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Old Dominion UniversityODU Digital Commons
Engineering Technology Faculty Publications Engineering Technology
2016
An Asynchronous Course/LaboratoryDevelopment for Automation ControlsCheng Y. LinOld Dominion University, [email protected]
Mileta TomovicOld Dominion University, [email protected]
Vukica M. JovanovicOld Dominion University, [email protected]
Follow this and additional works at: https://digitalcommons.odu.edu/engtech_fac_pubs
Part of the Accessibility Commons, Bilingual, Multilingual, and Multicultural EducationCommons, and the Engineering Education Commons
This Conference Paper is brought to you for free and open access by the Engineering Technology at ODU Digital Commons. It has been accepted forinclusion in Engineering Technology Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, pleasecontact [email protected].
Repository CitationLin, Cheng Y.; Tomovic, Mileta; and Jovanovic, Vukica M., "An Asynchronous Course/Laboratory Development for AutomationControls" (2016). Engineering Technology Faculty Publications. 83.https://digitalcommons.odu.edu/engtech_fac_pubs/83
Original Publication CitationLin, C. Y., Tomovic, M., & Jovanovic, V. M. (2016). An asynchronous course/laboratory development for automation controls. Paperpresented at the 2016 ASEE Annual Conference & Exposition, New Orleans, LA.
Paper ID #14717
An Asynchronous Course/Laboratory Development for Automation Controls
Dr. Cheng Y. Lin P.E., Old Dominion University
Dr. Lin is a Professor and Program Director of Mechanical Engineering Technology at Old DominionUniversity. He received his PhD of Mechanical Engineering from Texas A&M University in 1989, andis a registered Professional Engineer in Virginia. Dr. Lin has expertise in automation control, machinedesign, CAD/CAM, CNC, geometric dimensioning and tolerancing, and robotics. He has been active inthe technology application research and teaching training courses for the local industries and technologyapplication center
Dr. Mileta Tomovic, Old Dominion University
Dr. Tomovic received BS in Mechanical Engineering from University of Belgrade, MS in Mechanical En-gineering from MIT, and PhD in Mechanical Engineering from University of Michigan. Dr. Tomovic isProfessor and Director of Advanced Manufacturing Institute, F. Batten College of Engineering and Tech-nology, Old Dominion University, Norfolk, VA . Prior to joining ODU Dr. Tomovic had seventeen yearsof teaching and research experience at Purdue University, with emphasis on development and delivery ofmanufacturing curriculum, conducting applied research, and engagement with Indiana industry. Whileat Purdue University, Dr. Tomovic served as W. C. Furnas Professor of Enterprise Excellence, Univer-sity Faculty Scholar, Director of Digital Enterprise Center, and Special Assistant to Dean for AdvancedManufacturing. He has co-authored one textbook on materials and manufacturing processes that has beenadopted by over 50 national and international institutions of higher education. In addition, he has authoredor co-authored over 60 papers in journals and conference proceedings, focused on applied research relatedto design and manufacturability issues, as well as issues related to mechanical engineering technology ed-ucation. Dr. Tomovic made over 20 invited presentations nationally and internationally on the issues ofdesign optimization and manufacturability. He has co-authored four patents, and over 100 technical re-ports on practical industrial problems related to product design and manufacturing process improvements.Dr. Tomovic is also serving as Honorary Visiting Professor at Beihang University, Beijing, China.
Dr. Vukica M. Jovanovic, Old Dominion University
Dr. Jovanovic received her dipl.ing in Mechatronics, Robotics and Automation at Industrial Engineeringand M.Sc. in Production Systems Design at Industrial Engineering from University of Novi Sad, Ser-bia. She received a PhD in Technology at Purdue University, while working as a PhD student in Centerfor Advanced Manufacturing, Product Lifecycle Management Center of Excellence. Dr. Jovanovic is cur-rently serving as Assistant Professor of Engineering Technology, Frank Batten College of Engineering andTechnology at ODU. She is teaching classes in the area of mechatronics and computer aided engineering.Her research Interests are: mechatronics, robotics, digital manufacturing, product lifecycle management,manufacturing systems, ergonomics, human factors, assembly, disassembly, reverse engineering, RFID,and engineering education.
c©American Society for Engineering Education, 2016
ASEE's 123rd Annual • Conference & Exposition • New Orleans, LA • June 26-29, 2016
Ne""1eo11s...x -.z~£ .... Engine1;ring Or ,it .,J _, Education
An Asynchronous Course/Laboratory Development for Automation Controls
Abstract
The development of asynchronous courses is to help students who are restricted by work
requirements, family responsibilities, geographical distance, disabilities, and combination of
these factors. It also provides flexibilities to on-campus students. In this paper, the framework
structure of an asynchronous course and laboratory development for an automation control is
presented. The challenge in this development is to implement the hands-on laboratory experience
to those distance learning students who may not be able to access the real equipment. Results of
the implementation including opinion feedbacks and grade distributions show that students
welcome the format of this development.
1. Introduction
The development of asynchronous courses in the engineering technology is based on the
following reasons:
a. A significant number of engineering/engineering technology students are part-time
students. For example, in the mechanical engineering field, 7,089 undergraduate students
are enrolled as part-time basis in 20081. The number increased to 10,096 in 20121. The
development of asynchronous courses is to help those students who are restricted by
work requirements, geographical distance, disabilities, and combination of these factors.
In the authors’ program, 148 out of 327 total enrollments in the academic year of 2014
are part-time students.
b. Because the unprecedented changes occurring on the web, a significant number of
students are in the DL education. For example, in year 2012, 12.5% of the total students
in the whole nation were enrolled exclusively in DL courses, and approximately 26%
were enrolled in some DL courses2. In the authors’ program, 179 out of 327 total
enrollments in the academic year of 2014 to 2015 took DL courses.
c. Students can have more think time than the regular face-to-face teaching. This is critical
to some core courses such as thermodynamics, dynamics, fluid mechanics, and machine
design, etc. Students can repeat watching/reading the materials until they fully understand
the material.
This paper focuses on the asynchronous development of an automation control/lab and the
structure can be applied to any other courses. Students will be using simulation wiring
software for their homework assignments and laboratory problems. The approach can
significantly reduce the gap of hands-on experience and can also provide a preparatory tool
for on-campus students.
2. Asynchronous Course Development of Automation Control
As shown in Figure 1, the development followed a framework structure to develop the
course3: Blackboard Learning Management System4 and Personal Learning Environment
(PLE)5. Blackboard is used to deliver content, host discussion forums, and administer exams.
It’s compatible with Windows and Mac, and also Blackboard Mobile apps are available for
mobile devices. The PLE is an interface used in asynchronous courses, designed by the
University’s Center for Learning and Teaching (CLT). Students can click each items shown
in Figure 1.
Figure 1: Framework Structure Using PLE and Blackboard
2.1 Announcements
This section explains more details about the class policy, address the most common
questions that students raised in homework, laboratory problems, or tests, and inform
missing links or corrections for class materials, etc. The announcements can also be sent
to students through emails so that all students can have immediate attention.
AUTOMATION AND CONTROLS (201430_ SUMMER_ MET3 70_33923)
Announcements
START HERE
Ask the Professor
Syllabus (PLE)
Schedule (PLE)
Course Materials (PLE)
Submissions
Solutions
Tools
Home Page !ID
Instructor's Guide !ID
2.2 Start Here
This section introduces online course, technology prerequisites which include internet
browsers readiness, PDF reading capability, and Blackboard and PLE.
2.3 Ask the Professor
Students can use this forum to ask professor questions in the course content or have
discussions with other students taking the same course. After subscribing to this forum,
students will receive notification from the instructor when something new has been
posted. They are also encouraged to contact the instructor through phone and/or emails.
The following three sections are developed through PLE:
2.4 Syllabus (PLE)
The structured syllabus includes required texts and materials, course description, course
objectives, how the course works, student responsibilities, grading criteria, course
policies, and university policies.
2.5 Schedule (PLE)
Figure 2 shows a typical schedule for Week I class. It includes the title of each class
module with topics, reading request, and homework assignments with due dates. Students
can send their immediate feedbacks by clicking “Ask the Professor” in the Blackboard.
2.6 Course Materials (PLE)
When students click this section, a separate window for the course information will be
created and is shown if Figure 3.
2.6.1 WELCOME (PLE)
Figure 3 is also shown when students click the “WELCOME” section. The course
developer records a brief video to introduce the course content and motivates
students to study the materials.
2.6.2 FACULTY (PLE)
Similarly to Figure 3, a short video is developed to introduce the developer’s
professional background and teaching philosophy.
Figure 2: Typical Format in the Schedule Section
Wee I: Hay 18 - Hay 24 c1 days)
Module I
Introduction to Pneumatics and Components
• Orientat ion
Pneumatic Applications
A Simple Pneumatic System
Main Components in Pneumatic Systems
Assignments
Review the Online Learni ng Orientation
View Welcome
Read Syllabus and Schedu le
Ask the Professor
View Module Topics
Submit Homework 1
Submit modu le feedback
Review the First Week
May. 20. 2015
May. 20. 2015
N/A
May. 20. 2015
May. 21 . 2015 - 5,00 pm
N/A
Figure 3: WELCOM Section in PLE
2.6.3 MODULES
Figure 4 shows the topics of twelve modules developed in this course when the
“MODULES” is clicked.
Figure 4: Twelve Modules Developed under the MODULES Section.
WELCOME
FACULTY
SYLLABUS
SCliEDULE
MODULES
SITEMAP
Control Panel: Page not editobfe Options Asset Ma nager Module feedback
PLE Student Survey Let us know about your experience using this course delivery fonnat.
WELCOME
FACULTY
SYLLABUS
SCliEDULE
MODULES
SITEMAP
Optlorn :
~ ""4P191
MODULE LISTING
Introduction to Pneumatics and Components
Title
2 Pneumatic Circuit Design for a Sing le Acting Cylinder Using Flu idSIM
3 Pneumatic Circuit Design for Doub le-Acting Cylinders Using Flu idSIM
4 Valve Sizing
5 Basic Logic Gates, Boolean Functions, and DE Morgans Law
6 Virtual Lab Development for Hands-on Wiring
7 Electrica l Switch (Relay) Contro ls, Memory-Seal Ci rcu it Using Virtual Lab Wiring
8 Code Conversions
9 Introduction to PLC systems, 1/0, and Symbols
10 Basic PLC Programming Using LogixPro
11 PLC Programming for Timers and Counters Using LogixPro
12 Program Contro ls
13 Final Exam
Figure 5: Five Main Structured Topics on the Top Menu When Each Module Is
Clicked.
Figure 5 shows five main structured topics on the top menu for each module:
overview, assignments, topics, resources, and summary.
2.6.3.1 Overview
Also shown in Figure 5, when the overview section is clicked, it shows
three sub topics:
a. OVERVIEW: It provides the introduction of the module.
b. OBJECTIVES: It indicates the subtopics included in the content of the
module
c. RELEVANCE: It shows the relevance of the module with current
industrial applications.
2.6.3.2 Assignment When the assignment section is clicked, as shown in Figure 6, it shows
three typical topics: module topics, homework assignment, and module
feedbacks. Solution for each assignment will be posted after the due date.
2.6.3.3 Topics
Figure 7 shows that the sub-topics of the module are displayed. Students
can click on each topic to read its content.
2.6.3.4 Resource
WELCOME
fACULTY
SYllABUS
SOtEDUl[
MO0UH.S
Five Main Topics
//\~ 0 1 men t '""""'·=.... rmry
OVERVIEW
Ill med I alld food P<OC I touch~C~
al drives cainol provide
The “Resources” provides supplementary reading materials for each
module. In this first stage of the development, no resource is provided.
2.6.3.3 Summary
Figure 8 shows that the result when the “Summary” is clicked. Students
can review the benefit after studying this module
Figure 6: When the “assignment” on the Top Menu Is Clicked
Figure 7: When the “topics” Is Clicked
Figure 8: When “summary” Is Clicked
overview assignments <JJ topics resources summary
ASSIGNMENTS\ Clicked
Assignments
1. View Module Topics
2. Submit Homework2
Description
Here is a list of the topics covered in this module.
• What is FluidSIM • Operation of FluidSIM in Pneumatics • Prog ramming Examples for Single Acting Cylinder - Speed Controls • Memory-Seal Circuit • Actuation Using Two Manual Position Control Switches • Time Delay Control
Click on the "topics" link above to view the list of topics. Then cl ick on each of the topics , to view and complete all course lec tu res and activities.
In this assignment, you will complete Homework 2. Solutions will be posted after the due date and time. Go to "Solutions" in Blackboard to view all solutions.
Submission Instructions: Proceed to "Submissions" in Blackboard, select the module 2 link and complete the "HW 2" assignment. Then, select "Browse My Computer" to attach your fi le and select "Submit" .
3. Submit module Please complete the feedback form for this module. Your feedbac k is valuable and will be feedback used for the current and future offerings of this course.
overview assignments (JJ top ics resources
' Cl!r:ked
summary
1 . Whjlt Is Fl UldSIM
Deliverables
Word Document
Feedbac k Form
Due Date
May. 23, 2015
May. 24, 2015 -5:00 pm
NIA
2. Oper.a gn_oU'I uiaSI inJl'neumatlC5 aoualJPos1hon..C-011trol SWitcti e,; 3 - rr@camm1119 ExampJe:5 r:or Sio9le M5i09 CXl!oder-Wtd con,roh
Select a topic fl-om lh~ li~11,o oontinue,
Clos co~~ tl'I nu
overview assignments JI topics
SUMMARY
resources summary
\ d ic~d
Thi5 is to learn the characteristics of using Fluidsim iri pnE!11m.a1ic circuit design. Sllildenls will be able to use the libfary pans in I.he sys1em, crea. e the program, and e):ect!te lhe prog m lri s.uch praclice, Mu VIII g III more d~ g mowled e a11d oornl)Onenls creser1bed In moclUle •
3. Asynchronous Course Development of Automation Control Lab
Figure 9 shows that fifteen lab problems are developed for the automation control lab and are
frame structured similar to the class development. In this development, Labs 1 to 5 are
pneumatic circuits; Labs 6 to 10 are electro-pneumatic circuits; Labs 11 to 15 are PLC
programming. A video demonstration of each lab using the real equipment is posted in the
Blackboard when due date is passed. To enhance their hands-on experience, three software were
applied in this class:
Figure 9: Fifteen Modules Developed for Automation Control Lab
3.1 Electro-Pneumatic Software
Figure 10 shows the electro-pneumatic software6 that students used in the lab. Students use this
design software as the first stage in the lab. The simulation capability in the software can confirm
the expected result. The software is used in the pneumatic and electro-pneumatic circuit designs.
Figure 10: Electro-Pneumatic Software
MODULE LISTING
Activating a Single-Acting Cylinder
2 Activating a Double-Acting Cylinder
Title
3 Act ivating a Double-Acting Cylinder With Memory Seal and Speed Control
4 Act ivating a Double-Acting Cyl inder With Memory Seal, Speed Controls, Log ic Inputs, and a Position Sensor
5 Ac tivating a Double-Acting Cyl inder With Memory Seal, Speed Controls, Log ic Inputs, and Limit Switch Sensor
6 Activating an Elect ro-Pneumatic Single-Acting Cylinder
7 Electrical Output Controls Using Logic Gates for Inputs
8 Electrical Relay for Output Controls
9 Memory Seal-in Circu it
10 Memory Seal-in Circu it
11 Timer Prog ramming and Memory Seal- in Ci rcuit
12 Timer Programming for Annunciator Flasher
13 Counter Programming
14 Counter and Timer Programming
15 Up Counter and Down Counter Programming
~· 1--------v'--..
c,t,1 ----------
3.2 Virtual Lab for Electrical Wiring7
Figure 11 shows the software of Virtual Lab for Electrical Wiring. The software was developed
through the help of the university research grant. It includes three main components: power
supply, manual switches, and electrical switches. Students can perform their wiring practice
using the software which has exact the same capability as the real equipment. Figure 12 shows
the electrical wiring of the OR gate circuit. The software has received the Certificate of
Registration from the U.S. Government8.
Figure 11: Virtual Lab for Electrical Wiring6
Figure 12: Electrical Wiring of the OR Gate Circuit6
3.3 Assembly Platform
Before students start working on the lab problems, an on-line tutorial on how to use the
simulation software of “Assembly Platform” is given by clicking the top menu “Topics” and then
“Orientation” on each module, as shown in Figures 13 and 14.
OOU Automation - ..... ~::o 0 Virtual Lab
Powor Supply O Cable ColorSelect10
file Open
Volume Control
Sy,temClose
Figure 13: On-Line Training Orientation
Figure 14: On-Line “Assembly Platform Tutorial” Training
Figure 15 shows the software of Assembly Platform developed through the university’s CLT. It
lists the components in the bottom. Students can click and drag the components and place them
on the platform for electrical and pneumatic circuit wirings. Figure 16 shows the wiring for a lab
problem. The software is used in Labs 6 to 10. Students have to submit the lab reports using
electro-pneumatic software and Assembly Platform.
overview assignments <B> t op ics!
11-i+ii 1 . Orientation
Select a topic from the I ist to continue
Topics ,,jjjij.jf\jj.j.-1. Syllabus
2. Interacti on and Collaborat ion
3. Online Exams and Tests 4. Required Software
.5 . Technical Support
2. Lab Ass ignment
Assembly Platform Tutoria l
resources summary
..........................................................
I Close topics menu I
6. Distance Learn ing Student Resources
7. Assembly Platform Tutorial
8. Labs l - .5 Submission Proced ures 9. Labs 6 • l O Submiss ion Procedures
Page progress - Overall : 7 / l 3 • Topic: l / 2 O O
This is the Assembly Platform which is a interact ive replication of the platform used in the laboratory. You will use the
Assembly Platform to complete various lab and test assignments throughout this course. Screen captures will have
to be taken fo r each lab and test solution as their is no way to save. Screen captures will be put into Word document
for subm ission. Detailed inst ructions pertaining t o how to use the platform are provided here.
Figure 15: Assembly Platform
Figure 16: An Electro-Pneumatic Circuit Wiring Using Assembly Platform
3.4 PLC Software
Figure 17 shows that students use a PLC Sofware9 for timer and counter programming. The
software is used in Labs 11 to 15. It offers simulation capability so that students can check their
design before submitting the reports. The software is the same as the one used in the real
equipment.
-- -----•:·- 11111,!=1 • :•- • c:ll •C
•
lill •
----- ~ -u ' -
Color= ■
Electrical cable
••• Aircable
••
Figure 17: PLC Software for Timer and Counter Programming
4. Course Implementation
The course was implemented in summer 2015 and went smoothly as planned. Fifty students were
enrolled in the class. During the deployment, the instructor kept checking the “Module
Feedback” in the PLE and responded to students’ comments and questions, posted homework
and exam solutions after passing the due dates. Students also used emails or phone calls for their
questions in homework problems, lab reports, and exams. The university used ProctorU10, an
online proctoring company, to proctor midterm and final exams. When problems occurred during
the exams, the proctor immediately called to the instructor for immediate solutions. However,
because of the three-hour time difference between Pacific and Eastern Time zones, some issues
had to wait until the following day.
After the deadline of each lab is passed, a video using the real equipment for the lab is posted.
While students don’t really touch the real equipment, the photo images of the devices developed
in the software are very similar to the real devices. Students can easily relate their simulated lab
experience to the video using the real equipment. The hands-on gap is therefore greatly reduced.
Figure 18 shows the student feedback for Module 1; Figure 19 shows the positive comment
feedbacks; Table 1 shows the scores of module feedbacks. The weighted average score of the
feedback survey in Table 1 is 4.02/5.00, with very low number of responses toward the end of
the semester. Figure 20 shows the grade distribution in this deployment. The performance is
similar to the regular face-to-face teaching.
11,0 !Enr~ ~E---------------------1 COWtt Up cu
.=:" ~ N ~ ~ 0:2/0
TON ---Tlmtl'0n 0.lly Ti.mt.I' r, :o Time &te OJ PJUtt SO
•= • T4:0.0N Ci:O 1'------------------------<RES
Figure 18: Module Feedbacks
Figure 19: Positive Feedbacks from Students
Based on your experience with online courses, what is your overall impression about this module?
The module objectives were clear.
The module activities were aligned with the module content and resources.
The module resource:s w ere helpful in understanding the content and completing your assignments.
0 10
Module ratings overview
20 30 40 so % of Total responses
• Poor • Fair Satisfactory • Good • Excellent
What worked best for you in this module?
1. The Videos
2. Step by step module - fairly straightforward
3. The organization of the module was very helpful
4. NIA
5. Most of the content ·was helpful in completing the homework
6. videos explaining the actuators were great
7. The pictures and videos helped me understand the concept a lot better.
8. The module seemed to flow properly from one topic to the next.
60
9. Each section was broken down into simple and easy to understand sections based on the specific subject.
10. the information
11. The layout of the module and topics. Everything was clear and easy to follow.
70 80 90
Table 1: Scores of Module Feedbacks
5: Excellent; 4: Good; 3: Satisfactory; 2: Fair; 1: Poor
Module
Number
Scores (1-5) Responses
1 4.17 13
2 4.38 6
3 3.90 6
4 4.07 4
5 2.64 3
6 3.13 2
7 4.43 4
8 4.00 1
9 3.75 2
10 4.00 1
11 4.50 2
12 4.00 1
Figure 20: Grade Distribution of the Course
5. Summary
The staff working in managing the asynchronous system plays the key role in securing the
success of implementation. They need to keep close communication with the course instructor
and proctors and also need to make immediate changes and responses to each student’s requests
when needed. Students may need extra time to take an exam or re-submit a homework because
of the software issues in their personal computers. The instructor will need to check and respond
to his/her emails frequently as some students may choose to submit their homework or lab
30
25 '"' .... E
~ 20 ;;i ..... VI ._ 15 0 L Ill
.t:J 10 E :::, z
5
0 A.
Grade Distributions
B C
Grades
D -F
reports through the emails. The instructor may also receive calls from proctors during the early
morning hours because of the time zone differences. To better assess the course performance, the
number of responses participating in the Module Feedbacks needs to be increased, although the
instructor did receive several encouraging messages from students.
Bibliography
1. Yoder, B. “ Engineering by Numbers”, https://www.asee.org/papers-and-publications/publications/11-
47.pdf
2. U.S. Department of Education, “Enrollment in Distance Education, y State: Fall 2012”,
http://nces.ed.gov/pubs2014/2014023.pdf
3. Abdous, M., “A Process-Oriented Framework for Acquiring Online Teaching Competencies”,
Springer Science+Business Media, LLC 2010
4. Blackboard system https://en.wikipedia.org/wiki/Blackboard_Learn
5. Tu, C., Montes, L., Yen, C., Chan, J., “The Integration of Personal Learning Environments & Open Network
Learning Environments”,
https://www.academia.edu/2327762/The_Integration_of_Personal_Learning_Environments_and_Open_
Network_Learning_EnvironmentsBlackboard
6. Fluidsim, http://www.fluidsim.de/fluidsim/index5_e.htm
7. Lin, C., Shen, Y., and Tomovic, M., “A Virtual Laboratory Development Focusing on Hands-on
Wiring Experience for Distance Education Students in Programmable Logic Controller (PLC)”
ASEE Annual Conference, Indianapolis, IA, June 2014 8. Certificate of Registration, “Animation Wiring Software for Relay Schematic Ladder Diagrams”, U.S.
Copyrights office, TXu-1-946-628
9. RSLOGIX 500, http://www.rockwellautomation.com/rockwellsoftware/products/rslogix500.page
10. ProctorU, http://www.proctoru.com/