JOURNAL OF INFORMATION AND COMMUNICATION TECHNOLOGIES, VOLUME 2, ISSUE 7, JULY 2012

An ICT Based SCADA-NET Simulator System for Teaching and Learning in the Nigerian Universities
Ndunagu J.N
Abstract - Innovations in technology are bound to influence the way Universities teach and students learn. Nigerian Universities are faced with the challenge of producing graduates with competencies and skills to equip them to compete in todays knowledge economy. This paper is geared towards introducing an ICT-based SCADA-NET (Supervisory Control And Data Acquisition-Network) simulator for teaching and learning in Nigerian Universities. The four components of the new technique are (i) Sensors, (ii) Remote Telemetry Units (RTUs), (iii) SCADA master units, (iv) The Communications Network. The Components are integrated depending on the area of application. It was concluded that if the new technique is embraced by the Nigerian Government and the Components acquired by each University, learning will be interesting, students will relax and feel natural with the training, teaching becomes much easier, teaching efficiency is increased, there will be reduction in teaching cost because less time is dissipated. Nigeria graduates will globally be employable in any part of the World,

Index Terms -Keywords: ICT, Interface, Simulation, SCADA-NET.

School of Science and Technology, National Open University of Nigeria, 14/16 Ahamadu Bello Way, Victoria Island, Lagos

1.

INTRODUCTION

niversity is the citadel of learning and also for development of human resources. The entire intellectual and professional life of a country depends on sound higher education, especially University Education that provides quality products of International standard [1]. The National Universities Commission (NUC) is the regulatory body in charge of Nigeria Universities. The Nigeria Universities are established out of the need for the development of a high level workforce to take the challenge of nation building after independence [2]. The Nigeria University System (NUS) now has 122 Universities, comprising 36 Federal, 36 State and 50 Private Universities [3]. The main purpose and relevance of University Education in Nigeria is the provision of much needed manpower to accelerate the socioeconomic development of the nation [4]. The teaching and learning in the Nigeria Universities are facing a lot of challenges: inadequate funding, overcrowding, deteriorated infrastructure/facilities/equipment for teaching, research and learning these are either lacking or

very inadequate and also increase rate of unemployment. (5) The budget allocation over the years has not been meeting the United Nations Educational Scientific and Cultural Organization (UNESCO) recommendation of 26% [6]. The government priority to education is still very low. These revelations expose the extent to which the government itself is a contributing factor to the financial imbroglio of the university system. The United Nation Educational Scientific and Cultural Organization (UNESCO) recently rated African Universities low in the usage of Information Technology in relation to other Universities around the world. Poor research initiatives by Nigerian Universities Professors and Researchers in ICT are responsible for the low rating. Research has been identified as one major area where institutions in Africa are not doing well and the other area is ICT infrastructure and use. The level of ICT infrastructure

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is low in Africa and that has reduced our level with the other players outside Africa. [6] This paper focuses on a new approach to teaching, learning and research especially for Science, Engineering and Technology related system. It is an action based learning experience with their multimedia and SCADA-Net (Supervisory Control And Data Acquisition-Network) capabilities can offer a complete set of Conceptual knowledge, Sensory knowledge and error avoidance as well as comprehensive feedback during task operations. The SCADA-Net application will provide the students and graduates with in-house industrial work experience which most employers often seek from fresh graduates; thereby making them employable and reducing unemployment. Graduates of this system are globally accepted as possessing the required work experience so long as it is specified in their certificates. The system, if acquired will improve on the quality of teaching and provide real practical hands-on experience and competence for graduates produced by Nigerian Universities. It will help promote increased competence of students and graduates of Nigerian University Education when practicing their requisite skills under real life situations. The integration of the new approach will drastically reduce some of the challenges facing the Nigerian Universities. 2. LITERATURE REVIEW learning, provided such technologies are properly mastered and necessary investments made in hardware and software as well as in human skill and training [8]. Claims have been made that web can free teaching and learning form the physical boundaries of classrooms and time restraints of class schedules [9]. Under the circumstance, traditional lectures and demonstration can become Web based multimedia learning experiences for students. In integrating ICT into university teaching, learning resources can be augmented by learning resources of the world via the web. Moreover, Owston observes that the web can help us to re-focus our institutions from teaching to learning and from teacher to student. In the view of Loing, to face the issues of challenges of the everincreasing demand for higher education, particularly in the developing countries, and the diversification of learner population linked to the ongoing change in contemporary societies, the presence and role of ICT appear as a recurring - and probably unavoidable component which higher education institutions have to deal with. Universities according to him, are challenged to integrate those technologies into their strategies, organisation and educational processes. Developments around the globe today tend to indicate gradual migration to integrating ICT into teaching and learning processes particularly in the developed nations of the world. There is however, the need to ask the following questions [10]: Does ICT make learning more accessible? Does it promote improved teaching? Does it accomplish the above if not, reducing the unit costs of education? In the area of accessibility, ICT via the web has opened opportunities for access to education for those unable to attend school or college for economic or cultural reasons. Most countries of the world including Nigeria and some other Africa countries now have Open Universities that provid education via the internet and other telecommunication devices for people in different environmental settings. There is an indication that the web is a viable means to increase access to education. On the issue of improved learning, there is debate in the instructional design literature about whether there are any unique attributes of media that can promote improved learning [9]. He proceeded to show that the web appeals to students learning mode, provides for flexible learning and enables new kinds of learning. The position that ICT can bring about improved

2.1 ICT in University Teaching Recently the integration of ICTs into University teaching has been the topic for much debate. The second half of the 90s and particularly since the explosion of accessibility to the World Wide Web network, one notes the rapid development in the scientific literature dealing with the integration of ICT in the pre-service curriculum[7]. Nothing before now seems to have captured the imagination and interest of educators simultaneously around the globe more than the World Wide Web (www). The web is now causing educators to have re-think of the very nature of teaching, learning and schooling. In the general context of globalization, and with everincreasing demand for higher education, especially in developing countries, universities are faced with the challenge of providing education for such growing population of students. The only possible solution is to resort to distance education and ICT-based

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learning has also been alluded to by [7], [11][12]. On cost reduction, this may appear possible in the developed world particularly in the USA where web resources are sometimes available for schools at no charge. In the developing countries, particularly Africa, this may not be the case. Notwithstanding assistance from some donor agencies, the issue of hardware and bandwidth provision still remain hard nuts to crack. ICT can enhance effective teaching, learning and research. It can reduce distances, virtually if not physically, thus providing scholars with easier access to and input into the world of international scholarship nationally, across the continent and internationally [12]. In the hands of able teachers, the web can play a prominent role in fostering development of such skills as critical thinking, problem solving, written communication and ability to work collaboratively in students. With the web all imaginable kinds of information can be found and thus teachers can encourage students to explore such opportunities with the view of having sufficient data to weigh evidence, judge the authenticity of data, compare different view points on issues, analyse and synthesis diverse sources of information [9]. However, the issue of integrating ICT into teaching is yet to be given serious considerations by many developing nations of the world, particularly Africa. Until this is done, the unimaginable benefits of ICT will still remain an illusion to many nations. 3. METHODOLOGY comprehensive feedback during and following practice tasks. With Simulator laboratories, training is standardized whether instructor led or self directed with feedback as primary objective. Continuous tracking of performance which is basic to learning experience enables the instructor to highlights areas needing improvements so that practice is focused on increasing effectiveness and reduction in errors. 3.1 How SCADA Systems Work A SCADA system performs four functions: Data acquisition Network data communication Data presentation Control 3.2 Understanding the Simulation Based Teaching concept Simulation learning becomes effective only when deployed with SCADA for teaching, training or Research in view of its capacity for Open Control, Multi-Control and Real Time Control. To Design this Technology (SCADA) requires: A Sophisticated electronic interface Three Software packages (Computer Control, Data Acquisition and Data Management Software) The Understanding and adaptation of a sophisticated and standard DAS board bearing the electronic labyrinth, in the interface and the software used.

The SCADA-net is a new technique of teaching, learning and research. It requires a hardware and Software. The possibilities are that many students can work simultaneously. The technique can improve teaching quality and reduce drastically the teaching cost per student. It is the use of simulator laboratories to teaching, learning and research especially for science, Engineering and technology related systems. Simulation is the replication and modeling of real-life situations for teaching, learning, testing and research. Simulator laboratories are essentially designed to serve as an action based learning experience which with their multimedia and SCADA-net capabilities can offer a complete set of conceptual knowledge, sensory knowledge and error avoidance as well as

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Full-featured NetGuardian 832A: 32 discretes, 32 pings, 8 analogs and 8 controls 8 terminal server serial ports NEBS Level 3 certified For SNMP , TL1 or T/Mon NOC Dial-up backup Web browser interface Pager and email notification Dual -48 VDC, -24 VDC or 110 AC 1 RU for 19" or 23" rack 3.3 The primary aim of proposing this new technique: To improve the quality of teaching and to provide real practical, hands-on experience and competence for graduates produced by Nigerian Universities The need to introduce a system that promotes quick grasp and understanding of the basic principles of the skills embedded in the carrier that students sought to acquire when they initially enrolled into the University. The need to introduce innovative and time saving training method to support the current Students Industrial Work-Experience Scheme (SIWES) programs; in the light of diminishing number of Industries due to economic problems. The need to help promote increased competence of students and graduates of University education when practicing their requisite skills under real life situations.

Fig 1: SCADA-Net Teaching System These functions are performed by four kinds of SCADA components: 1. Sensors (either digital or analog) and control relays that directly interface with the managed system. 2. Remote telemetry units (RTUs). These are small computerized units deployed in the field at specific sites and locations. RTUs serve as local collection points for gathering reports from sensors and delivering commands to control relays. 3. SCADA master units. These are larger computer consoles that serve as the central processor for the SCADA system. Master units provide a human interface to the system and automatically regulate the managed system in response to sensor inputs. 4. The communications network

3.4 The Typical Simulator Laboratory; The Unit A typical simulator laboratory module comprises very compact design of similar plant or system as it exists in real-life, connected through an electronic control interface which provides an electronic flow chart incorporating the systems design, engineering and process schematics. It is then linked through the electronic interface & data acquisition board to the supervisory, control and data acquisition (SCADA) system with related software that facilitates the

Fig: 2- The NetGuardian RTU (Remote Telemetry Unit)

that connects the SCADA master unit to the RTUs in the field.

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capacity for Open Control +multi Control + Real time control to the central computer linked to the teachers computer and subsequently to the students computer, thereby forming a local net. 3.5 Open Control and Closed Control Systems The Open Control means that the student and the teacher can vary the constants involved in any parameter in use at any time. This means that the analysis of the process curve can be determined without any limitations, in effect, we follow the curve that the process produces and vary the conditions during the process. Open Control allows one to see radiography of the process. Any modifications can be done during the process. 3.5.1 Closed Control: On the other hand, with Closed Control, you can only see what happens at the beginning and at the end of the process. In other words, you lose the analysis portion during the process. 3.5.2 Multi-Control: Multi-control refers specifically to what one is able to do with the Open Control available to him especially with many parameters doing open control at the same time. If you have 100 different sensors with all of them working simultaneously, you can see all the results at the same time on the computer screen. This offers an excellent advantage as you can see in milliseconds, how much effect the changes in one parameter produces on the other 99, assuming we use 100 parameters. The changes in all the 99 parameters (sensors) are not always linear, but often follow a particular curve with its own formula. 3.5.3 Real Time Control (Rtc): This refers to Open Control using very fast microprocessors up to 1,250,000 D/S 3.6 The Interfaces: Every unit has its own interface requiring hardware connections. This interface has to link the unit and
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the computer, requiring specific software for any particular unit to enhance understanding between the unit and computer. That is the purpose of the interface, as it links the unit with the computer by using software as a common language to understand each other; the unit and the computer. Each unit needs its own interface, so there are not two identical interfaces. 3.7 Scada-Net Teaching Technique for Science, Engineering, Technology, Industry and Research The new technique can be applied in the following courses: Physics Electronics and Communications(Both Basic and Advanced) Electricity Electrical Machines Energy and Alternative Energies Fluid Mechanics Thermodynamics & Thermotechnics Process Control Chemical Engineering Food Technology Environment Petroleum/Oil & Gas Engineering Critical Hi-tech system & equipment training etc

3.8 Benefits of Simulators Teaching Economic benefits for skill acquisition and experience through delivery of cost-effective solutions that increases the speed of learning while promoting competence Accelerates the ease of teaching, learning, research reproducibility, pace of acquisition of practical experience and adoption of new knowledge because classroom and laboratory are usually in the same place It will offers students and lecturers the chance to cost effectively practice skills, techniques and critical tasks in a real-life setting. The need for a learning-friendly system that extends the skill laboratory to the students daily environment thereby encouraging them

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to easily operate similar simulated systems when employed in industry. It can provide students and graduates with in-house industrial work experience which most employers often seek from fresh graduates; thereby making them employable and reducing graduate unemployment. Because the students are relaxed and feel natural with the training, they also help the teachers and lecturers in such other ways like; Teaching becomes much easier Teaching efficiency is increased Reduced teaching costs because less time is will be dissipated Effective integration is achieved as classroom and laboratory are in the same place. Embracing the new technique will possible yield the following fruits: Students will relax and feel natural with the training Teaching becomes much easier Teaching efficiency is increased Reduced teaching cost because less time is dissipated Effective Integration is achieved as classroom and laboratory are in the same place.

6.0 REFERENCES [1] Sabair, S.T. (2008). Infrastructure, welfare services and students perceived motivation to learning in universities in South-West Nigeria. Unpublished Ph.D Thesis. University of Lagos. [2] Fadipe, S.O. (2000). Education for national development: The millennium option. In J.O. Fadipe and E.E. Oluchukwu (Eds.) Education planning and Administration in Nigeria in the 21st century. Ondo. NIEPA. [3] National University Commission (NUC) (2012). NUC Bulletin, March. Abuja NUC Press. [4] Ibukun, W.O. (1997). Educational Management: Theory and Practice. Ado Ekiti. Green-Line Publishersn [5] World Bank (1994). Higher Education: The lesson of experience. Washington, D.C: The World Bank. [6] Okebukola, 2011. Internalization of higher education in Africa :UNESCO rates Nigerian Varsities Low in ICT- National Universities Commission (NUC), British Council and African Network for the Internalization of Education (ANIE) in Africa in Abuja. [7] Larose, F., David, R., Diran, J., Karsenti, T., Grenon, V., Lafrance, S. & Cartin, J. (1999). Information and communication technology: Journey in a major Quebec universitys reality. Electronic Journal of Sociology. http://www.icaap.org/iuicode?100.4.3.3

4.0 DISUSSION Research has been identified as one major area where institutions in Africa (Nigeria) are not doing well, the other area is ICT infrastructure and use, the level is pretty low in Africa (Nigeria) and its making them not to be at the same level with the players outside Africa [6]. The new technique will solve the problem of researches in Universities by both lecturers and Students, since it is an Open Control system, which allows one to see radiography of the process. Acquiring the new technique will end the hue and cry about half-baked graduates from Nigerian Universities and also, there will be reduction in unemployment since graduates of SCADA-NET technique will be globally accepted world wild [5]. The components of SCADA NET, if acquired and installed in Universities will help to have state ofthe- art facilities/infrastructure/equipment for teaching, learning and research in Nigerian Universities [5]. The prices for the components are exorbitant and can best be acquired by bilateral relationship between the Nigerian Government and Spanish Government. This singular act, if it is made possible will meet the UNESCO recommendation of 26% and reverse their idea on the Nigerian government priority on education [6].

5.0 CONCLUSION

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[8] Loing, B. (2005, April 6 8). ICT and higher education. 9 UNESCO/NGO collective consultation on higher education. [9] Owston, R.D. (2005). The world wide web: A technology to enhance teaching and learning? http://www.edu.yorku.ca/-rowstron [10] Davies, G.K. (1995, June). Higher educations big problems: Can technology help resolve them?. EDUCATIONAL BACKGROUND 1. Institutions Attended University of Nigeria, Nsukka Enugu State University of Sci. & Tech Enugu State University of Sc. & Tech. National Teachers Institute, Kaduna Ebonyi State University, Abakaliki Date 1986 1996 2001 2007 2009 Qualifications B.Sc PGD M.Sc PGDE Ph.D
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Keynote address delivered at the semi annual meeting of the Education National Learning Initiative. Keystone, CO. [11] Luboobi, L.S. (2007). University roles in meeting aspirations for ICT and economic development, http://www,foudationpartnership.org/pubs/leaders/assets/papers/luboobises sion4.pdf

WORKING EXPERIENCE: 1. NATIONAL OPEN UNIVERSITY OF NIGERIA Position Held with dates: Course Co-ordinator 11, 13/07/2010 Duties: i) Developing Course Materials ii) Setting TMA and e-Examination questions iii) Project Supervision iv) Project Moderation v) Editing of Course Materials CARITAS UNIVERSITY Position Held with dates: Lecturer 11, March, 2009 Duties i) lecturing ii) Project Supervision WORKING EXPERIENCE OUTSIDE THE UNIVERSITY SYSTEM Employers Job Position dates Mary Mount College, Agbor NYSC 1987 Queens School, Enugu Senior Master 1988 1997 Allied Computer College, Enugu Administrative Officer 1997 -1998 Allied Computer College, Enugu Director of Research 1998 1999 G.T.C, Enugu Principal 1 1999 2004 G.T.C, Enugu Principal Special Class 2004 2008

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MEMBERS OF PROFESSIONAL BODIES/ ASSOCIATIONS Member: Nigeria Computer Society (NCS) Research and Development Network
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