Advances in Online Courses on Process Control

Proceedings of the 9th IFAC Symposium Advances in Control Education The International Federation of Automatic Control Nizhny Novgorod, Russia, June 19-21, 2012

Advances in Online Courses on Process Control ∗ ˇ Martin Kal´ uz ∗ , L’uboˇ s. Cirka , Miroslav Fikar ∗ ∗

Slovak University of Technology in Bratislava Faculty of Chemical and Food technology e-mail: {martin.kaluz, lubos.cirka, miroslav.fikar}@stuba.sk url: http://www.kirp.chtf.stuba.sk Abstract: In this paper, we present our recent improvements in process control education at Department of Information Engineering, Automation and Mathematics at FCFT STU in Bratislava. We describe procedures and methods used to improve teaching and to provide better opportunities in learning process. We discuss on-line learning management system in the course on process control, connected with various electronic teaching aids like, e-books, video lectures, automatically generated quizzes, computation and simulation tools. Keywords: on-line, education, e-learning, LMS Moodle, process control 1. INTRODUCTION The everyday progress of information technologies also affects the improvement of modern teaching. In the last few decades computer technology revolutionized the world of computing, and brought whole new possibilities and approaches to education. New education methods using information technologies are continually being developed to explore various ways that improve teaching and solve challenges that were unsolvable before. One of common challenges is to deal with a large number of students participated in education process (Gora et al. (2010)). In these cases the individual teaching is unattainable, but we can improve the education by enabling student to use modern technologies in the learning process. The e-learning in education is nowadays used all over the world. It allows students to study in environment with good interactivity and access to all important information and materials. Another advantage is the possibility of collaborative work and easy evaluation of study results with good cooperation between students and teachers. The idea of using information technologies in education is not new. Development of e-learning in its various forms began at just about the same time that a first computer was used in the classrooms for education purposes (Bitzer et al. (1961)). The modern trends have been used in teaching and learning for decades. They are applied not only in engineering and technical scientific fields (Ubell (2000)), but also in natural sciences (Weng et al. (2011)), medical sciences (Curta and Ciupa (2011)), humanities (Shaohua and Peilin (2008)), and artistic sciences (Slattery (2006)). Worldwide expansion of e-learning is dated from the end of 90s. Since then, e-learning became very popular, and many web-based learning systems were developed (Kljun et al. (2007)). We also try to improve quality of teaching at our department, especially in the courses on automation and process 978-3-902823-01-4/12/$20.00 © 2012 IFAC

235

control, but also in other different courses associated to this field. In the past, we were facing the common problem in education process, that is question, how we can teach the large number of students and simultaneously keep the high quality of teaching methods. The e-learning environment proved to be an appropriate solution. We decided to reorganize almost all courses taught at our department into more interactive form using the on-line educational environment Learning Management System (LMS) Moodle (Dougiamas (2005)). This article deals with our advances in education of process control. 2. COURSE STRUCTURE The process control course is divided into two parts. Lectures take place in lecture rooms, where all students can learn necessary theoretical background and fundamental principles. The second part contains exercises in process control laboratory where students are split into several groups and they apply their new acquired knowledge. There are altogether 13 lectures and 13 exercises during the semester (for each two hours weekly). The course focuses on control fundamentals like Laplace transform and its use in differential equations solving, algebraic theory, transfer/impulse functions and characteristics, mathematical modeling of various technological plants, control theory and its applications, and design of control systems. 3. PROCESS CONTROL COURSES IN MOODLE We have several on-line courses associated to different subjects, taught at our department. They have been created as modules of LMS Moodle, and they are accessible through our Web site. 10.3182/20120619-3-RU-2024.00029

9th IFAC Symposium Advances in Control Education Nizhny Novgorod, Russia, June 19-21, 2012

The LMS Moodle, as the free open-source software platform, is nowadays used by more than 46 million users, and more than 56 thousand Moodle portals are registered all over the Internet (Moodle Trust (2011)). Some case studies have shown that Moodle is very popular for students and teachers because of its clarity, easy-to-use environment, management possibilities, and customization (Kakasevski et al. (2008)). Moodle provides not only the course handling, but also wide features of user and content management, including: • • • • • • • • •

role management, allocation of students to groups, discussion forums, file download and upload, individual grading, instant messaging, on-line quizzes, calendar, events, news and announcements.

Video Lectures One of the most common used methods in improvement of e-learning is implementation of video lectures (Chandra (2011)). The videos from lectures can be provided to students in two different ways (Hakala et al. (2010)), in the real-time, or on-demand. All lectures during semester are captured on video. Videos (Fig. 2) are placed in Moodle course, and are accessible for student and teachers. Students can view the lectures anytime and from any place with Internet, so they can sum up their theoretical knowledge from lecture rooms. The videos from lectures are also a suitable way how student can prepare themselves for final examination. The lectures are captured in high definition format and processed to on-line suitable Flash videos, so they can be streamed by Flash video server.

Because Moodle is an open-source project, users can extend it in their own way by creating new modules and plug-ins with various functionality. In education at our department, we have two main courses attached to process control (Bakoˇsov´ a et al. (2007a), Bakoˇsov´ a et al. (2007b)) . The first is focused on base theory of process control and second on exercises (Fig. 1). We also have a course containing virtual laboratory with on-line experiments focused on process control. Fig. 2. All lectures are captured on video and published in course 3.2 Examination

Fig. 1. Overview of the topics taught in selected week, including information for students, short quiz, on-line exercises and tools, and tasks for individual work

The examination play important role in education process. It presents the feedback from students and tells us how effective our teaching methods are. The education in online courses provides various possibilities of examining and evaluation. The LMS Moodle itself contains modules for quizzes, which can be designed by teacher and evaluated automatically. We use these Moodle quizzes at the beginning of exercises to prove that students are well prepared.

3.1 Electronic Study Materials Courses contain study materials like books, references to literature, slides, and videos from lectures. All necessary evaluation information about the course are also contained in course. Students are informed about thematic areas, requirements for final exam passing, tips for better preparation on exams, and others. E-books and References Almost all study materials are available also in electronic form, so students do not need to acquire paper books. The main study literature is book Process Control by Bakoˇsov´ a and Fikar (2008). Each week section of course in Moodle is aimed on the selected topic of book, and contains its electronic part in PDF form as well as lecture slides. The course also contains various references to other books on process control and links to study materials from other universities. 236

Fig. 3. Example of a PDF file generated by LATEXthat shows a multiple-choice type question with answer for a teacher Another group of exams, we use for evaluation in process control subject, are in the paper form. We have created an automated procedure for generating exams (Fikar et al. (2007)). It is based on several technologies, each used for different purpose. The main computational engine for generating exams is MATLAB software. It chooses a random combination of task from the range of more than 50 different problems. The problems are divided

9th IFAC Symposium Advances in Control Education Nizhny Novgorod, Russia, June 19-21, 2012

where they are called through CGI executable matweb.exe and processed by MATLAB. Results of MATLAB Web Server requests are generated in the form of regular HTML Web page. This technology provides also possibility of generating graphical results (Fig. 5).

Fig. 4. Example of Moodle question into several levels of difficulty and stored in the bank. MATLAB also generates random values for each problem, so students cannot just copy the results of their neighbors. Chosen combination of tasks is then processed into XML form and parsed by the transformation engine XSLT. The type of XML transformation is depending on formatting tool, for which the exam is designed. Tasks are formatted for LATEX, HTML, and Moodle. This can include printed version (Fig. 3), Web page version, or a Moodle quiz (Fig. 4). 4. ONLINE TOOLS FOR COMPUTATIONS AND SIMULATIONS Almost all tasks in the course are based on MATLAB/Simulink. In the course laboratory, students perform most of their tasks on computers with MATLAB. We also provide students with possibility of using the similar working environment from their home, using MALTAB related Web technologies. In this way, they can perform their tasks individually through the Internet. In our on-line courses, the following set of automatic control related problems can be solved: • • • • • •

polynomial mathematical operations, polynomial roots finding, solution of a matrix equation, pole-zero map of LTI models, step and impulse responses of LTI models, process model simulations (storage tanks and heat exchangers), • closed-loop simulations. MATLAB as a strong and effective computation program is very commonly used in education in the field of automation and process control (Zhang et al. (2010)). It provides wide possibilities of user script and features deployment to the Web applications. MATLAB Compiler is the main MATLAB deployment component that can transform regular MATLAB scripts and Simulink model files into DLL and LIB libraries, MS Windows executables, and sources for technologies like MS Excel, JAVA, COM, and .NET. 4.1 MATLAB Web Server Our first attempts of publishing MATLAB features to on-line educational courses were performed via MATLAB Web Server (MWS) technology (Uran et al. (2006)). MWS is client-server technology connecting client side Web GUI (most commonly HTML Web pages) and MATLAB, which is running on server side. Communication is served by HTTP daemon on regular HTTP Web server (Apache). User defined scripts in form of M-files are located on server, 237

Fig. 5. Simulation of liquid storage tank system performed via MWS The MWS tools have been implemented as a series of relatively self-contained modules into Moodle course. The main advantage of the modular form is that they can be used also in the other courses taught in Moodle. These modules can be changed easily with a minimal cost. After MATLAB Web Server technology was discontinued from version of MATLAB 2008, we decided to focus our attention on MATLAB Compiler and its features, to replace our existing computation and simulation tools in course.

4.2 MATLAB and Java MATLAB Compiler’s Builder JA is a tool component designed for creating Java language classes from user defined MATLAB functions. MATLAB functions can be transferred by builder to byte code Java classes, which can be used as a part of Java Web applications. M-files including m-code can be compiled into one or more distributable JAR package files. Application created using MATLAB Java code can be described as stand-alone applications. These do not need MATLAB to be run, but only need MATLAB Compiler Runtime (MCR). Another plus of this technology is that Java is programming language independent on platform. This means that programs and applications created in Java can be run on any operating system using Java Virtual Machine (JVM). We built on-line computations (Fig. 6 and Fig. 7) and simulations (Fig. 8) in the course using MATLAB functions in a form of Java components, and Java ServerPages (JSP) technology for GUI implementation. In our attempts of implementing Java based computation and simulation tools, we were facing the several problems. The main issues were related to use of Simulink schemes and Stateflow diagrams. These are very difficult to transform into Java technology. After examining several other features of MATLAB Compiler, we decided to rebuild Java based tools using MATLAB C/C++ binaries.

9th IFAC Symposium Advances in Control Education Nizhny Novgorod, Russia, June 19-21, 2012

C/C++ executables can communicate with Web applications through Common Gateway Interface.

Fig. 6. Tool designed for transfer function mathematical operations in different type of connections

Fig. 9. Tool for simulations of LTI models We have created on-line tools which use MATLAB functions and models compiled into C/C++, and replaced with it the original MWS tools. These are located on the Web server and called through Common Gateway Interface from regular HTML Web forms, which are used as graphical user interfaces.

Fig. 7. Tool for matrix, vector, and polynomial operations

The list of features is almost identical as in original MWS. One of new features is tool for LTI model simulations (Fig. 9). 5. COURSE EVALUATION The summer term is split into 13 weeks of education, 5 weeks of regular exam period, and 1 week of deferred exams. We have evaluated usage of electronic study materials during this period of 2011. This included video lectures, PDF slides, and also the usage of on-line accessible computation and simulation tools, mainly focused on in-school and home exercising.

Fig. 8. Tool for process model simulation (heat exchangers) 4.3 MATLAB and C/C++ MATLAB Compiler can build C/C++ binary files from Mfiles. These binaries can be described as stand-alone programs, which can be directly executed by computer’s operating system. MATLAB Compiler can also build C/C++ binaries from Simulink model files, using Real-Time Workshop. These can be combined with built MATLAB functions and embedded into wider solution, to create Web application that provides features of model simulation. 238

The number of students registered in process control course was 125. The course in Moodle contains the 29 PDF materials and 48 video lectures. The overall number of PDF materials views was 1058 which is in average more than 8 views per student and overall views of video lectures was 1167 which is more than 9 views per student. This data confirm the students’ high interest in using the electronic study materials. The overall accesses to online tools were 4279 which corresponds to 34 accesses per student. The detailed week-by-week usage of video lectures and online tools are shown on Figs. 10 and 11. From these it is apparent that students mostly used this materials and tools from home. The on-line tools were frequently used during the regular 13 weeks as additional preparation for school exercises. The video lectures were used during whole term, not only as materials to prepare for school, but also for examinations.

9th IFAC Symposium Advances in Control Education Nizhny Novgorod, Russia, June 19-21, 2012

Fig. 10. Usage evaluation of video lectures in course

Fig. 11. Usage evaluation of on-line tools in course CONCLUSION

ACKNOWLEDGEMENTS

Using LMS Moodle in process control course learning proved to be a suitable way how education in field of automation engineering and process control can be improved. We have chosen several ways and methods to fulfill our teaching aims. The management in on-line courses brought simpler education process, made it more transparent, and most importantly it allows more control to students themselves. They can use study materials presented in modern form, like e-books, video lectures, on-line tools and virtual laboratories.

The authors gratefully acknowledge the contribution of the Scientific Grant Agency of the Slovak Republic under the grant 1/0095/11, and the authors are also pleased to acknowledge the financial support of the Cultural and Educational Grant Agency KEGA of the Slovak Republic under grant No. 3/7245/09.

239

REFERENCES Bakoˇsov´a, M. and Fikar, M. (2008). Process Control. STU Press, Bratislava. (in Slovak).

9th IFAC Symposium Advances in Control Education Nizhny Novgorod, Russia, June 19-21, 2012

ˇ Bakoˇsov´ a, M., Fikar, M., and Cirka, L’. (2007a). E-learning in course on process control. In J. Sedl´ aˇcek (ed.), Proceedings of the conference eLearning 2007, 191–197. University Hradec Kr´ alov´e, Gaudeamus. ˇ Bakoˇsov´ a, M., Fikar, M., and Cirka, L’. (2007b). E-learning in process control education. In Proceedings of European Congress of Chemical Engineering (ECCE-6), CD ROM 1015.pdf. EFCE, Copenhagen. Bitzer, D., Braunfeld, P., and Lichtenberger, W. (1961). Plato: An automatic teaching device. IRE Transactions on Education, 4(4), 157 –161. doi: 10.1109/TE.1961.4322215. Chandra, S. (2011). Experiences in personal lecture video capture. IEEE Transactions on Learning Technologies, 4(3), 261 –274. doi:10.1109/TLT.2011.10. Curta, C. and Ciupa, R. (2011). E-learning in medical related fields. In 7th International Symposium on Advanced Topics in Electrical Engineering (ATEE), 1 –4. Dougiamas, M. (2005). Moodle - a free, open source course management system for online learning. URL http://moodle.org. ˇ Fikar, M., Cirka, L’., Bakoˇsov´ a, M., and Hirmajer, T. (2007). Automatic generation of assignments and quizzes in control engineering education. In Proceedings of the European Control Conference ECC ’07, 2714– 2720. Gora, W., Lach, G., Lubbe, J., Pfeiffer, O., Zorn, E., and Jeschke, S. (2010). Management and optimal distribution of large student numbers. In Education Engineering (EDUCON), 2010 IEEE, 1891 –1896. doi: 10.1109/EDUCON.2010.5492433. Hakala, I., Laine, S., and Myllymaki, M. (2010). Diversification of adult education with the help of video lectures. In 9th International Conference on Information Technology Based Higher Education and Training (ITHET), 391 –397. doi:10.1109/ITHET.2010.5480099. Kakasevski, G., Mihajlov, M., Arsenovski, S., and Chungurski, S. (2008). Evaluating usability in learning management system moodle. In 30th International Conference on Information Technology Interfaces, 613 –618. doi:10.1109/ITI.2008.4588480. Kljun, M., Vicic, J., Kavsek, B., and Kavcic, A. (2007). Evaluating comparisons and evaluations of learning management systems. In 29th International Conference on Information Technology Interfaces, 363 –368. doi: 10.1109/ITI.2007.4283797. Moodle Trust (2011). Moodle statistics. URL http://moodle.org/stats/. Shaohua, H. and Peilin, W. (2008). Web 2.0 and social learning in a digital economy. In IEEE International Symposium on Knowledge Acquisition and Modeling Workshop, KAM Workshop 2008., 1121 –1124. doi: 10.1109/KAMW.2008.4810691. Slattery, D. (2006). Using information and communication technologies to support deep learning in a thirdlevel on-campus programme: A case study of the taught master of arts in e-learning design and development at the university of limerick. In International Professional Communication Conference, IEEE, 170 –182. doi: 10.1109/IPCC.2006.320381. Ubell, R. (2000). Engineers turn to e-learning. Spectrum, IEEE, 37(10), 59 –63. doi:10.1109/6.873919.

240

Uran, S., Hercog, D., and Jezernik, K. (2006). Matlab web server and web-based control design learning. In IEEE Industrial Electronics, IECON 2006 - 32nd Annual Conference, 5420 –5425. doi:10.1109/IECON.2006.347924. Weng, J.F., lien Kuo, H., and Tseng, S.S. (2011). Interactive storytelling for elementary school nature science education. In 11th IEEE International Conference on Advanced Learning Technologies (ICALT), 336 –338. doi:10.1109/ICALT.2011.104. Zhang, L., Zhu, X., and Guo, Y. (2010). The application of matlab and simulink to computer control system course education. In 3rd International Conference on Intelligent Networks and Intelligent Systems (ICINIS), 185 –188. doi:10.1109/ICINIS.2010.140.