live Linux operating system and pre-configured desktop where user needs only the ... central web host and servers located in every lab. The main web server ...
Microcontroller Based Intelligent Platform for Research and Education in Mechatronics R. Sell
S. Seiler, D. Ptasik
Department of Mechatronics Tallinn University of Technology Tallinn, Estonia
Institute of Computer Science Bochum University of Applied Sciences Bochum, Germany
Abstract — The microcontroller based intelligent platform is a combination of technology and methodology developed for mechatronics education and research. Students can use the platform for mechatronics coursework and hands-on experiments not only in the university lab but also at home or whatever place they can imagine. Only an Internet connected computer is needed. At the same way university staff or researchers can run microcontroller based experiments over the web in case of complex algorithms where different sensors and actuators are involved and need to be tested. The paper introduces the methodology and associated technical concept as well as giving closer look to the hardware systems. Experience of applying the platform in Estonia and Germany is shortly summarized in the last chapter. Keywords—microcontroller kit; distance lab; virtual lab; learning methodology, wireless programming
I.
INTRODUCTION
The education in the mechatronics has got a lot of attention in the last decade and its importance is still increasing. This seems to be a logical process, as these fields have entered into everyday life, and smart products are more and more spread into homes. Most of these devices are mechatronic devices in their nature, what means that they consist of software in addition to mechanical and electrical parts. Therefore a good education in the mechatronics but also in microcontroller programming is necessary to assure quality and a continuous advancement in the future.
the frame of joint EU projects ([1], [2], [3], [4]) since 2007, followed by detailed descriptions of each subpart. II.
EDUCATIONAL CONCEPT
In educational concept a similar idea is denoted by different authors as Mechatronic Learning Concept [5], [6] or in our research [7, 8] also as Robotic Blended Learning Concept, however in this paper the teaching aspect is also empathized in addition to learning, even when it is still primary key factor of getting new knowledge, especially in mechatronics. Pointing out the teaching aspects is quite important, as high level domains like robotic, needs innovative teaching approaches and methods. Relying on the conventional lecture-practice method is not applicable here and does not reach the young people. It is easy to lose first interests if the teaching methods are not modified according to young people needs, where the most important communication channel is the Internet. About exploiting the possibilities of Web 2.0 the mechatronics study is much more effective and the initial attractiveness of the field is not violated. The Robotic Teaching and Learning Concept (RTLC) as an educational concept, drawn out in Fig. 1, is targeting to the
It is quite a challenge for educational institutions to keep up with the high pace of technological innovation. The availability of (expensive) ICT based learning material for learners; a lack of functional qualified teaching staff and also lack of place in classes for capacious equipment are the main identified problems. Best way to encounter the current and more important future high demand of professional in the mechatronics is to begin quite early to delight young people with this technology. This can be ensured by exploiting modern ICT based content, beginning in school, covering as well vocational and also university educational level. Another important point is to exploit modern Internet technology for education to make mechatronics more attractive for young people. Within the following sections the different parts of the overall concept are introduced, which have been developed in
Figure 1. Robotic Teaching and Learning Concept
extend learners knowledge of intelligent systems. By applying the concept, the learning outcome is expected to be much higher which is archived however with less resource like - time and equipment. The novel study aids, in form of a large set of material, exercises and tutorials to directly use the new hardware makes it different from known implementations, where at first stage a longer investment of time is needed in teaching the basics. The RTLC was applied and tested in Estonia, as well as in German and it turned out, the learning curve was a lot more rapidly rising, then with conventional solutions on the market. The important aspect of the concept is the collaboration and cooperation, especially the international one, in editing the practical examples, exercises and study material in one place, in the Network of Excellence (NoE), which is in fact an accompanying wiki system to the RTLC. The importance of international collaboration is quite obvious – the global competence and being successful in multi-cultural team are the key factors of future career. The concept described in Fig. 1 draws up the teacher's and student tools supporting the learning process. However the tools are obviously overlapping, for example traditional textbooks and modern hardware kits are used by both parties. Although the web support environment is also intended for teachers and students, there is a special
section which is available only for teachers. It is possible to create also closed groups in the project environment, if the material is not intended for the public view, like in most wiki systems. Nevertheless most of information and source is available for public and does not even require the registration. III.
TECHNICAL CONCEPT
The technical concept is a hardware and web technology base for Robotic Teaching and Learning Concept. Main components of technical concept are shown on Fig. 2, where connections between different systems are outlined. Main hardware platform is a Robotic HomeLab kit [9] which is a microcontroller based modular system for hands-on lab and experiments. Modules are providing different topics of robotics study or experiment but offering is as a mobile standalone test bed without need of specific lab space and equipment. Around the Robotic HomeLab kit several sub-systems are developed providing additional access and support for learners and other users. Based on latest web technology, remotely accessible systems – the VirtualLab and the DistanceLab are developed, which are fully compatible with the Robotic HomeLab kit in their technical side. The DistanceLab provides online access to real hardware devices which are built up from Robotic HomeLab modules. Online access enables to make robotic and
Figure 2. Technical concept
Figure 3. The Robotic HomeLab kit controller board and modules
mechatronic experiments over the Internet without a need of any special hardware. This is a good option for students who have no HomeLab kits available or in case kits are used only in schools and are not allowed to bring them to home. However, by using the DistanceLab, students can continue the experiment over the Internet and get the feedback over the online video camera stream. The third lab – the VirtualLab is a similar system as DistanceLab but running in a simulated virtual environment. This means that no real hardware is involved. However the simulated environment is designed to reflect as much as possible the real hardware and it is convenient to test the user algorithm on the VirtualLab first and then move to the real hardware platform. IV.
HARDWARE OVERVIEW – ROBOTIC HOMELAB KIT
The Robotic HomeLab kit is a mobile, ready to use a small microcontroller based toolkit, which can be connected to a PC and operated at home or at working place. The aim of the toolkit is to provide practical and effective hands-on training equipment for mechatronics study. Students can combine various solutions on different levels of complexity and functionality, based on modules in the kit. The electronic
boards of the modules found in the kit are presented in detail in Fig. 3. The Robotic HomeLab kit main feature is mobility toolboxes are small and compact and all modules with necessary components are seated into the box. The toolkit has a USB connection to PC which enables to program it by using C/C++ or Assembler programming language. Software, which is simple and easy to install, is used to connect main controller to computer. This is particularly important because student can start his/her experiment in school, and then continue at home or even in his/her workplace. The HomeLab toolkit includes all pedagogical materials, lab exercises and source code examples. In addition, practical questions and advanced exercises are given at the end of every lab. Kit includes also USB stick with live Linux operating system and pre-configured desktop where user needs only the computer with the ability to boot from USB stick. All work can be done without accessing in any kind of computers operating system or any other software installed in PC. This functionality is especially handy in public places such as libraries, where student cannot install any custom software. With this live system feature, student can overcome the installation restrictions or administrator account right need. The Robotic HomeLab, which was developed jointly by European universities starting in 2007 and continued by private
Figure 4. The VMCU platform with an online editor
companies as a manufacturer and commercialization, is a microcontroller based modular kit consisting of the following modules: •
Controller module microcontroller with programmer,
AVR ATmega2561 motherboard and JTAG
•
User Interface module
•
Sensor module (infrared and ultrasonic distance measure, temperature and light measures, microphone),
•
Motor module (DC motor, servo motor, stepper motor control and encoder input),
•
Communication module (ZigBee, Bluetooth and RS232),
In addition, several guides are developed for industrial modules like: •
RFID module,
•
Machine vision module,
•
Custome sensors (Color, Force, etc.). V.
REMOTE ACCESS
A. The VMCU Platform The whole VMCU unit in VirtualLab, described in detail [10], is integrated into a web environment (accessible for free use at [11]), using the ExtJS JavaScript framework [12] and {}CodeMirror [13], as shown in Fig. 4. The login is possible (after registration) for everyone interested, or by using the university LDAP login. In the figure, the VMCU GUI is
Figure 6. The Robotic HomeLab kit assembled modules
shown on the left and on the right the programming area is illustrated. The GUI offers a comprehensive development environment for the VMCU, including syntax highlighting, feedback about the compilation process and demonstration exercises, which are loaded into each new user profile. Another strength of the system can be seen in the (almost) independence to operation systems, as only a few hard- and software conditions needs to be fulfilled to work with the virtual system. A close up of the User Interface module from Robotic HomeLab kit controlled by VMCU unit is illustrated in Fig. 5. The controller unit itself provides buttons for controlling the simulation and an important feedback about the real speed of the current simulation compared to the internal clock speed. The behavior is like the real hardware from the Robotic HomeLab kit. B. Distance Lab Mobile Programming The counterpart of the VirtualLab platform is the real hardware based platform, called DistanceLab. The DistanceLab platform is conceptually fully compatible with the VirtualLab and is sharing same electrical components and characteristics. However, the DistanceLab is built up on real hardware which is combined with ICT systems to allow remote access to controller programming feature and visual feedback. In that way both systems can be used simultaneously to overcome single system specific limitations. The DistanceLab system is fully covered in paper [14]. In this chapter the focus is on the remote programming solution, presented in Fig. 6. The DistanceLab platform has a two level architecture. First layer is based on Internet connected servers, located central web host and servers located in every lab. The main web server provides a web based user interface for several labs by allowing compiling the program or calculating the correct values depending on the specific lab device characteristics or interfaces. If user program has passed the validation e.g. microcontroller program is successfully compiled, program will be transferred to program server located in lab, close to target devices. Program server connects then with target device and identifies its state. If device is available and active, program server resets running program in selected device and uploads new program. When uploading is completed, system starts with new program and user can see visual feedback over the Internet connected cameras. Communication between device and program server is implemented as wireless 2.4 GHz
Figure 5. The VMCU with user interface module
connections. ZigBee wireless protocol is used, on server side on API mode to detect state of target device and on client side transparent mode to receive new program. The reason why wireless communication is implemented is to allow controlling not only static systems (wired systems) but also mobile systems. A solution is developed to program wirelessly small mobile robots running on the arena in university lab. The detail overview of mobile robotic remote lab is given in paper [15]. The benefit of combining the virtual and real remote labs is to give the extended possibility for students and researcher to study or make experiments of microcontroller based systems or experiment machinery over the distance. At first, the solution can be evaluated with the VMCU, where device instances can be multiplied as much as available computing power. After completing virtual tests, which are still in simulated world, user can move to real world platform and continue with same solution in real world environment. The limitations of using the DistanceLab platform are in fact that real devices cannot be multiplied just copying them in computer. One device can be controlled only by one user at certain time. By combining both solutions these limitations can be compensated by both platforms. VI.
MECHATRONICS FOR FUTURE ENGINEERS
The engineering fields are unfortunately not popular among the young people, although the current situation in economic sector needs the innovation especially in the technology fields. It is critical to raise the popularity of integrated engineering fields like mechatronics and computer sciences and this can be done only when applying the new era Internet technology for the study process. The Internet plays very important role nowadays young’s life and bringing the engineering studies into this environment we can be improve the engineering studies significant without losing the teaching quality. The key point in engineering studies is to make practical exercises. The general concept and the ideas described above caught the attention of the Innovationszentrum SchuleTechnik.Bochum.NRW (IST.NRW) [16], a project funded by North Rhine Westphalia parliament for cooperation of Bochum University of Applied Sciences with secondary educational schools from the environment of the city of Bochum. The full concept is applied into practice in Estonia in three different level of education. All educational levels are using the same e-environment – Network of Excellence and hardware platform. The main difference is the amount of guided lectures and complexity of the embedded system, the learners working with. With the different projects the focus is on the vocational and secondary education sector. The approach of the DistanceLab and the HomeLab kit has been transferred from universities to vocational and secondary educational schools. This type of mobile, Internet based learning environment can be shared between different schools. Only basic infrastructure (Internet access, computer environment) must be available at most of the network partners sharing one DistanceLab. Therefore the
sharing of resources between different schools or even between vocational schools and universities will be possible. The modular Robotic HomeLab kit can also be shared and used as a class set in schools. As DistanceLab is in general based on the same hardware as the HomeLab kit, pupils can train at home or in class and when they have internalized the basic principles they can move on to the more complex DistanceLab with additional (more expensive) hardware. Certainly it is conceivable to adapt the technologies for the professional skill development, as also engineers can use the system when they have free time, for their personal professional training. Bochum University of Applied Sciences and Tallinn University of Technology are strongly connected to the local industry. Therefore we will elaborate the specific needs in industry from our partners in industry, their expectations from the vocational education and include these suggestions in the further development and improvement of the HomeLab kit and the DistanceLab. In addition the Network of Excellence will further developed, which is a wiki based platform for collaborative working and helping each other. Therefore also learners with special needs are addressed. There is also work in progress to connect the concept with scientific community through the special web environment which enables to apply the described concept to research collaboration in product development. First attempt are done by integrating the early design evaluation [17] and early design system development [18] works. Following the concept, the new web environment offers common platform for researchers for carrying out practical research collaboration over the Internet. VII. CONCLUSIONS In summary, the new innovative study concept (Fig. 1) has been developed for the advanced mechatronics study and the concept will now be transferred from developer countries (Estonia & Germany) to Finland, Lithuania and Turkey. The learning concept is opened in detail and the practical learning system components (i.e. HomeLab and DistanceLab) working principles are demonstrated. The concept is already applied into practice for different target groups. In Estonia, high school teachers are trained to apply the concept together with tools to local school engineering study process. The concept is successfully integrated into mechatronics curricula at consortium universities and is proven by the feedback from students as they have learned much more due to the support of the described learning concept. New component development of learning system is in progress and new target groups and sectors will be involved in near future. ACKNOWLEDGMENT This development was supported by the EU Life Long Learning programs NetLab and VAPVoS projects. Part of the research was supported by Estonian Science Foundation grant No G8652.
REFERENCES [1] [2] [3] [4] [5]
[6] [7]
[8]
[9]
Interstudy, Advanced E-Curricula and Mobile Tools for Interdisciplinary Modular Study, EU Life Long Learning Pilot project 2007-2009 MoRobE, Modern Shared Robotic Environment, EU Life Long Learning transfer of Innovation project 2009-2011 Learning Situations in Embedded System StudyLab – NetLab, EU Life Long Learning transfer of Innovation project 2011-2013 Virtual Academy Platform for Vocational Schools - VapVos, EU Life Long Learning transfer of Innovation project 2009-2011 M. Grimheden, M. Hanson, “Mechatronics – the Evolution of an Academic Discipline in Engineering Education” in Mechatronics, vol. 15, pp. 179-192, 2005. G. Campa, “Learning Basic Mechatronics concepts usingthe Arduino Board and MATLAB”, The MathWork lecture notes, 2009. R. Sell, S. Seiler, “Improvements of Multi-disciplinary Engineering Study by Exploiting Design-centric Approach, Supported by Remote and Virtual Labs”, in International Journal of Engineering Education, vol. 28, issue 4, pp. 759-766, 2012. R. Sell, S. Seiler, “Comprehensive blended learning concept for teaching micro controller technology utilising HomeLab kits and remote labs in a virtual web environment” in Lecture Notes in Computer Science, Transactions on Edutainment, vol 7544, 2012. The Robotic HomeLab kit hardware specification. Available at http://home.roboticlab.eu/en/hardware/homelab
[10] S. Seiler, R. Sell, D. Ptasik, M. Bölter, “Holistic web-based Virtual Micro Controller Framework for research and education” in International Journal of Online Engineering, vol 8, nr 4, pp. 58-64, 2012. [11] it:matters, Virtual Micro Controller webpage. Retrieved 2011-06-22, http://vmcu.ihoch2.de/. [12] Sencha Inc, Ext JS 4 Javascript Framework for Rich Apps in every browser. Retrieved 2011-06-22, http://www.sencha.com/products/extjs/. [13] M. Haverbeke, { } CodeMirror - /* In-browser code editing made bearable */. Retrieved 2011-06-23, http://codemirror.net/. [14] R. Sell, S. Seiler, Combined Robotic Platform for Research and Education. Proceedings of SIMPAR 2010 Workshops Intl. Conf. on Simulation, Modeling And Programming For Autonomous Robots. Darmstadt (Germany), 2010. [15] R. Sell, T. Otto, “Remotely controlled multi robot environment”, in: Proceedings of 19th EAEEIE Annual Conference, Tallinn, Estonia, Tallinn, 2008. [16] Innovationszentrum Schule-Technik.Bochum. NRW, project webpage, Available at: http://www.ist-bochum.de [17] E. Coatanéa, M. Kuuva, P. Makkone, T. Saarelainen, "Early design evaluation of products artifacts’: An approach based on dimensional analysis for combined analysis of environmental, technical and cost requirements”, in Advances in Life Cycle Engineering for Sustainable Manufacturing Businesses, pp 365-370, 2007. [18] R. Sell, A. Petritsenko, “Early Design and Simulation Toolkit for Mobile Robot Platforms”, in International Journal of Product Development, in press.
