A Study on a Lane Keeping System using CNN for Online Learning of Steering Control from Real Time Images

This English for Specific/Occupational Purpose (ESP/EOP) program was meant to answer the needs of the Indonesian migrant labourers to improve their English for future employment as tour guides. The objectives of this research were to identify the contents that should be in the materials, to investigate the students’ response about the later developed materials, and to study the lacks in the program. The material development process underwent the 7 stages of material development proposed by Nation and Macalister (2010), consisted of analysing the environment and the needs, following principles, setting goals and objectives, choosing contents and sequence, finding the format and presentation, monitoring and assessing, and evaluating the course. However, since it is online learning, the stages had to be combined with the stages specifically for online materials proposed by Hartoyo (2012). Thus, the content and sequence choosing stage consisted of the selection of the types of program, materials, software and tasks. The materials consisted of 2 parts which were the tutorials and the lessons. Using the Task-Based Language Teaching approach (Nunan, 2004), the materials were developed and implemented combined with real time online classes. The students’ responses after the implementation were generally positive, although some improvements were still needed. Keywords: English for specific purpose (ESP), English for occupational purpose (EOP), material development, online learning, English for tour guides, Task-Based Language Teaching (TBLT)

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Automated steering controller design for vehicle lane keeping combining linear active disturbance rejection control and quantitative feedback theory

Proceedings of the Institution of Mechanical Engineers Part I Journal of Systems and Control Engineering ◽

10.1177/0959651818770344 ◽

2018 ◽

Vol 232 (7) ◽

pp. 937-948 ◽

Cited By ~ 4

Author(s):

Zhengrong Chu ◽

Christine Wu ◽

Nariman Sepehri

Keyword(s):

Disturbance Rejection ◽

Control Method ◽

Controller Design ◽

Active Disturbance Rejection Control ◽

Quantitative Feedback Theory ◽

Steering Control ◽

Parameter Uncertainties ◽

Active Disturbance Rejection ◽

Disturbance Rejection Control ◽

Lane Keeping

In this article, a new automated steering control method is presented for vehicle lane keeping. This method is a combination between the linear active disturbance rejection control and the quantitative feedback theory. The structure of the steering controller is first determined based on the linear active disturbance rejection control, then the controller is tuned in the framework of the quantitative feedback theory to meet the prescribed design specifications on sensitivity and closed-loop stability. The parameter uncertainties of the vehicle system are considered at the tuning stage. The proposed steering controller is simulated and tested on a scale vehicle. Both the simulation and experimental results demonstrate that the scale vehicle controlled by the proposed controller is able to perform the lane keeping. In the experiments, the lateral offset between the scale vehicle and the road centerline is regulated within the acceptable ranges of ±0.03 m during straight lane keeping and ±0.15 m during curved lane keeping. The proposed controller is easy to be implemented and is simple without requiring complex calculations and measurements of vehicle states. Simulations also show that the control method can be implemented on a full-scale vehicle.

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How Is Your Connection?

Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-5598-9.ch008 ◽

2021 ◽

pp. 133-150

Author(s):

Rebeqa Rivers

Keyword(s):

Job Satisfaction ◽

Online Learning ◽

Real Time ◽

Nonverbal Communication ◽

Course Design ◽

Online Courses ◽

Social And Emotional Learning ◽

Social And Emotional ◽

Traditional Course ◽

Metacognitive Guidance

Traditional course design assumes a synchronous, in-person learning environment and relies on a skilled instructor to observe nonverbal communication and guide interactions between learners. However, the nature of online learning has changed instructor-student connections so that providing real-time, guided interactions and feedback are not always practical. The loss of these interactions has particularly affected social and emotional learning (SEL), or how people recognize and manage emotions, empathize with, and relate to others, and make responsible decisions. SEL—popularly known as emotional intelligence, EI, or EQ—has gained recognition as the foundation of vital “soft skills” that contribute to improved job satisfaction, performance, and productivity. When institutions simply convert in-person curricula to digital, the resulting online courses often do not account for the loss of real-time SEL and metacognitive guidance from an instructor. This chapter provides guidance on how to integrate SEL into the design of online courses.

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