EXPERIENCE S with E-LEARNING for ELECTRICAL ENGINEERING - FROM IDEAS to REALISATION

1. Viliam Fedák,Technical University of Kosice, Slovakia Paul Bauer, Delft University of Technology, The Netherlands Roman Miksiewicz,Silesian University of Technology, Gliwice, Poland Helmut Weiss, University of Leoben, Austria EXPERIENCESwith E-LEARNINGfor ELECTRICAL ENGINEERING - FROM IDEAS to REALISATION based on solution of the Leonardo da Vinci project “ ”

2. Presentation Outline • Introduction • Features & Problems of Teaching and Learning in EE • How to Overcome the Problems & Difficulties • Development of the Modules • Philosophy of the e-Learning Modules • Specific Examples and Features of Modules from Groups: 1) EE Fundamentals 2) Electrical Machines 3) Electronics and Power Electronics 4) El.-Mech. Systems, Motion Control, and Mechatronics 5) CAD and Applied SW in Electrical Engineering • Concluding Remarks

3. Features of Teaching and Learning in EE • Abstraction of the presented matter:– non-visible phenomena, and electrical quantities – various fields (electrostatic, magnetic, electric and elmg.)– simultaneous combination of various influences– simultaneous change of more quantities, causal relations– abstract notions– static & dynamic phenomena in the circuits– complexity of the processes • Need for:– visualisation of the processes in the circuit/apparatus– verification of the phenomena– evaluation of the changes of parameters (simulation)

4. Problemsof Teaching in El. Engineering Needs for Repetition during teaching: • Lectures – brief explanation of phenomena, circuit behaviour, time responses, … • Even if computer animations are used, students cannot grasp the details in a short time, since the teacher shows examples or animations only once or twice. • There remains a need for repetition and exercises and to find out influence of changeable system parameters to the system behaviour

5. How to Overcome the Problems & Difficulties • To lead students to be activeat learning • Clear ideas that have to be taught • Explaining of complicated phenomenaby a simple and accessible (user friendly) way • Choice of basic elements/objects to be explained (figures, texts, equations) • Use of examples from practical application of the theory • Use all other features of multimedia (pictures and videos) An attractive e-elarning material helps to increase interest of students to study the subject and the branch of study

6. Development of the Modules • The module developer has : – to be familiar with learning procedures of the student – to foresight his reactions – he must possess considerable imagination, andinnovation in utilisation of new learning technologies– to discover new advances for explanation of the phenomena – to have an artistic-like feeling for the final product – to design proper layout of the screens

7. Philosophy of the e-Learning Modules • Balanced layout of the elements/objects across the screen • Negotiated system of colours and symbols • Design of suitable animations (simple,…, sophisticated)expressing the phenomena to be explained • Introduction of interactivity (change of parameters) • Possibility to perform simulations – system analysis • Unified environment, unified commanding of the screens • Design of e-learning module = time consuming work careful planning of the work

8. Multifunctionality of the e-Learning Modules

10. Groups of the ” ” Modules

13. The learner learns basic topics of el. engineering: • starting from electro-physical phenomena (capacitive, electrical current and magnetic fields, induced voltages) • up to technical applications (components, alternating current, transients, rotary fields). The main issues: • electrostatic field • circuit analysis • magnetic field • transient analysis • electrical current field • single-phase AC circuits • three-phase AC systems • voltage and current sources

14. [ V ] VFO,hom 2 000 10 000 5 000 2 000 1 000 VF 500 200 [ mm ] 100 0.01 02 0.05 0.1 0.2 0.5 1.0 2.0 5.0 Calculation of Electrical Field Strength in Dielectric Material and Air 2.7.1 Capacitor with Air Gap The basic equations for the electrostatic field allow to calculate the corresponding field strength in the dielectric material (which is generally uncritical if air is present) and the field strength in air, depending on the width of the air gap d1 and the dielectric material constant er2 Capacitor plate 1 Dielectric material 1 = air with r1=1.0 V1 d1 E1 D1 E2 Dielectric material 2 = insulation plate with r2 = 4.1 d2 D2 V2 Vt Flash-Over Limits for Electrical Field in Air Capacitor plate 2 “Paschen law“ explains the correspondence between flash-over voltage in air depending on the air gap and takes into account the ionisation properties of the air. As a standard, about 3000 V/mm is the critical field strength in a truly homogeneous field, meaning that a field strength over that value will cause a flash over (sudden discharge). For very small gaps the critical field strength is much higher. A E1 = 627 V/mm E2 = 123 V/mm E1_flash_over= 2900 V/mm r2 3 1 2 4 5 Electrical Engineering Fundamentals Main screen - basic information Secondary screen - full information

15. The modules • explain the principles for formulating mathematical models of electrical machines • present and interpret physically the solutions of the machine equations in steady and transient states. The learner learns: • construction of the electrical machines • principle of operationof the electrical machines: – static machines (transformer) – rotating (DC, AC, special) • analyse the machine properties basing on the equivalent diagrams, vector diagrams and characteristics in steady states as well as waveforms in transients

16. Transformers

17. Asynchronous and synchronous machines

18. The modules explain different aspects of electronics and PE: • starting with components, • proceeding with control of power electronics • different issues related to power electronics • finishing with their applications The learner learns behaviour of: • basic electronic devicesand PE switching devices • complex electronic circuits • power electronicsconvertersof various complexity • power electronics in different applications

19. Power Semiconductor Devices and Converters

20. The modules explain: • physical laws concerning motion • interactivity between electrical and mechanical circuits • mathematical models of drive systems • block diagrams explaining system connections • simulations and interactive graphs The learner learns: • principles of controlled electromechanical conversion of energy • composition of control schemes • design of controllers • application of drive systems

21. Electrical Drives, Controlled Drives

22. This group deals with the issues such as • computer aided design(CAD) • simulation • modelling The main issues captured can be summarised as: • explanation of different models • simulation techniques and numerical calculation • different design and analysis techniques

23. Simulation in Power Electronics

24. Concluding Remarks • Developed set of the modules with following features: – used unified user’s environment, unified form – division in the main and secondary screens – hypertext references, – list of used symbols, keywords– list of contents– questions for knowledge testing, etc. – direct involvement of the programme for digital simulation into the user’s environment (CASPOC)

25. Information about the Modules and Project • Extent:– developed a set of 22 modules from field of EE– more than 1000 interactive screens • Used SW:Macromedia Director, Flash, Macromedia Dreamweaver • Languages: all modules in EN and in SK/CZ (50% / 50%) • Information about the Leonardo da Vinci project INETELE:– title: Interactive and Unified E-Based Education and Training in Electrical Engineering– partners: 10, duration: 30 months, project No CZ 134009– project web site: www.tuke.sk/inetele– contractor: Brno University of Technology (CZ)– coordinator: Technical University of Kosice (SK)