1. An Innovative Concept for Distance Training of Professionals in the Electro- Mechanical Industry Andreja Rojko 1, Andreas Pester 2 1 Institute of robotics, University of Maribor, Slovenia 1 Department of Electrical Sustainable Energy, Delft University of Technology, the Netherlands 2 Department of Engineering&IT, Carinthia University of Applied Sciences, Austria 1

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 2

3. 3 Introduction technology as 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. 4 Introduction technology as a tool access, flexibility, quality 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 ACADEMIA-INDUSTRY PARTNERSHIP 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.

5. Outline Introduction Motivation and background E-PRAGMATIC network - goals, methods, tools Needs analysis Integral concept for distance education in industry Distance training modules from robotics Evaluation of integral concept, pilot training Conclusions 5

6. 6 Motivation and background EU lifelong learning program: nearly €7 billion in 2007 – 2013. Distance learning at UNIs supported. Distance learning in engineering education is not following the trend. USA: enterprises provide annually 32 learning hours to each employee. 25 % students take distance courses.

7. 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. 8 Motivation and background University- Industry relations SLO - Chamber of small commerce, section of mechatronics A - me 2 c Seminars, short courses on robotics, programming, alternative energies and emerging technologies, since 1995.

9. Sucess rate 90%. Very positive feedback from the participants. 9 Motivation and background Distance courses for professionals from industry from Slovenia and Austria. MERLAB: Three courses from the basics of mechatronics for professionals from industry, 2009.

10. 10 Demand exceeds the number of formally qualified professionals Aging society, older work force needs additional education Motivation and background 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 38 % companies organise in- company training, covers only momentary needs Current state ROBOTICS and MECHATRONICS

11. 11 Motivation and background E-PRAGMATIC E-Learning and Practical Training of Mechatronics and Alternative Technologies in Industrial Community. NETWORK 20 partners from education and industry, 7 EU countries involved. Internalization of idea. Development of integral model for distance education in industry.

12. 12

13. EU Lifelong Learning Program 13 Comenius, Erasmus, Leonardo da Vinci, Grundtvig MOBILITY MULTILATERAL PROJECTS PARTNERSHIPS NETWORKS EU funds cover 75 % of costs of approved projects. Statistics for year 2010: about 400 proposals, about 7% of all proposals are co-financed, only 5 networks approved. Source: EACEA

14. 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 14

15. 15 E-PRAGMATIC network - goals, methods, tools

16. 16 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. E-PRAGMATIC network - goals, methods, tools

17. 17 Industrial courses based on the needs of IND partners, 9 courses. Courses from the alternative, emerging technologies, 7 courses. Basic courses from mechatronics and robotics, 4 courses. Courses are prepared by EDU partners for the needs of IND partner(s) from the same country. E-PRAGMATIC LEARNING COURSES E-PRAGMATIC network - goals, methods, tools

18. 18 Virtual experiments, animations, simulation programs and tools, workshops. Case studies, practical problems and exercises. Remote experiments in half of modules courses. Remote working stations with industrial equipment. Motivation questions, e-tests. Theoretical background, multimedia materials. DISTANCE LEARNING COURSES E-PRAGMATIC network - goals, methods, tools

19. Outline 19 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

20. Needs Analysis 20 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.

21. Needs Analysis 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 All reports are available at the E-PRAGMATIC web page.

22. Needs Analysis 22 Level of education of the responders

23. Needs Analysis 23 Number of years in the current professional carrier

24. Needs Analysis 24 Activity and profile of the company Company profile: Answer Options Response Percent Response Count Automotive industry 9,2%58 Electronics 12,4%78 Software engineering 6,0%38 Information technology 4,5%28 Communications 4,5%28 Electricity 10,6%67 Renewable energy 5,9%37 Motors and generators 3,8%24 Robotics 3,6%23 Heavy machinery 6,8%43 Machine tools and accessories 3,2%20 Measuring and controlling devices 6,2%39 Semiconductors 1,6%10 Other industrial equipment and components 7,3%46 Education 3,8%24 Other 10,6%66 answered question629

25. Needs Analysis 25 In-company training: 77% have already participated. Reasons for non-participation: Master or PhD degree Employeed in production

26. Needs Analysis 26 Sources of continuing education Employeed in production Post- secondary education.

27. Needs Analysis 27 Reasons for participation in the continuing education Bachelor or post-secondary voc. degree Secondary education, younger than 40 Higher than secondary edu. Production, over 40

28. Needs Analysis 28 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 8 hours).

29. Needs Analysis 29 5 most interesting courses Emerging/alternative technologies PC-based measurement and instrument control Robot programming Electric circuits Applied control theory

30. Needs Analysis 30 Secondary education and technician Bachelor and technical post-secondary degree Master’s and Ph.D. Degree 1.Alternative technologies 2.Robot programming PC-based measurement and control Electrical servo drives 3.Mechatronic systemsApplied control theoryPower electronics 4.Electric circuitsEngineering softwareMechatronic systems 5.Introduction to automation Mechatronic systemsSignal & image processing Most interesting courses with respect to the education background of responders

31. Needs Analysis 31 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!

32. Outline 32 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

33. Design of learning material Learning management system Integral concept for distance industrial training 33 Training modules and programs Educational approach

34. Design of learning material Integral concept for distance industrial training 34 Training modules and programs Educational approach Learning management system

35. 35 Choices: Leading: Blackboard, Moodle, Desire2Learn Custom-developed LMSs Source: http://moodle.org Integral concept for distance industrial training Learning management system

36. 36 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). Integral concept for distance industrial training Learning management system

37. 37 Integral concept for distance industrial training Learning management system

38. 38 E-PRAGMATIC network - goals, methods, tools Remote experiments and working stations

39. 39 Learning management system Front page

40. 40 Learning management system E-classroom

41. Learning management system 41 Remote experiments

42. Learning management system 42 Functionalities

43. Design of learning material Learning management system Integral concept for distance industrial training 43 Training modules and programs Educational approach

44. Design of learning material 44 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 leads to the second shortest learning time. Learning unit should be less than two screens long. Each unit should include interactive element for self-evaluation. Integral concept for distance industrial training

45. 45 Design of learning material

46. Design of learning material 46 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. Integral concept for distance industrial training

47. Learning management system Integral concept for distance industrial training 47 Training modules and programs Design of learning material Educational approach

48. 48 Issues: various entrance qualifications and experiences of the learners; different knowledge/education needs; need to integrate learning to other everyday activities.  Approaches developed for regular education cannot be directly applied, as background, needs, expectations and motivation of the learners are different. Integral concept for distance industrial training Educational approach

49. 49 Andragogy “the art and science of helping adults learn”. (M. Knowles, The Modern Practice of Adult Education, 1980) Integral concept for distance industrial training Educational approach Problem-centered not content-oriented Immediate relevance to job Basis for learning activities Involved in planning and evaluation of learning

50. 50 Adults are self-directed learners who: determine their learning requirements; determine the learning goals; select resources to achieve the goals; decide upon and employ their preferred learning strategies; assess the outcomes of the learning process. Integral concept for distance industrial training

51. Educational approach 51 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. Integral concept for distance industrial training

52. 52 Self-evaluation with motivation questions Remote experiments Individual supervision Exercises Questions Advice, Exercise evaluation ICT support Advice, Report evaluation Report Questions Setting training program Self-study LEARNER MENTOR Final assessment Final test Advice Questions

53. Learning management system Integral concept for distance industrial training 53 Training modules and programs Educational approach Design of learning material Training modules and programs

54. Training modules and programs 54 P ROGRAM M ODULES General mechatronics Electrical circuits, Applied control theory, Electric drives, Mechatronic devices Robotics Robot programming, Wheeled mobile robots, Introduction to industrial robotics, Mechatronic devices MicrocontrollersIntroduction to Microcontrollers, 8-bit Microcontrollers Advanced Course, Low-cost platform to provide LAN/WAN connectivity for embedded systems Computer-based measurements Introduction to LabVIEW and Computer Based Measurements, Computer-based Measurements and Instrument Control Electric and hybrid vehicles Energy and energy storage in electric cars, Power electronic for electric vehicles, Hybrid drive Alternative technologies Solar electricity, Hybrid drive, Energy efficient drive technologies Engineering software/tools Introduction to LabVIEW, Introduction to Microcontrollers, PLC controllers and industrial networks MaterialsHigh temperature design Distance trainingIntroduction to remote and online engineering Integral concept for distance industrial training

55. Outline 55 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

56. 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

57. Module: Robot Programming The first part describes various trajectories: linear, parabolic and general polynomial trajectory defined in joint space. For each trajectory location, velocity amd acceleration are determined in joint space. Next trajectory planning is realized in the Cartesian space. This part is more difficult and is illustrated by palletisation task. Manupulator is used as a measurement device and next is used as an a control devive which allows prescribed trajectory execution. 57 Distance training modules from robotics

58. Module: Robot Programming The second part of the course deals with the basic priciples of robot programming using high level language. It presents basic structures of data that a robot programming language should have and privides examples of programming and task planning activities. Course readers are asked to solve several problems starting from the very simple ones to more difficult general problems. This course should be preceded with the course Introduction to Industrial Robots. 58 Distance training modules from robotics

59. Module: Wheeled Mobile Robots- Practical Aspects of control and Navigation Modelling of wheeled robots – Kinematic description of wheels rolling without slipping – Planar kinematic structures of wheeled robots – 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 electric drive 59 Distance training modules from robotics

60. Module: Wheeled Mobile Robots- Practical Aspects of control and Navigation Motion control algorithms for differentially driven robots – Classification of control tasks – Algorithm using decoupling in the position control task – Path following algorithm – Control algorithm using polar coordinates 60 Distance training modules from robotics

61. Module: Wheeled Mobile Robots- Practical Aspects of control and Navigation Robot localisation methods – Classification of localisation methods – Odometry algorithm and its properties – Methods of inertial localization for 2D/3D case – Methods of absolute localisation Methods of environment mapping and navigation – Characteristics of the numerical representation of the environment – Navigation algorithms 61 Distance training modules from robotics

62. Module: Wheeled Mobile Robots- Practical Aspects of control and Navigation, Learning goals Understanding the kinematic description, phase constraints and the structure including the dynamics and the drive of wheeled robots Learning basic kinematic structures used in mobile platforms Learning issues related to nonholonomic robots motion control Learning some motion control algorithms using state feedback Acquiring knowledge of basics of mobile robots localisation methods Learning environment representation methods and navigation algorithms 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

63. Module: Wheeled Mobile Robots- Practical Aspects of control and Navigation Each course participant should have simulation software. It has been decided the Scilab 5.3.3 application together with the XCos front end should be used since it is widely available (the application is very similar to the commercial and popular Matlab/Simulink product). The softwareis free (Open Source type) and can be downloaded from http://www.scilab.org/ http://www.scilab.org/ 63 Distance training modules from robotics

64. 64 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 Introduction to industrial robotics

65. 65 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. Introduction to industrial robotics

66. 66 Theoretical exercises Description of application which could be robotised. Selection of the robot and end-effector for specific application. Introduction to industrial robotics

67. 67 Practical exercises Program for milling; Program for palletizing. Introduction to industrial robotics

68. 68 Introduction to industrial robotics Workshop at the University of Maribor for participants from Slovenia

69. 69 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 Mechatronic devices

70. 70 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 velocity controller of the mechatronic device. Mechatronic devices

71. 71 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. Mechatronic devices

72. 72 Mechatronic devices

73. 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 Comment: I am not totally sure if this is correct. Mass is somehow big in both cases. Isn‘t that a really small motor? 73

74. 74 Remote experiments with SCARA mechanism Mechatronic devices

75. 75 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.

76. Outline 76 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

77. Evaluation of integral model, pilot training 77 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.

78. Evaluation of integral model, pilot training 78 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’ feedback about their perception, encountered problems, and used approaches.

79. Evaluation of integral model, pilot training 79 General profile

80. Evaluation of integral model, pilot training 80 Finished modules (survey participants only) How many E-PRAGMATIC learning modules have you successfully finished? Answer Response Percent Response Count None 26,9%29 1 48,1%52 2 14,8%16 3 10,2%11 answered question108 skipped question4 Bachelor or post- secondary voc. degree

81. Evaluation of integral model, pilot training 81 Reasons for not finishing Bachelor or post- secondary voc. degree Secondary degree, production

82. Evaluation of integral model, pilot training 82 R ESULTS OF F INAL E VALUATION, Survey’s statements and average score (0–I don’t agree, 1– neutral, 2–I agree) I appreciate time and location independency of distance training.1.8 Learning portal (LMS) and materials are well organised.1.8 The motivation questions help me to better understand the modules.1.7 Remote and virtual experiments greatly contribute to the understanding of studied modules. 1.7 Provided learning modules fulfil my education needs.1.7 I would like to participate in such training in the future.1.9 I would also pay a small fee for such distance training.1.0 My overall learning experience was excellent.1.8

83. Evaluation of integral model, pilot training 83 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.

84. Evaluation of integral model, pilot training 84 Concept was evaluated as suitable. Some important issues. Non-responding participants. A lot of passive online viewing without feedback. Lack of participation in the forum and community. Lack of time. Deadlines not always respected. Learning at own pace. Learning materials in other form. At request. Critical role of mentor. Timely answering necessary. Language obstacles. Translation of vocational level modules necessary. Remote experiments very important. Blended approach more motivating.

85. Outline 85 Introduction Motivation and background E-PRAGMATIC network Needs analysis Integral model for distance education in industry Distance training modules from robotics Evaluation of integral model, pilot training Conclusions

86. 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

87. 87 http://www.e-pragmatic.eu/ Access to learning portal, user account: epragmatic/epragmatic. info@e-pragmatic.eu