REMOTE RF LABORATORY REQUIREMENTS: Engineers' and Technicians' Perspective (original) (raw)

A remote laboratory for training in radio communications: ERRL

2007

Abstract This paper presents, first, a short survey of remote laboratory initiatives in electrical and computer engineering, and then discusses design and development phases of remote laboratory environment on radio communications, the ERRL (European Remote Radio Laboratory). As being the first attempt in establishing of such a large scale remote laboratory on radio communications, ERRL enables access to high technology RF equipments and setups through the Internet.

Requirements for Remote RF Laboratory Applications: An Educators' Perspective

2009

Abstract This paper discusses the results of a study of the requirements for developing a remote RF laboratory. This study draws on the perspectives of educators in university electrical engineering departments and in technical colleges, on the teaching of the radio frequency (RF) domain. The study investigates how these educators would like the technical content of a state of the art RF laboratory to be designed.

Remote Access to Wireless Communications Systems Laboratory -New Technology Approach

Technology nowadays enables the remote access to laboratory equipment and instruments via Internet. This is especially useful in engineering education, where students can conduct laboratory experiment remotely. Such remote laboratory access can enable student to use expensive laboratory equipment, which is not usually available to students. In this paper, we present a method of creating a Web-based Remote Laboratory Experimentation in the master degree course "Wireless Communications Systems" which is part of "ICS (Information and Communication Systems)" and "Investment Management in Telecommunications" curriculums. This is done within the RIPLECS Project (Retrieved from http://riplecs.dipseil.net/) and the NI2011 FF005 Research Project "Implementation of Project-Based Learning in an Interdisciplinary Master Program".

Seven Principles of Instructional Content Design for a Remote Laboratory: A Case Study on ERRL

IEEE Transactions on Education, 2011

This paper discusses the results of a study of the requirements for developing a remote radio frequency (RF) laboratory for electrical engineering students. It investigates students' preferred usage of the technical content of a state-of-the-art RF laboratory. The results of this study are compared to previous findings, which dealt with other user groups (technicians in technical colleges and engineers in the RF domain). Based on the results of these analyses, seven essential principles for designing and developing such a laboratory were identified. As a case study, these principles were then implemented into a remote laboratory system. In this paper, the implementation examples are also provided and discussed. The primary aim of this study is to guide remote laboratory platform developers toward the most effective instructional design. This study also determined, from the remote laboratory system case study, what the requirements are of such a laboratory from the students' perspective.

A Wireless Communications Systems Laboratory Course

IEEE Transactions on Education, 2010

A novel wireless communications systems laboratory course is introduced. The course teaches students how to design, test, and simulate wireless systems using modern instrumentation and computer-aided design (CAD) software. One of the objectives of the course is to help students understand the theoretical concepts behind wireless communication systems through hands-on experiments and to make them more confident both in system design and analysis. The course also aims at increasing the interest of students in engineering and technology. Therefore, laboratory experiments that are complementary to the materials discussed in the theoretical part of the course are designed specifically to incorporate the use of several wireless devices that students probably use extensively in their daily lives. Complementing and expanding upon the materials covered in other communication courses is another merit of this laboratory-based course. Meeting the course requirements also helps students improve their oral presentation and report preparation abilities. The evaluation of the course indicates that most of the objectives are achieved. This paper discusses the experiments designed to teach various wireless communication concepts to the students on a weekly basis, as well as the interesting projects and the other course requirements, which could be replicated by other universities. Index Terms-Electrical engineering education, hands-on experience, testing and measurement, wireless communications. I. INTRODUCTION W IRELESS technologies and services have evolved significantly, from simple paging to real-time voice communication and recently to very high-rate data communications. Lately, software-defined radio (SDR) [1] and cognitive radio (CR) [2] concepts have gained significant interest among wireless communications communities. With this remarkable development in wireless communication technologies and standards, along with the introduction of new concepts like CR and SDR, a strong desire to develop a flexible laboratory platform to teach a wide variety of wireless techniques has emerged. Laboratory benches that are equipped with highly capable transmitters and receivers can address this goal. The Electrical Engineering Department at the University of South Florida (USF), Tampa, has seen this necessity and developed a laboratory-based course. In this paper, a wireless communications system laboratory that Manuscript

RF Laboratory for Engineering Education

IEEE International Conference on Technology for Education 2012, 2012

In the area of radio frequency (RF) and microwave engineering courses, university departments are introducing new laboratories for high-frequency (HF)telecommunication and/or RF communication related courses. This is necessary for equipping students for the needs of telecommunication industry. Development and implementation of a robot-assisted internet-based RF and wireless laboratory is described in detail.

Implementation of a Remote Analog and Digital Communications Laboratory for e-Learning

International Journal of Online Engineering (iJOE), 2010

A remote instrumentation model used to perform modern RF and digital communications experiments over the internet is presented. The setup allows for highly cost effective and pedagogically rigorous mechanism of instructions for students in situations where traditional laboratory equipment is either unavailable or at a premium cost. In the model, a switch matrix is used to eliminate the need for students to be present in the laboratory.

Implementation of a remote analog and digital communications lab for e-learning

IEEE EDUCON 2010 Conference, 2010

A remote instrumentation model used to perform modern RF and digital communications experiments over the internet is presented. The setup allows for highly cost effective and pedagogically rigorous mechanism of instructions for students in situations where traditional laboratory equipment is either unavailable or at a premium cost. In the model, a switch matrix is used to eliminate the need for students to be present in the laboratory.

Students' and Teachers' Expectations in Radio-Communications Remote Laboratory

2007 IEEE 18th International Symposium on Personal, Indoor and Mobile Radio Communications, 2007

The paper presents the empirical and quantitative research that aims to compare the students' and teachers' expectations in remote laboratory. Two mixed symmetrical questionnaires have administered for a sample comprises teachers and students in electrical engineering, computer science and telecommunications, from more European countries. We have obtained differences between students' awareness needs in e-Learning and their habits in traditional learning, between males' and females' expectations and referable needs by teachers. The results show several common elements, too. The conclusions do not have a high degree of generality and, accordingly, we do not extrapolate them to other samples, the purpose of our research being an applicative one. But the conclusions can be useful as sources of suggestions to an effective teaching, to a personalized learning in radio communications remote laboratory and to improved performances and gratifications for all actors. They are the leading point for intercultural studies and for European networks, too.