CREATION OF A REMOTE LABORATORY FOR PRACTICAL WORK IN ROBOTICS, PRODUCTION AUTOMATION AND IOT

Abstract

The methodology for conducting lectures and written practical work during distance learning has already been sufficiently developed and tested by scientists during classes in the virtual space of video conferences. Also, the study of theoretical material from the courses «Robotics», «Production Automation» and «Internet of Things» has been established on the distance learning platform through electronic courses. However, there are difficulties with the organization of the formation of skills to program automated systems based on a microcontroller. In the online environment of the virtual laboratories Wokwi, TinkerCad and Proteus, you can assemble schemes for robot projects, automated lines, and also write program code for their control. However, these virtual environments do not have the entire list of radio components and Arduino modules to learn how to transmit data via radio communication and connect to the Internet. This creates a need to review traditional methods of conducting practical work and transform them to the new conditions of the digital educational space. The article describes and substantiates the list of equipment and software for creating a remote laboratory of robotics, production automation and the Internet of Things. The process of setting up equipment for connecting students to a remote laboratory stand is disclosed, as well as the features of performing practical work and methodological recommen­dations for their conduct during distance learning.

The purpose of the article is to reveal the features of creating and using a remote laboratory of robotics, production automation and the Internet of Things, to ensure distance and inclusive education.

The objectives of the article: 1) to clarify the content of practical work that is advisable to perform in the conditions of a remote laboratory of robotics, production automation and the Internet of Things; 2) to determine the list of equipment and software for the functioning of a remote laboratory stand and programming microcontrollers; 3) to determine the operating conditions and the process of setting up a remote laboratory stand; 4) to describe the methodology for using a remote laboratory to perform practical work on robotics, production automation and the Internet of Things.

Research methods used. To solve the specified tasks in the work, the following research methods were used: search, theoretical analysis and systematization of scientific works and pedagogical experience on the research problem; interpretation and generalization of the results of scientists' research; development of methodological recommendations.

Scientific novelty. The content of the remote laboratory on robotics, production automation and the Internet of Things has been clarified. A new content of practical work has been proposed, which is aimed at working with the driver configuration of a collector motor, stepper motor, data transmission via Bluetooth, radio communication, server deployment on an Arduino board and setting up an Internet of Things network.

Conclusions. In the conditions of distance training of IT specialists or provision of advanced training courses, for the formation of skills to create automated systems based on microcontrollers, it is effective to transition to the organization of a remote laboratory on robotics, production automation and the Internet of Things. The implementation by participants of the educational process of practical work on programming real physical Arduino boards and observing the results of work with sensors, actuators and data transmission via radio communication and the Internet, which cannot be implemented in simulators.