Design and implementation remote laboratory based on Internet of Things: Study case in diffraction grating experiment

Research Article| March 01, 2016 The Internet of Geophysical Things: Raspberry Pi Enhanced REF TEK (RaPiER) System Integration and Evaluation Frank Sepulveda; Frank Sepulveda aDepartment of Geology, Baylor University, One Bear Place #97354, Waco, Texas 76798 U.S.A.frank_sepulveda@baylor.edu Search for other works by this author on: GSW Google Scholar Jay Pulliam Jay Pulliam aDepartment of Geology, Baylor University, One Bear Place #97354, Waco, Texas 76798 U.S.A.frank_sepulveda@baylor.edu Search for other works by this author on: GSW Google Scholar Author and Article Information Frank Sepulveda aDepartment of Geology, Baylor University, One Bear Place #97354, Waco, Texas 76798 U.S.A.frank_sepulveda@baylor.edu Jay Pulliam aDepartment of Geology, Baylor University, One Bear Place #97354, Waco, Texas 76798 U.S.A.frank_sepulveda@baylor.edu Publisher: Seismological Society of America First Online: 14 Jul 2017 Online Issn: 1938-2057 Print Issn: 0895-0695 © 2016 by the Seismological Society of America Seismological Research Letters (2016) 87 (2A): 345–357. https://doi.org/10.1785/0220150234 Article history First Online: 14 Jul 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Search Site Citation Frank Sepulveda, Jay Pulliam; The Internet of Geophysical Things: Raspberry Pi Enhanced REF TEK (RaPiER) System Integration and Evaluation. Seismological Research Letters 2016;; 87 (2A): 345–357. doi: https://doi.org/10.1785/0220150234 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietySeismological Research Letters Search Advanced Search ABSTRACT The proliferation of commercial Internet of Things (IoT) devices is raising consumers’ awareness of the benefits of enhancing everyday objects with the ability to communicate, sense, and process information. Commercial‐off‐the‐shelf (COTS) versions of the embedded technologies responsible for the rise of the IoT are easy‐to‐use, inexpensive, and relatively powerful. IoT Makers, technological do‐it‐yourself enthusiasts, utilize these technologies and the IoT ecosystem to create IoT devices that range from casual hobbyist to entrepreneurial in nature.In an effort to develop a “no‐engineer‐needed” Internet of Geophysical Things (IoGT) device, we integrated a COTS embedded computer with a geoscience‐related COTS data acquisition system (DAS). Using skills common to geoscientists, we integrated the Raspberry Pi System‐On‐Chip with the REF TEK (a Trimble brand) 130‐01 DAS. This Raspberry Pi enhanced REF TEK (RaPiER) provides IoGT Makers a platform for the development of geoscientific sensor node or network enhancements. IoGT Makers can use the RaPiER to tinker with IoT capabilities while simultaneously acquiring research‐quality data. Geoscientific (i.e., seismic) application areas that may benefit from RaPiER, particularly RaPiER nodal processing, include earthquake and engineering seismology.In this article, we discuss the emerging technologies that allow IoGT Makers to build their own IoGT device. We review our selection of the Raspberry Pi and REF TEK 130‐01 for IoGT device integration. We provide a RaPiER system integration guide and REF TEK interface software compiled for the Raspberry Pi ( available in the electronic supplement to this article). We present methods to expand RaPiER capabilities using the Raspberry Pi’s ecosystem. Last, we discuss our evaluation of RaPiER’s performance and its suitability for realistic field deployments. You do not have access to this content, please speak to your institutional administrator if you feel you should have access.

Assessment in higher education has been dominated by traditional practices that mainly focus on grades for student progression. However, there has been some transformation in assessment due to the advancement in education. Generally, assessment is viewed as central to student learning and experience. Assessment as learning, is not just an addition to learning and teaching, but it presents an opportunity through which students’ involvement in assessment could manifest as part of learning: assessment is learning-oriented. Assessment as Learning in Higher Education is about student empowerment; hence, students take ownership of their own learning process. Furthermore, assessment as learning promotes constructivism through student engagement and knowledge construction. This bibliometric analysis analysed the trends evident from research on assessment as learning and implementation in Higher Education. Data were retrieved from the Scopus database and analysed using VOSviewer. The thematic analysis approach was also employed. The study reveals that self-assessment is important in promoting student empowerment, which is one of the benefits of assessment as learning. It is important that higher education institutions rethink assessment as learning because this might assist in achieving the 21st-century educational goal of independent learning. The study’s findings confirm that there is a need for constructive alignment of teaching, learning and assessment; hence, assessment as learning becomes more significant. The findings provided an overview of key themes, research gaps and potential areas for future research. The insight that was gained from this bibliometric analysis will be valuable for lecturers, course designers, universities, assessors and researchers seeking to improve assessment in higher education.

In this opinion piece, I argue that positive emotions are so fundamental to the student experience that they deserve a prime place within activities relating to teaching and learning in higher education (HE). Research from the learning and medical sciences demonstrates that positive emotions hold considerable benefits for many factors of fundamental importance for learning, teaching, and employment such as general physical health, cognitive health, and mental health and wellbeing. To support my argument that they should be actively cultivated in learning situations throughout HE, first, I highlight scientific research into the affordances of positive emotions for cognitive health. In this regard, I mention the Higher Education Learning Framework (HELF), a research initiative of the Australian Research Council that was created by synthesising scientific work on effective learning and teaching in HE. I then consider scientific research that is, perhaps, less explored in the context of education. This is the work of Professor Andrew Steptoe and his colleagues from the English Longitudinal Study of Ageing (ELSA) project whose research offers helpful data for HE educators regarding the supportive relationship between positive emotions, mental health, and wellbeing. I end with some practical ideas for cultivating positive emotions in teaching situations to stimulate both positive affect and two aspects of cognition that are crucial for learning: attention and memory.

Virtual reality (VR) is a continuously evolving technology that is gradually being integrated into the teaching-learning process, within institutions of higher education. VR has the potential to transform the instructional process, enhance student learning, and engage students in a more interactive manner than has occurred historically. While technology integration within the instructional process has been initiated within institutions of higher education, mass adoption among faculty has not yet occurred. This chapter provides an introduction to VR, discusses the evolution of VR, applications in higher education and other fields, and a progression of features, tools, and functionality that can be used to innovate learning in higher education.

This study explores the benefits and challenges of Project-Based Learning (PjBL) in higher education. The research methodology employed a review study, utilizing various tools, methods, and software such as databases, citation management software, and data analysis software. The main findings of this study highlight the multifaceted benefits of PjBL in higher education, including enhanced student engagement, interdisciplinary collaboration, and authentic problem-solving. Implementing PjBL in higher education also presents challenges. These include faculty resistance and readiness, complexities in curriculum design and assessment, time and resource constraints, and the need for effective project management strategies. Strategies to address these challenges are discussed, including faculty training and support, curriculum alignment, assessment rubrics, and project management frameworks. This study’s findings can be useful in higher education institutions across various disciplines and areas, providing insights for educators, administrators, and policymakers who seek to integrate or enhance PjBL approaches in their curriculum. This study contributes to the existing knowledge on PBL in higher education by providing a comprehensive exploration of its benefits and challenges. It advances the understanding of how PjBL promotes active engagement, interdisciplinary collaboration, and authentic problem-solving, ultimately bridging the gap between theory and practice in education.

PurposeThe purpose of this paper is to explore the assessment methods used in higher education to assess students' learning, and to investigate the effects of college and grading system on the used assessment methods.Design/methodology/approachThis descriptive study investigates the assessment methods used by teachers in higher education to assess their students' learning outcomes. An instrument consisting of 15 items (each item is an assessment method) was distributed to 736 undergraduate students from four public universities in Jordan.FindingsFindings show that traditional paper‐pencil test is the most common method that is used to assess learning in higher education. Results also show that teachers in colleges of science and engineering and colleges of nursing use different assessment methods to assess learning, besides traditional testing such as: real life tasks (authentic assessment), papers, and projects. Also, the results show that teachers use the same assessment methods to assess learning, despite the grading systems (letter or numbers) used at their institutes.Research limitations/implicationsThe sample of the study was limited to undergraduate students and teachers' points of views about the frequent use of assessment methods were not studied.Practical implicationsHigher education institutes should encourage teachers to use new and modern assessment methods as well as traditional paper‐pencil testing, and study the reasons for not using these new methods.Originality/valueThe paper should alert the higher education institutes about the important of developing the assessment process, through knowing their students' points of view about the assessment methods. This will help to get students involved in the learning process.

Rhizomatic learning doesn't always align with formal higher education structures and processes perhaps because of its heavy emphasis on nonlinear and community-based approach. In this chapter, we discuss this tension based on our experiences using rhizomatic pedagogy in higher education and identify points for pedagogical praxis. We first provide a review of the literature describing rhizomatic learning with an emphasis on applications in open and networked learning. We then present and discuss two cases of rhizomatic learning in British and Turkish higher education institutions in the context of academic development and educational technology. The case studies demonstrate that rhizomatic learning in higher education should be considered in relation to the macro context of the institution and the disciplinary practice, the meso context of the classroom ecology, and the micro context of the individual learner. We particularly highlight the extent to which teachers may need to facilitate rhizomatic learning in formal higher education for inclusive participation. We also argue that the notion of an independent, or individual, nomadic learner enjoying educational freedom is an imaginary construct that needs to be critically analysed in rhizomatic pedagogy.

Learning about sensor technology and actuator early is important as a step towards knowing and introducing of advanced technologies based on Internet of Things (IoT). The difficulties are how to learn sensor technology and move the actuator with accessing General Purpose Input Output (GPIO) of Raspberry Pi 3 Platforms using programming language syntax which often confusing and difficult to understand. To help people learning IoT by using Raspberry Pi 3 with an interesting Android apps, we believe that this learning module can integrate about the ease and attractiveness of IoT System Editor based on Android apps. This research create a mobile programming apps based on Android which people can build IoT project easily with GUI without program and middleware based on Raspberry Pi to connect between apps and hardware with especially task to manage data communication, data flow, and device driver. Hopefully new developer can develop the IoT application easily by using Android mobile visual programming that combined with Raspberry Pi 3 platform.

The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan

The study on electronic library and resources cannot be underestimated in the teaching and learning process in higher education in Nigeria. The paper explores the role of electronic resources as tools for effective teaching and learning in higher education. There is need to examine the benefits and challenges in the adoption of these resources. This study highlights the potential to promote teaching and learning in the digital age.

In the Industrial 4.0 era, almost all activities and transactions are carried out via the internet, which basically uses web technology. For this reason, it is absolutely necessary to have a high-performance web server infrastructure capable of serving all the activities and transactions required by users without any constraints. This research aims to design a high-performance (high availability) web server infrastructure with low cost (low cost) and energy efficiency. low power) using Cluster Computing technology on the Raspberry Pi Single Board Computing and Docker Container technology. The cluster system is built using five raspberry Pi type 4B modules as cluster nodes, and the Web server system is built using docker container virtualization technology. Meanwhile, cluster management uses Docker Swarm technology. Performance testing (Quality of Service) of the cluster system is done by simulating a number of loads (requests) and measuring the response of the system based on the parameters of Throughput and Delay (latency). The test results show that the Raspberry Pi Cluster system using Docker Swarm can be used to build a High Availability Server system that is able to handle very high requests that reach Throughput = 161,812,298 requests / sec with an Error rate = 0%.

The Raspberry Pi represents a low-cost, small sized single board computer designed to encourage computer science education and provide applications for various purposes.Over the years, the Raspberry Pi has become a flexible computing platform for education, embedded applications, the Internet of Things (IoT) community, robotics, home automation, and industrial automation.This study gives a complete description of the Raspberry Pi system.It includes the computer system architecture, the history of the Raspberry Pi system on chip, the available memory and storage solutions, connectivity modules, and support for various external devices.A comparison among various Raspberry Pi boards explains the performance variations, power requirements, and applications of the Raspberry Pi 4 Model B and the Raspberry Pi Zero 2 W. The use of Raspberry Pi operating system software and various computer science education tools, such as Python, Scratch, Greenfoot, and BlueJ, has been discussed to demonstrate the viability of Raspberry Pi for computer science education.The Raspberry Pi computer represents a scalable, efficient, and accessible platform.It fills the gap for computer science education and engineering applications across various fields of study.

This book provides a platform to understand Internet of things with Raspberry Pi and the basic knowledge of the programming and interfacing of the devices and designed systems. It broadly covers introduction to Internet of Things and enabling technologies, interfacing with Raspberry Pi and Arduino and interfacing with Raspberry Pi GPIO. Internet of Things with Raspberry pi and Arduino is aimed at senior undergraduate, graduate students and professionals in electrical engineering, computer engineering including robotics.

Since the development of the hypertext markup language (HTML), a myriad of data from different sources has become increasingly cross-linked, resulting in entire information landscapes; more than 21 billion electronic devices (Web 4.0) will be in use by 2020. Access to and processing of multimedia content and unverified and algorithmically preselected information are constitutive elements of learning in the Internet Age. As learning occurs in- and outside of formal higher education institutions and cannot be explained by educational or technological factors alone, it is a crucial cross-disciplinary topic, equally important for all areas of science and education. Yet, research on learning in higher education has not kept up with the rapid technological and social developments in recent years, and little is known about learning in agile (cooperative) online environments. This paper contributes to reviewing and consolidating the state of research on learning in higher education using the Internet. Considering theoretical fundamentals and empirical evidence, we argue for developing a new interdisciplinary research framework that goes beyond cognitive, affective, technological, information-literal, or moral facets, that integrates complementary, cross-disciplinary perspectives, and that lays foundations for the analysis of learning in higher education in the twenty-first century.

Preparing Graduates for Professional Practice: Findings from a Case Study of Project-based Learning (PBL)