current trends in industrial electronics education

IEEE TRANSACTIONS ON INDUSTRIAL ELECTRONICS, VOL. 57, NO. 10, OCTOBER 2010 3245

Current Trends in Industrial Electronics EducationJuan J. Rodriguez-Andina, Senior Member, IEEE, Lus Gomes, Senior Member, IEEE, and

Seta Bogosyan, Senior Member, IEEE

AbstractTechnology development creates many challenges inthe education of industrial-electronics (IE)-related subjects. Atthe same time, it allows new educational paradigms to be imple-mented. The main contribution of this paper is to initiate a discus-sion for the needs and challenges of IE education both at universitylevel and in lifelong learning, in order to meet the requirementsof the emerging technologies of the 21st century. Educationalchallenges and opportunities are first identified and analyzed.Afterward, an overview of state-of-the-art learning methodologiesand tools is presented. New educational paradigms and futuredirections are also identified.

Index TermsCooperative learning, learning systems, lifelonglearning, multidisciplinary education.

I. INTRODUCTION

INDUSTRIAL ELECTRONICS (IE) systems are the centerpiece of all industrial systems, with common applicationsin, but not limited to, robotics, motion control, industrial au-tomation, electrical, hybrid electrical vehicles, or unmannedvehicles. The IE technologies assert themselves not only inthe power electronics, motor drive, microcontroller, or signalconditioning aspects of such systems but also in the sensing,monitoring, diagnostic, control, and communication processesinvolved with such systems and many other industrial practices.The field has certainly moved far beyond traditional electronics,which used to be the final product at one time, and has been thedriving force toward larger scale industrial systems with morerecent extensions in mechatronics and cyberphysical systems.These emerging technologies of the 21st century bring alongthe need for IE engineers who have knowledge and expertisein a plethora of technical areas mentioned earlier. This issue iscurrently well recognized at all educational levels, and despitethe lack of a coordinated educational plan at the moment, thereare considerable efforts to bring IE education even to highschools, i.e., through Project Lead the Way programs and FirstRobot Challenge competitions in the U.S., for example, wherethe students are faced with IE-related challenges for the propercontrol of autonomous robotics systems.

As for the more common arena of IE education, the currenttrend in university education worldwide is the teaching of IEareas in individual courses for each area listed earlier. This

Manuscript received June 18, 2010; accepted June 30, 2010. Date of publi-cation July 8, 2010; date of current version September 10, 2010.

J. J. Rodriguez-Andina is with the Department of Electronic Technology,University of Vigo, 36310 Vigo, Spain (e-mail: [email protected]).

L. Gomes is with the Faculty of Sciences and Technology, UniversidadeNova de Lisboa, 2829-516 Caparica, Portugal, and also with the Center ofTechnology and Systems, UNINOVA, 2829-516 Caparica, Portugal (e-mail:[email protected]).

S. Bogosyan is with the Department of Electrical and Computer Engineering,University of Alaska, Fairbanks, AK 99775-5915 USA (e-mail: [email protected]).

Digital Object Identifier 10.1109/TIE.2010.2057235

approach hardly provides the student with the multidisciplinaryperspective required and demanded by IE systems, where themain issue is the integrated operation of the system, hencecalling for a revised engineering education system that putsIE experts (and not only experts in individual areas) and state-of-the-art specially equipped laboratory facilities into the ser-vice of engineering students to offer a solid understanding ofeach area individually while also providing a strong hands-on perspective for the operation, evaluation, diagnosis, andmaintenance of the integrated system as a whole.

As IE systems gain more and more weight in the emerg-ing technologies of mechatronics and cyberphysical systems,continued education and lifelong learning in IE also gainimportance as many of engineering professionals may not beequipped with a working knowledge of state of the art in IEtechnologies. Due to the predominantly hands-on requirementsof IE, combined with temporal and spatial restrictions asso-ciated with lifelong learning, virtual and particularly remotelaboratories may be regarded as practical solutions to addressthis issue. The problem with this solution appears to be thelack of remote physical labs that can offer the full rangeof experiments provided in an actual lab. Most existing labsstill provide a limited and more of a passive experimentationcapacity via allowing the user to monitor sensor outputs only,or to tweak some system parameters and observe the result.

The main contribution of this paper is to initiate a discussionfor the need and challenges of IE education both at universitylevel and in lifelong learning in order to meet the needs ofthe emerging technologies of the 21st century. Educationalchallenges and opportunities are first identified and analyzed.Afterward, an overview of state-of-the-art learning methodolo-gies and tools is presented. New educational paradigms andfuture directions are also identified.

II. CHALLENGES AND OPPORTUNITIES IN IE EDUCATION

A. Challenges

Significant technological advancements in many areas re-lated to IE are continuously being reported. At the same time,many classical approaches in these areas are still very im-portant in terms of the practical applications where they areadvantageous.

Digital electronic circuits for industrial control are a clear ex-ample of this fact. Given the distributed nature of many currentindustrial control systems [1], different processing structuresmay be used for the different nodes of the same system,according to their requirements. Configurable devices, namely,field-programmable gate arrays (FPGAs), have emerged in thelast years as a very suitable implementation platform in an

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3246 IEEE TRANSACTIONS ON INDUSTRIAL ELECTRONICS, VOL. 57, NO. 10, OCTOBER 2010

increasing number of industrial applications [2], [3]. At thesame time, microcontrollers [4], DSPs [5], and PCs [6] providevery efficient solutions in many cases. Moreover, the resourcesincluded in currently available devices (e.g., peripherals inmicrocontrollers) are very diverse [7].

Another field in which similar overhead of the requirededucational content can be identified is power electronics, giventhe increasing importance of the new concepts associated torenewable energy sources and their integration in transmissiongrids [8], distributed generation [9], microgrids [10], energystorage [11], [12], new converter topologies and control tech-niques for high-power/power-quality applications [13], [14],or, last but not least, hybrid and electric vehicle technology[15], [16].

From an educational point of view, this means that newcontents need continuously to be added to courses, whereasmuch of the existent content still needs to be kept. This has tobe achieved without increasing the (usually very limited) timeavailable. In some cases, this time is being even reduced, likein some European countries, because of the implementation ofthe so-called Bologna process.

In addition, the fast pace at which technological innovationsare being produced implies that engineering education cannotbe restricted to a given period of time, but it extends throughthe whole professional life of engineers, so concepts related tolifelong learning are open for discussion and analysis [17], [18].

Many universities need to adapt to this new (at least for them)scenario, in which students come on an irregular temporalbasis and, in some cases, demand the possibility to access toeducation without the need for being actually present. Specificeducational methodologies and tools are required to efficientlyaddress these issues, taking into account the strong require-ments of engineering education regarding practical experimen-tation. Effective safety and security mechanisms related toremote access to shared resources [19], user authentication(for granting access to sensitive contents such as tests or per-sonal/private records or copyrighted material) [20], protectionagainst manipulation or denial of service attacks [21], etc., needto be implemented.

Another significant challenge of IE education is that manyof the target topics are interdisciplinary. Microsystems [22]and robotics [23] are clear examples of this, but others canbe easily identified, even when dealing with a single tech-nology, as engineering products must not only solve real-lifeproblems but also do it according to realistic constraints suchas economic or environmental [24]. Let us consider the caseof electronic circuits for industrial control [25]. Informationfrom a physical process is first obtained by means of sensors,whose characteristics determine the kind of conditioning cir-cuit required. Analog-to-digital and digital-to-analog interfacesare necessary whenever dealing with analog measurements oractuations, which is the case in many real systems. Processorsare required, having enough computation capabilities, as wellas humanmachine interface, storage, and communication re-sources, to deal with data processing and visualization tasks andalso with storage/transfer of information (e.g., charts, reports,or alarms). For designers to be able to successfully developcomplete electronic control systems, they need to be aware

of many different subjects dealing with physical processes,control theory, and electronics engineering, just to mention thetechnological side of the problem, only.

In order for these challenges to be efficiently addressedwithin the educational process, several requirements have to betaken into account.

1) Cooperative efforts are needed at two levels. On the onehand, instructors from different fields must cooperatein the development of (at least some) course materialsand educational tools [26]. On the other hand, cooper-ation among students to solve practical problems mustbe promoted, including comparative peer analysis [27],highlighting the importance of (and the current need for)teamwork. It has also been proposed that students activelycollaborate among them in various phases of the exami-nation process, by designing exam questions, answeringquestions designed by their peers, and grading answers tothe questions they authored [28].

2) A change of educational paradigm is necessary, from thesituation where the focus is on how well teachers teach(mainly through lectures), to a student-centric approach,where instructors act mainly as facilitators: Once pro-vided with suitable tools, students are responsible to makethe necessary efforts to acquire the target abilities andcompetencies (a somewhat diffuse term demanding clearconceptualization [29]). As a consequence, motivatingthe students becomes one of the fundamental tasks ofeducators [30]. In particular, the materials for coursesto be taught during the initial years of the IE-relateddegrees have to be developed as to make basic science andengineering concepts interesting for students [31], [32],trying to link them to practical problems more directlyrelated with the field of study actually chosen by students[33], [34]. It is also necessary to strengthen the interest ofhigh school students in engineering subjects [35].

Learning objects (modular didactic units, designedfollowing specific learning objectives [36]) are basic el-ements of this new paradigm. Particularly in the caseof lifelong learning, they allow students to adapt thelearning pace to the time they can devote to study. Theavailability of learning object repositories [37] allowsstudents to search for educational contents fitting theirspecific interests.

In this context, project- and problem-based learningmethods have also been proven to be effective in in-creasing the interest of students in subjects, like powerelectronics [38], which they usually considered particu-larly difficult. In these approaches, projects or problemsare proposed in such a way that students need to getacquainted with some important concepts before solvingthem. Problem formulation should be motivating enoughas for students to be really interested in learning therequired concepts on their own.

3) The way in which students, and the education processitself [39], are evaluated needs to be adapted, not onlyto reflect this change of paradigm but also to take into ac-count that, in an increasing number of situations, students

RODRIGUEZ-ANDINA et al.: CURRENT TRENDS IN INDUSTRIAL ELECTRONICS EDUCATION 3247

will not attend lectures, labs, or even tests (rising issuesabout authentication and plagiarism [40]) in person.

4) It is very important that educational tools can be adaptedto the level of knowledge of students so that the sametype of tools can be used through the whole educationalprocess. In this way, students do not need to spend asignificant part of their time focusing on how to usenew educational tools, but on effectively learning theimportant concepts instead. For instance, the combinationof reconfigurable hardware and virtual instruments canprovide significant advantages in this regard [41]. Thishas to be balanced with the need for engineering studentsto become acquainted with the equipment and techniquesused in professional environments.

B. Opportunities

At the same time that technological advancements posesignificant educational challenges, they also enable new moreefficient methodologies and tools to be developed. In additionto this direct positive impact of technology on education, thereare also indirect opportunities for advancement coming fromsocial changes caused by globalization.

Many advantageous features provided by current educationalplatforms are enabled by recent technological developments.

1) The ubiquitous availability of technology allows a moreflexible access to educational content [42], contributing toimprove the efficiency of the learning process. Adaptivelearning environments can be developed, where both stu-dents and teachers can perform individual or collaborativeactivities in different contexts, which can be dynami-cally managed [43]. The concept of m-learning (mobilelearning) arises as a new stage in the development ofdistance learning and e-learning [44], with the added flex-ibility provided by the possibility to access educationalresources from mobile devices. The trend toward sociallearning environments (in analogy with social networks),which should help learners to find the right content andconnect with the right people (where what right meansdepends on the context, the learner, and his/her purpose),is discussed in [45].

2) Widespread access to high-speed Internet connectionsboosted the development of remote laboratories. In IE-related areas (such as control engineering, mechatronics,power electronics, electrical machines and drives, or ro-botics), the cost associated to educational laboratories isusually high, both in terms of setup and of maintenance.In this context, one of the major advantages of remotelaboratories is that they allow resources (and costs) tobe shared among different institutions through off-siteexperimentation. Another evident advantage of remotelabs (in any area) is that they can provide 24/7 accessto experimentation to regular students or lifelong learn-ers. Sharing of resources implies the need for resourcemanagement, in order for exclusive access to only oneactive user at a time to be granted. In many cases, thisis solved by using booking systems, in conjunction with

user authentication and control access techniques [25].Recently, a simpler approach has been proposed, whichcan be used for carrying-out experiments that, oncelaunched, do not require user interaction until the resultsare obtained. The idea is to set up in real time a queue ofrequested experiments, whose results are asynchronouslysent to the students once available [46]. This approachis particularly suitable for short-time experiments, forinstance, electrical measurements in dc-to-dc converters,because students, in fact, hardly realize any delay ingetting the results, even when several users are simulta-neously active.

3) Hardware-in-the-loop (HIL) simulation techniques can beadvantageously applied in project-based learning. In thisway, students can design and test controllers for complexsystems, without the need for accessing the actual plant,which simplifies the educational process and eliminatessafety concerns. For instance, platforms exist that allowa controller, physically implemented in an FPGA, to betested in conjunction with a Matlab/Simulink model ofthe plant, running on a PC. There are also actuator-load emulator-based HIL simulators, as in [47] and [48],capable of providing real-time simulations for any givenmechatronics configuration without the need for the phys-ical system in the lab.

4) Using physics-based simulation and data-driven methodsfor generating realistic animations in computer graphicscan be a very suitable approach to generate learning con-tent [49]. Such systems not only provide an entertainingeducational environment for the programming, modeling,and sensing aspects of IE but also introduce the studentsto the main concept of emerging cyberphysical systemstechnologies.

Globalization has changed advanced societies in manysenses. From an educational point of view, the two main im-plications of these changes are the following.

1) Cooperation among nations (not only in educationalsubjects) is increasingly perceived as a fundamentalneed in many areas. Programs like Erasmus, ErasmusMundus, or ISEP provide an excellent framework for IEstudents to work on M.Sc. projects or Ph.D. thesis inforeign universities. Joint degrees are being developedamong universities from different countries and conti-nents. To highlight only a few initiatives, within theEuropean project PEMCWebLab, a network of remotelaboratories distributed across Europe has been developed[50], a multinational project aimed at better understand-ing the sociotechnical infrastructure required to supportcross-national teaching and learning models is presentedin [51], the issues related to the expansion of GeorgiaTech campus worldwide are reported in [52], and a mul-tilingual remote laboratory platform allowing studentsfrom different countries to gain access to measurementon real instrumentation is described in [53].

2) Education is increasingly perceived as the key aspectfor the integration of groups of people at risk of socialexclusion: disabled people [54][56], unemployed [57],people in underdeveloped regions or countries [58], etc.


III. LEARNING METHODOLOGIES AND TOOLS

A. Advent of New Learning MethodologiesConcepts of learning and teaching appear sometimes mixed,

the common use being mostly based on who is at the center ofthe process: the teacher or the student. In the same direction,it is possible to distinguish between e-learning and e-teachingwhenever information and computer technologies are used [59].

Considering the excellent work of edutainment (EDUca-tion plus enterTAINMENT), available through the short filmTeaching teaching and understanding understanding [60],according to [61], during the last quarter of the 20th century,several paradigm shifts occurred within the learning processes.Roughly, before the 80s, the emphasis was on What studentsare? (leading to answers classifying the students into goodstudents or bad students). Due to the increasing numberof bad students in comparison with the number of goodstudents, the paradigm was changed, and the emphasis becameon What teachers do? (to handle so many bad students inthe university). Considering this attitude, the teacher becomespartly an entertainer, in order to grab students attention. Unfor-tunately, being a good entertainer does not assure at all that thestudents will acquire the expected learning outcomes.

In this sense, a new paradigm appears, emphasizing Whatstudents do? and the student-centric teaching approach. Thisparadigm shift is in line with lifelong learning as well.

On the other hand, continuing to have as reference the worksfrom John Biggs [61], the three levels of thinking about teach-ing were identified. Level-one teachers are associated withgood studentbad student dichotomy, present when usingthe what students are? attitude; this is also known as theblame the students approach to teaching. Similarly, consider-ing the what teachers do? question, one will find the goodteacherbad teacher dichotomy, also known as the blamethe teachers approach. A level-two teacher can emphasize theentertainer aspect of teaching at different levels, but in the end,this usually results in passive students. To get students activelyinvolved in the learning process, it is necessary to emphasizethe what students do? question. This is related with the level-three teacher, who is more concerned with the learning outcomeof the teaching process, through systematic observation of whatthe student does before, during, and after teaching.

Complementing the referred shifts in terms of the learningmethodology paradigms, a similar shift arises in terms of thekinds of tools and techniques that are available to support thosenew learning methodologies. As a matter of fact, as pointedout earlier in [62], it seems that the development of modelsof learning has historically coincided with new technologicaldevelopments.

In this sense, availability of computer-based learning en-vironments has been supporting methodology paradigm shiftand changing the traditional roles for teachers and for stu-dents. Instead of being sole orators, teachers need to focuson students guidance of their learning and become organizersof the learning activities. Instead of focusing their activity ongrading students, teachers need to prepare and to be preparedfor student-based learning, allowing interaction and flexiblelearning [63].

B. Role of Project- and Problem-Based LearningBeing good representatives of new emergent pedagogic at-

titudes that have been increasingly used in engineering educa-tion, it is important to mention project-based learning [64] andproblem-based learning [65]. These methodologies also supportcollaborative work, as in [66], contributing to put the student inthe center of its own learning process.

Within IE education, as well as in engineering educationin general, the role of project- and problem-based learningcould be particularly important, as these methods contributeto emphasize the usage of a set of theories to a specificapplication to be solved, which is the main motivation for en-gineering work.

C. Role of LMS and CMSComputer-based learning environments group several types

of solutions. Among them, learning management systems(LMS) and content management systems (CMS) have beenwidely used to support new learning methodologies and ped-agogic experiments.

LMS and CMS integrate a set of tools allowing severaltypes of interaction: one-to-one communication, one-to-manycommunication, many-to-one communication, and many-to-many communication. Any of these communication patternswould impose a decrease in face-to-face activities, which long-term consequences are still not completely clear.

Computer-mediated learning tools, through LMS and CMSplatforms, become a support for interaction, where infor-mation and computer technologies mediate communicationbetween individuals or groups of individuals, allowingcomputer-supported cooperative/collaborative work [67]. Ac-cording to [68], Cooperative work is accomplished by thedivision of labor among participants, as an activity where eachperson is responsible for a portion of the problem solving . . .,and collaboration focus on mutual engagement of participantsin a coordinated effort to solve the problem together. Differen-tiation between cooperation and collaboration is on the role andtype of participation of individuals in the activity.

New ways of interacting are available within LMS and CMS.One example is the possibility to create forums for discussionaround a specific subject. Other examples are e-mails, chats,blogs, and wikis. On the other hand, several types of devices foruser interfaces are available, including fixed, mobile, and ubiq-uitous. These lead to a decentralized and asynchronous interac-tion among all participants in the learning process (teachers andlearners). Even with current unknown impact within regularengineering courses delivered by academia, the impact withinlifelong learning activities looks very promising.

Expandability is also a key feature of current LMS and CMS,normally supported by metadata characterization and standardsfor interoperability, as SCORMShareable Content ObjectReference Model, and IEEE-1484 Learning Objects Metadata(IEEE LOM). Use of such kind of standards allows differenttypes of resources and materials to be integrated and differenttypes of media to be supported, including CD-ROMs, DVDs,and online delivery using Web servers and browsers.


One key aspect that is expected to be emphasized in LMSand CMS platforms is the adaptability to the learner profile andneeds. This is particularly sensitive when considering lifelongeducation, where background of learners could be diverse andthe LMS should provide some built-in (and invisible) guidanceto assure a fast and secure path to achieve the new learninggoals, considering initial skills of the learner. This goal is as-sured through the integration of a tutorial system that will guidethe learner along the process as a consequence of previousachievements [69].

D. Role of ExperimentationUnsurprisingly, no controversy arises if considering that

engineering education strongly relies on experimentation.Hands-on laboratories are the traditional form to support

experimentation, requiring, most of the time, step-by-step guid-ance by the teacher, in order to avoid damage to the learneras well as malfunctions or damage to the equipment involved.However, hands-on labs are also associated to high costs. Thisis one reason to consider some alternatives to hands-on labs, assimulation and remote labs. Each type of lab has firm advocatesand detractors, as referred to in a recent literature survey [70],which also provides comprehensive discussions on the pros andcons of the different types of labs.

A balanced education curriculum in engineering needs to of-fer a reasonable blend of physical experiments and simulationsto provide students with a good understanding of the physicallaws and hands-on familiarity with analysis/design procedures.

The combined use of e-learning environments integratingremote, virtual (simulation-based), and hybrid laboratories isencountered nowadays in a notable variety of multidisciplinaryapplications, namely, within IE-related areas. An example fromthe basic electronics and digital systems, illustrating the formaldichotomy between physical experimentation and simulation,can be found in [71]. Other relevant examples illustratingbenefits of hybrid laboratories can be found in [72] for a virtualnetworking laboratory and in [73] for a control laboratory.

Considering different constraints and goals, physical experi-mentation and simulation can both contribute for a balanced IEengineering education curriculum and can both be integratedwithin the same computer-based environment, the e-learningmanagement system.

In the following sections, special attention is devoted to thepotential contributions of remote labs and simulation-basedenvironments.

E. Role of Remote LabsRemote laboratories can provide remote access to experi-

ments (either physical or simulation) and can allow learners tohave access to experiments without time and location restric-tions, providing the necessary guidance and assuring a safe andsecure operation for both the equipment and staff in charge.

Recent state-of-the-art papers [19], [74] provide an updateddiscussion associated with remote labs. Several recent booksalso provide a systematic view to the area emphasizing theremote access to experimentation [75][77].

Complementary to the usage of the remote labs, it is alsoimportant to address their development and technologies usedfor their implementation, as the lack of proper software designdegrades their quality, usefulness, and impact within the learn-ing processes. An updated overview of available technologiessupporting client/server architectures is available in [78]. Thisis an area where evolution on Web technologies will directlybenefit effectiveness and robustness of remote laboratories.Among them, it is worth to mention the potential impact fromdevelopments associated with video conferencing for smallgroups allowing replication of physical laboratory constraintseven if the learners are at different locations having access tothe same remote laboratory.

F. Role of SimulationVirtual laboratories, based on simulators, can be accessed

locally or remotely, isolated or integrated in e-learning man-agement systems. Simulators are often seen as practical andaffordable alternatives to physical experimentation, addressingthe same kind of problems and concerns related to physicalexperimentation.

Being dependent on models, the accuracy of the result fromthe simulator is associated with the accuracy of the model.This is a major concern when dealing with virtual laboratories.However, models with adequate level of accuracy are normallyavailable to almost all systems and devices of interest within IEengineering education. One example of a very successful case isdescribed in [79], in the area of digital systems, where simula-tors are used to support virtual experimentation at introductorydigital systems, as well as introductory microprocessor systemscourses. Another successful example is presented in [80], wherethe integration of virtual labs (as well as remote labs) withe-learning management systems is achieved.

Even for theories with some complexity, simulators can fillthe gap between practice and theory. Using simple applicationswith animations of the system or integration of these ingredi-ents to develop educational games is a common practice withsuccessful results [81]. In some areas, integration of 2-D and3-D modeler applications provides additional insights and avery effective support for the learner to successfully fill the gapbetween the models and reality. This is the case for robotics andmanufacturing systems, where full integration of CAD systemscan visualize robot arm animation as in [82], as well as advanceproblems, allowing detection of collisions and other mechanicalproblems.

G. Success Cases

This section is intended to refer to some reference sitesdelivering e-courses for engineering. As the number of goodreferences is tremendously large, only a very few examples willbe provided, having the focus on sites that emphasize the roleof experimentation, either physical hands-on or simulated labenvironments using remote or local access, in IE-related areas.

The Virtual Instrument Systems in Reality (VISIR) initiativeis an open-source software initiative for distributed onlinelaboratories [83], [84] at Blekinge Institute of Technology,


Sweden, providing remote access to online lab workbenchescontaining an experiment connected to specific lab instrumentslike oscilloscopes, multimeters, power supplies, and waveformgenerators. A relay switching matrix is remotely controlled toproperly set up the experiments. The components are displayedon the client Web browser close to a virtual breadboard wherethe student draws the desired circuit. VISIR recommends us-age of Interchangeable Virtual Instrument, a de facto standardsupported by the IVI Foundation [85], and hardware platformssuch as PXI (PCI eXtensions for Instrumentation) [86] and LXI(LAN eXtensions for Instrumentation) [87]. The IVI standardsdefine open driver architectures, a set of instrument classes, andshared software components.

Presentation of a second example of a remote laboratory fullyintegrated with an e-learning management system (Moodle),using booking system to avoid collisions when accessing theremote lab and with several simulators, can be found in [88].The learner may remotely exercise the experiment while gettingvisual feedback through a Web cam, as well as numerical andgraphical output information on the results of the experiment(which can also be received by e-mail).

IV. CONCLUSION

This paper has aimed to initiate a discussion for novelapproaches and methodologies in IE education due to the ubiq-uitous use of the related technologies in almost all industrialpractices, as well as its significance for emerging technologiessuch as mechatronics or cyberphysical systems.

The discussion draws attention to the interdisciplinary andmultidisciplinary nature of the field which is the main rea-son underlying the need for a modified engineering educa-tion approach that addresses the requirement in a concurrentmanner, as required by the systems in consideration, whetherrobotics, automotive, or factory automation ones. The commonapproach taken to address this need currently is via individualcourselab combinations that educate the students on individualIE components, which rarely exposes them to the involvedtheory and practice in a concurrent manner. This paper hasdiscussed possible methodologies to be adapted by teachersin the preparation of the IE courses as well as those to beimplemented in class (on-site or remotely) for effective learningin IE. The multidisciplinary nature of the field calls for ampleteamwork both from teachers and students perspective morethan any other engineering field has ever needed. The constantchanges and emerging technologies, which build on IE, alsocall for lifelong learning, bringing along the need for remotelyaccessible virtual and physical experimentation platforms aswell as Web-based courses and forums among professionals fortheir development in the face of temporal and spatial limitationsof professional life.

This paper has provided a concise discussion of recent lit-erature on IE applications, as well as interesting and effectiveeducational efforts in support of IE. With the discussion of thisindividual and yet effective activities, authors aim to initiateideas for a modified, well-structured, and coordinated engineer-ing education methodology that can address the needs of IEeducation adequately and contribute to the development of a

strong IE engineering workforce equipped with all the toolsrequired to take IE-related technologies far and beyond wherethey already are.

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Juan J. Rodriguez-Andina (M00SM04) re-ceived the M.Sc. degree in electrical engineeringfrom the Polytechnic University of Madrid, Madrid,Spain, in 1990 and the Ph.D. degree (with honors) inelectrical engineering from the University of Vigo,Vigo, Spain, in 1996.

He is currently an Associate Professor with theDepartment of Electronic Technology, University ofVigo. He has authored over 100 journal and con-ference papers and is the holder of several Spanish,European, and U.S. patents. His research interests in-

clude implementation of complex processing algorithms in field-programmablegate arrays and concurrent testing of complex systems, from digital to industrialelectronics.

Dr. Rodriguez-Andina is currently a member of the Administrative Com-mittee (AdCom) of the IEEE Industrial Electronics Society (IES) and theChair of the IES Technical Committee on Education in Engineering andIndustrial Technologies. He currently serves as an Associate Editor for the IEEETRANSACTIONS ON INDUSTRIAL ELECTRONICS and the IEEE INDUSTRIALELECTRONICS MAGAZINE and has been serving IEEE conferences in differentpositions, including General Chair for the 2007 IEEE International Symposiumon Industrial Electronics (ISIE2007) and for the 3rd and 4th IEEE Interna-tional Conference on E-Learning in Industrial Electronics (ICELIE2009 andICELIE2010).

Lus Gomes (M96SM06) received the Elec-trotech. Eng. degree from the Universidade Tcnicade Lisboa, Lisbon, Portugal, in 1981 and the Ph.D.degree in digital systems from the UniversidadeNova de Lisboa, Caparica, Portugal, in 1997.

From 1984 to 1987, he was with EID, a Portuguesemedium enterprise, in the area of electronic systemdesign, in the R&D engineering department. He iscurrently a Professor with the Electrical EngineeringDepartment, Faculty of Sciences and Technology,Universidade Nova de Lisboa, and a Researcher with

UNINOVA, Caparica. He is the author of more than 100 papers published injournals, books, and conference proceedings. He was a Coeditor of the booksHardware Design and Petri Nets (Kluwer, Boston, MA, 2000), Advanceson remote laboratories and e-learning experiences (University of Deusto,2007), and Behavioral Modeling for Embedded Systems and Technologies:Applications for Design and Implementation (IGI Global, 2009). His mainresearch interests include the usage of formal methods, like Petri nets andother concurrence models, applied to reconfigurable and embedded systemscodesign.

Dr. Gomes has been serving in different roles for the organization ofconferences, namely, as General Cochair for the 2nd and 3rd IEEE Interna-tional Conference on E-Learning in Industrial Electronics (ICELIE2008 andICELIE2009) and the 2nd and 3rd International Symposium on IndustrialEmbedded Systems (SIES2007 and SIES2008), among other events.

Seta Bogosyan (M95SM06) received the B.Sc.,M.Sc., and Ph.D. degrees in electrical and con-trol engineering from Istanbul Technical University,Istanbul, Turkey, in 1981, 1983, and 1991, respec-tively. She conducted the Ph.D. degree studies at theCenter for Robotics, University of California, SantaBarbara.

Between 1987 and 1991, she was a Researcher andLecturer with the Center for Robotics, University ofCalifornia, Santa Barbara. Between 1992 and 2003,she was an Associate Professor with Istanbul Tech-

nical University. She is currently a Professor with the Department of Electricaland Computer Engineering, University of Alaska, Fairbanks. She has servedas the Principal Investigator in several National Science Foundation, NorthAtlantic Treaty Organization, National Aeronautics and Space Administration,and California Energy Commission grants. She has authored over 90 journaland conference publications and a book on modeling and control of inductionmotors. Her research interests are nonlinear control and estimation techniquesfor electromechanical systems with applications in direct-drive systems, sen-sorless control of induction motors, high-efficiency control of hybrid electricalvehicles, and cyberphysical systems, such as bilateral robotics and intelligenttransportation systems.

Dr. Bogosyan is a member of the Industrial Electronics Society (IES)Technical Committee on Education in Engineering and Industrial Technologiesand Technical Committee on Motion Control and serving as General Cochairof the International Conference on Mechatronics (ICM 2011). She is currentlyan Associate Editor of the International Journal of Intelligent Automation andSoft Computing, IEEE TRANSACTIONS ON INDUSTRIAL ELECTRONICS, andIEEE Industrial Electronics Magazine.

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