Etioe'16 by Tiago Restivo

ETIoE’16 Experiment@ International Workshop 2016 The Emerging Technologies on the Internet of Everything September 5-6, 2016 University of the Azores Ponta Delgada, São Miguel Island Azores, Portugal

ETIoE’16 Experiment@ International Workshop 2016 The Emerging Technologies on the Internet of Everything Editors

Alberto Cardoso, UC Hélia Guerra, UAc Luís Brito Palma, UNL Maria Teresa Restivo, UP

Design

Liminal Ars

ETIoE’16

Table of Contents

TABLE OF CONTENTS — The Workshop

Topics of Interest

Sponsors

Committees

General Information

Program Sessions

Invited Contributions

Contributions

Program Overview

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The Workshop

EXPERIMENT@ INTERNATIONAL WORKSHOP 2016 – ETIoE — The Experiment@ International Workshop 2016 “The Emerging Technologies on the Internet of Everything” – ETIoE – is intended to continue talking about topics addressed in recent events on online experimentation. It will be held at University of the Azores (Ponta Delgada, São Miguel Island, Azores, Portugal) on 5-6 September, 2016, in a joint organization of the University of the Azores, the University of Coimbra, the University of Porto and the New University of Lisbon, with the collaboration of ExpoLab and IAOE (International Association of Online Experimentation) and the support of DRCT (Direção Regional da Ciência e Tecnologia, Secretaria Regional do Mar, Ciência e Tecnologia, Governo Regional dos Açores). ETIoE aims to contribute to disseminate and share scientific works and projects on online experimentation and to develop collaborative work in emerging technologies on the context of the Internet of Everything (IoE), bringing together engineers and researchers from different areas. ETIoE purposes a space of debate about the use of emergent technologies in IoE, seeking, for example, to automate the acquisition and analysis of data, which allow the supervision and monitoring of different type of systems in a remote and distributed framework, and of discussion and evaluation of online resources for all, promoting the sharing perspective and the collaborative use of meaningful online experimental contents either in learning contexts or in virtual laboratory environments. ETIoE provides a two-day forum of discussion offering to participants an opportunity to talk about their work and to analyse future relevant topics to spread the quality and the influence of areas of interest on online experimentation, in an open discussion framework and in technical visits.

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Topics of Interest

TOPICS OF INTEREST — • • • •

Online Experimentation and IoE Applications and tools of Emerging Technologies on IoE Industry 4.0 and IoE Assessment of Online Experimentation Resources

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The Sponsors

MAIN SPONSORS —

TECHNICAL SPONSORS —

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Committees

COMMITTEES — Scientiﬁc Committee

Alexander Zimin, RU Andreas Pester, AT Andreja Rosko, SI Anna Friesel, DK Claudius Terkowsky, DE Danilo Zutin, AU David Boehringer, DE Denis Gillet, CH Doru Ursutiu, RO Horácio Fernandes, PT Igor Titov, RU James Wolfer, USA José Sanchez Moreno, SP Katarina Zakova, SK Luciano Andreatta, BR Luís Mendes Gomes, PT Mario Bochicchio, IT Radojka Krneta, RS Thomas Richter, DE

Organizing Committee

Alberto Cardoso, University of Coimbra, PT Hélia Guerra, University of the Azores, PT Luís Palma, New University of Lisbon, PT Maria Teresa Restivo, University of Porto, PT

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General Information

GENERAL INFORMATION — ETIoE’16 conference will take place on the campus of Ponta Delgada Campus of the University of the Azores, São Miguel Island, Azores, Portugal. The university campus is located at a convenient distance from hotels, restaurants and diverse cultural sites. Being close to the center of Ponta Delgada, University of the Azores is within walking distance of any location in town and only about 10 minutes by taxi from the airport. The best way to get to the Azores is by plane. There are daily flights leaving from Lisbon and Porto to the Azores and also from other European cities (for example: Munich, Frankfurt, Paris, London and Amsterdam). It is also possible to fly directly from Canada (for example: Toronto) and USA (for example: Boston) to the Azores. Within Azores archipelago, it is possible to travel by boat or by plane. Situated in the middle of the Atlantic, off the coast of Europe, the nine islands of the Azores is home to a variety of landscapes and spectacular volcanic scenery. Discovered by the Portuguese in 1427, these islands became one of the axes of navigation between Europe, Asia, and America during the 16th and 17th centuries. Christopher Columbus, returning from his momentous 1492 voyage to the New World, first stopped in the island of Santa Maria before reaching mainland Europe in Lisbon. The name Azores was given by Gonçalo Velho Cabral who, with Diogo Silves, landed in Santa Maria in 1427. They mistook the many buzzards there for hawks, which are called "açores" in Portuguese. São Miguel is the largest of the nine islands, known for an enchanting natural wonder, the “Sete Cidades” twin lakes. In the sunlight, one lake is blue and the other is green, best seen from a vantage point called "Vista do Rei" south of the crater. Another curiosity in the island is the food prepared in hot volcanic rock. A favorite dish is "Cozido das Furnas", in which meat and vegetables are stewed in pits in the heat of the volcanic 7 of 52

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General Information

earth. “Furnas” itself is a popular whitewashed town with hot springs used in the treatment of respiratory ailments and rheumatism. Nearby is the beautiful “Parque Terra Nostra”, a garden with a remarkable collection of trees and plants, as well as an odd swimming pool with warm yellow water. Ponta Delgada, in São Miguel, is the capital of the entire archipelago of Azores and the tourist heart of the island. Its arcades and 18th century city gates, ﬁne baroque churches, and volcanic cones rising on distant hills are its main sights. To the north of the city gates stands the Church of São Sebastião, founded in 1533 with a ﬁne Manueline portal intricately carved in limestone. The sacristy is decorated with tile panels and 17th century furniture. In the center of the island is a majestically beautiful spot, “Lagoa do Fogo”, a crater lake formed by a volcanic eruption in the 16th century. An activity that takes place in São Miguel that doesn't happen anywhere else in Europe is tea production, and you may visit the Gorreana Tea Factory and Plantation.

Some useful links with Information about Azores • • • •

Oﬃcial Tourism Website of Azores (http://www.visitazores.com/en) Discover Azores (http://www.azores.com/) Destinazores (http://www.destinazores.com/en/) Azores Government (http://www.azores.gov.pt/Portal/en/)

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General Information

– Univ. of the Azores, Ponta Delgada (Edifício do Complexo Cientíﬁco, CVARG) – Lagoa das Sete Cidades – Lagoa do Fogo – Ribeira Grande – Lagoa das Furnas – Furnas

– Univ. of the Azores, Ponta Delgada (Edifício do Complexo Cientíﬁco, CVARG) – Colégio Castanheiro – Câmara Municipal de Ponta Delgada – Coliseu Micaelense

Contact expat@expat.org.pt  9 of 52

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General Information

PROGRAM SESSIONS — Monday, September 5, 2016 Opening Session Alberto Cardoso (UC), Hélia Guerra (UAc), Luís Palma (UNL), Maria Teresa Restivo (UP) (Contribution #15)

UAc, Edifício do Complexo Cientíﬁco, Room 7

09:15 09:30

Plenary Session I “Internet from A(stronomy) to Z(oology): Online Experimentation with Things and People”, Mario Bochicchio, University of Salento, Italy (Contribution #2) Open Discussion

UAc, ECC, Room 7

09:30 10:30

Coﬀee-break

UAc, ECC

10:30 11:00

Panel Session I   Contributions to: “Internet from A(stronomy) to Z(oology): Online Experimentation with Things and People” (contributions on short Topics Presentations and large Open Discussion) (Contributions: #4, #5, #7, #8, #20, #21)

UAc, ECC, Room 7

11:00 12:30

Lunch

Colégio Castanheiro

12:30 14:00

Plenary Session II   “FishMetrics: A new integrated solution for ﬁsheries automatic and remote size data collection for ﬁsh stock assessment”, Gui Menezes (University of the Azores, Portugal) (Contribution #23) “Technology and Innovation in Agriculture”, Emiliana Silva (University of the Azores, Portugal) (Contribution #13) Open Discussion

UAc, ECC, Room 7

14:00 15:00

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General Information

Panel Session II Contributions to: “Online experimentation Resources in Control Education” and “Past, present and future projects in Online Experimentation with Things and People” (contributions on short Topics Presentations, sharing Projects and Open Discussion) (Contributions: #11, #16, #17, #19)

UAc, ECC, Room 7

15:00 16:30

Social Programme Activity and Welcome Snack

UAc, ECC

17:00

Plenary Session III “Industry 4.0 and internet of things”, Andreja Rojko, ECPE European Centre for Power Electronics, Germany (Contribution #3) Open Discussion

UAc, Edifício do Complexo Cientíﬁco, Room 7

09:30 10:30

Coﬀee-break

UAc, ECC

10:30 11:00

Panel Session III Contributions to: “Online experimentation on industry, health and education” (contributions on short Topics Presentations, sharing projects and large Open Discussion) (Contributions: #9, #10, #12, #14, #18, #22)

UAc, ECC, Room 7

11:00 12:30

Lunch

Colégio Castanheiro

12:30 14:00

Panel Session IV “Sharing Online Experiments – An Excellent Opportunity for Networking of Higher Education Institutions” (round table), Radojka Krneta, University of Kragujevac, Serbia (Contribution #1)

Expolab

14:00 15:00

Panel Session V “Evaluating Online Experiments” (round table): Maria Teresa Restivo, Diana Urbano, Andreja Rojko, Radojka Krneta (Contribution #6)

Expolab

15:00 16:30

Closing Session and Farewell Cocktail

Expolab

16:30

Tuesday, September 6, 2016

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Invited Contributions

INVITED CONTRIBUTIONS  —

#2 Mario A. Bochicchio, University of Salento, IT https://www.researchgate.net/proﬁle/Mario_Bochicchio Internet from A(stronomy) to Z(oology): Online Experimentation with Things and People

Mon 5 Plenary Session I UAc, ECC, Room 7 09:30 — 10:30 Mario

A. Bo-

In STEM disciplines (Science, Technologies, Engineering and chicchio, IT Mathematics), from primary schools to universities and professional training, frontal lectures must be complemented with adequate hands-on activities. This reinforce scientific and technical abilities, starting from hypotheses formulation up to data interpretation and result evaluation, by encouraging problemsolving and analytical attitudes [1]. School laboratories should fulfill these needs, but they are affected by significant limitations and hindrances due to usage and maintenance costs, possible security issues (e.g., for chemical products), lack of skilled personnel, logistic issues (e.g., opening hours and cleaning) etc. To overcome these limitations, more than a decade ago, online laboratories [2] came in, boosted by the diffusion of suitable technological solutions and adequate bandwidths. Online laboratories proved to be quite effective to engage students and to achieve better overall learning outcomes. However, especially in comparison to online games and social networks, most of these solutions revealed several weakness in the cooperative dimension, which is essential to boost the students’ involvement and their interactions with peers and teachers. In this perspective, an important challenge is about how to fully develop and control the collaboration/interaction potential, as well as the social elements, which are inextricably connected to online laboratories.

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In recent years the situation become even more complex because of the large diffusion of smartphones, personal devices, mobile bandwidth, Apps, smart devices, augmented reality, Web services and several other elements. Moreover, even the European Commission started the new “eScience Infrastructure” [7], to favor the diffusion of online laboratorial activities allowing researchers and students to access online resources independently from their physical location. Actually, this reinforced the need to expand the cooperative dimension [3] by introducing multiple roles, different user perspectives, group dynamics, presence awareness [4], [5] which is quite common and well-known in traditional educational and research context [6], but its extension to online experimentation and online laboratories is still in its infancy. In such a scenario, at the University of Salento we developed a specific and extensive expertise on two main types of collaborative online laboratories: the synchronous Web Laboratories (e.g. WeColLab [9]) and the dis tributed crowdsensing laboratories (e.g. CitySoundscape) [10]. The first approach has been successfully applied to several context, from observational astronomy [11] to electron microscopy to biodiversity [8], even in a node of the previously mentioned European e-Science Infrastructure. The second approach is now under active investigation because of the possibility to directly involve hundredths of students in large collaborative experiments. [1] J. Clark and G. White, "Experiential Learning: a Definitive Edge in the Job Market," American Journal of Business Education, vol. 3, no. 2, pp. 115-118, 2010. [2] D. Lowe, "MOOLs: Massive Open Online Laboratories: an Analysis of Scale and Feasibility," in REV2014, Porto (PT), 2014, pp. 1-6.

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[3] S. Daskalakis and N. Tselios, "Evaluating e-Learning Initiatives: a Literature Review on Methods and Research Frameworks," Int. J. of Web-Based Learning and Teaching Technologies (IJWLTT), vol. 6, no. 1, pp. 1-17, 2011. [4] C. Gravier and et al., "State of the Art About Remote Laboratories Paradigms - Foundations of Ongoing Mutations," Int. J. of Online Engineering (iJOE), vol. 4, no. 1, pp. 1-9, 2008. [5 ] A.A. Abu-Aisheh and T. Eppes, "Remote Laboratory Collaboration Plan in Communications Engineering," International Journal of Online Engineering (iJOE), vol. 8, no. 4, pp. 4-8, 2012. [6] Z. Nedic, "Demonstration of Collaborative Features of Remote Laboratory NetLab," International Journal of Online Engineering (iJOE), vol. 9, pp. 10-12, 2012. [7] The Digital Archiving Consultancy Limited, "e-SciDR - Towards an e- Infrastructure for e-Science Digital Repositories," Project Report 2006 S88-092641, 2008. [8] (2015, November) BIOforIU - Biodiversity analysis and preservation. [Online]. http://bioforiu.unisalento.it/it-it/home.aspx   [9] M.A. Bochicchio and A. Longo, "A Multi-purpose Architecture for Collaborative Web Labs," in ICALT09, 2009, pp. 70-74. [10] Longo, A. Zappatore, M. and Bochicchio, M. A. “Collaborative learning from Mobile Crowd Sensing: A case study in electromagnetic monitoring”, 2015 IEEE Global Engineering Education Conference (EDUCON), pages 742—750, 2015. [11] Bochicchio, MA and Longo, A, “Learning objects and online labs: The micronet experience”, Remote Engineering and Virtual Instrumentation (REV), 2012 9th International Conference on, pages 1-7, 2012.

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Invited Contributions

#3 Andreja Rojko (ECPE European Center for Power Electronics, DE) https://www.researchgate.net/proﬁle/Andreja_Rojko Industry 4.0 and Internet of Things

Tue 6 Plenary Session III UAc, ECC, Room 7 11:00 — 12:30 Andreja Rojko,

Industry 4.0 is strategic initiative originating in German industry DE aiming at transformation of industrial production through the seamless connection of the digital and real worlds. On general it is understood as the application of the generic concepts of cyber-physical systems to the industrial production systems. It is closely connected to the 4th industrial revolution and focuses on exploiting the potentials of new technologies/concepts such as Internet of Things (IoT) and services enabling integration of technical and business processes, virtualization of real word and ‘smart’ factory concepts. The concepts behind the Industry 4.0, drivers, enablers and goals will be presented and discussed. Initiatives at the development of strategic, conceptual and organizational aspects of the Industry 4.0 in the German industry and internationally will be analysed. Addressed will be Reference Architecture Model 4.0 (RAMI4.0) and the role of standardization in implementation of Industry 4.0 concept. Further Manufacturing Execution Systems (MES) and Enterprise Resource Planning (ERP) for IT support of Industry 4.0 aimed at seamless integration of manufacturing and business processes will be addressed. The MES Kiner will be presented in details. Finally few prototypical concepts/products that demonstrate the essential aspects of Industry 4.0 concept will be presented ranging from the ‘Automotive 4.0’ to smart transformer, smart grids and condition monitoring in power electronics devices.

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Figure: Industry 4.0 elements

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Invited Contributions

#1 Radojka Krneta (University of Kragujevac, SR) https://www.researchgate.net/proﬁle/Radojka_Krneta Sharing online experiments – an excellent opportunity for networking of higher education institutions

Tue 6 Panel Session IV Expolab 14:00 — 15:00 Radojka Krneta, SR

In today’s age of global knowledge and technology, networking and global awareness are increasingly viewed as major and sought-after assets. Internationalization of a higher education institution (HEI) is a driver for change and improvement – it should help generate the skills of graduates required in the 21st century. One of the main goals of internationalized HEI is to provide the most relevant education to students, who will be the citizens, entrepreneurs and scientists of tomorrow [Henard at al, 2012]. HEI by its internationalization may gain own a worldwide reputation, as well as a foothold in the international higher education community, and rise to meet the challenges associated with globalization. Additionally, internationalization enables HEI to increase national and international visibility, leverage institutional strengths through strategic partnerships, enlarge the academic community within which to benchmark their activities, mobilize internal intellectual resources, add important, contemporary learning outcomes to student experience and develop stronger research groups. Higher education is becoming more internationalized and increasingly involves intensive networking among HEIs, scientists, students and with other actors such as industry. Networking in higher education oﬀers an excellent opportunity for promoting innovation and international collaborations, sharing experiences, highlighting the challenges, lessons learned, good practice and facilitation of cross-cultural and multidisciplinary dialogue.

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Information and Communication Technology (ICT) can be instrumental in better articulating the internationalization process by networking and can actually contribute towards a qualitative change in it. ICT may offer new educational and research opportunities at a lower cost and with more flexibility, irrespective of physical location of HEI. ICT enables virtual internationalization, which can increase access and choice, as well as helping to mitigate brain drain, a critical concern for less developed countries [Henard at al, 2012]. Remote Laboratories (RLs) represent an excellent opportunity for one HEI to network and collaborate with other HEIs. By networking of their RLs, educational institutions will be able to afford better facilities for the education they provide, access the best lab facilities in other institutions, and substantially broaden the number of lab study items in their curriculum. RLs represent new opportunities for distance learning, in particular within the engineeri ng and science disciplines where hands-on experience is regarded as essential to acquire practical knowledge and skills. One such important issue is integrating individual RLs on a network of RLs, which not only increases the pool of shared educational recourses and extending laboratory base of individual HEIs by experiments aimed on related fields of science., but also removes distance barriers and provides students and researches in one country with the opportunity to collaborate on laboratory experiments and projects with students and researches in other countries. The emerging importance of this attribute of network of RLs is seamlessly coupled with the emerging need for engineering graduates to be prepared to work within the modern collaborative international industrial environment [Nafalski at al, 2009].

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Network of RLs is an integrated solution merging technical and pedagogical frameworks to support remote experimentation [Ferreira at al, 2004]. Technically, network of RLs should be supported by an effective platform for RLs interconnection and sharing between different educational and scientific institutions. [Kaluz at al, 2013]. There is several known platforms for remote lab sharing like MIT iLab, LabShare, and WebLabDeusto, or indexing systems as lab2go or Library of Labs (LiLa), but new ones continuously arise (NeReLa, GOLDi, La bicom, REMLABNET, iSES). Some chalenges and actions taken for interconnecting the NeReLa network with other EU networks of remote engineering labs are highlighted. Beside remote experiments, the internet of everything also includes online virtual experiments, online virtual and augmented reality experimentation and sensorial devices [Restivo at al, 2015]. All of these kind of online experimentation could be also networked making a network of online experiments. In order that a network of online experiments could be excellent opportunity for networking of HEIs, aims and objectives of RLs network have to meet networking mission statements defined by joint agreement of involved HEIs.

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#13 Emiliana Silva (University of the Azores, PT) https://www.researchgate.net/proﬁle/Emiliana_Silva2 Technology and Innovation in Agriculture A growing population world would exceed its food supply and the food availability could be provided by increasing the agricul-

Mon 5 Plenary Session II UAc, ECC, Room 7 14:00 — 15:00 Emiliana Silva, PT UAc

tural productivity and production through the technology and innovation. At first, technology and innovation concepts must be presented. Innovation is the process of translating an idea or invention into a good or service that creates value or for which customers will pay. Technology is the use of scientific knowledge to solve practical problems. In agriculture there are different types of innovation: product, process, marketing and organizational, and an important source of innovation in agriculture is the soft innovation. European concerns about innovation policies (Lisbon agenda) would be presented, mainly the European program PROPRURAL+ for the Azores Islands. The main innovations in agriculture will be presented, giving emphasis to the Green Revolution that was based on technological innovations in agriculture to achieve higher productivity through the development of research in seeds, soil fertility, use of pesticides, and mechanization in the field to increase productivity. The agricultural innovation started with the Green Revolution, Which Increases the agricultural production, using seeds, fertilizers, chemical products, and agricultural equipment. Finally, some agricultural innovations are pointed.

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#23 Gui Menezes (University of the Azores, PT) https://www.researchgate.net/profile/Gui_Menezes FishMetrics: A new integrated solution for fisheries automatic and remote size data collection for fish stock assessment

Mon 5 Plenary Session II UAc, ECC, Room 7 14:00 — 15:00 Gui Menezes, PT UAc

This presentation addresses fish measurements for fish stock assessment and management, by proposing an integrated solution that i) automates fish data collection in fishing vessels and fish auctions, and ii) simplifies the fish measurement procedure by uploading the data to a remote database, where measurements can be taken at a later stage, not requiring physical access to fish. The system uses 3D motion information obtained with a 3D scanner to detect the presence of new fish boxes in conveyor belts or planar scales. Once a new box is identified, RGB and depth images are acquired, processed, and uploaded to a remote database. The advantages of the solution when compared with the current approach to estimate landings length composition by trip and species is presented and discussed.

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Contributions

CONTRIBUTIONS —

#15 U-Academy – a collaborative project for sharing and evaluation of online experimentation resources In a context where Information and Communication Technolo-

Mon 5 Opening Session UAc, ECC, Room 7 09:15 — 09:30 A. Cardoso et al.,

gies (ICT) are a means and an opportunity for developing and PT UC sharing teaching resources through the Web, the U-Academy project intends to contribute for a structured integration of educational modules focused on topics from different areas, mainly supported by online experimentation resources, and to evaluate the effectiveness of their use in engineering courses. This project aims to promote the spirit of cooperation between different institutions of higher education and entities associated with education and dissemination of Engineering and Science at international level. It is also expected that the project motivate the sharing of online resources in engineering subjects, in an integrated or in a complementary manner in the context of teaching and for learning support, in terms of strengthening the knowledge transmission or essential knowledge acquisition that students should have. The modules considered in this project consist essentially of multimedia elements, tools based on emerging technologies, components for evaluation and resources of online experimentation, targeted for higher education. Some of the modules can also be used, with some adaptation, in training contexts and in secondary education.

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Contributions

For evaluating the eﬀectiveness of the modules, in terms of the improvement of the teaching and learning process, it is proposed a methodology speciﬁed for each situation and involving the review by teachers and students who use the resources, as well as the evaluation of educational gains of them. The educational modules considered in the project involve several thematic areas and can be used in various subjects of engineering courses.

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Contributions

Mon 5

Multidisciplinary perspectives of online experimentation resources

Session I

In general, online experiments are designed according teaching objectives within a speciﬁc scientiﬁc area. This does not mean

Panel UAc, ECC, Room 7 11:00 — 12:30 M. F. Chouzal et

that these experiments cannot be used in other contexts and in al., PT FEUP different areas. If an online experimental resource is carefully designed it can be framed according to their relevance in the context of many others curricula or training activities. In fact, a resource can be used in a particular learning area where its specific topic is important for teaching/learning purposes. However, it can also be used in different perspectives in order to familiarize the student with the used emerging technologies, to analyze informatics and/or mechatronics solutions (based in commercial or open source software, the communication strategies, the complexity of mechanical and automation needed parts and components, etc.) all these aspects within some disciplines curricula. OnlineExp@FEUP (https://remotelab.fe.up.pt/m ) offers a diversity of resources within different areas based on tools using emerging technologies in remote sensing, monitoring and actuation, 2D and 3D simulators, and virtual and augmented reality apps interfaced by sensorial devices as haptics, gloves, 3D glasses, within distinct areas (mechanics, electronics, civil, mechatronics, industrial management, physics, environment, health, rehabilitation, etc.). For all resources, objectives and additional guidance are provided such as "Basic Concepts", "How to Use the Application", "Resource/Tutorial" video and "Download the Application".

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As an example of above perspective, the “Augmented reality DC Circuit Puzzle” and the “haptic spring application” resources have been used with great enthusiasm, by K-12 students, as a game to test their knowledge on basic concepts of DC circuits and how the spring constant depends on both the geometric parameters and the spring material. The “AR straightness evaluation” has been used by mechanical engineers students to familiarize them with the straightness concept and with the diﬀerent methods that can be used for evaluation of the straightness deviation of a line on a surface. The same resources here referred were also used in Industrial Engineering and Management where the main goal was to familiarize the student with examples of emerging technologies that are used in industrial environments as tools for training, parts developing or even in product broadcasting. This set of examples are clearly demonstrating the multidisciplinary usability of resources.

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#5 Enhance a 3D printer with online access The 3D printer available in the Laboratory of Instrumentation for Measurement at FEUP has been extensively used by the resident students and researchers with recognized success. It

Contributions Mon 5 Panel Session I UAc, ECC, Room 7 11:00 — 12:30 T.F. Andrade et

also has raised the interest of many other users, including non- al., PT FEUP faculty members in having access to the 3D printer. For this reason a solution to provide remote access to a common 3D printer was explored. Our idea was to give access to the printer to someone who wouldn’t be physically near the printer, but would be able to start a printing job and monitoring its progress from any computer with internet access. The identified functionalities for such a remote operated/monitoring process include the possibility to: turn on/off the printer, upload a printing job, access the printer memory and show a realtime image of the process. Traditionally the high technological/high cost 3D printers already can provide such functionalities. Some of them include wifi connectivity to be used for remote operations such as the Cube PRO from 3D Systems and the Replicator from Makerbot. This is not the case of the available printer, that is one from the RepRap community project that provides an open source for self-replication of 3D printers. To provide a 3D printer with remote access, the most relevant solutions identified were the: OctoPrint, Printtopeer, 3D Printer OS, Vision Authentise and 3DPrintBoThe chosen and implemented solution was OctoPrint which requires a Raspberry Pi in order to provide internet access, real time video and interface control to the 3D printer. This application (OctoPrint) is a host software that can be used with a large variety of 3D printers providing a web interface to manage and control the printer remotely.

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Among the available functionalities, the main ones are: start, pause and stop printing jobs, jogging the printer axis, monitoring temperature of the printer bed and extruder, watch the printing progress and even create a time-lapse video. Being an open source software, there is a large community behind developing upgrades and plugins. As so, the authors used some of them, like a history list, a STL viewer, a status line and a custom command editor, which gives the ability to add custom controls like turn on or off the printer power supply. It’s also possible to configure three different access levels for the users: read-only data from the web interface; start a printing job having access to all data; and, full access including the settings and system commands. The implemented solution uses a Raspberry Pi B+ module as a webserver running OctoPrint under the OctoPi operating system. The 3D printer and a standard webcam are connected to the webserver through USB ports. A standard module with two relays is connected to two general purpose digital inputs/outputs (GPIO) ports and is used to turn on/off the printer and the external lighting. One of the main drawbacks of the system is the lack of a booking system apart from the need to manually remove a printed part. This proved to be a limitation on the use of the printer in a multi user environment. It’s possible to visit the 3D printer by accessing to the “Remote Experiments – Based on HTML” level at https://remotelab.fe.up.pt/.

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#7 Online Experimentation@FEUP FOR ALL Online Experimentation@FEUP (OE@FEUP), (https://remotelab.fe.up.pt/), oﬀers open resources on Remote Experiments (RE), Online Virtual and Virtual Reality Experiments (OVE/OVRE) and Augmented Reality Experiments (OARE), aiming at con-

Contributions Mon 5 Panel Session I UAc, ECC, Room 7 11:00 — 12:30 MT Restivo et al., PT FEUP

tributing to the experimental teaching/learning and training contents. It also offers a level of Instrumented Devices (ID), dedicated to share information on distance assisted rehabilitation systems and online available medical devices. Levels of RE, OVE/OVRE and OARE provide to the users and, in particular, to the students, the exploitation of a diversity of resources from many engineering areas. It is based on the use of different emerging technologies in remote sensing, monitoring and actuation, virtual simulators, virtual/augmented reality and sensorial devices like haptic interfaces, data gloves, 3D glasses, among others. By making available this diversity of technologies it also aims to familiarize youngsters with their future work environment, where emerging technologies are already, intensively, in use. The resources can also be useful for continuing education. Among the remote experiments (RE) those needing a booking system are integrated in a LMS platform (Moodle) and they are based in two different hardware and software solutions: 1) LabVIEW and 2) flexible embedded systems mobile compatible.

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Contributions

The OVE/OVRE levels oﬀer downloadable applications to the users’ computer. A complete DIY kit for building 1DOF haptic device is available on the web page and should be used to interact with these applications. The OARE level oﬀers to the user marker-based online applications. The markers are directly printable from each resource web page. In the present year 2015-16 around 750 undergraduate students at FEUP and more than a few hundred secondary students used these resources. Some of the resources are also under assessment procedure and results of the corresponding analyses will be presented in the workshop.

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#8 Virtual Reality Lab

Contributions Mon 5 Panel Session I

This application was developed with the main goal of being a UAc, ECC, virtual reality lab, where the user can interact with four diﬀer- Room 7

ent experiments. To be immersed in the environment the user 11:00 — 12:30 needs a virtual reality head mounted display (VRHMD). An Oculus Rift Development Kit 2 was used and, additionally, a haptic

J. Rodrigues et al., PT FEUP

device in order to allow the user to interact with four different experiments placed on each of the room walls. The used haptic device is a kind of DIY system and can be found online in [1]. A joystick is also need to allow the user to move within the virtual environment. The main goal of this experiments is to teach some basic physics concepts at the K12 level, in a Life Science Center, trying to immerse the users as much as in real experiments and also giving them familiarity with the different involved technologies. The virtual room provides, on each wall, the experiments: The Pulley System, Spring Constant, Pneumatic Cylinder and Lever System [2]. The showcased application was developed with Unity3D, which integrates different tools to create interactive contents, the ability to import 3D models and their animations, as well as the image calculation and projection on the Oculus Rift. KEYWORDS: Virtual Reality, HMD, Haptic Device, Next-Generation VR Technology

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F ig 1 - Oculus views of the lab r oom

ACKNOWLEDGEMENT Authors gratefully acknowledge the funding of Project NORTE-01-0145-FEDER-000022 - SciTech - Science and Technology for Competitive and Sustainable Industries, coﬁnanced by Programa Operacional Regional do Norte (NORTE2020), through Fundo Europeu de Desenvolvimento Regional (FEDER). REFERENCES [1] Maria Teresa Restivo et al. (2016, 03-08-2016), https://remotelab.fe.up.pt/  [2] Maria Teresa Restivo, Manuel R. Quintas, J. Rodrigues and A. Cardoso, "Next-Generation Experimental Lab#1," in 2015, 3rd Experiment@International Conference procedings, 2-4 July, 2015, Azores, Portugal.

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#20 A remote reconﬁgurable logic laboratory A few years ago a remote reconﬁgurable logic laboratory for digital design students was setup. A very simple web based approach was used to enable the remote access to a FPGA

Contributions Mon 5 Panel Session I UAc, ECC, Room 7 11:00 — 12:30 Jorge Lobo, PT

(Field Programmable Gate Array) development and educational UC board. The board switches and keys are virtualised with an online web form, and a webcam is used to provide feedback to the user. The remote laboratory was aimed at ﬁrst year electrical and computer engineering students learning digital design, but is also suitable for some more advanced courses or just hobbyists. The aim was to make a more eﬃcient use of lab resources over the Internet, so that students can test digital circuits on a FPGA board as if they were testing in loco, and not in simulation. The remote laboratory was welcome by the students since they can test their circuits on real hardware in their own time. In the last few years the system has been successfully used by many students, and there is a positive feedback on the usage but no exact metric since it is only used as teaching aid and not compulsory.

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Contributions

#21

Mon 5

"A Virtual PLC Environment for Assisting Automation Teaching and Learning

Session I

In this paper a virtual PLC environment for assisting automation teaching, learning and e- learning is described. The

Panel UAc, ECC, Room 7 11:00 — 12:30 Luis Palma et al.,

main contributions are the virtual PLC environment supported PT UNL on local and remote applications, and the comparison of the two teaching and learning (local and remote) methodologies. The proposed framework ﬁts in the Emerging Technologies on the Internet of Everything since it has the potential to enable the integration and communication of virtual and real systems. With respect to the local environment, this application allows to simulating discrete-time ARX process models, visualizing both analogue and digital input and output signals, and simulating a virtual PLC with support to the Structured Text (ST) programming language (Fig. 1). The virtual PLC allows the implementation of supervision tasks, enabling also to record input and output data. The ST language supports the basic identiﬁers (constants, variables, I/O addresses, memories, timers, etc), expressions (basic operators, logical operators, transitions detection, etc) and statements (set / reset memories, start / down timers, output assignments, if - then - else, etc).

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Fig. 1. PLC simulator v2.3.b (local application - main window). Other windows include ARX process modelling and graphical input/output visualization. The remote application is based on a WEB client/server architecture and presenting similar functionalities to the local application. This virtual PLC environment is an appropriate tool not only for local/remote teaching, but also for local/remote self-learning. Its main advantages are the possibility to have a Pedagogical Tutor with an on-line chat system, save feedback information collected from remote users' simulations and experiments, and can also be used as an interface with real remote processes and systems. With respect to teaching and learning support, the proposed PLC framework can be used as a virtual laboratory environment at high-schools or universities and colleges, and also in technical training at industry.

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#11 An experimental 96dB dynamic range data acquisition system (DAS) for low sampling rates instrumentation over Internet

Contributions Mon 5 Panel Session II UAc, ECC, Room 7

New developments in CPU-microcontroller boards, and DIY (Do 15:00 — 16:30 A. Montalvo et

It Yourself) modules with user friendly programming platforms al., PT UAc and diﬀerent operative systems allow researchers and electronics enthusiasts to create a whole new branch of applications as for example multiple CPU data processing, homemade robots, drones and IoT (Internet Of Things). The availability of these low cost and low energy consumption of these electronic boards and modules motivated our group (CVARG) to develop an experimental instrumentation project of a new and robust Data Acquisition System (DAS) for short period sensors (specially geophones), but ﬂexible enough to accept other type of sensors and capable to store and exchange data in miniSEED (Standard for the Exchange of Earthquake Data) format over Internet, and in situ data display (when needed). This type of DAS can be particularly useful to be deployed in remote sites, as it is usual when monitoring active volcanoes. Being modular, it can be applied to single sensor instruments, as 3-channel seismic station, or to seismic or infrasound arrays with one central DAS, linked by cable or telemetry, both to the digitizers and to the local or remote data storage system.

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Contributions

#16

Mon 5

A distance-learning course on indoor environmental comfort in buildings

Session II

A project for the creation and implementation of a distancelearning course on Indoor Environmental Comfort in Buildings (IECB) is presented. This course resulted of a request from Or-

Panel UAc, ECC, Room 7 15:00 — 16:30 M. Gameiro et al., PT UC

dem dos Engenheiros (Portuguese engineering professional body) to the University of Coimbra. It was based on the Indoor Environmental Quality (IEQ) course of the Master in Energy for Sustainability and PhD in Sustainable Energy Systems of the University of Coimbra, coordinated by the ﬁrst author. Jointly with the support of the Education Service Distance from the University of Coimbra, using as a starting point the existing contents of a formal discipline, the teaching methodologies and a set of activities were developed, to implement a distancelearning course with a strong learning component by the students. Diversiﬁed strategies, using the existing platform running on Moodle, such as webinars, virtual laboratories, remote access labs, discussion forums and synchronous sessions, were tested to ensure a dynamic and interested engagement of the students along the course.

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#17 U-Academy module on augmented reality A module for learning about virtual and augmented reality is being developed under the U- Academy project. The module is composed of three parts. The ﬁrst part is an introduction to the

Contributions Mon 5 Panel Session II UAc, ECC, Room 7 15:00 — 16:30 P. Menezes, PT

basic concepts of virtual and augmented reality with the help of UC illustrative examples. The second part presents some of the current uses of the augmented reality and its prospective use in several areas that range from industry to medicine. The ﬁnal part aims at those students interested in the insights of this technology by presenting the underlying concepts such as: camera models, computer graphics, pattern detection and pose estimation from inertial sensors or camera images.

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Contributions

#19

Mon 5

Remote laboratories to support teaching in control engineering subjects

Session II

The use of emerging technologies on the context of the Internet of Everything (IoE) can contribute for the development of teaching resources supported by online experimentation. Un-

Panel UAc, ECC, Room 7 15:00 — 16:30 A.Cardoso et al., PT UC

der the U-Academy project, some educational modules were structured on topics from different areas of engineering courses. In particular, control engineering subjects can benefit from using remote laboratories to support teaching activities and online learning, where a remote control system can be an effective tool to be used in practical classes and to enhance students' experimental skills. Some of the remote labs of the Laboratory of Industrial Informatics and Systems (LIIS) of the Department of Informatics Engineering of the University of Coimbra (Portugal) can be used to support teaching in system and control topics, such as identification and control of linear and nonlinear dynamical systems. The remote labs based on the three-tank system or on a nonlinear electrical process can be used to identify a model of a given nonlinear system and to design and apply controllers based on different methodologies. The interaction with the experimental setups is performed through a Web-based platform, where students can visualize and collect data in real time from the available remote systems.

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#9 NSensor - Wireless sensor network @ FEUP

Contributions Tue 6 Panel Session III

Wireless Sensor Networks (WSN) are built based on a combina- UAc, ECC, tion of multiple sensors, wireless communication network in- Room 7

frastructure and software data processing to monitor and 11:00 — 12:30 Abreu et al., PT record multiple parameters. Commonly monitored parameters P. FEUP are temperature, atmospheric pressure, humidity, vibration,

illuminance, sound level, power consumption, chemical concentration, body health signals and many others, dependant on the selected available sensors. The WSN are used in multiple fields, ranging from remote environment monitoring, medical health, to home surveillance and industrial machines monitoring. In some cases, WSN can also be additionally used for control functions, apart from monitoring functions. The NSensor WSN developed at FEUP is intended for indoor environment monitoring. It adopts a star topology, where each gateway supports up to ten sensor nodes. The gateway supports the MiWi communication and connects to the internet through a cabled Ethernet port. The communication between each sensor node and the gateway uses the MiWi protocol, based on a 2.4 GHz radio connection (IEEE802.15.4), with a working range of up to 50 m. Each sensor node is powered by batteries or, alternatively by the main power supply. Each sensor node can support multiple sensors, using analogue or digital (I2C) interfaces. In the present implementation, each sensor node is configured to interface with up to five different sensors, allowing the measurement of air temperature, relative humidity, atmospheric pressure, illuminance and ultraviolet radiation intensity, carbon dioxide and volatile organic components. Other sensors are currently being developed to be incorporated with the system such as an anemometer for indoor low velocity air flow.

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Contributions

The gateway provides a web server. The monitored data is stored in a database, in a central server. The NSensor hardware platform uses specially built electronic circuits based on embedded microcontrollers from Microchip. It’s possible to observe the data provided by the NSensor-WSN through the link https://remotelab.fe.up.pt/ and selecting the level of “Instrumented Devices / Wireless Sensors”.

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Contributions

#10

Tue 6

CORe: Collaborative Online Rehabilitation Platform

Session III

Panel UAc, ECC,

CORe, or the Collaborative Online Rehabilitation Platform has Room 7 the main goal of allowing the wide deployment of monitoring 11:00 — 12:30 solutions for society in the health and rehabilitation ﬁeld [1].

R. Tavares et al., PT FEUP

Several devices such has an Instrumented Glove for Rehabilitation [2] and SHaRe [3], a System for Hand Rehabilitation in Dexterous Manipulation of Daily Objects, have already been integrated as online resources regarding remote rehabilitation assistance (Figure 1). This online platform for health and rehabilitation features: • The Integration of diﬀerent health devices, allowing patients to use monitoring devices in order to carry out rehabilitation exercises on a virtual environment, promoting rehabilitation at home. • Either local and remote storage of data collected by health devices during activities for latter analysis and reproduction; • Real-time and remote view of rehabilitation activities. The platform provides a multi-user online interaction in real-time, allowing a single therapist to connect with many users in a virtual lobby; • Multiplatform, supporting Windows, Android and also WebGL making the stored data remotely accessible anytime, everywhere and for everyone (https://remotelab.fe.up.pt). The showcased developments of the CORe platform can be further applied to other areas such as online monitoring resources for multidisciplinary educational tools in engineering or industrial applications.

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Contributions b)

Figure 1 - Devices implemented in the CORe Platform: a) Instrumented Glove; b) SHaRe. KEYWORDS: Remote rehabilitation assistance, IoE, Health Devices, Engineering for Society ACKNOWLEDGEMENT  Authors gratefully acknowledge the funding of Project NORTE-01-0145-FEDER-000022 - SciTech - Science and Technology for Competitive and Sustainable Industries, coﬁnanced by Programa Operacional Regional do Norte(NORTE2020), through Fundo Europeu de Desenvolvimento Regional(FEDER). REFERENCES [1] M. T. Restivo et al. (2016, 03-08-2016). https://remotelab.fe.up.pt/. [2] R. Tavares, P. J. Sousa, P. Abreu, and M. T. Restivo, "Virtual environment for instrumented glove,” in 2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV), 2016, pp. 311-312. [3] F. Carneiro, B. Santos, P. Abreu, and M. T. Restivo, "A tool for grip evaluation and learning," in 2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV), 2016, pp. 313-314.

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#12 IoT technologies in the Azorean dairy production The Azores is a Portuguese administrative autonomous region that produces more than 30% of the national milk production. With the liberalization of milk production in European Union

Contributions Tue 6 Panel Session III UAc, ECC, Room 7 11:00 — 12:30 Carlos Oliveira

imposed by the global markets, dairy producers have come up et al., PT UAc compelled to enhance the profitability of their farms, by reducing costs and improve efficiency. But there have been many difficulties in trying to comply with these requirements. And currently a crisis in the sector is installed. The region are struggling with farms of small size and higher fragmentation, among extra constraints such as its own geographical insularity and the animal’s transhumance, as well as the long distance to the markets and the poor level of (digital) literacy of the farmers. These constraints are causing a limited use of ICT and a still rudimentary use of IoT technologies. In São Miguel Island we find some examples of these usages, such as software for farm management, monitoring systems, and video surveillance; pedometers for animal rut detection; automatic feeders with individual feed measurement; separation curtains; and controllers for the milking process. We believe that the dairy industry has a great potential to obtain many benefits of these technologies. And so, we intend to analyse and discuss applications of IoT technologies in the Azorean dairy sector that may also benefit from online experimentation.

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#14 Internet of Things and Smart Cities Throughout history, opportunities to transform cities have always been scarce. Transformation usually occurs following tragedies, such as wars or natural disasters. For instance, Mar-

Contributions Tue 6 Panel Session III UAc, ECC, Room 7 11:00 — 12:30 Pedro Melo

quês de Pombal created an urban planning intervention for Leite, Globaleda Açores downtown Lisbon following the 1755 earthquake. However, certain technical improvements and interventions enabled the growth and development of cities through invasive infrastructure work. In our era of technological innovation, new opportunities have arisen to transform cities, increasing their eﬃciencies and consequently the well-being of its inhabitants and visitors. The Internet of Things plays a key role in the development of Smart Cities, enabling the creation of an interconnected city. In this new reality, numerous devices provide data that, after being processed, help in decision-making and optimization of city management. However, Smart Cities will have to face new challenges related to the generated information such as storage, security and analysis.

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Contributions

#18

Tue 6

Development of a tool to analize data of road tests with cars

Session III

The development of a tool to analyse the data collected during road tests performed with cars, allowing a better understanding of the equation used to model the car movement, is pre-

Panel UAc, ECC, Room 7 11:00 — 12:30 M. Gameiro et al. PT UC

sented. The potential of current measurement and data acquisition systems which allow the simultaneous monitoring of a large number of parameters with high temporal resolution can clearly improve the quality evaluations made from road tests. Using the measured data of the fuel consumption and the main variables related to the displacement of the vehicle, it is possible to make corrections of the inﬂuences of the main disturbing factors and clearly improve the quality of evaluations. Thus, the fuel consumption rate can be continuously measured and recorded during movement of the vehicle, whereas, with the data path, the energy required to ensure the displacement can be calculated using a simulation model. Integrating over time the average power values at each interval energy , the total energy required to maintain vehicle displacement is calculated, whereas while integrating the fuel rate over the duration of the trip time, total fuel consumption is calculated. The ratio between the theoretically required energy and power actually worn gives the conversion eﬃciency of the vehicle propulsion system. The developed tool It is very useful in the framework of the courses about car dynamics included in Mechanical or Automotive Engineering Programmes. The developed tool couples the data collected during the road tests with the vehicle with a simulation model that computes all the force components acting on the car body during the movement. It has been written in LabView and an attractive graphical interface is used to keep the attention of the students when the data is presented.

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Contributions

#22

Tue 6

Approach to adapt a Legacy Manufacturing System into the IoT paradigm

Session III

We are currently witnessing an increasing use of IoT systems, which manifests itself in the various aspects of human activities. In fact, the IoT paradigm has been gradually used in a vari-

Panel UAc, ECC, Room 7 11:00 — 12:30 J. Rosas et al., PT UNL

ety of areas, such has surveillance, monitoring, localization, logistics, healthcare, manufacturing, etc. This trend has also intensiﬁed as newly IoT devices enable, for instance, more autonomous performance, better wireless interaction, and good power management. This trend has in turn allowed more the possibility of newly innovative products and services. However, many systems exist today, which are usually mentioned as legacy systems, that are still used, while lacking the ability to operate in a IoT realm. But the mere replacement of these systems is not economically viable. For example, in the area of manufacturing, there are machines and other resources, which may be relatively old and lacking IoT capabilities, but whose use is still economically advantageous. However, we are now inside a more competitive and more global market, which shifted from a mass production paradigm into one which demands more personalized products. This in turn requires that these manufacturing systems are able to adapt to these new conditions. The “Iotization” of manufacturing systems contributes to turn them more agile and more adaptive, therefore, better suited to handle these new market conditions.

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In this paper, we present an approach that allows the transfiguration of a legacy manufacturing system into a form which allows operating within the IoT paradigm. The proposed approach allows resetting the characteristics of a legacy system in terms of IoT functionality, typically, easier (or zeroconf) wireless communication, more autonomous behavior, the ability to collaborate with other IoT objects, and good energy management technics. By comparing the system’s existing (legacy) functionality with the one required for an IoT object, gaps can be identified. Within our approach, these gaps are fulfilled through the development of corresponding services modules that are used to “upgrade” the legacy system. With these services, the transformed system can now operate in the IoT realm. As an illustration, the proposed approach is applied in the control of a distribution line, which is currently controlled by an aged (or legacy) Programmable Logic Controller (PLC). After its transfiguration, the mentioned assembly line is now able to behave as an IoT system.

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#6 Online Experimentation Resources Evaluation By Experts - Strategy for Technical Evaluation of Online Experimentation Resources

Contributions Tue 6 Panel Session V Expolab 15:00 — 16:30 T. Restivo & D.

The development of Online Experimentation, the exploration of Urbano, PT FEUP hardware and software solutions, the use of booking systems integrated within LMS platforms, have been the main concerns of the OE community along these last fifteen years, after the first evidences appearing by the second end of nineties [1,2]. Some works have been published describing the students’ evaluation of Remote Labs [3,4]. The design of an online experimentation needs to follow all the requirements that a hands-on experiment might consider and it also faces the need to motivate and involve the user as much as possible, without any special help as it happens in a real lab. When a student or a trainee accomplishes an online experiment the procedure needs to “guarantee” that the connection and the experiment are stable, s(he) will be able to understand it, to control it, to be aware of what’s going on and, finally, to understand and analyze the different provided results. These features need to be evaluated by trainees and by trainers. Trainers need to be experts in training with experimental activities and also in the use of experimentation supported by emerging technologies, with all their demanding aspects.

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If this perspective will not be considered the resource could be enthusiastic while it will appear as a new tool by the ﬁrst time but after it, all the eﬀort will ends up facing a lack of interest, insecurity and demotivation of users, leading to the opposite of what is the community goal - to improve the abstraction of theoretical knowledge by facilitate and promoting the experimental training, to attract youngsters into technical and engineering areas and to disseminate knowledge in a tempting way. The evaluation designed has been oriented to the evaluation of resources by experts, by users (trainees) and also the knowledge gain coming of their use. In this work the general aspects of resources evaluation by experts will be considered: 1. General technical aspects; 2. Quality of media feedback; 3. Documentation and help; 4. Quality of data collection. Results from the application of the designed tools will be referred and some learned lessons also will be considered in order to improve the used designed tools. [1] Aktan, B., Bohus, C., Crowl, L., & Shor, M. (1996). Distance learning applied to control engineering laboratories. IEEE Transactions on Education, 39(3).  [2] Shen, H., Xu, Z., Dalager, B., Kristiansen, V., Strom, O., Shur, M., et al. (1999), Conducting laboratory experiments over the internet. IEEE Transactions on Education, 42(3).

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[3] Nickerson, J. V., Corter, J. E., Esche, S. K., & Chassapis, C. (2007). A model for evaluating the eďŹ&#x20AC;ectiveness of remote engineering laboratories and simulations, in education. Computers & Education, 49(3). [4] Ogot, M., Elliott, G., & Glumac, N. (2003). An assessment of in-person and remotely operated laboratories. Journal of Engineering Education, 92(1).

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Program Overview

PROGRAM OVERVIEW — Monday, September 5, 2016 Opening Session

UAc, ECC, Room 7

09:15 - 09:30

Plenary Session I

UAc, ECC, Room 7

09:30 - 10:30

Coﬀee-break

UAc, ECC

10:30 - 11:00

Panel Session I

UAc, ECC, Room 7

11:00 - 12:30

Lunch

Colégio Castanheiro

12:30 - 14:00

Plenary Session II

UAc, ECC, Room 7

14:00 - 15:00

Panel Session II

UAc, ECC, Room 7

15:00 - 16:30

Social Programme Activity and Welcome Snack

UAc, ECC

17:00

Plenary Session III

UAc, ECC, Room 7

09:30 - 10:30

Coﬀee-break

UAc, ECC

10:30 - 11:00

Panel Session III

UAc, ECC, Room 7

11:00 - 12:30

Lunch

Colégio Castanheiro

12:30 - 14:00

Panel Session IV

Expolab

14:00 - 15:00

Panel Session V

Expolab

15:00 - 16:30

Closing Session and Farewell Cocktail

Expolab

16:30

Tuesday, September 6, 2016

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http://expat.org.pt/other-events/workshop16/