Online-Labs in Education: Proceedings of the 1st International Conference on Online-Labs in Education, 10 – 12 March 2022, Stuttgart, Germany

Prof. Dr. Dieter Uckelmann; Prof. Dr. Giovanni Romagnoli; Prof. Dr. Jannicke Baalsrud Hauge; Valentin Kammerlohr Ph.D.

doi:10.5771/9783957104106

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Copyright Year: 2022
ISBN-Print: 978-3-98542-036-0
ISBN-Online: 978-3-95710-410-6
Publisher: Nomos, Baden-Baden
Language: English
Pages: 501
Product Type: Edited Book

Titelei/InhaltsverzeichnisPages 1 - 8 Download chapter (PDF)
Table of ContentsPages 9 - 14 Download chapter (PDF)
1. 1. Authors:
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    1. 1 Introduction
    2. 2 DigiLab4U as a Case Study for Shared Online Labs
    3. 1. 3.1 A Multi-Sided Platform to Activate the Sharing of Online Labs
      2. 3.2 Trust to Leverage the Business Model and Increase Organizational Effectiveness
      3. 3.3 Maturity Model for the Effectiveness of Digital Lab Transformation
    4. 4 Discussion
    5. 5 Conclusion
    6. Acknowledgements
    7. References
    8. Authors
  2. Authors:
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    1. 1 Introduction
    2. 2 Literature review
    3. 1. The DigiLab4U case and its services
      2. Requirements of the DigiLab4U for the RDM system
      3. Benchmarking commercial solutions
    4. 4 The structure and its transposition
    5. 5 Discussion and Conclusions
    6. References
    7. Authors
  3. Authors:
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    1. 1 Introduction
    2. 1. 2.1 Data Protection Regulation
      2. 2.2 Community Experience
    3. 1. 3.1 Choice of Data Warehousing Solution
      2. 3.2 Stakeholder Survey
    4. 4 Closing Thoughts
    5. Acknowledgements
    6. References
    7. Authors
  4. Authors:
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    1. 1 Introduction
    2. 2 Research Methodology
    3. 1. 3.1 Stage 1: Planning the Review
      2. 3.2 Stage 2: Conducting the Review
      3. 3.3 Stage 3: Reporting
      4. 3.4 Stage 4: Dissemination
    4. 4 Findings
    5. 1. 5.1 Contribution to the Research Questions.
      2. 5.2 Limitations in Our Study
      3. 5.3 Future Work
    6. Acknowledgements
    7. References
    8. Authors
2. 1. Authors:
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    1. 1 Introduction
    2. 2 Background
    3. 3 Ubisense System and Data Communication
    4. 1. Robotino View
      2. Outline of the Robotino’s Automation
    5. 5 Conclusions
    6. 6 Future Work
    7. Acknowledgements
    8. References
    9. Authors
  2. Authors:
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    1. 1 Introduction
    2. 1. 2.1 DigiLab4U
      2. 2.2 PUX Lab
    3. 1. 3.1 Literature Research
      2. 3.2 Analysis of existing applications
      3. 3.3 Focus group discussion
    4. 1. 4.2 LabMS
      2. 4.3 Database
      3. 4.4 Virtual OpenHAB Server
    5. 1. 5.1 User Tests
      2. 5.2 Review of Requirements
    6. 6 Conclusion and Future Work
    7. References
  3. Authors:
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    1. 1 Introduction and Problem Statement
    2. 2 Research Background
    3. 1. 3.1 LMS integration
      2. 3.2 Connecting to Laboratories without Static-IP
    4. 1. 4.1.1 Cobot
        4.1.2 Laser-based Safety System
        4.1.3 Safety Fence
        4.1.4 Surveillance Camera
      2. 4.2 Integrating with Moodle and Booking
    5. 5 Conclusion and Future Works
    6. Acknowledgements
    7. References
    8. Authors
  4. Authors:
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    1. 1 Introduction
    2. 2 Background
    3. 1. 3.1 System Architecture
      2. a. Challenges with Hardware Architecture Complexity
        3.1.2 Microservices Approach
      3. 3.2 System Environment
      4. 3.2.2 Containerization
        3.2.3 Containers vs. VMs
        3.2.4 Container engines
        3.2.5 Docker
      5. 3.3.1 Container Orchestration Tools
        3.3.2 Kubernetes
        3.3.3 Microk8s
        3.3.4 Suitable Kubernetes for a Laboratory Environment
    4. 4 Discussion and Sample Scenarios
    5. 5 Conclusions and Future works
    6. Acknowledgements
    7. References
    8. Authors
  5. Authors:
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    1. 1 Introduction
    2. 2 SCM Serious Game Research Prototype
    3. 3 Learning objectives
    4. 4 Dashboard
    5. 5 Evaluation
    6. 6 Conclusion & Outlook
    7. Acknowledgements
    8. References
    9. Authors
  6. Authors:
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    1. 1 Introduction
    2. 1. 2.1 The domain-specific learning process
      2. 2.2 Environmental conditions
    3. 1. 3.1 Observing Group Behaviour
      2. 3.2 The Individual in Focus
      3. 3.3 Contextual Factors
    4. 1. 4.1 Considering fundamental decisions
      2. 4.2 Maintaining Good Scientific Practice
      3. 4.3 Open-Source Approaches
    5. 5 Conclusion & Outlook
    6. Acknowledgements
    7. References
    8. Authors
3. 1. Authors:
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    1. 1 Introduction
    2. 2 The SimuLOpS Lab
    3. 3 Preliminary experiences
    4. 4 Conclusions and future developments
    5. References
    6. Authors
  2. Authors:
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    1. 1 Introduction
    2. 2 General concept of the laboratory
    3. 1. 3.1 Digital Twin concept
      2. 3.2 Design of the Digital Twin in the machine lab
    4. 1. 4.1 Overview
      2. 4.2 Didactic structure
      3. 4.3 Description of surveys
    5. 1. 5.1 Digital lab experience
      2. 5.2 Communication and group work
      3. 5.3 Web-based digital twin
      4. 5.4 Curriculum in Mechanical Engineering
      5. 5.5 Personal skills
      6. 5.6 Summary
    6. 6 Conclusion
    7. References
    8. Acknowledgements
    9. Authors
  3. Authors:
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    1. 1. 1.1 Motivation
    2. 2 Personalization
    3. 3 Problem-based Learning
    4. 4 Learning Analytics
    5. 1. 5.1 OpenAPE Focus Group
    6. 6 Introduction OpenHAB
    7. 7 Java OpenAPEClient
    8. 1. 8.1 Content
      2. 8.2 OpenAPETutorial Application
    9. 1. 9.1 Preperation
      2. 9.2 Evaluation
    10. 10 Conclusion and future work
    11. References
    12. Authors
  4. Authors:
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    1. 1 Introduction
    2. 2 Serious Games in Supply Chain Management
    3. 1. 3.1 Game development and testing
    4. 4 SCM SG Scenario
    5. 5 SCM SG Evaluation
    6. 6 Discussion of the results
    7. 7 Conclusions and future works
    8. References
    9. Authors
  5. Authors:
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    1. 1 Educational problem and research questions
    2. 2 Didactical development (DBR approach)
    3. 3 Collaborative learning
    4. 4 Self-directed learning
    5. 5 Mixed Reality
    6. 6 Summative Evaluation
    7. 7 Conclusion & Outlook
    8. References
    9. Authors
  6. Authors:
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    1. 1 Introduction
    2. 2 Planned Innovations in the Teaching Process
    3. 3 Usage of the GOLDi online lab in basic computer science education
    4. 4 Expansion of the lab concept to include Hybrid Take-Home Labs
    5. 5 Conclusion
    6. References
    7. Authors
  7. Authors:
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    1. 1 Goals, Project Context & Research Question
    2. 2 Self-Directed Learning in digital and hybrid Educational Labs in the field of Engineering Sciences: Theoretical Context
    3. 3 Requirement Analysis plus Creation, Implementation, and Formative Evaluation of the SDL-Concept
    4. 4 Summative Evaluation of the SDL-Concept and the related Scenarios
    5. 5 Conclusion & Outlook
    6. References
    7. Author
  8. Authors:
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    1. 1 Introduction
    2. 1. 2.1 Results RQ 1
    3. 1. 3.1 The lab RFID measuring chamber setting
      2. 3.2 Results RQ 2
    4. 4 Conclusion
    5. Acknowledgements
    6. References
    7. Authors
1. Authors:
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  1. 1. 1.1 Didactic fundamentals
    2. 1.2 Learning Objectives and Competences
  2. 1. 2.1 Why are smart homes so important for elderly people and people with disabilities?
    2. 2.2 Smart home market in Germany
    3. 2.3 Market driver
  3. 1. 3.1 Definition of the terms “smart home” and “AAL”
    2. 3.2 User profiles & features
    3. 1. 3.3.1 Visual impairment
      2. 3.3.2 Hearing impairment
      3. 3.3.3 Motor impairment
      4. 3.3.4 Cognitive impairment
    4. 3.4 Scenarios
  4. 1. 4.1 The three accessibility guidelines
  5. 1. 5.1 Intro
    2. 5.2 Tasks
  6. 1. 6.1 Definition of “responsive”
    2. 6.2 Definition “context of use”
    3. 6.3 Responsive web design (Equipment Context)
    4. 6.4 Personalization (User Context)
    5. 6.5 Context queries (Environment Context)
    6. 6.6 Task Context
  7. 1. 7.1 What is OpenAPE?
    2. 7.2 Use cases
    3. 7.3 OpenAPE Context service
    4. 7.4 Term-Registry-Service
  8. 1. 8.1 Tasks
  9. Authors
  10. 1 Didactical Concept – Handout for Teachers Universal Design & Personalization for Smart Homes - Concepts VPUX-Lab
  11. 2 Didactical Analysis
  12. 3 Didactical Concept
2. Authors:
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  1. 1. 1.1 Overview
    2. 1.2 Didactic fundamentals
    3. 1.3 Learning Objectives and Competence
  2. 2 Why Personalization
  3. 1. 1. 3.1.1 Authentication
      2. 3.1.2 Get list of contexts
      3. 3.1.3 Get single context
      4. 3.1.4 Create context
      5. 3.1.5 Update context
      6. 3.1.6 Delete context
    2. 1. 1.1.1 Data structure
      2. 3.4.7 Error Handling
  4. 1. 4.1 Background
    2. 1. 4.2.1 Get all Items
      2. 4.2.2 send Command
    3. 4.3 OpenHAB Server
  5. 1. 5.1 HTTP Client retrofit
  6. 6 Assignment
  7. Authors
  8. 1 Didactical Concept—Handout for TeachersUniversal Design & Personalization for Smart Homes—Implementation
  9. 2 Didactical Analysis
  10. 3 Didactical Concept
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  1. 1. 1. 1.1.1 Target Group
      2. 1.1.2 Prerequisites
      3. 1.1.3 Learning Resources
    2. 1.2 Learning Objectives and Competence
  2. 1. 2.1 User Story
    2. 2.2 Tasks
  3. 3 Team Orienteering Problem
  4. 1. 4.1 GRASP Basic Concepts
    2. 4.2 Key Information for Python Implementation
  5. 1. 5.1 Savings-based Heuristic Basic Concepts
    2. 5.2 Key Information for Python Implementation
  6. 6 Further Input: Comparison between Heuristics
  7. 7 Assessment
  8. Abbreviations
  9. References
  10. 1. Title Name of the Concept
    2. Lab Environment
  11. 1. Target Group
    2. Institutional Requirements
    3. Learning Objectives
  12. 1. Methodical Implementation
  13. Authors
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  1. 1. 1.1 Overview of Didactical Fundamentals
    2. 1.2 Keywords
    3. 1.3 Learning objectives
    4. 1.4 Target Group
  2. 1. 2.1 User Story
    2. 2.2 Tasks
    3. 2.3 Learning Resources
  3. 3 Introduction: Smart Production Logistics
  4. 1. 1. 4.1.1 Examples of physical Components
      2. 4.1.2 Examples of Cyber Components
    2. 1. 4.2.1 Characteristics of an Embedded System
      2. 4.2.2 Basic Structure of an Embedded System
    3. 1. 4.3.1 Digital Twin System as an Example of Real-Time Information Processing
    4. 1. 4.4.1 Software Design Levels
    5. 1. 4.5.1 Advantages of modularization:
      2. 4.5.2 Concurrency
      3. 4.5.3 Example
    6. 1. 4.6.1.1 Needs Identification
        4.6.1.2 Requirement Analysis
        4.6.1.3 Design
        4.6.1.4 Development and Implementation
        4.6.1.5.1 Deployment and Maintenance
      2. 4.6.2.1 System software
        4.6.2.2 Application software
        4.6.2.3 Programming languages
  5. 1. 1. 5.1.1 Components
      2. 5.1.2 Layers
      3. 5.1.3 Services
      4. 5.1.4 Deployment
    2. 1. 5.2.1 Layered (n-tier) Architecture
      2. 5.2.2 Event-bus Architecture
      3. 5.2.3 Microservices Architecture (SoA)
      4. 5.2.4 Client–Server Architecture
    3. 1. 5.3.1 Model-View-Controller Architecture
      2. 5.3.2 Broker Architecture
  6. 1. 6.1 Smart Grid
    2. 6.2 Smart Supply Chain Management
    3. 6.3 Autonomous Automobiles
  7. 1. 7.1 Barriers to Smart Manufacturing
    2. 7.2. Barriers to AI adoption
  8. References
  9. Authors
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  1. Part A—Educational Considerations
  2. 1. 1.1 Didactic Fundamentals
    2. 1. 1.2.1 Competence
      2. 1.2.2 Learning Objectives
  3. 1. 2.1 Practical Teaching Approach
    2. 1. 2.2.1 Technical Considerations
      2. 2.2.2 Methodical Considerations
  4. 3 Lecture Chapter Outline
  5. Part B—Educational Chapter
  6. 1. 1. 4.1.1 Preparation
      2. 4.1.2 Installation and configuration
      3. 4.1.3 Installing packages
    2. 1. 4.2.1 Preparation & repository Cloning
      2. 4.2.2 Configuring a first test project
      3. 4.2.3 Running a first test project
    3. 1. 4.3.1 Preparation
      2. 4.3.2 Task execution
  7. 1. 1. 5.1.1 Repository cloning, running and understanding existing code
      2. 5.1.2 Enhancing code with an additional block cipher mode
    2. 1. 5.2.1 Repository cloning and understanding existing benchmarking code
      2. 5.2.2 Enhancing benchmarking code with an additional block cipher mode
      3. 5.2.3 Running first experiments
  8. 1. 1. 6.1.1 Account Creation and SSH access
      2. 6.1.2 Running first experiments
      3. 6.1.3 Running more experiments
    2. 1. 6.2.1 Running first manual experiments
      2. 6.2.2 Automizing experiments
    3. 1. 6.3.1 Graph generation
      2. 6.3.2 Result analysis
  9. 7 Conclusion
  10. Acknowledgments
  11. References
  12. Authors
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  1. 1 Introduction
  2. 2 Requirements
  3. 1. 3.1 Technical Architecture
    2. 3.2 Integration with the DigiLab4U Infrastructure
    3. 3.3 Enabling MQTT for LEGO EV3 Robots
    4. 1. 3.4.1 Enabling Web-based Interaction with the Experiment
      2. 3.4.2 Enabling GDPR-Compliant and Real-Time Control Feedback
    5. 3.5 Considerations for Parallel Access to the Lab
  4. 4 Evaluation
  5. 5 Conclusion
  6. References
  7. Authors
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  1. 1. 1.1 Didactic fundamentals
    2. 1.2 Learning Objectives
  2. 1. 2.1 Use-case Introduction
    2. 1. 2.2.1 Basics of RFID frequencies
      2. 2.2.2 RFID-transponders for Logistics Applications
      3. 2.2.3 How to find Missing Information about Unknown Transponders
      4. 2.2.4 Comparison of Different RFID Test Methods
  3. 1. 3.1 Threshold Measurement
    2. 1. 3.2.1 Questions you Should ask Yourself
  4. 4 Summary
  5. 1. 5.1 Definitions
    2. 5.2 Recommendations for Additional Resources
  6. Acknowledgements
  7. Authors
  8. 1 Didactical Considerations for Understanding the Impact of Measuring and Choosing RFID-Transponders for Applications in Logistics—Handout for LecturersLab environment
  9. 2 Didactical Analysis
  10. 3 Didactical Concept
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  1. 1. 1.1 Overview of Didactical Fundamentals
    2. 1.2 Keywords
    3. 1.3 Learning objectives
    4. 1.4 Target Group
  2. 1. 2.1 User Story
    2. 2.2 Tasks
    3. 2.3 Learning Resources
  3. 1. 3.1 Overview of game flow
    2. 1. 3.2.1 Ultrasonic sensors
      2. 3.2.2 Vibration Sensors
      3. 3.2.3 Touch Sensors
    3. 3.3 Currently available sensors and actuators (March 2022)
  4. 4 Evaluation
  5. References
  6. Authors
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  1. 1. Overview
    2. Didactic fundamentals
    3. Learning Objectives and Skills
  2. 2 Theoretical Background of UHF RFID
  3. 1. 1. Transponder
      2. Readers
      3. Antennas
    2. RFID Frequency Ranges and their Characteristics
    3. 1. Near and Far Field Regions of Antennas
      2. Near-field region antennas
      3. Far-field region antennas
      4. Antenna Polarization
      5. Power Emitted at the Antenna
      6. Received Signal Strength Indication (RSSI)
    4. Modulation and Encoding
    5. Anti-collision Methods
    6. Data on the Transponder
    7. 1. Alpha and Beta Errors
      2. Alpha Error
      3. Beta Error
    8. Factors in Performance Limitations and Testing
    9. Material to which the transponder is attached
    10. Noise and interference
  4. 1. Creation of an RSSI curve
    2. Reading optimization
    3. Economic evaluation
  5. References
  6. Authors
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  1. 1 Introduction
  2. 1. 2.1 MQTT
    2. 2.2 Apache Nifi
    3. 2.3 OPC/UA
    4. 2.4 Communication structure
    5. 2.5 Study materials and exercises
  3. References
  4. Authors
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  1. 1. 1.1 Scope of this paper
    2. 1.2 Background
  2. 1. 2.1 Taking the hypothetical seriously
    2. 2.2 Abstraction in Physics
    3. 2.3 Education without abstraction
    4. 2.4 Smartphone solutions
    5. 2.5 Further studies
  3. References
  4. Author
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  1. 1 Introduction
  2. 2 Implementation
  3. References
  4. Authors
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  1. 1 Introduction
  2. 1. 2.1 The User Interface
  3. 1. 3.1 Results
  4. 4 Summary
  5. References
  6. Authors
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  1. 1 Introduction
  2. 2 Mariotel: Usage Guide
  3. 3 Mariotel: Architecture
  4. 4 Mariotel: Usage Report
  5. 5 Conclusions
  6. Acknowledgment
  7. References
  8. Authors