CP debugging needs and tools

Conventional programming techniques are not well suited for solving many highly combinatorial industrial problems, like scheduling, decision making, resource allocation or planning. Constraint Programming (CP), an emerging software technology, offers an original approach allowing for efficient and flexible solving of complex problems, through combined implementation of various constraint solvers and expert heuristics. Its applications are increasingly elded in various industries.

TELMA: Technology enhanced learning environment for minimally invasive surgery

Background: Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. Methodology: The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Results: Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. Conclusion: The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment.

Initiatives and facilities for E&T in the nuclear science and technology master at UPM

The present Master/Doctorate in Nuclear Science and Technology programme implemented in the Department of Nuclear Engineering of the Universidad Politécnica de Madrid (NED-UPM) has the excellence qualification by the Spanish Ministry of Education. One of the main of this programme is the training for the development of methodologies of simulation, design and advanced analysis, including experimental tools, necessary in research and in professional work in the nuclear field.

The history of technology in education. A comparative study and forecast

Area, launched in 1999 with the Bologna Declaration, has bestowed such a magnitude and unprecedented agility to the transformation process undertaken by European universities. However, the change has been more profound and drastic with regards to the use of new technologies both inside and outside the classroom. This article focuses on the study and analysis of the technology’s history within the university education and its impact on teachers, students and teaching methods. All the elements that have been significant and innovative throughout the history inside the teaching process have been analyzed, from the use of blackboard and chalk during lectures, the use of slide projectors and transparent slides, to the use of electronic whiteboards and Internet nowadays. The study is complemented with two types of surveys that have been performed among teachers and students during the school years 1999 - 2011 in the School of Civil Engineering at the Polytechnic University of Madrid. The pros and cons of each of the techniques and methodologies used in the learning process over the last decades are described, unfolding how they have affected the teacher, who has evolved from writing on a whiteboard to project onto a screen, the student, who has evolved from taking handwritten notes to download information or search the Internet, and the educational process, that has evolved from the lecture to acollaborative learning and project-based learning. It is unknown how the process of learning will evolve in the future, but we do know the consequences that some of the multimedia technologies are having on teachers, students and the learning process. It is our goal as teachers to keep ourselves up to date, in order to offer the student adequate technical content, while providing proper motivation through the use of new technologies. The study provides a forecast in the evolution of multimedia within the classroom and the renewal of the education process, which in our view, will set the basis for future learning process within the context of this new interactive era.

Traditional education vs modern education. What is the impact of teaching techniques' evolution on students learning process?

The main objective of this article is to focus on the analysis of teaching techniques, ranging from the use of the blackboard and chalk in old traditional classes, using slides and overhead projectors in the eighties and use of presentation software in the nineties, to the video, electronic board and network resources nowadays. Furthermore, all the aforementioned, is viewed under the different mentalities in which the teacher conditions the student using the new teaching technique, improving soft skills but maybe leading either to encouragement or disinterest, and including the lack of educational knowledge consolidation at scientific, technology and specific levels. In the same way, we study the process of adaptation required for teachers, the differences in the processes of information transfer and education towards the student, and even the existence of teachers who are not any longer appealed by their work due which has become much simpler due to new technologies and the greater ease in the development of classes due to the criteria described on the new Grade Programs adopted by the European Higher Education Area. Moreover, it is also intended to understand the evolution of students’ profiles, from the eighties to present time, in order to understand certain attitudes, behaviours, accomplishments and acknowledgements acquired over the semesters within the degree Programs. As an Educational Innovation Group, another key question also arises. What will be the learning techniques in the future?. How these evolving matters will affect both positively and negatively on the mentality, attitude, behaviour, learning, achievement of goals and satisfaction levels of all elements involved in universities’ education? Clearly, this evolution from chalk to the electronic board, the three-dimensional view of our works and their sequence, greatly facilitates the understanding and adaptation later on to the business world, but does not answer to the unknowns regarding the knowledge and the full development of achievement’s indicators in basic skills of a degree. This is the underlying question which steers the roots of the presented research.

Integration of cooperation for development in Survey Engineering curricula at the European Higher Education Area (EHEA) framework

Survey Engineering curricula involves the integration of many formal disciplines at a high level of proficiency. The Escuela de Ingenieros en Topografía, Cartografía y Geodesia at Universidad Politécnica de Madrid (Survey Engineering) has developed an intense and deep teaching on so-called Applied Land Sciences and Technologies or Land Engineering. However, new approaches are encouraged by the European Higher Education Area (EHEA). This fact requires a review of traditional teaching and methods. Furthermore, the new globalization and international approach gives new ways to this discipline to teach and learn about how to bridge gap between cultures and regions. This work is based in two main needs. On one hand, it is based on integration of basic knowledge and disciplines involved in typical Survey Engineering within Land Management. On the other, there is an urgent need to consider territory on a social and ethical basis, as far as a part of the society, culture, idiosyncrasy or economy. The integration of appropriate knowledge of the Land Management is typically dominated by civil engineers and urban planners. It would be very possible to integrate Survey Engineering and Cooperation for Development in the framework of Land Management disciplines. Cooperation for Development is a concept that has changed since beginning of its use until now. Development projects leave an impact on society in response to their beneficiaries and are directed towards self-sustainability. Furthermore, it is the true bridge to reduce gap between societies when differences are immeasurable. The concept of development has also been changing and nowadays it is not a purely economic concept. Education, science and technology are increasingly taking a larger role in what is meant by development. Moreover, it is commonly accepted that Universities should transfer knowledge to society, and the transfer of knowledge should be open to countries most in need for developing. If the importance of the country development is given by education, science and technology, knowledge transfer would be one of the most clear of ways of Cooperation for Development. Therefore, university cooperation is one of the most powerful tools to achieve it, placing universities as agents of development. In Spain, the role of universities as agents of development and cooperation has been largely strengthened. All about this work deals to how to implement both Cooperation for Development and Land Management within Survey Engineering at the EHEA framework.

Repercusión y análisis de las nuevas tecnologías en el entorno educativo del siglo XXI

Desde que se implantó la Sociedad de la Información, educadores e investigadores de todo el mundo han discutido y reflexionado sobre temáticas acerca de cómo deben ser usadas las Tecnologías de la Información y la Comunicación (TIC) para apoyar los aprendizajes, y cómo estas herramientas pueden ser útiles para mejorar los resultados académicos. Vivimos en una sociedad dinámica, sujeta a continuos cambios que afectan a cada una de los sectores de nuestra vida. El auge de las TIC ha transformado nuestro modo de pensar, de relacionarnos e incluso la manera de enseñar y de aprender. De ahí que la incorporación de las TIC a la sociedad en general y, de forma específica, al mundo de la educación se perciba hoy, como una realidad cada vez más consolidada y también como una necesidad. Por eso, este trabajo tiene como objetivo fundamental la evaluación de la implantación y el desarrollo que la educación y las TIC han tenido desde comienzos del siglo XXI hasta nuestros días. Este trabajo se dividirá en dos partes diferenciadas y complementarias. En una primera sección se presenta el marco teórico de los pilares fundamentales que sustentan la interacción entre educación y nuevas tecnologías y lo que ello conlleva. Un segundo apartado presenta el diseño metodológico de la investigación y los resultados alcanzados al aplicar instrumentos de evaluación en un centro escolar y su posterior análisis e interpretación de los resultados en referencia al impacto de las nuevas tecnologías en las aulas. ABSTRACT Since Information Society was introduced, educators and researchers from around the world have discussed and have reflected on issues about how the Information Technology and Communication (ICT) must be used to support learning, and how these tools can be useful for improving academic outcomes. We live in a dynamic society that is subject to continuous changes affecting every sector of our life. The growth of ICT has transformed the way we think and interact and even the way of teaching and learning. Hence, the incorporation of ICT in society in general and, specifically, in the world of education today is perceived as an increasingly consolidated reality and also as a necessity. Therefore, this work has as main objective the evaluation of the implementation and the development that education and ICT have had since the beginning of the XXI century to today. This work is divided into two distinct and complementary parts. The first section presents the theoretical framework of the pillars that support the interaction between education and new technology and what it entails. The second section presents the methodology of the research and results achieved by applying assessment instruments in a school and its subsequent analysis and interpretation of the results concerning to the impact of new technologies in the classrooms.

Core physics and safety analysis of Generation-IV Sodium Fast Reactors using existing and newly developed computational tools

El futuro de la energía nuclear de fisión dependerá, entre otros factores, de la capacidad que las nuevas tecnologías demuestren para solventar los principales retos a largo plazo que se plantean. Los principales retos se pueden resumir en los siguientes aspectos: la capacidad de proporcionar una solución final, segura y fiable a los residuos radiactivos; así como dar solución a la limitación de recursos naturales necesarios para alimentar los reactores nucleares; y por último, una mejora robusta en la seguridad de las centrales que en definitiva evite cualquier daño potencial tanto en la población como en el medio ambiente como consecuencia de cualquier escenario imaginable o más allá de lo imaginable. Siguiendo estas motivaciones, la Generación IV de reactores nucleares surge con el compromiso de proporcionar electricidad de forma sostenible, segura, económica y evitando la proliferación de material fisible. Entre los sistemas conceptuales que se consideran para la Gen IV, los reactores rápidos destacan por su capacidad potencial de transmutar actínidos a la vez que permiten una utilización óptima de los recursos naturales. Entre los refrigerantes que se plantean, el sodio parece una de las soluciones más prometedoras. Como consecuencia, esta tesis surgió dentro del marco del proyecto europeo CP-ESFR con el principal objetivo de evaluar la física de núcleo y seguridad de los reactores rápidos refrigerados por sodio, al tiempo que se desarrollaron herramientas apropiadas para dichos análisis. Efectivamente, en una primera parte de la tesis, se abarca el estudio de la física del núcleo de un reactor rápido representativo, incluyendo el análisis detallado de la capacidad de transmutar actínidos minoritarios. Como resultado de dichos análisis, se publicó un artículo en la revista Annals of Nuclear Energy [96]. Por otra parte, a través de un análisis de un hipotético escenario nuclear español, se evalúo la disponibilidad de recursos naturales necesarios en el caso particular de España para alimentar una flota específica de reactores rápidos, siguiendo varios escenarios de demanda, y teniendo en cuenta la capacidad de reproducción de plutonio que tienen estos sistemas. Como resultado de este trabajo también surgió una publicación en otra revista científica de prestigio internacional como es Energy Conversion and Management [97]. Con objeto de realizar esos y otros análisis, se desarrollaron diversos modelos del núcleo del ESFR siguiendo varias configuraciones, y para diferentes códigos. Por otro lado, con objeto de poder realizar análisis de seguridad de reactores rápidos, son necesarias herramientas multidimensionales de alta fidelidad específicas para reactores rápidos. Dichas herramientas deben integrar fenómenos relacionados con la neutrónica y con la termo-hidráulica, entre otros, mediante una aproximación multi-física. Siguiendo este objetivo, se evalúo el código de difusión neutrónica ANDES para su aplicación a reactores rápidos. ANDES es un código de resolución nodal que se encuentra implementado dentro del sistema COBAYA3 y está basado en el método ACMFD. Por lo tanto, el método ACMFD fue sometido a una revisión en profundidad para evaluar su aptitud para la aplicación a reactores rápidos. Durante ese proceso, se identificaron determinadas limitaciones que se discutirán a lo largo de este trabajo, junto con los desarrollos que se han elaborado e implementado para la resolución de dichas dificultades. Por otra parte, se desarrolló satisfactoriamente el acomplamiento del código neutrónico ANDES con un código termo-hidráulico de subcanales llamado SUBCHANFLOW, desarrollado recientemente en el KIT. Como conclusión de esta parte, todos los desarrollos implementados son evaluados y verificados. En paralelo con esos desarrollos, se calcularon para el núcleo del ESFR las secciones eficaces en multigrupos homogeneizadas a nivel nodal, así como otros parámetros neutrónicos, mediante los códigos ERANOS, primero, y SERPENT, después. Dichos parámetros se utilizaron más adelante para realizar cálculos estacionarios con ANDES. Además, como consecuencia de la contribución de la UPM al paquete de seguridad del proyecto CP-ESFR, se calcularon mediante el código SERPENT los parámetros de cinética puntual que se necesitan introducir en los típicos códigos termo-hidráulicos de planta, para estudios de seguridad. En concreto, dichos parámetros sirvieron para el análisis del impacto que tienen los actínidos minoritarios en el comportamiento de transitorios. Concluyendo, la tesis presenta una aproximación sistemática y multidisciplinar aplicada al análisis de seguridad y comportamiento neutrónico de los reactores rápidos de sodio de la Gen-IV, usando herramientas de cálculo existentes y recién desarrolladas ad' hoc para tal aplicación. Se ha empleado una cantidad importante de tiempo en identificar limitaciones de los métodos nodales analíticos en su aplicación en multigrupos a reactores rápidos, y se proponen interesantes soluciones para abordarlas. ABSTRACT The future of nuclear reactors will depend, among other aspects, on the capability to solve the long-term challenges linked to this technology. These are the capability to provide a definite, safe and reliable solution to the nuclear wastes; the limitation of natural resources, needed to fuel the reactors; and last but not least, the improved safety, which would avoid any potential damage on the public and or environment as a consequence of any imaginable and beyond imaginable circumstance. Following these motivations, the IV Generation of nuclear reactors arises, with the aim to provide sustainable, safe, economic and proliferationresistant electricity. Among the systems considered for the Gen IV, fast reactors have a representative role thanks to their potential capacity to transmute actinides together with the optimal usage of natural resources, being the sodium fast reactors the most promising concept. As a consequence, this thesis was born in the framework of the CP-ESFR project with the generic aim of evaluating the core physics and safety of sodium fast reactors, as well as the development of the approppriated tools to perform such analyses. Indeed, in a first part of this thesis work, the main core physics of the representative sodium fast reactor are assessed, including a detailed analysis of the capability to transmute minor actinides. A part of the results obtained have been published in Annals of Nuclear Energy [96]. Moreover, by means of the analysis of a hypothetical Spanish nuclear scenario, the availability of natural resources required to deploy an specific fleet of fast reactor is assessed, taking into account the breeding properties of such systems. This work also led to a publication in Energy Conversion and Management [97]. In order to perform those and other analyses, several models of the ESFR core were created for different codes. On the other hand, in order to perform safety studies of sodium fast reactors, high fidelity multidimensional analysis tools for sodium fast reactors are required. Such tools should integrate neutronic and thermal-hydraulic phenomena in a multi-physics approach. Following this motivation, the neutron diffusion code ANDES is assessed for sodium fast reactor applications. ANDES is the nodal solver implemented inside the multigroup pin-by-pin diffusion COBAYA3 code, and is based on the analytical method ACMFD. Thus, the ACMFD was verified for SFR applications and while doing so, some limitations were encountered, which are discussed through this work. In order to solve those, some new developments are proposed and implemented in ANDES. Moreover, the code was satisfactorily coupled with the thermal-hydraulic code SUBCHANFLOW, recently developed at KIT. Finally, the different implementations are verified. In addition to those developments, the node homogenized multigroup cross sections and other neutron parameters were obtained for the ESFR core using ERANOS and SERPENT codes, and employed afterwards by ANDES to perform steady state calculations. Moreover, as a result of the UPM contribution to the safety package of the CP-ESFR project, the point kinetic parameters required by the typical plant thermal-hydraulic codes were computed for the ESFR core using SERPENT, which final aim was the assessment of the impact of minor actinides in transient behaviour. All in all, the thesis provides a systematic and multi-purpose approach applied to the assessment of safety and performance parameters of Generation-IV SFR, using existing and newly developed analytical tools. An important amount of time was employed in identifying the limitations that the analytical nodal diffusion methods present when applied to fast reactors following a multigroup approach, and interesting solutions are proposed in order to overcome them.

Programming assignments automatic grading: review of tools and implementations

Automatic grading of programming assignments is an important topic in academic research. It aims at improving the level of feedback given to students and optimizing the professor time. Several researches have reported the development of software tools to support this process. Then, it is helpfulto get a quickly and good sight about their key features. This paper reviews an ample set of tools forautomatic grading of programming assignments. They are divided in those most important mature tools, which have remarkable features; and those built recently, with new features. The review includes the definition and description of key features e.g. supported languages, used technology, infrastructure, etc. The two kinds of tools allow making a temporal comparative analysis. This analysis infrastructure, etc. The two kinds of tools allow making a temporal comparative analysis. This analysis shows good improvements in this research field, these include security, more language support, plagiarism detection, etc. On the other hand, the lack of a grading model for assignments is identified as an important gap in the reviewed tools. Thus, a characterization of evaluation metrics to grade programming assignments is provided as first step to get a model. Finally new paths in this research field are proposed.

A model-driven approach to teaching concurrency

We present an undergraduate course on concurrent programming where formal models are used in different stages of the learning process. The main practical difference with other approaches lies in the fact that the ability to develop correct concurrent software relies on a systematic transformation of formal models of inter-process interaction (so called shared resources), rather than on the specific constructs of some programming language. Using a resource-centric rather than a language-centric approach has some benefits for both teachers and students. Besides the obvious advantage of being independent of the programming language, the models help in the early validation of concurrent software design, provide students and teachers with a lingua franca that greatly simplifies communication at the classroom and during supervision, and help in the automatic generation of tests for the practical assignments. This method has been in use, with slight variations, for some 15 years, surviving changes in the programming language and course length. In this article, we describe the components and structure of the current incarnation of the course?which uses Java as target language?and some tools used to support our method. We provide a detailed description of the different outcomes that the model-driven approach delivers (validation of the initial design, automatic generation of tests, and mechanical generation of code) from a teaching perspective. A critical discussion on the perceived advantages and risks of our approach follows, including some proposals on how these risks can be minimized. We include a statistical analysis to show that our method has a positive impact in the student ability to understand concurrency and to generate correct code.

Teaching automatic control in non-specialist engineering schools

Automatic Control Teaching in the new degree syllabus has reduced both, its contents and its implementation course, with regard to traditional engineering careers. On the other hand, where the qualification is not considered as automatic control specialist, it is required an adapted methodology to provide the minimum contents that the student needs to assimilate, even in the case that students do not perceive these contents as the most important in their future career. In this paper we present the contents of a small automatic course taught Naval Architecture and Marine Engineering Degrees at the School of Naval Engineering of the Polytechnic University of Madrid. We have included the contents covered using the proposed methodology which is based on practical work after lectures. Firstly, the students performed exercises by hand. Secondly, they solve the exercises using informatics support tools, and finally, they validate their previous results and their knowledge in the laboratory platforms.

Using Knowledge Modelling Tools for Agent-Based Systems: The Experience of KSM

The aim of this chapter is to discuss the applicability of recently proposed knowledge modelling tools to the development of agent-based systems. The discussion is derived from the real world experience of a particular software tool called KSM (Knowledge Structure Manager). The chapter provides details about this tool and then proceeds to show in which forms the software may be used to support the development of agent-based systems. Two multiagent systems, one in the field of telecommunications management and the other one in the field of flood control, are described. Conclusions about these studies are presented, summarizing the main contributions that knowledge modelling tools can bring to the development of agent-based systems.

Teaching and evaluating mechanical vibrations with Matlab®

The study of the response of mechanical systems to external excitations, even in the simplest cases, involves solving second-order ordinary differential equations or systems thereof. Finding the natural frequencies of a system and understanding the effect of variations of the excitation frequencies on the response of the system are essential when designing mechanisms [1] and structures [2]. However, faced with the mathematical complexity of the problem, students tend to focus on the mathematical resolution rather than on the interpretation of the results. To overcome this difficulty, once the general theoretical problem and its solution through the state space [3] have been presented, Matlab®[4] and Simulink®[5] are used to simulate specific situations. Without them, the discussion of the effect of slight variations in input variables on the outcome of the model becomes burdensome due to the excessive calculation time required. Conversely, with the help of those simulation tools, students can easily reach practical conclusions and their evaluation can be based on their interpretation of results and not on their mathematical skills

Nuevos métodos y herramientas para la creación y utilización de recursos multimedia en la educación

La educación y los entornos educativos están en constante evolución. Tanto alumnos como educadores cambian de hábitos, de maneras de aprender, de gustos, de dispositivos que manejan y de aplicaciones que usan regularmente entre otras cosas. Todos estos cambios vienen acompañados y fomentados en gran medida por la evolución paralela que experimenta la tecnología, tanto software en los programas utilizados, como hardware en los dispositivos y capacidades de éstos. La educación debe también adaptarse a estos cambios, tanto personales como tecnológicos y sacar el mayor provecho de ellos. El uso de Sistemas de Gestión del Aprendizaje está muy extendido en todos los centros educativos. Estos sistemas poseen un gran número de características y funcionalidades que permiten desde la aplicación de un modelo didáctico totalmente tradicional en el que el profesor imparte un contenido y los alumnos lo reciben a uno totalmente innovador en el que ocurren procesos totalmente diferentes. Por otro lado, el potencial que ofrecen los recursos multimedia no ha sido completamente aprovechado en la educación y supone una gran oportunidad. Esta tesis doctoral propone un conjunto de métodos y herramientas para la creación y el uso de recursos multimedia en la educación. Para ello el desarrollo de esta tesis parte de la definición de un modelo didáctico social, colaborativo y centrado en el alumno que servirá de hilo conductor y que integrará los diferentes y métodos y herramientas estudiados y desarrollados. En un primer paso se identifican varias herramientas y métodos para el aula, tales son la grabación de clases, donde se crea y posteriormente se mejora un carrito portátil de grabación que da muy buen resultado, las herramientas de grabación de screencast y la videoconferencia. Estas herramientas además se integran en una plataforma colaborativa dando lugar a una arquitectura completa y escalable que permite la realización de dichas actividades y la interconexión sencilla con el Sistema de Gestión del Aprendizaje. A continuación y ya en un entorno totalmente online se desarrolla una nueva plataforma de e-learning llamada Virtual Science Hub (ViSH) que consta de cuatro funcionalidades principales, red social, videoconferencia, repositorio educativo y herramienta de autor. En esta plataforma se aplicaron técnicas de recomendación proactiva tanto de recursos educativos como de otros usuarios similares. Por último se validó el modelo educativo completo usando algunas de las herramientas identificadas y desarrolladas en dos escenarios diferentes con gran éxito. Finalmente, esta tesis discute las conclusiones obtenidas a lo largo de la extensa investigación llevada a cabo y que ha propiciado la consecución de una buena base teórica y práctica para la creación de herramientas y métodos para la generación y el uso de recursos multimedia en la educación. ABSTRACT Education and learning environments are constantly evolving. Students and educators change the things their habits, their ways of learning, the things they like or the devices and applications that they use regularly among other things. All these changes are accompanied and fostered by the parallel evolution that technology experiences, both in the software programs used as in the hardware and capabilities of these devices. Education must also adapt to these changes, both personal and technological and get the most out of them. Learning Management Systems are widely used in all educational centers. These systems have a large number of features and functionalities. They allow from the implementation of a traditional teaching model in which the teacher gives content and students receive it to one absolutely innovative teaching model where totally different processes occur. Furthermore, the potential of multimedia resources has not been fully exploited in education and can be a great opportunity. This thesis proposes a set of methods and tools for the creation and use of multimedia in education. The development of this thesis starts with the definition of a social, collaborative and learner-centered model, that serves as a common thread and that integrates different tools and methods studied and developed. In a first step, several tools and methods for the classroom are identified, such as recording, where a portable kit is created and then improved giving very good results, screencast recording and videoconferencing. These tools also are integrated into a collaborative platform resulting in a complete, scalable architecture that enables the execution of such activities and a simple interconnection with the Learning Management System. In an fully online environment a new e-learning platform called Virtual Science Hub (ViSH) is created. It consists of four main features that combine and complement each other, social network, videoconferencing, educational repository and authoring tool. In this platform proactive recommendation of both educational resources and similar users is applied. In a last step the entire educational model using some of the tools identified and developed is successfully validated in two different scenarios. Finally, this thesis discusses the findings obtained during the extensive research carried out and has led to the achievement of a good theoretical and practical basis for the development of tools and methods for the generation and use of multimedia in education.

Integration of a data acquisition system based on FlexRIO technology with EPICS

EPICS (Experimental Physics and Industrial Control System) lies in a set of software tools and applications which provide a software infrastructure for building distributed data acquisition and control systems. Currently there is an increase in use of such systems in large Physics experiments like ITER, ESS, and FREIA. In these experiments, advanced data acquisition systems using FPGA-based technology like FlexRIO are more frequently been used. The particular case of ITER (International Thermonuclear Experimental Reactor), the instrumentation and control system is supported by CCS (CODAC Core System), based on RHEL (Red Hat Enterprise Linux) operating system, and by the plant design specifications in which every CCS element is defined either hardware, firmware or software. In this degree final project the methodology proposed in Implementation of Intelligent Data Acquisition Systems for Fusion Experiments using EPICS and FlexRIO Technology Sanz et al. [1] is used. The final objective is to provide a document describing the fulfilled process and the source code of the data acquisition system accomplished. The use of the proposed methodology leads to have two diferent stages. The first one consists of the hardware modelling with graphic design tools like LabVIEWFPGA which later will be implemented in the FlexRIO device. In the next stage the design cycle is completed creating an EPICS controller that manages the device using a generic device support layer named NDS (Nominal Device Support). This layer integrates the data acquisition system developed into CCS (Control, data access and communication Core System) as an EPICS interface to the system. The use of FlexRIO technology drives the use of LabVIEW and LabVIEW FPGA respectively. RESUMEN. EPICS (Experimental Physics and Industrial Control System) es un conjunto de herramientas software utilizadas para el desarrollo e implementación de sistemas de adquisición de datos y control distribuidos. Cada vez es más utilizado para entornos de experimentación física a gran escala como ITER, ESS y FREIA entre otros. En estos experimentos se están empezando a utilizar sistemas de adquisición de datos avanzados que usan tecnología basada en FPGA como FlexRIO. En el caso particular de ITER, el sistema de instrumentación y control adoptado se basa en el uso de la herramienta CCS (CODAC Core System) basado en el sistema operativo RHEL (Red Hat) y en las especificaciones del diseño del sistema de planta, en la cual define todos los elementos integrantes del CCS, tanto software como firmware y hardware. En este proyecto utiliza la metodología propuesta para la implementación de sistemas de adquisición de datos inteligente basada en EPICS y FlexRIO. Se desea generar una serie de ejemplos que cubran dicho ciclo de diseño completo y que serían propuestos como casos de uso de dichas tecnologías. Se proporcionará un documento en el que se describa el trabajo realizado así como el código fuente del sistema de adquisición. La metodología adoptada consta de dos etapas diferenciadas. En la primera de ellas se modela el hardware y se sintetiza en el dispositivo FlexRIO utilizando LabVIEW FPGA. Posteriormente se completa el ciclo de diseño creando un controlador EPICS que maneja cada dispositivo creado utilizando una capa software genérica de manejo de dispositivos que se denomina NDS (Nominal Device Support). Esta capa integra la solución en CCS realizando la interfaz con la capa EPICS del sistema. El uso de la tecnología FlexRIO conlleva el uso del lenguaje de programación y descripción hardware LabVIEW y LabVIEW FPGA respectivamente.