Abstract:

The main research behind this paper primarily focuses on analyzing the role of the test-beds and their repositories in the teaching and learning processes, especially exploring their use and acceptation in the computer science field. A test-bed consists in a complex system based on real cyber and physical components capable of representing the natural and real behavior of a system, context or application, the value of which goes beyond traditional virtual simulators and emulators; e.g. Netsim, OMNeT++, NS2/3, GNS3 or Software-Defined Networks tools (e.g. Mininet).

In the literature, there are already available several test-beds for the online teaching or b-learning in the industrial engineering field [1-2]; most of them aiming to improve the learning from a remote way and through practical experiments. To bring the field of computer science closer to the areas of control engineering and Industry 4.0 [3], we present in this paper our laboratory based on the new Internet of Thing paradigm, known as Industrial IoT (IIoT). Through this laboratory, we intent to:
(i) modernize the education and bring the students closer to today’s Industry [3], and
(ii) enhance constructivism on the learning process and the new goals of Education 4.0 [4], such as: Practical applications, creation of critical thoughts, diversity and personalization of skills. As part of the discussion, we also highlight the influence of Industry 4.0 on the new working market, exploring the benefits and drawbacks of these types of learning laboratories on the preparation of future experts. To do this, we analyze the real use and effect of these test-beds and their repositories on computer science areas, and the experts’ perception for the learning in classrooms.

The results state that more than 85% of the Professors (of 33 in total and from different Universities in Spain) believe about the feasibility of the test-beds for the didactic process and the direction of final degree and master's projects, where more than 74% consider the utility of the repositories for specific pedagogical methodologies such as gamification, flipped classroom or project based learning. However, from 48.5% of those ones with access to test-beds, 41.2% only make use of the systems for learning and less than 32% for final thesis. Therefore, the belief about the usefulness of the test-beds persists [5], but there is still a low influence of these systems in the classrooms. Certainly, this lack also affects the experience, where most of Professors (63.6%) agree about the medium-low preparation of students to face by themselves to real environments in the near future.

References:
[1] Burke R., De Jonge N., Avola C. and Forte B. (2017). A virtual engine laboratory for teaching powertrain engineering. Comp. Applic. in Eng. Educ., 25(6), 948-960.
[2] Diaz-Diaz, I. (2015). Test-bed to teach power quality applying the b-learning methodology. IECON, IEEE, 4027-4031.
[3] Ondrej A., (2018). Using Industry 4.0 technologies for teaching and learning in education process. Mechatronics 2017, Springer, 149-156.
[4] EC. (2017) Education 4.0 – mobile learning, Education and Training 2020 WG on Digital Skills and Competences, Vienna.
[5] Edward, N. (2002). The role of laboratory work in engineering education: student and staff perceptions. Electrical Engineering Education, 39(1), 11-19.

Keywords:

Test-beds, repositories, Industry 4.0, Education 4.0, Industrial Internet of Things.