Software architecture implementation based on OpenSim

One of the objectives of the European Higher Education Area is the promotion of collaborative and informal learning through the implementation of educational practices. 3D virtual environments become an ideal space for such activities. On the other hand, the problem of financing in Spanish universities has led to the search for new ways to optimize available resources. The Technical University of Madrid requires the use of laboratories which due to their dangerousness, duration or control of the developed processes are difficult to perform in real life. For this reason, we have developed several 3D laboratories in virtual environment. The laboratories are built on open source platform OpenSim. In this paper it is exposed the use of the OpenSim platform for these new teaching experiences and the new design of the software architecture. This architecture requires the adaptation of the platform to the needs of the users and the different laboratories of our University. We will explain the structure of the implemented architecture and the process of creating and configuring it. The proposed architecture is decentralized, each laboratory is housed in different an educational center. The architecture adds several services, among others, the creation and management of users automated, communication between external services and platforms in different program languages. Therefore, we achieve improving the user experience and rising the functionalities of laboratories.

Sustaining the future through virtual worlds

Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 institutions see VWs as an opportunity to sustain higher education. The positives and negatives of using VWs are discussed.

Proyectos educativos en aula d'acollida basados en mundos virtuales 3D : fem una platja (hagamos una playa).

Resumen tomado de la publicación

Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds

What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In  recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and  curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.

Sustaining the future through virtual worlds

Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 institutions see VWs as an opportunity to sustain higher education. The positives and negatives of using VWs are discussed.

How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed on 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activitiessuch as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to creat opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through traditional approaches

A multiple intelligences theory-based 3D virtual lab environment for digital systems teaching.

This paper describes a 3D virtual lab environment that was developed using OpenSim software integrated into Moodle. Virtuald software tool was used to provide pedagogical support to the lab by enabling to create online texts and delivering them to the students. The courses taught in this virtual lab are methodologically in conformity to theory of multiple intelligences. Some results are presented.

Desenvolvimento de uma metodologia de ensino, baseada na teoria das inteligências múltiplas viabilizada pelo uso de tecnologias de informação e comunicação

Pós-graduação em Engenharia Elétrica - FEIS

"Influence of lower-limb joint models on subject-specific musculoskeletal model predictions during gait" ( "modelli muscoloscheletrici personalizzati dell'arto inferiore: Analisi dell'effetto della modellazione dei giunti sulla predizione dei carichi agenti sul sistema scheletrico durante il cammino").

The aim of the present thesis was to investigate the influence of lower-limb joint models on musculoskeletal model predictions during gait. We started our analysis by using a baseline model, i.e., the state-of-the-art lower-limb model (spherical joint at the hip and hinge joints at the knee and ankle) created from MRI of a healthy subject in the Medical Technology Laboratory of the Rizzoli Orthopaedic Institute. We varied the models of knee and ankle joints, including: knee- and ankle joints with mean instantaneous axis of rotation, universal joint at the ankle, scaled-generic-derived planar knee, subject-specific planar knee model, subject-specific planar ankle model, spherical knee, spherical ankle. The joint model combinations corresponding to 10 musculoskeletal models were implemented into a typical inverse dynamics problem, including inverse kinematics, inverse dynamics, static optimization and joint reaction analysis algorithms solved using the OpenSim software to calculate joint angles, joint moments, muscle forces and activations, joint reaction forces during 5 walking trials. The predicted muscle activations were qualitatively compared to experimental EMG, to evaluate the accuracy of model predictions. Planar joint at the knee, universal joint at the ankle and spherical joints at the knee and at the ankle produced appreciable variations in model predictions during gait trials. The planar knee joint model reduced the discrepancy between the predicted activation of the Rectus Femoris and the EMG (with respect to the baseline model), and the reduced peak knee reaction force was considered more accurate. The use of the universal joint, with the introduction of the subtalar joint, worsened the muscle activation agreement with the EMG, and increased ankle and knee reaction forces were predicted. The spherical joints, in particular at the knee, worsened the muscle activation agreement with the EMG. A substantial increase of joint reaction forces at all joints was predicted despite of the good agreement in joint kinematics with those of the baseline model. The introduction of the universal joint had a negative effect on the model predictions. The cause of this discrepancy is likely to be found in the definition of the subtalar joint and thus, in the particular subject’s anthropometry, used to create the model and define the joint pose. We concluded that the implementation of complex joint models do not have marked effects on the joint reaction forces during gait. Computed results were similar in magnitude and in pattern to those reported in literature. Nonetheless, the introduction of planar joint model at the knee had positive effect upon the predictions, while the use of spherical joint at the knee and/or at the ankle is absolutely unadvisable, because it predicted unrealistic joint reaction forces.

Development and implementation of a virtual laboratory for training process improvement in the mechanics of continuous media

The project arises from the need to develop improved teaching methodologies in field of the mechanics of continuous media. The objective is to offer the student a learning process to acquire the necessary theoretical knowledge, cognitive skills and the responsibility and autonomy to professional development in this area. Traditionally the teaching of the concepts of these subjects was performed through lectures and laboratory practice. During these lessons the students attitude was usually passive, and therefore their effectiveness was poor. The proposed methodology has already been successfully employed in universities like University Bochum, Germany, University the South Australia and aims to improve the effectiveness of knowledge acquisition through use by the student of a virtual laboratory. This laboratory allows to adapt the curricula and learning techniques to the European Higher Education and improve current learning processes in the University School of Public Works Engineers -EUITOP- of the Technical University of Madrid -UPM-, due there are not laboratories in this specialization. The virtual space is created using a software platform built on OpenSim, manages 3D virtual worlds, and, language LSL -Linden Scripting Language-, which imprints specific powers to objects. The student or user can access this virtual world through their avatar -your character in the virtual world- and can perform practices within the space created for the purpose, at any time, just with computer with internet access and viewfinder. The virtual laboratory has three partitions. The virtual meeting rooms, where the avatar can interact with peers, solve problems and exchange existing documentation in the virtual library. The interactive game room, where the avatar is has to resolve a number of issues in time. And the video room where students can watch instructional videos and receive group lessons. Each audiovisual interactive element is accompanied by explanations framing it within the area of knowledge and enables students to begin to acquire a vocabulary and practice of the profession for which they are being formed. Plane elasticity concepts are introduced from the tension and compression testing of test pieces of steel and concrete. The behavior of reticulated and articulated structures is reinforced by some interactive games and concepts of tension, compression, local and global buckling will by tests to break articulated structures. Pure bending concepts, simple and composite torsion will be studied by observing a flexible specimen. Earthquake resistant design of buildings will be checked by a laboratory test video.

Rediseño del tutor automático de un laboratorio virtual

El siguiente trabajo abarca todo el proceso llevado a cabo para el rediseño de un sistema automático de tutoría que se integra con laboratorios virtuales desarrollados para la realización de prácticas por parte de estudiantes dentro de entornos virtuales tridimensionales. Los principales objetivos de este rediseño son la mejora del rendimiento del sistema automático de tutoría, haciéndolo más eficiente y por tanto permitiendo a un mayor número de estudiantes realizar una práctica al mismo tiempo. Además, este rediseño permitirá que el tutor se pueda integrar con otros motores gráficos con un coste relativamente bajo. Se realiza en primer lugar una introducción a los principales conceptos manejados en este trabajo así como algunos aspectos relacionados con trabajos previos a este rediseño del tutor automático, concretamente la versión anterior del tutor ligada a la plataforma OpenSim. Acto seguido se detallarán qué requisitos funcionales cumplirá así como las ventajas que aportará este nuevo diseño. A continuación, se explicará el desarrollo del trabajo donde se podrá ver cómo se ha reestructurado el antiguo sistema de tutoría, la aplicación de un diseño orientado a objetos y los distintos paquetes y clases que lo conforman. Por último, se detallarán las conclusiones obtenidas durante el desarrollo del trabajo así como la implicación del trabajo aquí mostrado en futuros desarrollos.---ABSTRACT--- The following work shows the process that has been carried out in order to redesign an automatic tutoring system that can be integrated into virtual laboratories developed for supporting students’ practices in 3D virtual environments. The main goals of this redesign are the improvement of automatic tutoring system performance, making it more efficient and therefore allowing more students to perform a practice at the same time. Furthermore, this redesign allows the tutor to be integrated with other graphic engines with a relative low cost. Firstly, we begin with an introduction to the main concepts used in this work and some aspects concerning the related previous works to this automatic tutoring system redesign, such as the previous version of the tutoring system bound to OpenSim. Secondly, it will be detailed what functional requirements are met and what advantages this new tutoring system will provide. Next, it will be explained how this work has been developed, how the previous tutoring system has been restructured, how an object-oriented design is applied and the classes and packages derived from this design. Finally, it will be outlined the conclusions drawn in the development of this work as well as how this work will take part in future works.

Método de estimativa de torque da articulação do joelho baseada em EMG

Este trabalho apresenta um método de estimativa de torque do joelho baseado em sinais eletromiográficos (EMG) durante terapia de reabilitação robótica. Os EMGs, adquiridos de cinco músculos envolvidos no movimento de flexão e extensão do joelho, são processados para encontrar as ativações musculares. Em seguida, mediante um modelo simples de contração muscular, são calculadas as forças e, usando a geometria da articulação, o torque do joelho. As funções de ativação e contração musculares possuem parâmetros limitados que devem ser calibrados para cada usuário, sendo o ajuste feito mediante a minimização do erro entre o torque estimado e o torque medido na articulação usando a dinâmica inversa. São comparados dois métodos iterativos para funções não-lineares como técnicas de otimização restrita para a calibração dos parâmetros: Gradiente Descendente e Quasi-Newton. O processamento de sinais, calibração de parâmetros e cálculo de torque estimado foram desenvolvidos no software MATLAB®; o cálculo de torque medido foi feito no software OpenSim com sua ferramenta de dinâmica inversa.

Modellazione muscoloscheletrica subject-specific: applicazione a casi clinici e analisi delle incertezze

Lo sviluppo sistematico di modelli subject-specific computerizzati per l’analisi di trattamenti personalizzati è attualmente una realtà. Infatti di recente sono state sviluppate molte tecnologie per la creazione di modelli virtuali ad elementi finiti, che ricreano accuratamente le geometrie specifiche del soggetto e tutte le proprietà fondamentali per ricreare le capacità motorie, basandosi su analisi d’immagine quantitative. Tuttavia, per determinare le forze agenti sul sistema, necessitiamo di una intera analisi di cammino, solitamente in combinazione con uno studio di simulazione di dinamica inversa. In questo elaborato, mi propongo di illustrare i procedimenti per creare un modello subject-specific partendo da dati di imaging (da tomografie computerizzate) di un paziente reale affetto da displasia congenita dell’anca, e gli strumenti che ci permettono di effettuare le simulazioni del modello, al fine di ottenere informazioni quantitative circa le grandezze che governano la dinamica del cammino del paziente. Il corpi rigidi del modello scheletrico saranno costruiti mediante la tecnica della segmentazione 3D, e verranno utilizzati per costruire un sistema articolato dotato di attuatori muscolo-tendinei e giunti articolari a due o tre gradi di libertà. Per conseguire questo obiettivo si farà uso del software, “NMSBuilder”, per poi inserirlo in un programma di simulazione di dinamica del movimento, “OpenSim”, che ci permetterà di calcolare forze muscolari, forze di contatto e momenti articolari del modello. Questi risultati saranno di fondamentale importanza per studiare riabilitazioni ad hoc per pazienti affetti da DCA che devono essere sottoposti ad artroprotesi totale. Lo scopo di questo studio sarà anche quello di analizzare la sensibilità delle previsioni dei modelli specifici durante la deambulazione tenendo conto delle incertezze nell'identificazione delle posizioni dei body-landmarks, della massima tensione muscolare e della geometria muscolo-tendinea.