Plataforma de aprendizagem baseada em IoT: um experimento em bancada didática
Carregando...
Data
2019-08-06
Autores
Antonelli, Pedro Luis
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Entre as várias possibilidades do uso da IoT no contexto educacional, o presente trabalho tem como foco apresentar as possibilidades da sua utilização para o desenvolvimento e melhoria nas ferramentas utilizadas para a execução de atividades práticas em laboratório, criando uma plataforma didática, que permita a execução de tarefas práticas, e que possibilite ao professor o acompanhamento das atividades realizadas pelo aluno, de forma local ou remota. Entre os aspectos que diferem dos trabalhos similares, estão a existência de dispositivos reais, mas com capacidade de processamento embarcado, conferindo alguma "inteligência" ao dispositivo convencional. A possibilidade de ter a supervisão sendo efetuada de forma local ou remota pelo professor, dá mais liberdade para que o professor avalie a necessidade de estar fisicamente presente na execução das atividades práticas. Com esse objetivo, é proposto a construção de um experimento que visa mostrar a viabilidade da construção de uma bancada didática, que agrega as vantagens da utilização de dispositivos reais, juntamente com a aplicação da tecnologia disponível, obtida com a popularização da IoT. O direcionamento do experimento, além da melhoria do sucesso nas atividade práticas, também visa a melhoria da segurança na realização das atividades, mediante os recursos tecnológicos agregados ao dispositivos, mediante o uso dos recursos da IoT. Na parte final do trabalho, é apresentado um algoritmo de redução das mensagens trocadas pelos dispositivos, com a finalidade de permitir o aumento da escalabilidade da plataforma. Os resultados obtidos no experimento, apontam para a viabilidade do uso da plataforma proposta como uma ferramenta segura para a realização de atividades práticas, de forma segura e eficiente.
Among the various possibilities of the use of IoT in the educational context, the present work focuses on the possibilities of its use for the development and improvement of the tools used for the execution of practical activities in the laboratory, creating a didactic platform that allows the execution of practical tasks, and that allows the teacher to follow the activities carried out by the student, locally or remotely. Among the aspects that differ from similar works are the existence of real devices, but with on-board processing capability, giving some "intelligence" to the conventional device. The possibility of having supervision carried out locally or remotely by the teacher gives more freedom for the teacher to evaluate the need to be physically present in the execution of practical activities. With this objective, it is proposed the construction of an experiment that aims to show the viability of the construction of a didactic workbench, which adds the advantages of the use of real devices, together with the application of available technology, obtained with the popularization of IoT. The aim of the experiment, as well as the improvement of the success in the practical activities, is also to improve the safety in the accomplishment of the activities, through the technological resources added to the devices, through the use of IoT resources. In the final part of the work, an algorithm is presented to reduce the messages exchanged by the devices, to increase the platform scalability. The results obtained in the experiment point to the feasibility of using the proposed platform as a safe tool to perform practical activities safely and efficiently.
Among the various possibilities of the use of IoT in the educational context, the present work focuses on the possibilities of its use for the development and improvement of the tools used for the execution of practical activities in the laboratory, creating a didactic platform that allows the execution of practical tasks, and that allows the teacher to follow the activities carried out by the student, locally or remotely. Among the aspects that differ from similar works are the existence of real devices, but with on-board processing capability, giving some "intelligence" to the conventional device. The possibility of having supervision carried out locally or remotely by the teacher gives more freedom for the teacher to evaluate the need to be physically present in the execution of practical activities. With this objective, it is proposed the construction of an experiment that aims to show the viability of the construction of a didactic workbench, which adds the advantages of the use of real devices, together with the application of available technology, obtained with the popularization of IoT. The aim of the experiment, as well as the improvement of the success in the practical activities, is also to improve the safety in the accomplishment of the activities, through the technological resources added to the devices, through the use of IoT resources. In the final part of the work, an algorithm is presented to reduce the messages exchanged by the devices, to increase the platform scalability. The results obtained in the experiment point to the feasibility of using the proposed platform as a safe tool to perform practical activities safely and efficiently.
Descrição
Palavras-chave
Laboratório didático, Internet das coisas, Laboratório remoto, Plataforma didática, Otimização de comunicação na IoT, Internet of things, Didactic platform, Didactic laboratory, Remote laboratory, IoT communication optimization