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E-Learning and Practical Training of Mechatronics and Alternative Technologies in Industrial Community (E-PRAGMATIC) Final Report Public Part

E-PRAGMATIC: E-Learning and Practical Training of Mechatronics and Alternative Technologies in Industrial Community

510586-LPP-1-2010-1-SI-LEONARDO-LNW 2 / 21

Project information

Project acronym: E-Learning and Practical Training of Mechatronics

and Alternative Technologies in Industrial

Community Project title: E-PRAGMATIC Project number: 510586

Sub-programme or KA: Leonardo da Vinci Project website: http://www.e-pragmatic.eu/

Reporting period: From 01/11/2010 To 31/10/2012 Report version: V1 Date of preparation: 15/12/2012

Beneficiary organisation: University of Maribor, Slovenia

Project coordinator: Prof. dr. Danijel Rebolj (rector)

Assist. prof. dr. Andreja Rojko (working coordinator) Project coordinator organisation: University of Maribor Project coordinator telephone number: +386 2 23 55 280, + 386 2 220 7177 Project coordinator email address: [email protected], [email protected]

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. © 2008 Copyright Education, Audiovisual & Culture Executive Agency. The document may be freely copied and distributed provided that no modifications are made, that the source is acknowledged and that this copyright notice is included.

mailto:[email protected]

mailto:[email protected]



Executive Summary

Fast technological progress requires from technicians and professionals in industry to constantly refresh and update their professional knowledge. This is especially the case in electro-mechanical industry, where many jobs require knowledge from mechatronics, which is identified as one of the structural drivers of change in the industry. Therefore it is important to provide high quality, continuous education sources and industrial training to employees in this field. Up-to-date learning contents, delivered by using modern education methods and suited to the needs of practicing technicians and engineers, have to be available for this purpose. Traditional practice in EU enterprises is to provide training and retraining to the employees by means of the conventional in-company training (38 % of employees, EUROSTAT, 2009). Such in-company training can be therefore an efficient method to transfer mechatronics knowledge from the educational institution directly to the professionals employed in the industry. E-PRAGMATIC network was established in order to initiate and support this process.

E-PRAGMATIC network is an association of 13 regular and 7 associated partners from nine European countries. Included are educational institutions and end users such as chambers, enterprises and associations of enterprises. The network’s aim is to modernize mechatronics and engineering vocational training of the employed professionals, apprentices and trainees directly in the industry, by enhancing in-company training contents and education methods. The main target groups are practicing engineers and technicians from industrial partners, who need an additional education to keep up with the increasing demands of their jobs. Next target groups are apprentices and trainees, who need to obtain some specific knowledge requested in the enterprise. Target group are also in-company trainees and teachers from secondary and high vocational schools, who are looking for additional educational sources to update their own knowledge and, consequently, to improve their teaching.

To ascertain concrete knowledge needs and education habits of professionals from industry a comprehensive international needs analysis was conducted. Data was collected by e-survey and interviews with enterprises’ management. Country related and overall analyses of the current state were prepared. Next, an integral concept for training in electro-mechanical industry in the area of mechatronics and alternative technology was developed. This innovative concept is based on four elements: learning management system/portal for industrial training; model for presentation of learning materials; andragogical educational approach; training modules and programs. Concept applies distance training by using multimedia e-learning materials and remote experiments. Self-directed learning is supported by an intensive mentoring based on the andragogy principles. The concept was evaluated by conducting an international pilot training; participants were mostly employees from industrial partners and employees from other companies from this field. Results of development are used by the industrial partners in their in-company training and by the educational partners for their regular teaching. Integral industrial training concept can be also used in other technical fields.

Within the network E-PRAGMATIC Community was established, which involves all partners and other interested parties. Space for presentation of all partners, forums for discussion of ideas and E-PRAGMATIC Facebook profile are media used for Community. The Community also support another goal of E-PRAGMATIC that is improved cooperation of industry and academia. International cooperation was strengthened at the final E-PRAGMATIC conference. Issues concerning cooperation of industry and academia were also discussed at international TechnoTN forum together with other representatives from EU academia and industry.

More about the project can be found on the web page (http://www.e-pragmatic.eu/) and in E-PRAGMATIC Facebook page (http://www.facebook.com/epragmatic) and publications.

http://www.e-pragmatic.eu/

http://www.facebook.com/epragmatic



Table of Contents

1. PROJECT OBJECTIVES .................................................................................... 5

2. PROJECT APPROACH ...................................................................................... 7

3. PROJECT OUTCOMES & RESULTS ................................................................. 9

4. PARTNERSHIPS .............................................................................................. 17

5. PLANS FOR THE FUTURE .............................................................................. 18

6. CONTRIBUTION TO EU POLICIES ................................................................. 19

7. PUBLICATIONS................................................................................................ 20



1. Project Objectives

E-PRAGMATIC network works toward enhancement, modernization and establishment of in-company training methods of electro-mechanical industry. It introduces distance learning methods and modern learning contents with the remote experiments from mechatronics, general electro-mechanics and alternative technologies directly into industry. For this e-learning contents and educational methods were developed. Developed educational methods are applicable in in-company training in the enterprises from related fields throughout Europe. Further, E-PRAGMATIC community was established. It connects partners from industry and education and through this supports and strengthens industry-education cooperation.

The main group, who should profit from the project results, are employees, professionals (especially from the older age group) who have completed the formal vocational or higher education in the field of mechanical/electrical engineering but their knowledge in either mechanical or electrical engineering often proves to be insufficient for their current jobs requirement. Further target group are apprentices and the trainees from industrial partners, who have recently acquired a formal education, however are not acquainted with the specialized knowledge and don’t have skills required in their company.

The project objectives can be on general divided to educational and other objectives, as shown in Figure 1.

Figure 1: Objectives of the network, general overview

A. Education related objectives Following educational objectives were addressed:

• An analysis about knowledge needs of employees from the industry was executed. Extensive report is available here. It provides useful information also to other educators from industry and education, as it shows what knowledge the professionals are lacking.

• Development of e-learning contents: 21 practically oriented learning modules were developed. Many modules introduce remote experiments or remote working stations, which allows acquisition of practical knowledge on distance. This is a new, innovative approach as it wasn’t implemented before in industrial training. The modules are suitable

http://www.e-pragmatic.eu/index.php?option=com_content&view=article&id=13&Itemid=17&lang=en



for in-company training for providing training to the employees, thus improving their competences and work quality.

• Multi language e-learning portal was set up. The portal serves as a central point for distance education by providing (a) learning e-materials and tools for distance training with remote experiments; (b) tools for transfer of material to e-form, content management tools and tools for supervision of the learners; (c) space for Community of professionals; (d) connection to social networks such as Facebook and Twitter.

• International cross-over pilot training was executed in April-June 2012. Each participant was able to choose between modules and set hers/his individual training program. The training was executed simultaneously in national languages and in English. Training of future tutors from industry was executed as well, therefore providing them knowledge on how to execute such training in their companies.

B. Other network objectives Open international Community of professionals was established. Its main goal is to enhance training, to support all training related activities and to trigger and support cooperation between the partners from educational institutions and the partners from industry. Community provide space for sharing the knowledge, experience and discuss ideas and will be open to all visitors and is supported by all project partners.

Figure 2: Community, presentation of partners



2. Project Approach

In order to achieve the objectives listed and described in the previous section of this report, here described approaches and methodologies are used.

A. Cooperation within E-PRAGMATIC network As successful reaching of the project goals requires a close cooperation of all network members, a cooperation of all partners within the network is especially important. Therefore the networks structure and cooperation levels are described first.

PRAGMATIC network consists of 13 partners and 7 associated partners from 8 EU countries and Switzerland. From most of the countries there is one partner from educational institution and one partner from the industry. The network operates at two levels. The closest cooperation is established between the working pairs of partners from the same country. Such working pairs are established in Austria, the Nederland, Poland, Slovenia and in Switzerland and present network's basic units. Partner from the educational institution developed training modules, which are especially suited to the needs of his industrial partner. The structure of the network is shown in Figure 3. The second level of cooperation is international, mainly within E-PRAGMATIC Community of professionals and connects network's members and other stakeholders

B. Analysis of the knowledge needs of professionals employed in electro-mechanical industry

In order to build and enhance in-company training, the needs of the practicing engineers and technicians from industry have to be known. This analysis has been conducted based on the questionnaires’ results and includes:

• Knowledge needs analysis (what knowledge is required in the companies), • Educational needs analysis, (in which way the knowledge should be delivered).

To obtain necessary data, two questionnaires were developed, one for the employees and one for the companies’ managements [7]. 285 responses were obtained from the employees and about 50 from the companies’ management. Most important results are described in section 3 of this report. Country related reports and general report are available at the project web page [1], Adam database [3] and Facebook page [2].

By considering the knowledge needs, each educational partner prepared learning modules. The modules are mostly originally prepared in the native language of the country and then translated to English. The learning material includes interactive elements, assessed e-test, multimedia elements, animations and, when possible, remote experiments or remote working stations for acquisition of practical experience on distance.

C. Development of integral concept for distance education of technical subjects in industry and pilot training

Integral concept for distance industrial education was developed by considering: (1) the feedback obtained by the questionnaires; (2) the experience of the educational partners and in-company training experience of industrial partners; guidelines for instructional content design and andragogy education guidelines. The concept was tested, adapted and further developed during the pilot training. With the pilot training knowledge was delivered to employees in industry, industrial partners got necessary know-how on how to update their in-company training and also some training contents developed for them. Further educational partners got additional expertise in using modern education methods, which is also useful in



http://www.adam-europe.eu/adam/project/view.htm?prj=6714&page=1




their regular education. Other educators in industry can profit from developed concept, respectively some elements of this concept.

D. Triggering and supporting activities within Community The community activities triggered closer cooperation of academia and industry, first in the area of education and second, also in other professional areas. Different media was used for community; forums, Facebook profile and final project conference.

E. Promotion and exploitation of the project results In order to promote project results a number of activities were executed. Project web-page and Facebook page were established and are regularly updated. Employees and business partners of networks partners are informed through newsletters, e-mail and by publishing the information about the project on the web-pages of the partners. Promotion material was designed (leaflets and posters) and distributed. Promotion material can be also downloaded from the web page and printed.

The project and its results were presented at international conferences (specialised in the topics such as learning at the work place and distance learning) in order to inform other educators. Further the project was presented at fairs and exhibitions. List of most important publications is available in section 7 (Publications and further project information).

Developed learning modules are used by industrial partners for in-company training/education of their employees. Further, educational partners use developed modules and remote experiments in their regular vocational training in mechatronics/engineering. Project products are going to be partially commercialised in order to maintain the learning portal and remote experiments also after the project lifetime. Execution of modules on demand and development of the modules will be offered.

Figure 3: Structure of E-PRAGMATIC network



3. Project Outcomes & Results

A. Knowledge/education needs analysis Results of knowledge/education needs analysis are important outcome of the project. For this E-questionnaires were prepared and executed between the professionals and trainees/apprentice from enterprises from electro-mechanical industry, especially industrial partners. Altogether 355 responses from industry were obtained. This enabled the project educational partners to determine the content and methodology to present learning modules, which are suitable for the professionals form industry. Also basic education approach, where learning is based on practical problems and individual supervision of participants by using functionalities of modern learning management system, was set according to the results of the needs analysis. Needs analysis reports can be found on the project web page (here) and are presented in publications [7]-[15]. Short summary of the results: Most of the respondents were technicians and engineers specialized in electronics, automation, robotics, mechatronics, mechanical engineering, and computer science. About 35 % of the respondents have secondary education, 41 % have bachelor and technical post-secondary degree, 24 % Master’s and Ph.D. degree. About 39 % work in their current profession for more than 10 years and 34 % are over 40 years old. Main activities of the enterprises in which the respondents are employed include: production 38 %; services 22 %; research and development 16 % and technical advice 13 %. Most represented fields are: electronics 25 %; electricity 20 %; heavy machinery 18 %; automotive industry 15 %; other industrial equipment and tools 7.3 %; renewable energy 5.9 %. About 67.9 % of the respondents speak English.

About 72 % of responders have already participated in in- house training. The others have stated following reasons for non-participation: training was not relevant 48 %; lack of time 32 %; continuing education is not required at all 12 %, and other reasons 8 %. That in-company training was not relevant is stated by all respondents with Master’s and Ph.D. degree and only by few with the secondary education. This shows that common target groups for in-company training are employees with lower education, which was also confirmed by the enterprises’ management.

As a source of continuing education 83 % of responders use internet, 61 % read professional journals, 48 % participate in the professional seminars, 47 % in the in-company training and 58 % participate in the training outside the enterprise. Cross-over analysis shows that respondents with secondary education who work in production use internet less than average (60 %), but they are more involved in in-company training (68 %) than the ones with higher education. Only 2.3 % put no effort into their continuing education at all. All of them have secondary education and work in production.

As much as 29 % respondents participate in the continuing education only to obtain new knowledge. About 21 % of responders participate to be more effective in use of the new tools (most have bachelor or post-secondary degree), 16 % participate in order to improve their income (most have secondary education and are younger than 40 years) and 14 % to get a chance to compete for another, better job (most have bachelor or post-secondary technical degree). Further 7 % participate in order to be less likely to use their job (most work in production and are over 40 years) and 13 % in order to get a professional promotion (most have bachelor degree or post-secondary technical degree).

To find out concrete knowledge needs a list of possible training topics was composed. The responders were asked to rate all topics on a scale 0 - not interesting to 5 - very interesting. Table I shows most interesting topics according to the educational background of responders.




Additionally the needs concerning E-PRAGMATIC Community of professionals were investigated. The participants were asked ‘Which functionalities/services of such community would be interesting to you?’ The results show that the highest rated is ‘Learn from the challenges of other members’, and ‘Obtaining information about the companies/products from related fields’.

TABLE I

MOST REQUESTED MODULES IN THE NEEDS ANALYSIS ACCORDING TO EDUCATION BACKGROUND OF RESPONDERS

Secondary education and technician

Bachelor and technical post-secondary degree

Master’s and Ph.D. Degree

Alternative technologies Alternative technologies Alternative technologies Robot programming PC-based Measurement and

Control Electrical Servo Drives

Mechatronic systems Applied control theory Power electronics Electric circuits Engineering software Mechatronic systems Introduction to automation Mechatronic systems Signal & image

processing B. E-PRAGMATIC learning modules According to the results of needs analysis 21 learning modules were developed (list and description is available here), which can be divided into three categories: (1) Industrial modules, (2) Modules with basic knowledge and (3) Modules from alternative/emerging technologies.

• Industrial modules: 8-bit Microcontrollers; 8-bit Microcontrollers Advanced Course (EN, ES); Applied control theory (EN, SL); Computer-based Measurements and Instrument Control (EN, SL); Energy efficient drive technologies (EN, DE); High temperature design (material science) (EN, DE); Introduction to LabVIEW (EN); Introduction to LabVIEW and Computer Based Measurements (EN, SL); Introduction to Microcontrollers (EN, ES); Low-cost platform to provide LAN / WAN connectivity for embedded systems (EN, ES); Power electronic for electric vehicles (EN, NL); Mechatronic devices (EN, SL); PLC controllers and industrial networks (EN, PL); Robot Programming (EN, PL).

• Modules with basic knowledge: Electric Drives (EN, NL); Electrical circuits (EN, SL, DE); Introduction to industrial robotics (EN, SL).

• Modules from alternative/emerging technologies: Solar Electricity (EN, NL); Hybrid drive (EN, SL), Wheeled mobile robots – practical aspects of control and navigation (EN, PL); Introduction to Remote and Online Engineering (EN); Energy and energy storage in electric cars (EN, NL).

The modules include case studies, concrete problems from industry and practical exercises. Half of training modules include remote experiments or remote working stations to facilitate acquisition of practical experience and skills (Figures 4-8), which weren’t used in industrial training before. Those elements were also used for additional motivation of learners. For example an online competition in distance programming of microcontroller in mobile robot is integrated in the Microcontrollers training program. In some modules where remote experiment cannot be realized due to the safety issues workshops were realised (Hybrid drives, Introduction to industrial robotics) or virtual experiments were deployed.

Modules can be accessed here, by using general account User: epragmatic, Password: epragmatic. Individual accounts are created at the request.

http://www.e-pragmatic.eu/attachments/article/229/E-pragmatic_Learning_Module_List.pdf

http://learning.e-pragmatic.eu/



Figure 4: Remote working station in Computer-based measurements’ training program

(University of Maribor, National Instruments)

Figure 5: Remote experiments in ‘Microcontrollers’ training program (University of Deusto)

Figure 6: Remote experiments in ‘General mechatronics’ program (University of Maribor)



Figure 7: Remote working station in ‘Energy efficient drive technologies’ module (University of

Applied Sciences Bern, SIEMENS)

Figure 8: Remote experiments in ‘Solar electricity’ module (Delft University of Technology)

C. E-PRAGMATIC pilot training Developed solutions were evaluated by international pilot training, which was executed in April-June 2012 with 198 participants from industry. Participants have spent about 2600 hours in studying of materials and about 500 hours by working on remote experiments. The engagement in the training was on volunteer basis to eliminate ‘force factor’ and to obtain more relevant feedback results from the viewpoint of the participants.

The general profile of the participants from the pilot training corresponds to the profile reported in the needs analysis. Each participant has on average finished a little more than one training module. 26 % of responders didn’t finish any module at all, 15 % have



finished two and 10 % have finished three modules. Most of the participants who finished 2 or 3 modules have bachelor or higher degree (this group has also stated to have more time for training than people with secondary education). Following reasons were reported for not finishing one or more modules in which they were enrolled: 53 % did not finish due to their work obligations, 23 % due to the family obligations, 6.5 % because of lack of motivation, 2.6 % because the training was not interesting, 2.6 % because it was too difficult and only 1.3 % because of the lack of mentor’s support.

Table II shows some more survey’s results. It can be seen that there is a high appreciation of time and space independency of distance learning. Appreciated were also questions for self-evaluation, organization of learning portal and remote experiments. 75% of responders answered that provided training fulfilled their education needs while 25% were neutral. This indicates, that training topics were well chosen and that the training was enough practically oriented. Almost all responders would also participate in such training in the future and most of the responders think that the complete learning experience is excellent.

TABLE II RESULTS OF THE FINAL E-SURVEY

Survey’s statements and average score (0–I don’t agree, 1–neutral, 2–I agree)

I appreciate time and location independency of distance training. 1.8 Learning portal (LMS) and materials are well organised. 1.8 The motivation questions help me to better understand the modules. 1.7 Remote and virtual experiments greatly contribute to the understanding of studied modules. 1.7 Provided learning modules fulfil my education needs. 1.7 I would like to participate in such training in the future. 1.9 I would also pay a small fee for such distance training. 1.0 My overall learning experience was excellent. 1.8 D. Integral concept for distance training in industry Based on the results of thorough needs analysis, previous experience of the experts involved in study, andragogy theory and gained experience within E-PRAGMATIC training an integral concept for distance training in electro-mechanical industry was set. The model comprehends following elements, Figure 9: (A) learning portal; (B) model for presentation of learning materials; (C) andragogical educational approach, and (D) training modules and programs from mechatronics and alternative technologies. For more details see [10] and [14].

1. Learning portal Distance training requires a learning portal for disposal of learning materials, supervision of learners, functionalities for effective learning and communication. Used system is eCampus, developed especially for training of adults portal (http://learning.e-pragmatic.eu/, user: epragmatic, password: epragmatic). Learning material is presented in visually attractive manners and allows learning directly from the screen. Some new features were developed to adapt basic version to the needs of this concrete training. First page of portal is shown in Figure 10, left picture.

First new feature enables direct access to remote experiments and working stations directly from eCampus so that experiments and working stations (developed at four educational institution) are directly accessible. Further, the content management system and functionalities for transfer and developing of e-learning content were improved. The learning material can be, once implemented in eCampus, exported to Sharable Content Object Reference Model (SCORM) format, thus facilitating




deployment also on other platforms. As another new feature e-classrooms were introduced. E-classroom is a centre of teaching and learning activities and supports interaction and collaboration between the mentor and enrolled learners in forums, chat rooms and trough personal messages.

2. Model for presentation of learning material Important issue in distance training is presentation of e-learning material. Such presentation should namely enable learning from the screen and inclusion of interactive elements and multimedia materials. A model for presentation of learning material in the form of learning units, where each learning unit equals one (sub)chapter, was therefore developed and implemented in E-PRAGMATIC. Principles of instructional content design were considered at the design of the general structure of learning unit, which is based on combination of text, graphical/multimedia element and interactive element for instantaneous assessment of gained knowledge. Example of learning unit is shown in Figure 10, right picture.

3. Andragogical educational approach Educational approach suitable for distance education in industry was developed. It is based on classical andragogy theory but it takes into account new technical possibilities/tools available in distance learning and results of needs analysis. Classical andragogy theory describes adult learner as self-directed learner responsible for planning of his own learning; he sets his own requirements, training program and goals, learns at his own pace and self-asses the learning outcomes. The mentor role is to ‘help the learner to learn’ and is, as such, still critical factor for success. A self-study according to the individualized training program and an intensive individual mentoring was adopted. Such approach supports self-directed learning by allowing the learner to set his own training program, to concentrate on the topics within one learning module that are in his special interest and to arrange the online learning time according to the personal needs. Provision of a diversity of e-learning materials with self-evaluation elements that can be studied at different levels and availability of high-skilled mentors is necessary. Guidelines for practical application of this approach were developed as described in [14].

Figure 9: Elements of integral concept for distance training in industry



Figure 10: Learning portal and sample learning unit

4. Training modules and thematic training programs from mechatronics and

alternative energies According to the needs analysis 21 training modules were chosen for realization. All learning modules were designed in such manner that when taken at the basic difficulty level (without studying additionally provided and linked material) they require approximately 20 hours of work effort. This corresponds to 3-4 weeks of training time, as in the needs analysis weekly 6 hours of time was reported. Difficulty level of the modules was adapted to the level of the group which expressed highest interest in those modules. All 21 training modules are available in English and in native languages of the authors: and some additionally in national languages of the modules authors: 3 modules in German, 3 in Polish, 3 in Spanish, 3 in Dutch and 6 in Slovenian language. Hereby three groups of modules were prepared:

• Industrial modules deliver specialised knowledge requested by individuals and enterprises and are oriented to the participants with vocational education. Additional materials explaining more theoretical/advanced concepts and focusing on details and exercises with higher difficulty level are available in most of the modules.

• Basic modules deliver basic knowledge in mechatronics for the participants who need to gain some interdisciplinary knowledge. Domain ontology,



respectively body of knowledge in mechatronics is hard to specify, therefore the modules were chosen based on the results of needs analysis, experience of in the study participating educations and knowledge required to understand other modules. Modules are suitable for vocational level and, as introductory courses, also for higher levels.

• Alternative/emerging technologies modules were in details specified through the interviews. It was ascertained that most interesting topics photovoltaic and electric/hybrid vehicles. Modules are introductory modules; however the requested knowledge background can be higher than in previous two groups of modules. It can be however obtained by other (especially basic) modules.

Also few thematic training programs were composed from available training modules, Table III, and suggested to the participants of the training.

TABLE III E-PRAGMATIC TRAINING PROGRAMS

PROGRAMS MODULES General mechatronics Electrical circuits, Applied control theory,

Electric drives, Mechatronic devices Robotics Introduction to industrial robotics,

Robot programming, Wheeled mobile robots Microcontrollers Introduction to Microcontrollers, 8-bit Microcontrollers Advanced

Course, Low-cost platform to provide LAN/WAN connectivity for embedded systems

Computer-based measurements

Introduction to LabVIEW and Computer Based Measurements, Computer-based Measurements and Instrument Control

Electric and hybrid vehicles

Energy and energy storage in electric cars, Power electronics for electric vehicles, Hybrid drive

Alternative technologies Solar electricity, Hybrid drive, Energy efficient drive technologies

Engineering software/tools Introduction to LabVIEW, Introduction to Microcontrollers, PLC controllers and industrial networks

Materials High temperature design Distance training Introduction to remote and online engineering (for educators)

E. E-PRAGMATIC community and improving cooperation academia-industry Project partners (regular and associated) present their institutions in Presentation space, which enables network members and stakeholders to get fast information about activities of other network’s members and consequently establish stronger connection. Also connections to some local forums of partners are provided.

Realised forums and chat rooms within learning portal (http://learning.e-pragmatic.eu/) offer space for discussion of E-PRAGMATIC training raining related contents provided by the training participants and supervising mentors/authors of learning material. Facebook page (available here) offers another possibility to connect and obtain information.

The main goal of community was to establish connection between participants. This goal was achieved, as feedback obtained from the training participants by anonymous e-survey shows that 51 % of the participants of training have established international contacts during the training. Furthermore, the improved cooperation between academia and industry was achieved especially by direct cooperation in the activities and within the Community.



https://www.facebook.com/epragmatic



4. Partnerships

The network consists of 13 partners and 7 associated partners from nine European countries including Austria, Germany, Poland, Slovenia, Spain, Switzerland, Netherlands, Sweden and Turkey. The structure of network is shown in Figure 3 at page 8 of this report.

A cooperation of a number of educational institutions and enterprises with different expertise was required. Participating universities (Delft University of Technology, the Netherlands; University of Maribor, Slovenia; University of Deusto, Spain; Carinthia University of Applied Sciences, Austria; Poznan University of Technology, Poland; University of Applied Sciences Bern, Switzerland) contributed up-to-date knowledge in mechatronics/alternative technologies and experience in distance training with remote experiments from regular education. An expert in ICT and adult education (B2 d.o.o.) has developed learning portal suitable for such training and provided knowledge which enabled to create structure of learning materials, which minimizes learning time. European centre for power electronics contributed experience in education of adults and insight into general knowledge needs in the European and world market. Five companies, two chambers and two associations (Elson Electrónica S.A., Spain; Siemens; Flowserve Control Valves GmbH, Austria; Alfen, the Netherlands; National Instruments; Chamber of small business, Slovenia; Wielkopolska Chamber of Commerce and Industry, Poland; GAIA, the Telecom Association Cluster of the Basque Country, Spain; [micro] electronic cluster, Kärnten, Austria) participated in the development from viewpoint of end-users. Two more associated partners (Blekinge Institute of Technology, Sweden; Marmara University Vocational School of Technical Sciences, Turkey) provided additional expertise in vocational training and participated in training. Within pilot training also two unemployment agencies were included (from Spain and Slovenia). Both have included few unemployed persons from each country in the training. In this way the agencies got known with new possibilities and modern methods for education, which are distance and therefore time and place independent.

Such consortium, composed of a variety of participants with different resources and wide network of contact, enabled the network to address specific objectives of the network which require close cooperation of the educational institutions and industrial partners.

From viewpoint of achieving the objectives of the project the participation of the Slovenia, Austria and in Spain is especially important. In those three countries the participation rate in the job related non-formal education for older age group is much below the EU average (EUROSTAT). This problem is specifically addressed in the project; therefore the project can improve the situation in those three countries as well as to raise awareness of importance of lifelong education of employees form electro-mechanical industry.

Since nine European countries are included in the project, it can be expected that some of the project results will be more generally applicable, as they would be in smaller partnership. For example the knowledge needs analysis (needs of knowledge and skills of professionals from the industry) was executed first locally in each country and then general conclusions were drawn based on the merged results. Developed learning modules are not useful only for industrial training, but they are implemented also by educational partners in their regular education, especially in vocational training and in introductory courses at university study programs.



5. Plans for the Future

The project impact will be sustained and exploited in different ways, where the sustainability measure depends on the partner. Therefore following exploitation measures are planned Exploitation by industrial partners; Exploitation by education partners; Commercialization

Exploitation and sustainability by industrial partners is based using of developed training for education of their employees. Chamber OZS uses developed products for education of their members within regular and very well established education related activities of the chamber. In cooperation with P1 the workshops are going to be organised also in the future. Company Elson uses Microcontrollers training program for internal training, since this training clearly addresses company’s production field. Chamber WIPH has as chamber of commerce no in-company training, but it will promote developed products also in the future between the members. Training modules ‘High temperature constructions’ and Introduction to LabVIEW’ are directly addressing needs of company Flowserve and are used for in-company training. Alfen is offering developed training modules to all employees; especially training modules from alternative/emerging technologies, which directly address company’s production program. Siemens uses module ‘Energy efficient drive technologies’ with remote working station is used for distance in-company training and for education of the customers.

Exploitation and sustainability by educational partners is based on of the products by usage in regular education programs. UNI MB uses modules Mechatronic devices and Electrical circuits in the regular education of 2nd year Mechatronics students and PC based measurement and instrument control I, II for education of students of Automation, subject ‘Measurements’, 1st year. Module ‘Applied control theory’ is used in 2nd year of Mechatronics study program. Modules ‘Energy and energy storage in electric cars’ developed by TUD is used in UNI MB for subject Project at 2nd year of mechatronics. UDEUSTO uses WebLab-DEUSTO-PIC, which is developed for the module ‘8 bits Microcontrollers Advanced Course’, in the subject ’Microcontrollers’ in Telecommunications Degree and in Industrial Electronics Degree. This module is being shared with Spanish Open University (UNED); parts of the Module ‘Low Cost Platform for Providing LAN/WAN Connectivity to Embedded Systems’ in the students’ projects as well in the subject ‘Embedded Systems’, Industrial Electronics Degree. PUT uses Robot programming course in study program Robotics. CUAS uses the module 'Introduction to LabVIEW' in Master Course Systems Design in LabVIEW as a self-study introduction course. TUD uses developed modules ‘Solar energy’ and ‘Power electronics for electric cars’ in 2nd year of Bologna study. ‘Energy and Energy storage in electric cars’ is used for electrical engineering bachelor program at the Delft University of Technology for a large semester project “Electric Mobility 2020”. Simulation Research uses the module Electric Drives for teaching the basics of electric drives to students from various universities/Polytechnical and vocational training schools. BUAS use module ‘Energy efficient technologies, 5kW freight lift’ in regular education for students in drive technologies.

General exploitation by participants in pilot training: all training participants will have access to all developed educational resources for free also in future.

Feedback obtained from the pilot training participants confirms suitability of developed integral training concept, which comprehends all main project results. Participants reported that their learning experience is excellent and that they would also like to participate in such training in the future. This gives impetus to further develop cooperation of industry and educational institutions with the goal of improving industrial training in engineering field. Furthermore, although integral training concept was developed for training from mechatronics and alternative technologies in electro-mechanical industry, it can be implemented also for industrial training from other subjects and in other technical fields.



6. Contribution to EU policies

The European researches have shown that technological ‘hybridisation’, where electronics and mechanics are joined in the new interdisciplinary field mechatronics, is between the structural drivers of change in the electro-mechanical industry (EU report: New Skills and New Jobs, Skills in Electromechanical Engineering Sector, April 2009). However, a market demand in the most European countries exceeds the number of formally educated professionals. As a consequence, the jobs that would call for experts in mechatronics are often occupied by the experts in the mechanical or electrical engineering, who do not have the appropriate education. E-PRAGMATIC training will deliver mechatronics knowledge directly to enterprises, respectively to the practicing technician and engineers.

Another important challenge in the European labour market is the education of adult professionals, especially the older ones, who are employed in those fields with a fast technological progress. Data shows, that the percentage of labour force with a medium qualification level until 2020, can increase for 36 % for the age group 55-59 and even for 62 % for the age group 60-64 (CEDEFOP, Future skills supply in Europe, Medium-term forecast up to 2020). Older workforce will need an additional education to keep up with the increasing demands of their jobs. However, the participation of adults in the education/training has reached the peak in 2005, and slightly decreased to 9.6 % between 2005 and 2008. As a consequence, it seems that the EU 2010 target, of 12.5 % of participation of the adult working force in the education and training, will not be achieved (CEDEFOP as above). This is especially the case in three participating countries (Slovenia, Austria and in Spain), where the participation rate in the job related non-formal education, for age group 55-64, is much below the EU average (49.9 %, 58.3 %, 56.9 % versus the average 70.7 %). E-PRAGMATIC training specially addresses older workforce group.

E-PRAGMATIC network enhances and modernizes in-company training in industry by incorporation of the contents and functionalities available within advanced learning platform and by modern education methods. Methods for knowledge delivery by using potentials of information and communications technology (ICT) are introduced directly to participating industrial partners. Herby one on the basic European educational challenges (The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training) is addressed. Further also the challenge of easily accessible and career-oriented continuing VET (C-VET) for employees is addressed (The Bruges Communiqué). Educational institutions directly cooperate with enterprise(s)/associations from their country by analysing current needs, preparing of learning modules according to their needs and by executing pilot training. International cooperation between the enterprises and educational institutions was achieved through support of open Community of professionals, which has three branches (discussions in learning portal, presentations on Webpage and Facebook profile). Community is open to all other stakeholders too. The goals and developed products of E-PRAGMATIC network are also aimed directly to meet following challenges from ‘New skills for new jobs’: (1) Achieving better match between skills and labour market needs. Here part of learning contents and teaching methods will be developed based on needs of specific companies. (2) Meeting the demand for increasing and adapting skills of ageing workforce. Developed training is time and place independent and can be easy incorporated in everyday life. Basic knowledge and specialized contents and individualized training were tested and proved to be suitable also to upgrade skills of al target groups, including older workforce. By training of educators from industry and secondary school teachers also the goal of ‘educating the educators’ was reached. Namely the teachers and trainees from the companies were introduced to the newest education method and tools and gained some new knowledge.



7. Publications

Most visible project publications:

[1] Project webpage: http://www.e-pragmatic.eu/

[2] Project Facebook page: http://www.facebook.com/epragmatic

[3] Adam database: http://www.adam-europe.eu/adam/project/view.htm?prj=6714&page=1

[4] J. Škrlec, A. Rojko, “OZS industrijski partner mednarodnega projekta E-PRAGMATIC“, Avtomatika, Vol. 102, pp. 11-13, 2010).

[5] A. Rojko, “Izobraževanje iz mehatronike in alternativnih tehnologij namenjeno strokovnjakom iz industrije.“, IRT3000, vol. 29, pp. 26-28, 2010.

[6] J. Škrlec, “OZS industrijski partner mednarodnega projekta E-PRAGMATIC“, Ventil, Iss.6, pp. 509, 2010 (In Slovene language).

[7] A. Rojko, A. Pester, K. Jezernik, “International E-PRAGMATIC network for adult engineering education “, IEEE Global Engineering Education Conference (EDUCON), Amman, Jordan, pp. 34-39, 2011.

[8] A. Pester, A. Rojko, C. Maier, ˝Distance training of Mechatronics and Alternative technologies in European industry˝, International conference on e-learning on workplace, ICELW, 2011.

[9] A. Rojko, D. Hercog, K. Jezernik, ˝Knowledge needs based online training for employees in electro-mechanical industry˝, International Conference on Remote Engineering and Virtual Instrumentation REV 2011 - Remote Engineering & Virtual Instrumentation, pp. 1-6., 2011

[10] A. Rojko, D. Hercog, K. Jezernik, ˝Distance mechatronics and alternative technologies training for practicing engineers and technicians ˝, ICELIE (IECON) International Conference on E-Learning in Industrial Electronics , 2011.

[11] S. Chopra, P. Bauer, ˝Distance Laboratory for Teaching Electrical Characteristics Measurement and Maximum Power Point Tracking of a Photovoltaic Module˝, IECON 37th Annual Conference of the IEEE Industrial Electronics Society, 2011.

[12] A. Rojko, T. Zürcher, D. Hercog, R. Stebler, "Implementation of remote laboratories for industrial education" book chapter in the book Azad, Abul K.M., Michael E. Auer and V. Judson Harward. "Internet Accessible Remote Laboratories: Scalable E-Learning Tools for Engineering and Science Disciplines." IGI Global, 2012. 0-462. Web. 28 Oct. 2011.

[13] O. Dziabenko, A. Rojko, I. Angulo, J. Garcia-Zubia, and P. Orduna, "Training of Microcontrollers Using Remote Experiments", International Conference on Remote Engineering and Virtual Instrumentation REV 2012 - Remote Engineering & Virtual Instrumentation; July 2012.

[14] A. Rojko, K. Kozłowski, "Lifelong education in robotics and mechatronics", 17th International Conference on Methods and Models in Automation and Control (MMAR'2012), August 2012.

[15] A. Rojko, P. Bauer, "Course on Electric Vehicles for Students and Industry", 15th International Power Electronics and Motion Control Conference, EPE-PEMC 2012 ECCE Europe, September, 2012.





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