TY - CHAP A1 - Hoegen, Anne von A1 - Doncker, Rik W. De A1 - Bragard, Michael A1 - Hoegen, Svenja von T1 - Problem-based learning in automation engineering: performing a remote laboratory aession aerving various educational attainments T2 - 2021 IEEE Global Engineering Education Conference (EDUCON) N2 - During the Covid-19 pandemic, vocational colleges, universities of applied science and technical universities often had to cancel laboratory sessions requiring students’ attendance. These above of all are of decisive importance in order to give learners an understanding of theory through practical work.This paper is a contribution to the implementation of distance learning for laboratory work applicable for several upper secondary educational facilities. Its aim is to provide a paradigm for hybrid teaching to analyze and control a non-linear system depicted by a tank model. For this reason, we redesign a full series of laboratory sessions on the basis of various challenges. Thus, it is suitable to serve different reference levels of the European Qualifications Framework (EQF).We present problem-based learning through online platforms to compensate the lack of a laboratory learning environment. With a task deduced from their future profession, we give students the opportunity to develop own solutions in self-defined time intervals. A requirements specification provides the framework conditions in terms of time and content for students having to deal with the challenges of the project in a self-organized manner with regard to inhomogeneous previous knowledge. If the concept of Complete Action is introduced in classes before, they will automatically apply it while executing the project.The goal is to combine students’ scientific understanding with a procedural knowledge. We suggest a series of remote laboratory sessions that combine a problem formulation from the subject area of Measurement, Control and Automation Technology with a project assignment that is common in industry by providing extracts from a requirements specification. Y1 - 2021 U6 - https://doi.org/10.1109/EDUCON46332.2021.9453925 N1 - 2021 IEEE Global Engineering Education Conference (EDUCON), 21-23 April 2021, Vienna, Austria SP - 1605 EP - 1614 PB - IEEE CY - New York, NY ER - TY - JOUR A1 - Harzheim, Thomas A1 - Mühmel, Marc A1 - Heuermann, Holger T1 - A SFCW harmonic radar system for maritime search and rescue using passive and active tags JF - International Journal of Microwave and Wireless Technologies N2 - This paper introduces a new maritime search and rescue system based on S-band illumination harmonic radar (HR). Passive and active tags have been developed and tested while attached to life jackets and a small boat. In this demonstration test carried out on the Baltic Sea, the system was able to detect and range the active tags up to a distance of 5800 m using an illumination signal transmit-power of 100 W. Special attention is given to the development, performance, and conceptual differences between passive and active tags used in the system. Guidelines for achieving a high HR dynamic range, including a system components description, are given and a comparison with other HR systems is performed. System integration with a commercial maritime X-band navigation radar is shown to demonstrate a solution for rapid search and rescue response and quick localization. KW - Radar KW - microwave measurements KW - harmonic radar KW - harmonic radar tags KW - nonlinear VNA measurements Y1 - 2021 U6 - https://doi.org/10.1017/S1759078721000520 VL - 13 IS - Special Issue 7 SP - 691 EP - 707 PB - Cambridge University Press CY - Cambridge ER - TY - CHAP A1 - Ferrein, Alexander A1 - Meeßen, Marcus A1 - Limpert, Nicolas A1 - Schiffer, Stefan ED - Lepuschitz, Wilfried T1 - Compiling ROS schooling curricula via contentual taxonomies T2 - Robotics in Education N2 - The Robot Operating System (ROS) is the current de-facto standard in robot middlewares. The steadily increasing size of the user base results in a greater demand for training as well. User groups range from students in academia to industry professionals with a broad spectrum of developers in between. To deliver high quality training and education to any of these audiences, educators need to tailor individual curricula for any such training. In this paper, we present an approach to ease compiling curricula for ROS trainings based on a taxonomy of the teaching contents. The instructor can select a set of dedicated learning units and the system will automatically compile the teaching material based on the dependencies of the units selected and a set of parameters for a particular training. We walk through an example training to illustrate our work. Y1 - 2021 SN - 978-3-030-67411-3 U6 - https://doi.org/10.1007/978-3-030-67411-3_5 N1 - RiE: International Conference on Robotics in Education (RiE); Advances in Intelligent Systems and Computing book series (AISC, volume 1316) SP - 49 EP - 60 PB - Springer CY - Cham ER - TY - CHAP A1 - Heuermann, Holger A1 - Harzheim, Thomas A1 - Mühmel, Marc T1 - A maritime harmonic radar search and rescue system using passive and active tags T2 - 2020 17th European Radar Conference (EuRAD) N2 - This article introduces a new maritime search and rescue system based on S-band illumination harmonic radar (HR). Passive and active tags have been developed and tested attached to life jackets and a rescue boat. This system was able to detect and range the active tags up to a range of 5800 m in tests on the Baltic Sea with an antenna input power of only 100 W. All electronic GHz components of the system, excluding the S-band power amplifier, were custom developed for this purpose. Special attention is given to the performance and conceptual differences between passive and active tags used in the system and integration with a maritime X-band navigation radar is demonstrated. KW - Harmonic Radar KW - Rescue System KW - Frequency Doubler KW - Transponder KW - Tag Y1 - 2021 SN - 978-2-87487-061-3 U6 - https://doi.org/10.1109/EuRAD48048.2021.00030 N1 - 17th European Radar Conference, 13th - 15th January 2021, Utrecht, Netherlands SP - 73 EP - 76 PB - IEEE CY - New York, NY ER - TY - JOUR A1 - Fagan, Andrew J. A1 - Bitz, Andreas A1 - Björkman-Burtscher, Isabella M. A1 - Collins, Christopher M. A1 - Kimbrell, Vera A1 - Raaijmakers, Alexander J. E. T1 - 7T MR Safety JF - Journal of Magnetic Resonance Imaging (JMRI) Y1 - 2021 U6 - https://doi.org/10.1002/jmri.27319 SN - 1522-2586 VL - 53 IS - 2 SP - 333 EP - 346 PB - Wiley CY - Weinheim ER - TY - JOUR A1 - Serror, Martin A1 - Hack, Sacha A1 - Henze, Martin A1 - Schuba, Marko A1 - Wehrle, Klaus T1 - Challenges and Opportunities in Securing the Industrial Internet of Things JF - IEEE Transactions on Industrial Informatics Y1 - 2021 U6 - https://doi.org/10.1109/TII.2020.3023507 SN - 1941-0050 VL - 17 IS - 5 SP - 2985 EP - 2996 PB - IEEE CY - New York ER - TY - JOUR A1 - Köhler, Klemens A1 - Röpke, René A1 - Wolf, Martin T1 - Through a mirror darkly – On the obscurity of teaching goals in game-based learning in IT security JF - ISAGA 2019: Simulation Gaming Through Times and Disciplines N2 - Teachers and instructors use very specific language communicating teaching goals. The most widely used frameworks of common reference are the Bloom’s Taxonomy and the Revised Bloom’s Taxonomy. The latter provides distinction of 209 different teaching goals which are connected to methods. In Competence Developing Games (CDGs - serious games to convey knowledge) and in IT security education, a two- or three level typology exists, reducing possible learning outcomes to awareness, training, and education. This study explores whether this much simpler framework succeeds in achieving the same range of learning outcomes. Method wise a keyword analysis was conducted. The results were threefold: 1. The words used to describe teaching goals in CDGs on IT security education do not reflect the whole range of learning outcomes. 2. The word choice is nevertheless different from common language, indicating an intentional use of language. 3. IT security CDGs use different sets of terms to describe learning outcomes, depending on whether they are awareness, training, or education games. The interpretation of the findings is that the reduction to just three types of CDGs reduces the capacity to communicate and think about learning outcomes and consequently reduces the outcomes that are intentionally achieved. KW - IT security education KW - Competence Developing Games KW - Game-based learning KW - Keyword analysis KW - Bloom’s Taxonomy Y1 - 2021 U6 - https://doi.org/10.1007/978-3-030-72132-9_6 N1 - ISAGA 2019 - International Simulation and Gaming Association Conference. 26-30 August 2019. Warsaw, Poland. Part of the Lecture Notes in Computer Science book series (LNCS, volume 11988) SP - 61 EP - 73 PB - Springer CY - Cham ER -