. Possibility for Transfer of innovation within EU Lifelong learning program. New country for application and new partners for consortium. Application deadline: February 2013.
86. http://www.e-pragmatic.eu/ Access to learning portal, user account: epragmatic/epragmatic. info@e-pragmatic.eu