Increased effective education pneumatic and electropneumatic at virtual laboratory.

Holubek, Radovan ; Horvath, Stefan ; Velisek, Karol 等

1. INTRODUCTION

Glamourise educational programme they had not come out from marketing pull (promise) about possible earnings in given resistance after study. On ours institute establish glamourise following interesting object and way their teaching. Teaching myself striven glamourise through the medium various modern technical means. Implication this philosophy myself on ours institute UVSM works on development virtual laboratory. From this laboratory is laboratory pneumatic and electropneumatic best development.

2. VIRTUAL LABORATORY

New prodigy 21. century at educational is E-Learning. E- learning is possible arrange to form lifetime educational, in which myself give make the best of latest information technological process. (BELZ & SIEGRIST, 2001) Startle its expansive and attract quantity technical decision. Distinguish myself two ground types training form E-Learningu:

Synchronous education--Overshoot in real time, in which all partipants together accept provided know-how and they can each other react. (Kundratova & Mudrikova, 2005) Belong here allowing education in classroom, when all partipants including teacher are at the same time on equal place, whether virtual classroom, where myself they can partipants in single date through the medium synchronous technology clash and react, notwithstanding that fall various place.

Asynchronous education--Can be applied in various date on single student, which are they can choose tempo and way reception information, though you can not each other react in real time. Belong here allowing printed manuals and books, Audio/video, whether electronic education course.

Concept e-learning automatic evoke vision multimedia education course. E-learning indeed include quantity element for asynchronous study (communication through the e-mail, discussion group, wall-gazette, ...) too for synchronous study (chat, rack-rent application, video-message conference, virtual classroom, ...), too for sharing and make use of intellectual capital, and in last advice all process control educational.

2.1 Equipment synchronous education in virtual laboratory pneumatic a electropneumatic

Distinguish myself two basic types equipment synchronous education:

* software equipment,

* hardware equipment.

Between software equipment belong: powerpoit, FluidSim, ...

Powerpoint

Classic presentation ....

FluidSIM software

Program FluidSIM is software which underlie education at virtual laboratory. This program is dedicated on education pneumatic and electropneumatic behind helps computing techniques for creation pneumatic design with simulation function, where myself at usage element routines adjust their parameters. FluidSim includes rich scale didactic element. From menu program possible use a great deal already prepare circumferential design, undertake look through photographs designation component and technical drawings with detailed entry dimension. Program part FluidSIM myself dealt too element electropneumatic, which they are whit pneumatic part narrowly downward and by simulation they are too actively. Student, which graduate education herein virtual laboratory obtain needs skill and future command methodics formation several system (pneumatic, electropneumatic, electric), by markedly rise their value on employment market. In real laboratory pneumatic and electropneumatic system control on ours department myself future realize only those connection such operative perimeter, that were to optimalize and their activity she was successfully simulation at virtual laboratory. That mean, that in real laboratory myself raise effectiveness education removal unnecessary feed non-functional pneumatic and electropneumatic perimeter, which they can lead as for damage furnished installed in laboratory. Also that raise productivity of labour those, that errors which near realisation perimeter can arise myself remove still at virtual laboratory and in real laboratory myself shall proceed already only according to right simulation diagram (Fig.1).

[FIGURE 1 OMITTED]

Between hardware equipment belong didactic pneumatic and electropneumatic element, vizualizer, interactive board, ...

Didactic elements pneumatic a electropneumatic network Important element by education given object are didactic element, which advance student construction and function given element in pneumatic alternatively electropneumatic perimeter. Advantage is if given virtual laboratory have at trousseau too didactic element in cut. These element advance student their construction and function.

Visualiser

Visualiser is equipment, which myself too mark its high flexibility and operative. Fixation picture is maximizable through the medium dated projector on projective canvas. Allowed so use on approval various object varied size. Exploitation visualiser in so laboratory is all-purpose. Capture information directly from frosted model (books, catalog, technical plan atd.), equally well look like threedimensional object. Detailed sight single part didactic element is possible provide for through the medium zoom functions visualiser. Visualiser make possible work already too with obsolete form presentation its. by your leave classic transparent foil. Minimum sensing area vizualizera is 30x23mm and maximum 405x303mm.

Interactive board

Big aid near acceptance pneumatic and electropneumatic perimeter is usage interactive board (Fig.2). Advantage make use of interactive board is directly in way communication teacher with student. Herein rest too target make use of interactive board. Teacher together with student solve setting responsibilities, which myself herewith style represent glamourise. Make use of this methods myself reach following target:

* effective and taking way education,

* entire exploitation interactivity at teaching,

* exploitation all message source,

* exploitation entry, routines, picts, graph and design trice, on the proviso that they are just needs way, which is just proper,

* iteration favour to projection demonstration,

* connection all the students' to solution exsistent problem.

2.1.1 Real laboratory pneumatic a electropneumatic

In real laboratory pneumatic and electropneumatic system control (Fig.3) on ours department myself then future realize only those connection such operative perimeter, that were to optimalize and their activity was successfully simulation at virtual laboratory. Student herewith laboratory obtain possibility process setting and project from various object, in those myself make use of pneumatic and electropneumatic operative systems and ready so on substantial solving problems in practice. Obtain thereby and so important practice for employer. Considerably myself uncurl and confirm technical, profession competence as well as their key competence.

[FIGURE 2 OMITTED]

[FIGURE 3 OMITTED]

2.2 Equipment asynchronous education in virtual laboratory pneumatic a electropneumatic

This way education is opposite synchronous training from opposite teacher, but also student difficult. (Velisek et al., 2005). Teacher must find proper form scommentary and acquaint student studious so form about problematic on such level look like student studious synchronous form.

3. CONCLUSION

Utilization all remember equpiment whether already interactive board, visualisera, and computing techniques myself upgrade education from original completely theoretical establishment only on synchronous training on training which make use of everything available equipment. (Mudrikova, 2006). Momentous index by education is preparation, which includes responsibilities formation to thematic entity. Student myself in succesive steps acquaint by your leave complete surroundings software FluidSIM by your leave consecutive exploitation everything element pneumatic and electropneumatic. Virtual laboratory covering wide spectrum technical object and advanced vision, creativity and knowledge the students'.

4. ACKNOWLEDGEMENT

This paper was created thanks to the national grants KEGA 3/5211/07 Creation and building of virtual laboratory for pneumatic and electropneumatic controlling systems.

5. REFERENCES

Belz, H. & Siegrist, M. (2001). Klicove kompetence a jejich rozvijeni (Key competences and their development). Praha: Portal, 2001. ISBN 80-7178-479-6.

Kundratova, M.; Mudrikova, A. (2005). Survey of employers requirements on key competences of graduates of technical universities. pp. 665-670, ISBN 80-227-2286-3, Proceedings of: CO-MAT-TECH 2005, Trnava, Slovak Republic, 20-21 October 2005, Bratislava, STU v Bratislave, 2005.

Mudrikova, A. (2006). Celozivotne vzdelavanie ako jedna z podmienok profesnej uspesnosti inziniera--technika (Lifetime education as one of condition for engineering professional successful). SCHOLA 2006. 7. medzinarodna vedecka konferencia KIPP internatioanl reserch conference: Bratislava : STU v Bratislave, 2006.--ISBN 80-227-2389-4.-S. 274-279

Velisek, K.; Kosfal, P.; Javorova, A.(2005). Flaxible assembly cell. Proceding of 4th International conference ICAMaT 2005, C.Doicin (Ed), pp.479-482, ISBN 973-27-1254-6, 3.-4. november, 2005, Bucharest, Romania, The Publishing House of Romanian Academy