Version 1.0 01.01.2009.-12.1.2010

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EduMECCA

2008 - 2010 LLP Transversal Programme KA3-ICT Pilot Project

Development of Innovation Multilateral Pilot Project

2008 - 2010 LLP Transversal Programme Pilot Project Contract 143545-2008-LLP-NO-KA3-KA3MP

WP 2. User Requirement Report

Circulation: Public Partners: HiST, MHtE, Smartcom, VuZ-PI SR, IzV,

University of Huddersfield Authors: Bela Gayer, Erik Engh, Miro Uran, Lubos Mraz,

Knut Bjørkli, Gabrielle Hansen, Joan Lu, Raoul P. Pein, John B. Stav

Doc. Ref. N°: Version: 1.0 Stage: Final Date:

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Copyright © Copyright 2009 EduMECCA consisting of:

- Sør-Trøndelag University College (HiST), Trondheim, Norway - HiST Contract Research, Trondheim, Norway - Smartcom, Sweden - Hungarian Association of Welding and Material Testing, Budapest, Hungary (MHtE) - School of Computing and Engineering University of Huddersfield, Huddersfield

West Yorkshire, UK HD1 3DH - VuZ-PI SR, Racianska 71, 832 59 Bratislava, Slovak Republic - IzV, Ptujska 19 1000 Ljubljana, Slovenia

This document may not be copied, reproduced, or modified in whole or in part for any purpose without written permission from theiQSim Consortium. In addition to such written permission to copy, reproduce, or modify this document in whole or part, an acknowledgement of the authors of the document and all applicable portions of the copyright notice must be clearly referenced. All rights reserved. This document may change without notice, but consortium members should be informed, and number of version, stage and date should be given Contributors: consortium members: HIST, MHtE, UoH, etc.

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Table of content 1.0 Background information.................................................................................................. 5

General background information....................................................................................... 5The method ........................................................................................................................ 7What is a Student Response System? ................................................................................ 7Active Learning: Response – Communication – Interaction............................................. 8Activity Based Training..................................................................................................... 8Teacher and instructor lead training processes .................................................................. 9Blended learning.............................................................................................................. 10Learning activities ........................................................................................................... 10New Media and Student Response System in educational use ....................................... 11

2.0 National and international level requirements for the market in Norway, Sweden, Slovenia and Hungary ......................................................................................................... 13

2.1 NORWAY .................................................................................................................. 13Industry welders .............................................................................................................. 13Welding engineers (as welding coordinators) within a fabrication entity ....................... 14Design engineers in fabrication entities or in design offices........................................... 14Operators and production personnel in fabrication entities............................................. 15European directives ......................................................................................................... 15A train the trainer program for knowledge transfer in the welding industry................... 16European level requirements for skill development in the welding sector - Requirements for the market in Norway................................................................................................. 162.2 SWEDEN................................................................................................................... 19Stakeholders..................................................................................................................... 212.3 SLOVENIA ............................................................................................................... 23Stakeholders mapping...................................................................................................... 23Requirements for the market in Slovenia ........................................................................ 26Current status for the stakeholders .................................................................................. 26Expected outputs of the project ....................................................................................... 272.4 HUNGARY ............................................................................................................... 29Stakeholders mapping...................................................................................................... 29A train the trainer program for knowledge transfer in the welding industry................... 30European Directives ........................................................................................................ 30

3.0 Usercases for teachers and students............................................................................... 32Basic equipment available for use cases: ........................................................................ 32Use case 1 ........................................................................................................................ 32Use case 2 ........................................................................................................................ 34Use case 3 ........................................................................................................................ 35Use case 4 ........................................................................................................................ 36Use case 5 ........................................................................................................................ 37Use case 6 ........................................................................................................................ 38Use case 7 ........................................................................................................................ 39Use case 8 ........................................................................................................................ 40

4.0 More about Student Response Services........................................................................ 41Technical implementation................................................................................................ 41Methodical approach ....................................................................................................... 41System considerations ..................................................................................................... 42

5.0Discussionandconclusions ........................................................................................ 45Preliminary results for SRS tests and usage so far .......................................................... 45Methodical best practises................................................................................................. 45

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Logistical considerations ................................................................................................. 45Preliminary user interface................................................................................................ 45Database design for the system ....................................................................................... 47Early implementation of voting server ............................................................................ 48

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1.0 Background information

General background information

The Leonardo da Vinci pilot project MECCA (2005-07) developed a new, innovative product oriented training methodology by using industrial production flows as educational frameworks. Such courses implement an experimental learning by doing approach where students during the course have to make a product according to standard industrial production processes. The training framework uses learning by doing pedagogical model where theoretical training is always followed by practice. Increased teacher-student interaction was obtained by using video transmissions as catalysis for creative and lateral problem solving, targeting “How to DO” and “How NOT to DO”. Welding tasks within mechanical industry production is one of the critical skills and key constraints to economic growth and development in Europe. A range of new international standards developed support immediate needs for skills development in industrial applications and practices. Training offered in combination with job and industrial production activities, is one of the best available training methods since it is planned, organized, and conducted at the employee's worksite. Such training will generally be the primary method used for broadening employee skills and increasing productivity. The needs of the national markets vary with regards to training. Welder training is often focuses on specific jobs and processes that must be executed according to standards. Professionals must acquire certificates, which must be renewed frequently to ensure that critical processes are executed according to safety standards. Training may vary at the national level based on the national certification scheme, the national market demand for specific competence in industrial production tasks, and other factors. International benchmarking and comparative quality assurance standards for international qualifications, certification and licensing have lead to a European Community Standard for education and training for welding stakeholders in 30 countries. The European welding fabrication industry has a turnover of more than 1.6 billion Euros per year, 1.900.000 employees, and offers (the Lisbon strategy) free movement of products, services, personnel, etc. Subcontracting of knowledge-based production is extensively used due to short manufacturing schedules, and companies sell products, knowhow and processes. Harmonized European welding curriculum guidelines are currently enforced in 30 European countries. However, VET´s often lack tangible knowledge on how to structure, transfer, deploy and disseminate highly specialized in-company production process obtained know-how, and practical skills acquired through daily on-the-job just-in-time training. One of the joint European challenges include: VET schools need to educate more than 50.000 welders per year, while welding fabrications companies needs to certify and re-certify more than 2.500 000 welders during a period of two years. Welding instructors train welders that have the following characteristics (the conference EUROJOIN, 2006):

• They are engaged by practical oriented skills training processes, whereby they often avoid theoretical know-how and training

• 20-25% suffers from dyslexia, whereby it become even more complicated for these students to acquire the required theoretical content

• Complicated algorithms must be used in order to understand the technical production processes in their work

• They lack efficient quality assurance services of the production process training, where errors lead to expensive repair procedures

These joint problem areas are connected to education of welders in Europe. They don’t depend on language and culture, and the selected training methodology.

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Objective EduMecca is a Transversal Program KA3-ICT pilot project that: • Develops easy to use, flexible and open web-based Student Response System (SRS) for iPod Touch,

iPhone and PC. • Provides teachers and instructors with new methods and services that promote the use of new, highly

interactive, mobile learning activities where students provide On-The-Fly response in theoretical and practical education.

• Integrates a simple and intuitive web-based control interface for the teacher, with next-generation mobile devices used by students.

• Introduces into higher education training methods that are based on inquiry and problem solving. Target groups • Training providers from companies within the mechanical industry. • Providers of Vocational Education and Training (VET). • Higher educational institutions. • Secondary educational institutions. Voting system The modernization of the educational system includes use of simulator technologies. The new online simulator services promote a new generation of voting and training environments and pedagogical methodologies. The instructor and student optimize the cost-efficiency in production process by evaluating different training and production sequence paths that improve quality and reduce costs (value analysis), thus avoiding welding defects by offering quality assurance in three phases of welding operation and industrial training sessions namely: before welding, during welding and after welding:

• It is not necessary to memorize complex mathematical formulas as the simulator tools display easy to use graphical presentations

• To learn which technical parameters that are critical in the production process, by exploiting interactive and dynamical simulator services that visualize the probability for cracking followed by mechanical failure

• To simulate the consequences of their selection of different welding parameters, whereby it helps them to improve the quality of their own work by pointing explicitly out which parameters it is are critical to fix and which parameters that are flexible

The welding institutes in the user requirement specifications needs will address the specific. The dissemination activities will raise the awareness by spreading sound practical know-how and good practices to VET schools, instructors, welding coordinators, and welders. The foreseen main target group is welder specialists working in the mechanical industry, which is the second largest production sector worldwide, their instructors, and the VET schools that need to educate 50.000 welders per year. To evaluate the project results, the consortium will apply the proposed competence transfer models and voting simulator services to the welding industry, which is part of the wider mechanical industry sector. The following user groups will be involved in the user requirement specifications, as well in the evaluation of project results:

• Mechanical industry welder specialists and welding engineers, who are required to meet high performance standards for the industry, possibly at a remote location, which for instance produces components for a large and global company.

• Mechanical industry trainers: • Employees within large mechanical industry companies, • Employees of small training institutions, which typically do not have the capacity to have full-time

training employees • VET schools offering in-company training programs

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The method The use of SRS has significant benefits: Instructors get immediate feedback on how well the students are paying attention to a lecture, while students get instant feedback on their understanding of key concepts. Learning effect: It is designed to help teachers to: • Break the monotony of a lecture and allow the students to actively take part in the lecture. • Increase teacher-student interaction. • Give teacher and students “real-time” anonymous feedback on learning effect. • Use modern, cheap and widely available mobile devices that start quickly in order to merge their usage

into the storytelling.

What is a Student Response System? Good teachers provide more than just lecturing. They structure the components of the curriculum into a system, thus establishing a suitable learning environment where assessment tasks are integrated in order to encourage certain study paths. The learning results are obtained through stimulating, enjoyable and engaging good lectures, which utilize interactive learning methods that enhance learning. One way of obtaining such an approach is by providing assessment methods that are an integrated component of a course. The impact on student’s engagement from assessment methods has been observed in previous research, e.g. Black1, Miller2, Rowentree3. Integration of assessment methods, curriculum, the learning and teaching environment in order to target the intended learning goals is usually referred to as Aligned Teaching methods4. Unfortunately, growing student numbers in higher education institutions reduce the potential for teacher and students to communicate in an engaging way during lectures. The communication process should be a dialogue, where participants shall manage to adapt their response based up on the flow of information like in a meaningful conversation. The teacher should from a practical point of view, adept their teaching methods based up on students responses. This includes misconceptions and conceptions within the subject domain. SRS have been used for many years, typically in large classes to increase the level of student’s engagement and learning. In literature SRS may have many different names, such as clickers, personal response systems, audience response systems, and classroom response systems. SRS are technology products designed to support communication and interactivity in classes. The technology allows an instructor to present a question or problem to the class, and receive answers from the students through a response device. A summary of all answers is presented to the teacher and the students to see. In other words, SRS is a communication system that allows the teacher to collect and analyse large amount of data and on behalf of these investigate whether learning has taken place. Research shows that’s such systems have the potential to facilitate several classroom processes such as; participation collaboration, physical activity, cognitive involvement, and self-assessment. A traditional SRS generally include a receiver for instructors, a collection of keypads (transmitters or “clickers”) for students and a dedicated software component. The software application is installed on the instructor’s computer such that the teacher may use it to create interactive presentations. Since the students use their keypads instead of raising hands to submit answers, the individual responses stay confidential from the rest of the students while result overviews are still available on the classroom screen by way of visual technology. There are several commercial systems available on the marked. They provide variations in functionality, and use infrared or radio frequencies to facilitate the methods for communication. Some systems are limited to multiple choice type questions, while other systems include yes or no, thru or false, as well as text and numeric responses. In Europe the price of commercial SRS constitutes one of the main factors that limit the penetration rate in education.

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Active Learning: Response – Communication – Interaction Existing SRS systems based on clickers require that students receive a small hardware based device. For many educational institutions this become far to expensive, whereby it limits the utilization of new pedagogical methodologies based on anonymous feedback from students during training sessions. The new services uses the existing wireless network inside the institutions, whereby the educational institutions don’t need anymore to invest in expensive equipment dedicated for voting sessions. The mobile computing based SRS system provides an economic or cost effective solution by utilizing widely available mobile, wireless multi touch pressure sensitive hand held devices, e.g. iPod Touch, iPhone or mobile devices, such that students may interact with the teacher through online questionnaires and voting systems. The teacher collects and visualizes the responses from class at the digital blackboard, by utilizing state of the art SRS decision process solutions. SRS mainly supports multiple-choice questions, but teachers can sample extensive data regarding their students' knowledge that is otherwise hard to obtain. The teacher gives the students a task, for instance a question or a problem. The students solve the task and responds by using the SRS either on their laptop or through their mobile handheld device, e.g. iPhone, as displayed in prototype solutions in the figure on top of the page. The results are displayed anonymously on the digital blackboard, whereby the teacher gets a knowledge map of the class. Finally, the teacher must decide how he/she will proceed. The results show if the class struggle with the current part of the curriculum, and he/she must decide the amount of time needed for that part based on the result. Thus, the SRS provides pedagogical methods that enhance interactive teaching models by enhancing communication and instructional feedback loops.

Activity Based Training The Activity Based Training (ABT) methodology was recently developed in order to facilitate and strengthen industrial production process training in Vocational Education and Training (VET). Practical training always follows theoretical training, and the training follows the industrial production process closely by using work order descriptons. The existing ABT learning process is extended by developing a flexible, open and low-cost problem based framework that introduces Student Response Services (SRS) on hanheld mobile devices. SRS utilizes wireless communication to provide improved communication and interactivity in classrooms and training. The lecturer may use the technology to present and ask questions related to problems or tasks to the class. Until now the student may respond by using “clickers”, which are a remote control device, such that the SRS collects and displays the answear from the whole group. The SRS was originally developed for K-12 education in US. Today they are used in many different types of education in US. Existing commercial systems are based up on radio or infraread communication. The new SRS infrastructure utilizes widely available mobile, wireless multi touch pressure sensitive hand held devices (e.g. iPod Touch or iPhone), such that students may interact with the teacher through online questionnaires and voting systems. The teacher collects and visualizes the responses from class at the digital blackboard, by utilizing state of the art SRS decision process solutions. Thus, these tools extend the (traditional) teaching and learning dynamics from vertical transmission of information and knowledge from the instructor to the students, by exploring a novel horizontal two-way learning environment where it is easy and flexible for the instructor during a lesson on a just-in-time basis to foster inquiry and problem based learning approaches. Learning based on industrial production processes and working activities, has always been interesting by pedagogical communities from children to adult education. The new activity based training system is the starting point. Unlike traditional learning discussion, for the system developed here, the learning practitioners are targeted at trainers and learners from an industrial field, who are welders and welding engineers. The system is to enable teacher and learners to communicate through a mobile device with a simple click. The device used here is supported by the latest mobile technology, i.e. iPod Touch and iPhone. Advanced technologies, such as XML, Java, and Web Services, are deployed into the application. The main objective aims at achieving building an open flexible conversational framework and interoperable system,

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which is missing in most current existing voting software. The software will demonstrate how technology-enhanced learning impacts the learners’ understanding.

Teacher and instructor lead training processes

The instructor lead educational process includes: • Short sequential mini-lessons • SRS questionnaires that exploits ICT enhanced learning assets • Structured, critical thinking SRS creative problem based learning activities that collect individual or

group responses anonymously • A flexible in class discussion sequence, that in some cases may end up with a new SRS decision

process • Summary and explanation, reflecting the profile of the response from class • The system solution is generic, whereby it may be utilized in all kind of process and product oriented

instruction and training activities.

The SRS Quality Assurance tools are based up on XML-based standards and web authoring facilities for the contents available on web pages, by providing XML-based universal notation and interface including visualization of scientific and engineering drawings and graphs. The search facilities retrieve the postulates of the instructor through a service-oriented architecture that integrates semantic web into the system for retrieval of information from the knowledge base system. The SRS decision process solution system is open and flexible to achieve maximum interoperability.

The SRS learning objects shall • initiate problem based cognitive processes and discussions targeting “How to do” and “How NOT to

do” working processes • offer engaging and vivid discovery based learning approaches that serve as illustrations that help

explaining complex theoretical relations • use services that provide anonymous answers that don’t display the lack of competence and

knowledge from a single student to the group of students • develop SRS learning services that help promoting presence at distance by utilizing

videoconferencing in order use distance training solutions in the training. Furthermore, it is matter of engaging the viewer in a “lean in” attitude where the viewer adopts a reflective and an attentive posture towards the medium.

The SRS services should be designed for pedagogical methodologies that utilize blended learning and training solutions that may include the following training elements:

• Instruction in class with face-to-face training where the trainer(s) and the students meet • Self-paced learning by using Learning Management Systems (LMS) • Instruction in laboratorie with hands-on practical training and collaborative laboratory work • Flexible distance learning solutions that utilize high quality multipoint real time vieo communication

to groups of students, e.g. by using video streaming and/or videoconferencing Videoconferencing offers a communication and collaboration environment where audio and video are transmitted in real time between two or several locations, across, in principle, unlimited distances. Many videoconferencing systems communicate data in parallel (e.g. a Power Point presentation), whereby they are suited for distance training purposes. Distance learning services provide us with an opportunity to offer and deliver education and training to geographically distributed end-users by making it more attractive and cost-efficient. These training methods reduce training related costs, both in terms of travel expenses and in terms of time off work. Conventionally, one of limitations in mobile devices is the small size of the screen. Thus, most applications, such as PDA, are constraint to the text messages. Unlike traditional mobile applications, to achieve the better understanding in identifying for instance welding defects, this system is designed with a graphic search engine to extract welding images. Learners will response their understanding through reading images and text questions interactively. Images are annotated, classified and stored in the database. In order to overcome the limitations of screen size on the device, representative images are selected to fit the reasonable visibility

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for the readers.

Blended learning While working in industry, it is expected that learners participate in skill development programs. Thus, training delivery methods must take into account limitations in terms of time and location. It should further be noticed that in a professional environment learners could benefit from each other’s knowledge and skills, as much as through the interaction with an instructor.

Distance learning services provide us with an opportunity to offer and deliver education and training to geographically distributed end-users by making it more attractive and cost-efficient. Video supported training try to create an educational environment offering geographically separated end-user groups a taste of presence [3,4,5] by introducing virtual mobility for teachers and/or students. That is, the communication technology offers learning experiences where teachers and students work and collaborate together without being physically at the same geographical location. Advanced distance education and training solutions offered to groups of students may utilize a blend of learning technologies. Pedagogical methodologies often utilize a blended learning and training solution that constitutes of the following training elements:

• Traditional classroom structured instruction with face-to-face training where the trainer(s) and the students meet

• Self-paced learning by using Learning Management Systems (LMS) • Hands-on practical training and collaborative laboratory work • Inclusion of various video services offering high quality multipoint real time communication to groups of

students by using video streaming and videoconferencing

Videoconferencing offers a communication and collaboration environment where audio and video are transmitted in real time between two or several locations, across, in principle, unlimited distances. Many videoconferencing systems communicate data in parallel (e.g. a Power Point presentation), whereby they are suited for distance training purposes. Instructional processes utilizing videoconferencing take advantage of the communication technology developments by offering real time face to face communication in distance teaching settings. It should be noticed; however, that videoconferencing as a standalone tool has rather limited effect in distance educational settings, since it only offers components of the training elements needed within skills upgrading processes and education. There is, however, numerous of successful frameworks, which combine videoconferencing with various e-learning solutions.

At the operational level, the blended learning pedagogical approach mixes the following components in a skills upgrading process:

Instruction and/or guidance by using high quality videoconferencing in combination with digital blackboards and document cameras. This solution uses advantage of video communications technology developments for real time face-to-face communication in distance teaching settings.

Hands-on practical training, possibly at the contractor site, where groups of staff may work together regularly during a production process.

Self paced collaborative online learning by utilizing short, targeted industrial streaming video clips. Such training methods reduce training related costs, both in terms of travel expenses and in terms of time off work. The latter includes the disruption to the work schedule pre and after training related travel, as well as the disruption to the lives of professionals as it usually takes a few days to get into the normal work rhythm. The increased face-time and the limited use of self-paced learning in the context of a wider skill development strategy is a step forward from traditional distance teaching and learning. Distance learning solutions are often not applicable in industrial training processes due to reduced quality as compared to in-class instruction. Furthermore, utilization of video conferencing promotes training to take place intra- and inter-company, often across borders, in the context of a global industrial production economy.

Learning activities It is possible to use the services on hand held mobile devices like modern mobile phones that utilize multi touch pressure sensitive technologies. Instructor training may be organised by utilizing the experiences from

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designing learning communities in industry. The learning activities may for instance be a question or limited problem that the students solve during a lecture. The key issue is to develop solutions that are so time efficient that the instructor may use them during an ongoing training session, and to provide an efficient tool that foster creativity through inquired and problem based questionnaires that may serve as a starting point for a discussion, or as a reflection during a presentation. Furthermore, the system solutions handle prepared iSelect learning objects. Thus, the teacher may either decide to ask predefined questions which then in an unbiased way may be answered anonymously by the students in order to avoid biased responses for the audience due to social bindings in the group or other group pressure mechanisms, or the teacher may select a question on-the-fly as a response to the dialogue with the class. The responses are presented through WEB by using an easy accessible, vivid graphical representation for ease of understanding and clarity. It is possible to store the responses for future discussion sessions, and/or collecting statistics for presentation purposes. The response time and calculation time for the graphical representation is fast in order to offer immediate just-in-time feedback to the questions from the audience. The existing ABT learning process is extended by developing a flexible, open and low-cost problem based framework that introduces such iSelect learning objects. The infrastructure utilizes widely available mobile, wireless multi touch pressure sensitive hand held devices (e.g. iPod Touch or iPhone), such that students may interact with the teacher through online questionnaires and voting systems. The teacher collects and visualizes the responses from class at the digital blackboard, by utilizing state of the art iSelect decision process solutions. Thus, these tools extend the (traditional) teaching and learning dynamics from vertical transmission of information and knowledge from the instructor to the students, by exploring a novel horizontal two-way learning environment where it is easy and flexible for the instructor during a lesson on a just-in-time basis to foster inquiry and problem based learning approaches. The instructor lead process includes:

• Short sequential mini-lessons • Questionnaires that exploits ICT enhanced learning assets • Structured, critical thinking iSelect creative problem based learning activities that collect individual

or group responses anonymously • A flexible in class discussion sequence, that in some cases may end up with a new iSelect decision

process • Summary and explanation, reflecting the profile of the response from class • The system solution is generic, whereby it may be utilized in all kind of process and product oriented

instruction and training activities.

The Quality Assurance tools must be based up on XML-based standards and web authoring facilities for the contents available on web pages, by providing XML-based universal notation and interface including visualization of scientific and engineering drawings and graphs. The search facilities retrieve the postulates of the instructor through a service-oriented architecture that integrates semantic web into the system for retrieval of information from the knowledge base system. The SRS decision process solution system should be open, flexible to achieve maximum interoperability.

New Media and Student Response System in educational use New media seem to have changed the way young adults think. Whereas in previous generations focus and concentration was the highway to learning, multitasking and simultaneous flow of information is the reality for the younger generation of today. Social availability and companionship via mobile phones and the Internet have in many instances replaced solitude7. The new generation is also highly media competent. As we a few years ago where encouraging media literacy as a key competence, for instance in primary schools, proficiency in this area is now more or less taken for granted. It is fair to describe the older generation as media immigrants as the younger generation is the media native8.

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The challenge for educators, hence, seems to be how to make use of new media and technology to meet the demands of the new generation. Using instructional technology simply to use technology in the classroom without any instructional purpose or linkage to modern-day use of technology does not improve the classroom experience for the students. It is not about using technology, but about using it in ways that are in harmony with how the students think and learn9.

Knowledge has traditionally been perceived as transferable entities and educational traditions in many institutions have relied on this Cartesian view of knowledge where the pieces of knowledge are being transferred, more or less one by one. The up to date view, however, sees knowledge as a process where understanding is constructed and reconstructed. Typically this happens in a social community comprising of culturally embedded banks of knowledge and significant others with whom we work to make sense of phenomena that are new to us. The essence of this view is that learning is an active process where the individuals construct their understanding when meeting, for instance, a professional culture and its accumulated knowledge base. Learning in modern educational institutions is a process-taking place within a community of others where many of the relations are mediated through media technology. Students would for instance tell you that they use MSN to ask their classmates for help when studying off campus in the evenings. Thus, both technology and its educational implementation need to take as it’s stepping stone the ICT uses that the students are already involved in. Student Response Systems are a promising technology. Main research findings point out to us that attributes like feed-back on learning, increased involvement and more discussions and peer-learning are commonly appreciated by the students. Successful initiatives that uses expensive hardware based SRS within engineering disciplines have recently been reported from UK.

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2.0 National and international level requirements for the market in Norway, Sweden, Slovenia and Hungary

2.1 NORWAY

Stakeholders mapping The following displays the stakeholders that are active in the welding industry and stand to benefit from the dissemination of the methodology developed through the Mecca project

Stakeholders are groups involved in the welding industry that are directly involved in the process of transferring knowledge with the objective of maintaining an up to date work force as processes and technologies advance.

The following stakeholder groups can be identified:

Industry welders

Welding is a method of providing a high strength joint between components. A large amount of welding in Norway is done by manual welding techniques where the welder is responsible for the quality of the welding. The welder is in direct control of the process, making judgements that decide the quality of the finished weld. The quality of the weld is consequently directly dependent on the knowledge and skill of the welder. Some characteristic for welding:

• There is the continuing challenge of developing new skills to meet different situations • Skills and qualifications obtained in one country are valid worldwide, given that international

standards for certification and diplomas are used for verification of the education and training. • It is not confined to one industry sector. Welders are required for applications as diverse as

shipbuilding, bridge building, pipelines, welding of building structures, boiler work and fabricating equipment in exotic materials such as titanium.

Characteristics of a good manual welder: • Good eyesight • Physical fitness • Good hand-eye co-ordination • Ability to persevere - it takes a lot of practice to be a good welder • Willingness to learn about the technology so that you gain an understanding of the task you need to

perform • Ability to cooperate and work with other people in a team.

The routes to becoming a welder:

1. Through the school system at different levels 2. Most large companies offer a comprehensive programme of training in more than one welding

process 3. Smaller companies often limit the scope of the training to one welding process but this can provide a

good foundation for skill development on other courses Through further education and training:

• Further education and training may also qualify for one of the levels of European and International welding qualification such as International Welder, Welding Practitioner, Specialist, Technologist or Engineer

• There are opportunities in training as welding instructors through further education and training Welder Certificate

This is the industrially recognised qualification. To achieve this the welder completes a sample weld that is

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tested in accordance with European Standard EN287-1, or to a similar level or ISO 9606 series of standards. Welder Diplomas This is an International harmonized diploma recognised by the industry. The diplomas give qualification as International Welder at different level, depending on materials, welding methods and so forth. The diplomas will give a higher technical and theoretical background compared with a welder’s certificate which is more oriented towards practical skills training.

Welding engineers (as welding coordinators) within a fabrication entity

Welding engineers are today educated through the EWF/IIW system which have been accepted world-wide as an industry standard education. The education and training for welding engineers are coordinated and harmonised through the work of EWF/IIW. The education is specified in the document IAB-252-07. The EWF/IIW members have agreed that entry to the education program should be on a postgraduate level. Participants should have a primary degree in an engineering discipline or its equivalent recognised by the national government and assessed by the national ANB (Authorized National Body). Therefore, it would be expected that participants should have at least a Bachelor degree as the basis for further education. The Welding Engineer course is to provide knowledge and understanding in Welding technology for engineer level, to have knowledge in standard, safety, quality system, work instruction, procedure and engineering for welding, task and responsibilities according to ISO 14731. The candidates are expected to have prior engineering knowledge. If they pass the examination, They will receive International Welding Engineer Diplomas. A welding engineer is therefore a person with the demonstrated education, experience, and knowledge in specialized fields of welding, brazing, cutting and materials joining. The successful welding engineer would be responsible for developing welding activities like welding procedures and activities for current and new weld operations. The main responsibility would include topics like providing welding, testing standards and process improvements to develop more cost effective methods of operation, improve quality, and meet internal and customer specifications. ESSENTIAL DUTIES AND RESPONSIBILITIES

• Establish welding process and quality parameters for welding operations. • Maintaining proper methods and standards for the quality and production welded products • Foresee that procedures, processes and testing equipment for destructive and non-destructive

testing are established. • Ensure that the company maintain a quality assurance program and handbooks covering

welding technology • Act as the company representative for welding related matters • Ensure that the company have access to the correct resources and competence for welding jobs

Design engineers in fabrication entities or in design offices

Sometimes weld defects occur less because of welder error or poor instruction and more because the design itself makes the welder’s job difficult. Designers experienced in structural welding know to avoid certain elements when they can, but problems can arise from less experienced design engineers.

As a general rule, designs should not have highly restrained welds where they do not need to be.

If a welder can not reach a weld easily, there is a better chance that his resulting welds will have defects. If a welder must crouch underneath a structure and weld at an odd angle in overhead position to reach a thick-gauge, double-groove joint. Rotating fixtures could help for smaller parts, or the seam could be bevelled so that the welder could approach it from the top and produce a 100-percent-penetration weld from one side. Of course, if the designer could eliminate or move the joint such that the welder could access it from both sides, it would be even better.

Another common problem involves adding too much weld metal for example in T-joints, causing wastes time

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and weld metal, which can cost a company dearly in the long run. It also exerts unnecessary stress, which can lead to weld cracking; using so much weld metal can cause overlap as well. At worst, defects can even cause the vertical member of the T to pull away from the base plate.

Design mishaps include process selection. Some companies, even the largest ones, use welding procedures first written years ago, and because of that they often specify less-than-optimal processes.

The new EWF/IIW Guidelines for the education of International Welded Structure Designer, IAB-201-06 aims at overcoming the problems raised by inexperienced designers of welded structures.

It is therefore necessary for the designer to:

• select the most appropriate material

• select the most cost effective design of welded joint

• design the component to be welded by the most cost effective process

• specify the smallest weld acceptable for both service and fabrication

• use the smallest number of welds

• ensure that there is adequate access for both welding and inspection

• ensure that realistic dimensional tolerances are specified and can be achieved

Operators and production personnel in fabrication entities

The standards EN 287/EN ISO 9606, covers the certification for the most common process and materials. However, for the Welding operators another standard apply, ISO 14732 .

When required by the contract or application standard, the welding operators responsible for setting up and/or adjustment of fully mechanised and automatic equipment must be approved but the personnel operating the equipment do not need approval. In clarifying the term ‘welding operator’, personnel who are using the equipment (loading and unloading robotic equipment or operating a resistance welding machine) do not require approval.

As specified in ISO 14732 , approval of operators of equipment for fusion welding and resistance weld equipment setters can be based on:

• welding a procedure test

• pre-production welding test or production test

• production sample testing or a function test.

It should be noted that the methods must be supplemented by a functional test appropriate to the welding unit. However, a test of knowledge relating to welding technology which is the equivalent of ‘Job knowledge for welders’ in EN 287/ EN ISO 9606 is recommended but not mandatory.

Again, the welding operator certification follows international standards. By obtaining a certificate the personnel may freely move world wide and may use the certificate as a proof of knowledge for obtaining work.

European directives

The European Directives focus on product quality and reliability. By following the key topics specified in the directives, the products may be used within the European Community without any further examination or testing. The CE marking of the products will cionfirm that the products are produced according the relevant

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directive.

The key elements behind the directives are:

• Ensuring the free movement of goods through a technical harmonization

• Guaranteeing a high level of public interest protection.

Innovative features of this legislation, addressed to the introduction of CE marking, include:

• The definition of mandatory essential requirements

• The setting up of appropriate conformity assessment procedures.

The Manufacturer assumes the responsibility of designing and performing a product, bound to be placed on the Community market, retaining the overall control along the whole fabrication course.

For that the Manufacturer must give clear evidence of having the necessary competence.

Consistently with this responsibility, the Manufacturer is due to ensure that the conformity of his product is assessed to the essential requirements of the applicable Directives.

Where a Directive requires products and/or systems to be independently assessed, this must be done by a “Notified Body”. However, even if the Notified Body is involved, the responsibility of the product conformity is primarily on the Manufacturer. The most important European Directives, concerning welded products, without looking at the materials, are shown in this table.

A train the trainer program for knowledge transfer in the welding industry

As it was earlier stated the performance and result of teaching activity depending on trainer and student. The trainer has to know the state of art teaching processes which are powerful help and arouse student’s interest for subject matter.

The knowledge transfer is based on preview of the activity but it has a better effect if before the physical action some theoretical knowledge is available. In this case it helps better understanding of the welding phenomenon. Generally it is true but particularly in welding there are some phenomenon which are not visible, but these are influencing to a great extent the quality of welded connection such part is the heat affected zone (HAZ) which is one of the most important quality influencing characteristics.

The trainers are pedagogical and professional, skilled welding experts who will be able to teach the VET welding students and others taking part in the welding course.

The input requirements are for taking part in the ABT – and simulation welding training having some basic knowledge on welding.

The train the trainer program gives input how to teach more effective using the modern IT (Information Technology) pedagogical tools together with the welding theoretical issues related to HAZ, and other economical issues like: welding costs, the quantity of needed welding material, the roll of different weld joint preparations, etc.

European level requirements for skill development in the welding sector - Requirements for the market in Norway

Stakeholders The following displays the stakeholders that are active in the welding industry and stand to benefit from the proposed simulation tool to be developed through the project

Stakeholders are groups involved in the welding industry that are directly or indirectly involved in the

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process of transferring knowledge with the objective of maintaining an up to date work force as processes and technologies advance and to be working in the skills transfer process

The following stakeholder groups have been identified:

• Welders and welding operators

• Welding engineers within a fabrication entity

• Design engineers for welding fabrication

Mechanical industry trainers: they may be either employees within mechanical industry companies, or they may be employees of training institutions.

• VET schools that provide training to both individual workers as well as groups of employees of particular companies for in-company training programs

VET schools at the lower level in the educational system.

Current status for the stakeholders The current educational status for the stakeholders may be summarized as follows:

- Welders and welding operator

The educations are being offered through basically three alternatives:

1. Through VG 2 school system where the training is carried out according the standardized learning plans (or course plans) from the government. These plans do not meet the international requirements nor the requirements of the industry

2. Through special welding schools or institutes. This type of training follow the requirements in EN 287/ISO 9606 or ISO 14732. The focal point of this type of training is the practical skills obtained through the education and training. The result will be, after completed course, a welding certificate. This education relies heavily on practical skills training and relatively little on the theoretical skills process upgrade.

3. Education through education centres for adult personnel. These centres are following the same training schedules as given in paragraph 2

- Welding and welding design engineers

A standardized welding engineers’ course are carried out on a yearly basis through the Høgskolen Stord/Haugesund. This education follows the Guidelines from EWF and IIW and examination is according the EWF and IIW guidelines.

There is no education for education of designers for welding personnel.

- Operators and production personnel

The current status is that this type of stakeholders do not have any adequate education facilities in Norway.

- Trainers and Instructors

After the initial education related to pedagogical topics, it is no additional training upgrades offered to this personnel group. Many of the teachers and instructors do not even have the pedagogical background for this type of job. From time to time on an irregular basis different organizations takes initiatives for creating a forum for these trainers for skills upgrade, but no lasting initiatives have been established.

Expected outputs

The following outputs are envisaged in Norway:

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• new training models and services offering a new training framework, by inclusion of distance training methodologies combined with active simulation of problem areas

• A recommendation for planning the education within an industrial environment

• A framework for the development of supplementary-to-formal-training educational material by VET’s to be based on the in-house know-how of a particular company

• Proof-of-concept educational content for the validation of the methodology, to be tested in the industry

The utility and deployment of new Visual Communication and Collaboration technologies (VCC) is currently limited due to the lack of knowledge systems for the publication, retrieval, and dissemination of independent expert knowledge and best practice information as well as the lack of services for demonstrating VCC features. This includes (i) suitable pedagogical models for new teaching methods and new learning styles in these frameworks (ii) didactic use of VCC technologies in distributed, interactive distance learning environments (iii) diffusion of technological know-how due to very fast technological developments, often resulting in obsolescence of technology within 6 months (iv) deployment of updated, pedagogical, and relevant high quality VCC training methods/programs (v) organizational considerations at all levels in an institution required to ensure successful VCC deployment.

The needs of the teachers are the following:

• Best practices and recommendations on how to update their well developed techniques and educational content for reaching new student segments, including professionals and learners interested in distance or self paced learning. This includes a number of issues including how to engage learners over video conferencing links, how to present in a manner that in not distracting for learners, how to best take advantage of the camera and screens to simulate one on one communication with the learners, etc.

• Technical information for supporting technical staff on how to best set-up conference rooms to reach specific number of learners. While instructors are not expected to know the technical aspects of video conferencing communications, technical personnel should be well educated to ensure effective communication that takes advantage of the full capabilities of the technology.

• Having access to relevant tools that allow them to bypass the difficult tasks in teaching theory and mathematical problems. The use of new simulation tools will then both help the teacher and instructor to focus on the key elements in the training and let the students access tools that will enable them to study the consequences of decisions

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2.2 SWEDEN

Stakeholders mapping

The following list displays the stakeholders that are active in the welding industry and stand to benefit from the activities in the EduMecca project

The following stakeholder groups can be identified:

2. Industry welders

Welding is a method of providing a high strength joint between components. A large amount of welding is done by manual welding techniques. However, in Sweden the manual welding process has a lower market share than in other neighbouring countries., due to the industry structure and the level of automation within that structure (use of semi-automatic and automatic welding equipment)

Some characteristic for welding:

- There is the continuing challenge of developing new skills to meet different situations - Skills and qualifications obtained in one country are valid worldwide, given that international

standards and diplomas are used for the education and training of the personnel - It is not confined to one industry sector. Welders are required for a wide variety of applications. (In

Sweden one may say that a larger share of the industry is more process oriented and large scale production oriented than in comparable markets)

Characteristics of a good welder:

• Good eyesight • Physical fitness • Good hand-eye co-ordination • Good with your hands and enjoy working with tools • Ability to persevere - it takes a lot of training and maintenance of the training itself in order to be a

good welder • Willingness to learn about the technology so that you gain an understanding of the task you need to

perform • Ability to cooperate and work with other people in a team.

Routes to become a welder

The Swedish system for education of welders are different from the Norwegian system and many other European systems.

The basic skills can be obtained through the educational system whereby Svetskommissionen has, in cooperation with the Swedish authorities, implemented the harmonized guidelines for the education of International Welders into the school system.

Each of the schools in the following list are validated according the Quality manual and Quality Scheme developed by Svetskommissionen. The participating schools are validated at regular intervals in order to varify that the Quality System implemented for the education is followed by the institution.

The teachers in the school system must have a qualification at the IWS or EWS level as a minimum. Relevant course documentation must cover the requirements in the harmonized course guideline defined by EWF and IIW.

The institutions must have access to relevant welding equipment and welding laboratories which also covers the national requirements for Environment, Health and Safety.

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The figure shows the content elements in the education of International welders in Sweden(figure from Svetskommissionen web site)

Number of Diplomas for welding personnel in Sweden per 25 May 2009 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Total IWE 63 10 29 12 13 22 14 27 24 15 19 21 15 2 17 23 15 10 2 353 IWT 32 10 26 16 14 6 16 4 11 17 2 2 4 2 4 2 168 IWS 28 58 82 102 97 120 104 79 98 66 47 38 42 36 26 60 20 1 103 IW 7 31 60 104 128 129 145 96 130 64 100 215 36 1 245 IWI 8 1 11 6 26 ETS 5 4 11 2 6 6 34 EAW 6 6 Laser 11 7 10 5 33 IW= International Welder IWE= International Welding Engineer

3. Design engineers in fabrication entities or in design offices.

When a defect or failure occurs in a welded structure, then automatically the investigation focus on the weld itself and the welding procedure (WPS). As everybody in the welding environment knows, a good WPS acts as a guide for the welder as well for weld inspector too. If the WPS’s instructions go against welding fundamentals, the welding engineer has not done a proper job. If the WPS gives incorrect amperage, or if the specified voltage is too high, the inspector should look for undercut in the weld. Based on these facts, the education of International Welded Structure Designer has been implemented in Sweden, and the first classes started in 2008. The harmonized guideline from EWF creates the basis for the education and the course syllabus.

4. Operators and production personnel in fabrication entities.

For industry welders covering a range of processes and materials, certificates or diplomas are used as proof of competence for the welder. The standards EN 287/EN ISO 9606, covers the certification for the most common process and materials.

However, for the Welding Operators operating semi-automatic or fully automatic equipment, another standard apply, ISO 14732 .

When required by the contract or application standard, the welding operators responsible for setting up and/or adjustment of fully mechanised and automatic equipment must be approved but the personnel

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operating the equipment do not need approval. In clarifying the term ‘welding operator’, personnel who are using the equipment (loading and unloading robotic equipment or operating a resistance welding machine) do not require approval.

As specified in ISO 14732 , approval of operators of equipment for fusion welding and resistance weld equipment setters can be based on:

• welding a procedure test

• pre-production welding test or production test

• production sample testing or a function test.

The Swedish market is different from the other Scandinavian markets. Due to its highly competitive international companies, focusing on world class quality , like Volvo, Saab, and its suppliers of specialized metal products, like Avesta, Sandvik and so forth, the industry has been geared towards mass production. Semi-automatic and fully automatic welding equipment and robotics have been key priorities, thus strengthening the demand for welding operators.

A train the trainer program for knowledge transfer in the welding industry. This activity will focus on the following objectives:

4. To facilitate just-in-time and on-the-job training through a presentation of the ideas and pedagogical framework during the yearly educational update seminars carried out by Svetskommisionen

5. To deploy blended learning environments with an emphasis on the effective integration of various technical solutions into pedagogical frameworks, like use of simulation software and hardware, use of video and so forth

Stakeholders

The following chapter displays the stakeholders that are active in the Swedish welding industry and stand to benefit from the developments through the project

The following stakeholder groups have been identified:

• Welders and welding operators

• Welding Design engineers within a fabrication entity

• Mechanical industry trainers: they may be either employees within mechanical industry companies, or they may be employees of training institutions.

• VET schools that provide training to both individual workers as well as groups of employees of particular companies for in-company training programs

• VET schools at the lower level in the educational system.

The stakeholders spans a variety of personnel, from adult people with industrial background and experience to new graduates directly from the school system where no practical experience can be assumed. Or they may also be students from higher education with little, if any, industry background and with little interest in and knowledge about mathematics.

Current status for the stakeholders The current educational status for the stakeholders may be summarized as follows:

• Welders and welding operator

The educations are being offered through basically three alternatives:

• Through the school system where the training is carried out according the standardized learning

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plans (or course plans) from the government. These plans meet the international requirements ( the harmonized guidelines from EWF/IIW) and the requirements of the industry

• Through special welding schools or institutes. This type of training follow the requirements in EN 287/ISO 9606 or ISO 14732. The focal point of this type of training is the practical skills obtained through the education and training. The result will be, after completed course, a welding certificate. This education relies heavily on practical skills training and relatively little on the theoretical skills process upgrade. These schools or institutes cover the life-long learning aspects and also covers students that fall off the normal school system.

• Education through education centres for adult personnel. These centres are following the same training schedules as given in paragraph 2

• Welding and welding design engineers

A standardized welding engineers’ course are carried out on a yearly basis through the Chalmers and KTH This education follows the Guidelines from EWF and IIW and examination is according the EWF and IIW guidelines.

The education of IWSD, weld designers, are carried out through Weld-on-Sweden, a private training and education company. The courses follow the international harmonized guidelines and the courses are approved by Svetskommissionen

• Operators and production personnel

Adequate education and training of operator takes place together with international suppliers of semi-automatic and automatic welding equipment.. Additional training takes place when installing such equipment at a clients site.

• Trainers and Instructors

After the initial education related to pedagogical topics, additional training upgrades offered to this personnel group through the periodical training offered by Svetskommissionen.. Frequent courses are announced on the web site. Additional discussions around further training take place at the national conference for trainers, organized every January by Svetskommissionen.

Expected outputs

The following outputs are envisaged in Sweden:

• New training models and services offering a new training framework, To be presented at the national welding instructor seminar. A recommendation for planning the education within an industrial environment will then be offered.

• A framework for the development of supplementary-to-formal-training educational material by VET’s to be based on the in-house know-how of a particular company

• Proof-of-concept educational content for the validation of the methodology to be tested in reference companies in the industry

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2.3 SLOVENIA

Stakeholders mapping

The following displays the stakeholders that are active in the Slovenian industry and stand to benefit from the dissemination of the methodology developed through the Mecca project.

Stakeholders are groups involved in the industry that are directly involved in the process of transferring knowledge with the objective of maintaining an up to date work force as processes and welding technologies advance.

The following stakeholder groups can be identified:

- Industry welders In Slovenia there are three types of welders:

• Welders involved in automatic in semi automatic processes.

• Welders in large teams controlled by welding coordinators and quality control.

• Self-dependent welders which makes decisions about use of technology and quality. In this case the quality of the weld is consequently directly dependent on the knowledge and skill of the welder.

Some characteristic of Slovenian welders:

• If they are Slovenian nationality they have normally before starting welding education and certification 11 years of school but very low knowledge about materials and welding they need theoretical knowledge as well as practical training.

• Relatively a lot of them are coming from ex Yugoslav states with very bad knowledge of Slovenian language very different level of schools and levels, but in general a lot of practical skills. Any video content in their training is very welcome.

• Young welders. For them any informatics involved in training is welcome.

Main industries where Slovenian welders are involved:

• Simple pressure equipment,

• Pressure equipments,

• Energetic,

• Pipelines,

• Building structures,

• Car industry,

• Machinery and tool working,

• Others (reparative welding, electronics, …).

The steps to becoming a welder in Slovenia:

6. Through the school system at different levels or after 5 years of practice go direct (or after preparation course) to state exam. After that you become uncertified welder.

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7. Absolve recognized welding school if you want to become welder according DIN or welder according PED directive.

8. Do the welding certification process with or without practical and theoretical preparation course. Certification is done by EU norms in accredited institutions. Certificates are valid 1 or two years only.

Welder Certificate

This is the industrially recognised qualification, which is required by number of directives and standards.

In Slovenia we have about 32000 uncertified and 5000 certified welders. In this moment especially in PED directive covered companies have because of inspection activities highest percentage of certified welders and in welding of Building structures lowest. Certification and education of RSW an automatic welding process welders is also poor.

Welder Diplomas

This is an International harmonized diploma recognised by EWF and IIW and the industry. The diplomas give qualification as International Welder at different level, depending on materials, welding methods and so forth. The diplomas will give a higher technical and theoretical background compared with a welders certificate which is more oriented towards practical skills training. Diploma is valid for life, but in Slovenia is because of schooling and national qualification system and week implementation in directives not widely used.

- Welding coordinators (engineers, technologists, specialists) In Slovenia are used EWF/IIW systems. The EWF Courses' Guidelines cover all professional levels in

welding technology and related areas, such as Thermal Spraying, Adhesive Bonding, Plastics Welding and

Underwater Welding, leading to recognised qualifications in 34 countries.

The EWF system is recognised in Europe and abroad and its adoption outside Europe was established

through an agreement signed between IIW - International Institute of Welding and EWF for the development

of an international scheme based on the EWF Training Guidelines and Qualification procedures.

This Agreement defines that IIW Guidelines will replace the equivalent EWF Guidelines.

The following had replaced the equivalent EWF Guidelines:

IWE - International Welding Engineer

IWT - International Welding Technologist

IWS - International Welding Specialist

IWP - International Welding Practitioner

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IWIP - International Welding Inspection Personnel

IW - International Welder

By number of welding coordinators is Slovenia per capita first in the world.

The Welding Engineer course is to provide knowledge and understanding in Welding technology for engineer level, to have knowledge in standard, safety, quality system, work instruction, procedure and engineering for welding, task and responsibilities according to ISO 14731. The candidates are expected to have prior engineering knowledge. If they pass the examination, They will receive International Welding Engineer Diplomas. A welding engineer is therefore a person with the demonstrated education, experience, and knowledge in specialized fields of welding, brazing, cutting and materials joining. The successful welding engineer would be responsible for developing welding activities like welding procedures and activities for current and new weld operations. The main responsibility would include topics like providing welding, testing standards and process improvements to develop more cost effective methods of operation, improve quality, and meet internal and customer specifications. ESSENTIAL DUTIES AND RESPONSIBILITIES

• Establish welding process and quality parameters for welding operations. • Maintaining proper methods and standards for the quality and production welded products • Foresee that procedures, processes and testing equipment for destructive and non-destructive

testing are established. • Ensure that the company maintain a quality assurance program and handbooks covering

welding technology • Act as the company representative for welding related matters • Ensure that the company have access to the correct resources and competence for welding

jobs

- Design engineers in fabrication entities or in design offices.

In Slovenia has design engineers week education from welding point of view. Some companies are using welding engineers for help by design otherwise there is much work to be done by education this segment of industry. IIW guideline IAB-201-06 for INTERNATIONAL WELDED STRUCTURES DESIGNER should be used in next years.

The contents are given in the following structure: Module 1: Welding technology Module 2: Strength of materials Module 3: Design of welded structures Module 4: Design of welded joints Module 5: Design of welded plate structures Module 6: Design for purpose of welded structures Module 7: Fabrication, costs, quality and inspection Examinations Total 182 hours.

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- Operators and production personnel in fabrication entities. For Welding operators EU norms and ISO 14732 are applied but in only 11% of workers.

- European directives. The European Directives focus on product quality and reliability. By following the key topics specified in the directives, the products may be used within the European Community without any further examination or testing. The CE marking of the products will confirm that the products are produced according the relevant directive. Use of directives are dependent from work of inspection authorities or customer demands.

In SLO 28 directives are in use. For welding especially PED and SW directive are important and strictly in use.

Notified body’s are Institut za varilstvo and foreign Bureau veritas and TÜV.

- A train the trainer program for knowledge transfer in the welding industry

The system is used until now only for trainers involved for teaching in EWF recognized courses. For welding instructors they are not demanded by authorities and they are only depended from strategy of welding schools.

Requirements for the market in Slovenia

The following displays the stakeholders that are active in the welding industry and stand to benefit from the proposed simulation tool to be developed through the project.

Stakeholders are groups involved in the welding industry that are directly or indirectly involved in the process of transferring knowledge with the objective of maintaining an up to date work force as processes and technologies advance and to be working in the skills transfer process

The following stakeholder groups have been identified:

• Welders

• Welding operators

• Welding engineers

Current status for the stakeholders

The current educational status for the stakeholders may be summarized as follows:

- Welders

The educations are being offered through basically three alternatives:

• Through VG 2 school system where the training is carried out according the standardized learning plans (or course plans) from the government. These plans do not meet the international requirements nor the requirements of the industry

• Through special welding schools or institutes. This type of training follow the requirements of Euro norms. The focal point of this type of training is the practical skills obtained through the education and training. The result will be, after completed course, a welding certificate. This education relies heavily on practical skills training and relatively little on the theoretical skills process upgrade.

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• Education through education centres for adult personnel. These centres are following the same training schedules as given in paragraph 2

- Welding operators

Should be similar as for welders when formal requirements will be adopted by state rules.

- Welding and welding design engineers

A standardized welding engineers’ course are carried out on by Slovenian welding society in cooperation with Institut za varilstvo 2 to 4 time a year in Maribor and Ljubljana. This education follows the Guidelines from EWF and IIW and examination is according the EWF and IIW guidelines.

There is no education for education of designers yet, but it is planned for 2010.

- Operators and production personnel

The current status is that this type of stakeholders does not have education facilities and program in Slovenia but not any adequate national regulation which will force companies to educate the workers.

- Trainers and Instructors

All trainers and instructors, which are involved in EWF training, have regular education about welding before each module but there are no pedagogical topics, offered and required to this personnel group.

Many of the teachers and instructors in welding schools do not even have the pedagogical background for this type of job.

Expected outputs of the project

The following outputs are expected in Slovenia:

• new training models and services offering a new training framework, by inclusion of istance training methodologies combined with active simulation of practical problems characteristic for Slovenian industry as: Building new Greenfield welding factories, production of heat exchangers, production of pressure equipment, etc.

• A recommendations for planning the education within an industrial environment

• A framework for the development of supplementary-to-formal-training educational material by VET’s to

be based on the in-house know-how of a particular company

• Proof-of-concept educational content for the validation of the methodology, to be tested in the industry

The utility and deployment of new Visual Communication and Collaboration technologies (VCC) is currently limited due to the lack of knowledge systems for the publication, retrieval, and dissemination of independent expert knowledge and best practice information as well as the lack of services for demonstrating VCC features. This includes similar tasks as in other partner countries:

• suitable pedagogical models for new teaching methods and new learning styles in these frameworks

• didactic use of VCC technologies in distributed, interactive distance learning environments

• diffusion of technological know-how due to very fast technological developments, often resulting in obsolescence of technology within 6 months

• deployment of updated, pedagogical, and relevant high quality VCC training methods/programs

• organizational considerations at all levels in an institution required to ensure successful VCC deployment.

The needs of the teachers are the following:

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• Best practices and recommendations on how to update their well developed techniques and educational content for reaching new student segments, including professionals and learners interested in distance or self paced learning. This includes a number of issues including how to engage learners over video conferencing links, how to present in a manner that in not distracting for learners, how to best take advantage of the camera and screens to simulate one on one communication with the learners, etc.

• Technical information for supporting technical staff on how to best set-up conference rooms to reach specific number of learners. While instructors are not expected to know the technical aspects of video conferencing communications, technical personnel should be well educated to ensure effective communication that takes advantage of the full capabilities of the technology.

• The use of new simulation tools will then both help the teacher and instructor to focus on the key elements in the training and let the students access tools that will enable them to study the consequences of decisions.

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2.4 HUNGARY

Stakeholders mapping The main stakeholders are:

- qualified industry welders,

- welding students, (university students),

- welding masters (welding expert owner of privat micro enterprices),

- teachers and instructors in VET schools for welders,

- welding assotiation (e.g. Hungarian Assotioation for Weldingtechology and Material Testing),

- welding coordinators (according to: EN ISO 14731: welding technologists, engineers, experts),

- owners of companies,

- customer of welded products.

Common characteristics of industry welders are:

- having good sight,

- having hands without trembling,

- tolarating the monotony,

- having good psichological condition,

- tolarating the climate and different working areas, working positions, (horizontal, vertical, crouched position, etc.)

- having basic knowledge of electricity,

- having basic metallurgical knowledge,

- having basic knowledge of melting, heattransfer processes during welding,

- having knowledge on the caracteristics of parent metalls,

- having natural skill and sense for welding,

- having good physical condition, etc.,

all these are important for producing high quality weld connections and at the very end – first quality welded structure. The basics to reach high quality welding performance are the pedagogical methodes and some other good practices in teaching and training of the “young welder’s candidates”. Of course the supplement for the good practical results is using appropriate tools for teaching - for this purpose iQSim is one of the best tools which provides good assistance in the (classroom, distance and e-) learning process specially for welding, which has a lot of different quality influencing factors.

The basic idea and aim are to find and use the right pedagogical tools for training people on a high level to be able to work professionally active in welding industry and performing good quality. The following user groups may utilize the new voting simulator tools for implementation of new pedagogical methods that mix fabrication process oriented training with high iPod voting simulator tools:

• VET instructors and VET schools offering in-company training programs. • Welder specialists who are required to meet high performance standards for the industry, possibly at

a remote location that produces components for a large and global company. • Welding coordinators and production managers, engineers, operators and production personnel in

fabrication entities may use the voting simulator tools to optimize their production process with

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respect to cost- and time efficiency • Mechanical industry trainers: • Employees within large mechanical industry companies, • Employees of small training institutions, which typically do not have the capacity to have

full-time training employees • Mechanical industry organizations representing workers and employers (e.g. the European Welding

Federation - EWF -) may use it to offer improved training facilities of industrial production environments

A train the trainer program for knowledge transfer in the welding industry

As it was earlier stated the performance and result of teaching activity depending on trainer and student. The trainer has to know the state of art teaching processes which are powerfull help and arouse student’s interest for subject matter. The knowledge transfer is based on preview of the activity but it has a better effect if before the phisical action some theoretical knowledge is available. In this case it helps better understanding of the welding phenomenon. Generally it is true but particularly in welding there are some phenomenons which are not visible, but these are influencing to a great extent the quality of welded connection such part is the heat affected zone (HAZ) which is one of the most important quality influencing characteristics. The trainers are pedagogical and professinal, skilled welding experts who will be abble to teach the VET welding tudents and others taking part in the welding course. The input requirements are for taking part in the ABT – and simulation welding training having some basic knowledge on welding. The train the trainer program gives input how to teach more effectiver using the modern IT (Information Technology) pedagogical tools together with the welding theoretical issues related to HAZ, and other economical issues like: welding costs, the quantity of needed weldingmaterial, the roll of different weld joint preparations, etc. The program for trainers preparing by MHtE for Hungarian circumstances has four main parts:

- the first is a theoretical overview on welding theory like: melting, heatflow (heat transfer),

heatenergy: q/v (J/cm), etc. in order to make all technical knowledge necessary balanced and updated, among the participants of the course.

- the second one is the IT issue. It means which tools are necessary, which conditions are needed and how these elements are working, how they should be operated, and troubleshooting, etc.

- the third one is the practice to handle the simulation tool and later to connect theoretical issues and simulation tool and explain the phenomenon visible,

- the fourth is a test and discussion on results, nonconformities and deciding corrective action.

European Directives

The question could be raised why it is necessary on this place to speak about the connection between European directives and welding technology? There are basicly two answers the first is welding as a special technology having a direct effect to safety and realiability of different welded steelstructures and therefore there are ome regulations in the European juristical system related to welding. The most important are specially those New Approach Directives which generally refer to the harmonized welding standards of EU. The conformity assessment procedures (some modules of the “Global Approach” for conformity assessment) refer to the harmonized standards of EU as well. The New Approach Directives for simple pressure vessels (87/378/EEC – it modifications: 90/488/EEC etc.) and presure equipment (97/23/EC) all refer to harmonized welding standards, in between: EN 287 – 1 (may

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be later EN ISO 9606-1) for steelwelder qualification, EN ISO 14732 for welding machine operators, EN ISO 9606 -2; 3 etc. for aluminium and aluminiumalloy and bronz etc. welder qualification, EN ISO 14731 for welding coordinators, EN 15085 for welded raiway parts and EN ISO 3834 for quality assurance in welding are some of the basic European standards and regulations, etc. All these mean that the European industry needs qualified welders and welding cooperators (responsible welding engineers) according to EN ISO 14731, etc. To reach this goal the welding personal belonging to the welding hierarchie should have such basic updated knowledge and skills which is interchangable in the EU economy – as it is the case for the European rail (aluminothermic) welders etc.

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3.0 Usercases for teachers and students This section includes background information, main objectives, structure and context of the deliverable, involved partners, and task reference.

Basic equipment available for use cases:

Teacher : • PC • Smartboard • Projector(s) • Browser: Firefox or Safari • Wireless network Student: • Hand held device like Iphone/IPOD Touch or Iphone • PC/laptop

Use case 1

Use case 1

1. Teacher start the system so that the students may vote.

2. Teacher ask verbally a question where the students may answer with one of the alternatives

3. Students carry out their vote, only one for each student, within a given time frame

4. The result of the voting is shown on a Smartborad

NOTE:

- The use case prerequisite a system where the students are identified by the teacher. Only registered students shall be allowed to vote The voting device can be an IPOD Touch or IPHONE or a PC

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- The start up by the teacher may trigger a release for submitting votes. Only one vote shall be possible for the student for each question.

- The time for voting, or time slice, are defined by the teacher. - The students may either be anonymous or the vote shall be a registered vote for that student. This

shall be decided and shown at the time of voting. (This may be solved by showing a symbol in the voting window for one or the other solution)

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Use case 2

Use case 2

1. Teacher start the system so that the students may vote

2. Teacher select a prepared, through a menu, question where the students may answer with one of the alternatives

3. Students carry out their vote, only one for each student, within a given time frame

4. The result of the voting is shown on a Smartborad

NOTE:

• The teacher must now have the ability to prepare a set of questions and plan them in a sequence so they can be fetched during the lesson.

• The questions could be either textual questions or pictures or video which can be shown on the Smartboard. The formats may be : Quicktime, Flash, jpg or pdf

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Use case 3

Use case 3

1. Teacher start the system so that the students may vote

2. Teacher select a prepared, through a menu, question where the students may answer with one of the alternatives

3. Students carry out their vote, only one for each student, within a given time frame

4. The result of the voting is shown on a Smartborad

5. The results are stored in the database as: 5.1 Results for this class session 5.2 Results for this class session but also for each student

NOTE: The questions could be either textual questions or pictures or video which can be shown on the Smartboard. The formats may be : Quicktime, Flash, jpg or pdf

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Use case 4

Use case 4

1. Teacher start the system so that the students may vote

2. Teacher select a prepared, through a menu, question where the students may answer with one of the alternatives

3. Students carry out their vote, only one for each student, within a given time frame

4. The result of the voting is shown on a Smartborad

5. The results are stored in the database as: 5.1 Results for this class session 5.2 Results for this class session but also for each student

NOTE: Access are granted for authorized users. Students may be authorised to view their own results The questions could be either textual questions or pictures or video which can be shown on the Smartboard. The formats may be : Quicktime, Flash, jpg or pdf

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Use case 5

Use case 5

1. Teacher start the system

2. Teacher prepare a number of questions

3. Teacher start the system and prepare for voting

4. Teacher select a prepared, through a menu, question where the students may answer with one of the alternatives

5. Students carry out their vote, only one for each student, within a given time frame

6. The result of the voting is shown on a Smartborad (or web)

7. The results are stored in the database as: 7.1 Results for this class session 7.2 Results for this class session but also for each student

NOTE: The questions could be either textual questions or pictures or video which can be shown on the Smartboard. The formats may be : Quicktime, Flash, jpg or pdf

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Use case 6

Use case 6

1. Teacher start the system

2. One or more Teachers prepare a number of questions in a common repository

3. Teacher start the system and prepare for class

4. Teacher select a prepared, through a menu, question where the students may answer with one of the alternatives and build a set of structured questions for the class

5. Teacher store the class set of questions as a preparation for the lesson

6. Teacher start the system and prepare for class voting

7. Students carry out their vote, only one for each student, within a given time frame

8. The result of the voting is shown on a Smartborad (or web)

9. The results are stored in the database as: 9.1 Results for this class session 9.2 Results for this class session but also for each student 9.3 Historical data can be compared

NOTE: It is foreseen that classes can be compared with overall results and that students should be able to create a progress report about their own score. Teacher to create history data over development of the class in addition (% score) or results for each students and comparison between students.

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Use case 7

Use case 7

1. Teacher start the system

2. One or more Teachers prepare a number of questions in a common repository

3. Teacher start the system and prepare for class

4. Teacher select a prepared, through a menu, question where the students may answer with one of the alternatives and build a set of structured questions for the class

5. Teacher store the class set of questions as a preparation for the lesson

6. Teacher start the system and prepare for class voting

7. Students carry out their vote, only one for each student, within a given time frame

8. The result of the voting is shown on a Smartborad (or web)

9. The results are stored in the database as: 9.1 Results for this class session 9.2 Results for this class session but also for each student 9.3 Historical data can be compared

10. Export data in different formats

NOTE: Export could be to LMS systems with XML format

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Use case 8

Use case 8

1. Teacher start the system

2. One or more Teachers prepare a number of questions in a common repository

3. Teacher start the system and prepare for class

4. Teacher select a prepared, through a menu, question where the students may answer with one of the alternatives and build a set of structured questions for the class

5. Teacher store the class set of questions as a preparation for the lesson

6. Teacher start the system and prepare for class voting

7. Students carry out their vote, only one for each student, within a given time frame

8. The result of the voting is shown on a Smartborad (or web)

9. The results are stored in the database as: 9.1 Results for this class session 9.2 Results for this class session but also for each student 9.3 Historical data can be compared

10. Export data in different formats

NOTE Use case 8 is identical to use case 7, but IPHONE is used in addition for the voting. This means that only people with granted phone numbers are allowed to vote

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4.0 MORE ABOUT STUDENT RESPONSE SERVICES As part of the Edumecca project, a new type of student response system (SRS) for next-generation handheld devices (such as iPod Touch or iPhone) is going to be developed. At college or university level, classes are quite large (more than 60 students per class). Due to time constraints, it’s often not possible for the lecturer to interact directly with the students during the lecture. Furthermore, many students find it difficult or embarrassing to ask questions in class; which reduces the level of student-teacher interaction even further. Because of the lack of feedback during class, it’s difficult for the lecturer to assess how many of the students actually follow and understand what’s being taught. Conversely, from the students’ perspective, their understanding of the material is rarely put to the test during class – such tests usually take the form of written assignments and exercises which are corrected and returned weeks later. In other words, neither the teacher nor the students have a good “real-time” indicator of learning effect. Again, because of time constraints, the students are rarely given time to discuss and interact with each other during class. If a student finds it hard to understand what’s being taught in class, it is therefore difficult to gauge whether he or she is the only one who doesn’t follow the proceedings. A normal class lasts 45-60 minutes. Cognitive research indicates that attention wanes dramatically after about 20 minutes, which would indicate that unless the students are allowed some pause for thought, a significant portion of the curriculum is lost on the students during class. The main objective of the SRS is to address these issues; in particular:

• Break the monotony of a lecture and allow the students to actively take part in the lecture • Increase teacher-student interaction • Give both teacher and students “real-time” feedback on learning effect

Technical implementation The SRS consists of two main components: the handheld units which the students use to submit a response during a voting session; and a server. The server has three main tasks:

• Set up the handheld units prior to the vote by uploading the voting interface to each unit (i.e. buttons “A”, “B”, “C” etc. corresponding to the selected vote type)

• Collect the response from each handheld unit • Processes the data to create graphical representations of how the students voted

The handheld units use a wireless internet connection to communicate with the server.

Methodical approach The SRS can be used within a multitude of methodical and educational approaches. Two approaches are of particular interest, and each of which will be tested during the course of this project:

• Letting the students discuss between themselves in groups before doing a voting session • Peer instruction: each student first has to think individually through the quiz question before casting

a vote. Once the vote is cast (and the results of the vote is shown to the students), a group discussion ensues, during which each student has to argue his or her position to the rest of the group. After the group discussion another vote is held, and the results between the two voting sessions can be compared

A typical SRS session may run as follows:

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• Handheld units are distributed to the students (preferably before the class starts) • The students are presented with a multiple-choice quiz question, where only one alternative correct • The students are given time to discuss between themselves (in the peer instruction paradigm, they

are given time to think through the question individually first) • From a web interface, the teacher starts the voting session (a timer/countdown mechanism can be

used, if desired) • Each student casts a vote as to what the correct answer is, using the handheld unit • The vote closes and the results are shown to the students in the form of an histogram • The instructor will comment the various alternatives and highlight the correct one – explaining

thoroughly why it’s the correct one; and why the other ones are incorrect • The lecture proceeds as normal

The SRS is designed to be used in large classes, and maintaining order and discipline is a priority. After a group discussion, the teacher will want to start a voting session. But it can be challenging to restore order and attention in a class in which hundreds of students have been engaged in serious discussion. In particular, to make all the students, some still fiercely involved in the discussion, aware that a voting session is about to begin. To aid the teacher in restoring order for the voting session, the SRS plays back a “ticking clock” sound during the countdown. Research shows that using such a sound is invaluable in shifting the students’ attention away from the discussion, and over to the voting session in progress.

System considerations Mobile aided learning is getting popular in modern educational environment. In comparing with traditional learning platform or facilities, its advantages are responsive, dynamic, flexible and easy to use. Thus, there are number of mobile learning systems in both software and hardware are available in either commercial or non-commercial resources []. For example, Qwizdom has been a well known tool in class room for a while. The system stimulates students’ learning interesting and brings activities into the traditional class room. However, an open frame work and open source tool for this special subject is rarely reported. Most of existing tools are stand alone, static and not portable. Furthermore, the devices purchased are limited to the class room use only. In the light of above, objective of this research is to develop a Student Response System to achieve an open framework which is dynamic, portable, flexible, and easy to use. This system is aimed at deployed into the latest mobile devices, such as iPod/iPhone or other emerging mobile devices which have Internet accessibilities. System is designed with consideration of student response through an iPoD/iPhone device. Initially, teacher open a voting session, then student responses a vote sequentially. Finally voting outcome should be simultaneously displayed in the device as well. It follows that a work flow diagram is shown in fig. 4.1. First interfaces designed are based on the characteristics of devices; then web enabled languages, web services and iPod/iPhone development techniques, are integrated into the development. The voting relationship described in fig. 4.1 can be expressed as: LS is for Lecture Session, which may have several votes as VS. Each VS includes several votes, as v1, v2, ....,and vn, i.e. LS=∑VSi(∑ (vj)); VP is for voting page, which may be linked to several students’ votes, i.e. VST, which means that each student can vote his or her favourite answer.

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Figure 4.1 System design for Student Response System

Voting process is designed towards a user oriented approach so that it should be as simple as it can be. It aims at achieving user-ability that any non-computing experience user can operate it through the following steps, i.e. teacher initiates the vote session by selecting question types which can be text, such as yes, no, do not know; graphics, such as scientific diagram; numeric types, such as a quick calculation; or logic question, such as true or false. Students may select their answer(s) based on teacher predefined question type. Finally, teacher can check the results through a statistic page instantly. There are three key elements are checking points:

a. Functionality, i. Teacher should be able to initiate the vote and select a question type ii. Student should be able to response the initiated question iii. Statistic results should be able to be displayed accurately

b. User-ability i. Minimise or exclude the input of text message to achieve the maximum efficiency

during the class ii. Press button is main operation for all users

iii. All pages are Internet interactive c. Interface requirements

i. Simple ii. Friendly

iii. Easy to follow

The SRS is developed as an open conversational flexible problem based framework, where for instance instructors in their lessons offer students 5-10 minutes to try to solve a concrete problem or exercise, and then collect the responses from class by using state of the art mobile computing solutions. This approach extends the (traditional) teaching and learning dynamics in training sessions from vertical transmission of information and knowledge from the instructor to the students, by exploring a novel horizontal two-way learning environment where it is easy and flexible for the instructor during a lesson on a just-in-time basis to foster inquiry and problem based active solving approaches.

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The SRS is a web-based application, which lets students use their laptops, and mobile devices that they are familiar with. Students connect through Internet with their iPod Touch, iPhone or their laptop and reply in real time to interactive multiple-choice questions. The results are immediately displayed at a digital blackboard, their laptop or iPhone/iPod Touch.

The activity diagram in figure 4.2 shows system starts from hand held device, iPOD, move to a mobile communication environment, then associate with smart applications, such as Smart board developed by a Canadian company, SmartTech, also associate with web services and finally link to the database systems. Browser is always linked to the general application whenever a request sends to the web services. The teacher may ask many different types of questions, e.g. multiple choice questions, multiple answer questions, questions requiring alphanumeric answers, short and long questions, etc. The teacher may either decide to activate students by asking predefined questions, which in an unbiased way may be answered anonymously by the students in order to avoid biased responses for the audience due to social bindings in the group or other group pressure mechanisms, or the teacher may select a question on-the-fly as a response to the dialogue with the class. The responses are presented through WEB by using an easy accessible, vivid graphical representation in the Smartboard or browser, Figure 4.2, for ease of understanding and clarity. It is possible to store the responses for future discussion sessions, and/or collecting statistics for presentation purposes. The response time and calculation time for the graphical representation is fast in order to offer immediate just-in-time feedback to the questions from the audience.

Figure 4.2 High - level system description of SRS with activity diagram

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5.0Discussionandconclusions

Preliminary results for SRS tests and usage so far At the time of writing, the SRS has been tested on two separate groups of students, as illustrated by the table below. Student group Duration of testing period Number of students 1st-year engineering students 5 weeks 90 1st-year college students 3 weeks 60 For both groups, 2 – two – SRS sessions were held during the course of a lecture (each lecture consisting of two 45-minute classes with a 10 minute break in between).

Methodical best practises Rigorous testing of various methodical approaches is being planned, to see which approach maximizes learning effect. At this stage, no statistically valid results are available from our testing. Based on observations so far, however, on a purely qualitative basis, it appears that the peer instruction approach (in which the students are given time to think through the question before the group discussion) engages the students to a greater extent than going directly into a group discussion before the vote is cast.

Logistical considerations The SRS is designed to be used in large classes, and the server/client infrastructure is vey scalable. However, the simple task of handing out handheld units for hundreds of students can present a logistical challenge. The most efficient way to distribute a large number of handheld units is to have the students pick up a unit as they enter the classroom, and hand it back as they leave the class.

Preliminary user interface The user interface has been continuously improved since its inception, based on feedback from the lecturers who’ve been using the SRS in their classes. To illustrate the process of using the SRS; and the user interface of the SRS itself (the teacher uses a web interface to set up the voting session, whereas the students use a handheld unit, in this case in iPod Touch), a timeline of a typical SRS session is shown in the screenshots below.

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Teacher’s user interface (web browser) Students’ user interface (iPod)

The teacher starts a new vote by selecting the question type and selecting whether the vote should be on a timer

The students type in the designated session code (this code allows parallel voting sessions)

The quiz question is shown to the students

The students discuss between themselves what the correct answer is

The vote is in progress.

The students cast their votes

The countdown is almost complete

The students receive a confirmation that their vote is registered

Once the vote is closed, an histogram of the votes appear.

The handheld units are ready for another vote

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2

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4

5

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The target effects of EduMECCA project are:

• To get deeper professional knowledge, • To have internationally recognized knowledge basis, • To have international recognized pedagogical voting system for welders, • Having greater motivation and interest to be welder • Having efficient learning method for distance learning, • Having increased sense for economic issues related to welding, • Having a new voting system which could be developing for another and different welding processes, • Having basic knowledge which could be on using databases which can be enlarged, on the state of

art. This report describes the national and international level requirements for the market in 4 countries. It also otline userrequirements for developing the Student Response Services.

Database design for the system Figure 5.1 displays an early database system designed for the SRS system. The key components include classes, questions and answers. Also, users’ identities are considered for security reasons.

Figure 5.1. The SRS database management system.

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In the simplest case, all the services are directly accessed via the HTTP protocol. However, mobile devices may have some specific needs. In addition to the appropriate transmission hardware on the university side, it is crucial to support WML and maybe a plain format for SMS texts. Those devices could either directly request their preferred format from each server or need to be routed through a gateway that translates the requests into HTTP. It is hoped that gateways are only a transitional solution and can be omitted at some point in the future. The second part of the proposed system deals with the devices for interaction. The hardware can range from desktop PCs down to minimal mobile devices. The most powerful part is the browser. It is independent from the hardware, and its main task is to browse the services along different links. The browser accepts URLs as input and loads the content from the given location. The returned document is usually formatted in an XML derived format that has been requested by the browser. Inside the document should preferably be a set of further URLs to continue browsing.

Early implementation of voting server As mentioned above, the main interface of the services is implemented in RESTful HTTP. This allows for direct access to resources, supports underlying caching functionality and provides a high extensibility. The four most important methods are GET, PUT, POST and DELETE. As GET is defined as side-effect free, it is easily possible to use existing caching approaches, reducing the overall traffic. In this section, some interface examples are explained on the base of a sequence diagram (fig. 5.2) that describes a minimal voting scenario. The commands in the example are shortened and do not contain the actual data that is transferred. Figure 5.3 shows the voting process from the view of a mobile voting device with a color display. Prior to a lecture, the lecturer creates a set of slides with questions and uploads them to the LMS blackboard and voting server.

Figure5.2SequenceDiagramforaminimalvotingscenariothatshowsthecommunicationbetweendifferentagents.

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Figure5.3CollaborationDiagramfromtheviewofamobileclient.Thesystemisspecificallydesignedtobeextensible.Deployingthesystemcanbedonesubsequently.ThemostlikelystartingpointisanalreadyexistingLMSwithausermanagement.Thisminimalconfigurationcanbeusedwithoutanyadditionalservices. The voting server can be added at any time. The crucial part is to create slides with the correct URLs for voting. The perfect solution would be the use of an XML based slide format that contains the URLs in specific tags. In early stages, a simple somehow tagged URL in the slide body would be enough, as long as the LMS can extract it from the presentation file. Also, it should be possible to send each slide separately on a GET slide call. This way, the LMS server is able to keep track of the current progress of the lecture and can return the correct voting URL on a GET current vote. Each slide may also contain multimedia content, by linking the corresponding URL from the repository. The remaining involved statistics services can be minimal in the first version, simply generating a bar chart from the raw results. In later versions, it should also generate aggregated reports over a complete session or lecture. If the voting is not anonymous, it may also alert the lecturer to initiate additional help to weak students.