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based and project-based learning methods
are included-students must individually
work to design a robot module (e.g. an intel-
ligent gripping system) and in cooperation to
solve one or two real mini-problems taken
from industry (they have to spend this time
in companies).
2.
Course support unit:
Consideration of .ppt
and .avi files for on-line lectures; consider-
ation of .doc, .pdf, .jpg and .avi files for off-
line information delivery; guiding manual to
support the project work is provided in .pdf
format; during seminar and lecture classes,
supplementary files could be generated
(see the use of whiteboards and simulation
tools)-these files can be saved in .jpg, .htm,
.avi and other formats for later review; ma-
terials with detailed information on how to
use files are necessary; supplementary case
studies and exercises should be included for
the complex parts of the course-thus, off-line
learning is facilitated; two local assistants
are taken into account (students that sup-
port teacher in initializing and turning off
the system); each session is recorded by the
videoconference system for later use, both
by students and teacher; a specific software
tool for remote computer monitoring can be
activated to “record” any action performed
by each student on his/her terminal.
3.
Simulation unit:
Use educational licenses
for specialized web-based robot simulation
and programming software-in this case
RobotStudio and Robot HandlingPro are
included in the training program because
their producers provide free licenses for
educational purposes; other CAD/CAR/
CAE/CAP software tools and PLC simula-
tion tools can be accessed by students via
the remote desktop control application (e.g.
VNC).
4.
Course management unit:
An open source
repository system is implemented (e.g.
Moodle); Moodle offers sufficient features
for a good management of the web-based
course (e.g. upload/download of files, fo-
rums, course scheduling, role assignment,
and many other facilities which practically
cover all usual actions for managing a course
remotely); both teachers and students are
trained in advance on how to use the tech-
nology for communication and interactive/
cooperative work (training manuals and
training sessions have to be taken into
account); students can contribute to the
adaptation of the course for the web-based
delivery.
5.
Communication and interactive/coopera-
tive work unit:
A videoconference system
is installed-a standard videoconference
system between point A and point B uses two
video cameras: one, at point A, broadcasts
person(s) A (e.g. the teacher) and displays
the image that camera B broadcasts; camera
B broadcasts person(s) B (e.g. the students)
while displaying image received from point
A; two multi-media projectors are installed
in the classroom, one connected with the
computer where the remote desktop con-
trol application is installed (e.g. VNC) and
another one connected to a videoconference
camera (e.g. Polycom); in order to increase
system's robustness, additional communica-
tion means are integrated-they comprise e-
mail, Skype and Yahoo messenger, with web
camera included on both sites; interaction
between students and teacher is increased
using the tablet PC and an interactive white-
board (e.g. CorelGrafigo); in order to make
different annotations on the work performed
by students, specific software applications,
like Windows Journal, are integrated; proj-
ects and homework can be remotely analyzed
by the teacher using the virtual whiteboard
and the tablet PC, as well as the remote
desktop control server application and the
videoconference system.
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