Considerations about the design and development of remote laboratories for teaching cyber-physical systems in engineering courses.

• Ano de defesa: 2022
• Autor(a) principal: Mata, Lucas Ribeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: eng
• Instituição de defesa: Biblioteca Digitais de Teses e Dissertações da USP
• Palavras-chave em Português: Cyber-physical systems; Educação à distância; Engenharia (Educação); Engineering education; Laboratórios remotos; Remote laboratories; Sistema ciberfísicos
• Link de acesso: https://www.teses.usp.br/teses/disponiveis/3/3142/tde-12052022-083632/

The spread of digital technologies has profoundly changed the dynamics of human activities in all aspects of life. Nowadays, digital transformation is the main challenge for several productive sectors in all countries. One of the most important factors in this process is the education of engineers who must be able to integrate multidisciplinary teams to design and develop engineering solutions based on digital technologies. Educational institutions must provide learning environments in which students can explore concepts and experience hands-on activities related to the use and development of digital technologies. Remote educational platforms can be a solution to share resources among institutions, increase the availability of equipment, and ensure the continuity of learning activities even during outbreaks of infectious diseases, as happened during the Covid-19 Pandemic. This work investigated the main aspects related to the design and development of remote laboratories for teaching cyber-physical systems in engineering courses. First, a literature review was carried out to identify learning objectives, competencies and educational strategies related to cyber-physical systems and industry 4.0 in engineering education. Three case studies were carried out on educational platforms used for teaching and researching cyber-physical systems. Then, a proposal for guidelines for the design of remote educational platforms for teaching cyber-physical systems was presented. A proof of concept was implemented based on these guidelines. Five engineering professors were invited to assess this proof of concept. Finally, some considerations were made about the design and development of remote laboratories for cyberphysical systems. The results presented in this work contribute and demonstrate the ease of implementation of flexible educational platforms, based on open-source technologies and hybrid learning, which can be used to develop multiple competencies in courses dedicated to the introduction and design of cyber-physical systems.