This article has been accepted for publication in a future issue of this journal, but has not been

fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje

Andrés Fernando Jiménez López, Marla Carolina Prieto Pelayo and Ángela Ramírez Forero

Teaching Image Processing in Engineering

Using Python

Although there are efforts for developing tools for teaching
IP and commercial packages for laboratory application of IP,
such as MATLAB [1] and Khoros [7], they have the same
disadvantages as commercial tools for image handling, in
addition to the license costs [8]. There are also independent
Abstract—This paper describes the experience during the non-commercial platforms developed in C or Java [9],
execution of a project that applied the PBL methodology for environments for image analysis like IPLab [10], collections
teaching an undergraduate course on image processing at the of routines and classes without environment [11], and a
Universidad de los Llanos. During this project the learners, large number of independent interactive applets on the
students of electronics engineering and computer science, were Internet that allow us to understand algorithms related to the
able to complement their lectures, process and manipulate subject. Several universities have implemented virtual
images, and build their own image processing tools using
courses on image processing [12], with the option of
Python programming language. This paper shows students’
projects resulting from the application of key concepts of image manipulating images online [5].
processing and pattern analysis supported by the PBL
methodology. Learning image processing algorithms requires strong
foundations on linear algebra, multivariate analysis, and
Index Terms— Engineering, Image Processing, Learning, signal processing, topics that may be difficult to understand
Project, Software for students. For this reason, software tools are necessary to
assist the students in grasping these concepts [10]. Learning
and teaching image processing fundamentals can be more
I. INTRODUCTION effective through the visual representation of algorithms and
the experimental work of students [13]. The IP visualization
Image Processing (IP) is a subcategory of digital signal can be considered as a factor of cognitive impulse, while the
processing. It is an image manipulation science using textual plane description requires a little imagination and
computers to perform specific procedures according to the interpretive skills, with a pedagogic positive result when
applications and user requirements, such as: filtering, viewing tools for the demonstration of basic aspects of
cutting, segmentation, compression, and recognizing [1]. It image processing [14]. Most applications including
is a knowledge area that has captured the attention of videogames, computer graphics, image and video post-
researches and scholars for the development and processing, estimation and motion compensation, are
improvement of algorithms for applications in robotics, implemented using software solutions on general purpose
communications, remote sensing, biomedicine, navigation processors [15].
and optic metrology, among others [2], [3].
Software applications are useful in IP learning and must be
Laboratory practices are pedagogic activities, and in the IP easy to learn; the tasks of IP must be able to be implemented
study these activities are performed using specialized in small programs and complex algorithms using subtasks,
software [4]. Commercial image processing software such the programs must run faster, the image displaying must be
as Photoshop, CorelDraw, Ulead Photoimpact, among simple and fast, and displaying the processing progress must
others, operate as black boxes hiding details about the be possible in each one of their stages [16]. Essentially, it
algorithms, logic, and methods they use [5] and denying any seeks to use a software tool that allows learning to use a
manipulation of their source code [6]. After using these program language while appling theoretical concepts, which
commercial software packages, students become experts in can easily develop applications using programming
these tools, but not in image processing. Although this languages like MATLAB, C++, C, Java, Visual Basic,
approach may be appropriate for digital designers, it is not Python, among others.
for future electronics engineers and computer scientists.
In the image processing course offered at the Universidad de
los Llanos, Python is used to achieve integrated learning,
and develop skills for producing high quality software
applicable to research and design of advanced level projects.
Python is an interpreted and multipurpose high-level
 programming language created by Guido Van Rossim.
A. F. Jiménez. Universidad de los Llanos, Faculty of Basic Sciences During the last years it has become one the most used
and Engineering (FCBI), research group of Dynamical Systems,
Villavicencio, Colombia, ajimenez@unillanos.edu.co. languages for software development. Python can be used in
M. C. Prieto. Universidad de los Llanos, Faculty of Basic Sciences and various operating systems and platforms, such as Windows,
Engineering (FCBI), research group of Dynamical Systems, Villavicencio, Mac OS X, Linux, smartphones, and embedded systems.
Colombia, marla.prieto@unillanos.edu.co.
A. Ramírez. Universidad de los Llanos, Faculty of Basic Sciences and
Engineering (FCBI), research group of Dynamical Systems, Villavicencio, For teaching image processing, in addition to the software
Colombia, angela.ramirez.forero@unillanos.edu.co. tool, it is important to use the Project Based Learning (PBL)
method, which allows students to define the purpose of a

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This article has been accepted for publication in a future issue of this journal, but has not been fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje

product, identify the market, do research, create plans, - Introduction. It is a description of applications and benefits
design, and develop the product. The full process is of the content to be studied.
authentic, referred to a real production, and uses students’ - Module scheme. Topics of each module explained at the
ideas and full assignments [17]. Because of this, students beginning of “II. Image Processing Course”.
focus on achieving solutions to nontrivial problems, - Module Objectives. Capabilities and knowledge to be
generating questions, consulting, discussing ideas, making acquired at the end of the module.
predictions, designing work plans and/or experiments, - Content. Concepts, equations, and fundamental procedures
collecting and analyzing information, establishing that support the topics being studied in the module. This
conclusions, communicating results, questioning, creating or includes visual aids such as slideshows in .pptx format
improving products and processes [18]. prepared by the instructor, whose purpose is to deliver the
content to the students in an appealing way.
PBL is a pedagogical strategy for teaching in engineering, - Development of Python applications. Implementation of
which is complemented to be used in industrial projects and algorithms and Python programs to support the study of the
impact on the university community and the region, offering topics.
an experience as authentic as possible. Besides, it is also - Summary. Highlight the basics covered in the module.
directed to develop these projects in an interdisciplinary - Workshop - Evaluation. Developing a workshop in class
way, with the collaboration of other agencies or departments that allows the students to advance towards the final project.
of engineering [19]. According to the procedures seen in class, each student team
adapt the examples studied in class to the needs of their final
This paper describes the experience during the execution of project.
a project that applied the PBL methodology for teaching an
undergraduate course on image processing at the During the course three theoretical-practical exams and a
Universidad de los Llanos. It also explains some projects final project are executed. The midterm tests consist of a
developed during the course. These projects provided a written exam (50% of final grade) and a project progress
solution to environmental needs, besides allowing students (50% of final grade). Some of the projects developed in the
to conceptualize different topics through the interaction with course have been: a) Determining characteristics of the
various stages of processing, and the focus on understanding freely falling object equation and the inclined plane using
the algorithms and codes used. image processing, b) Grading the Saber-Pro test using image
processing, c) Guiding vehicles using light bars and color
detectors.
The software developed in each course project was based on
QT4 and Python 2.7, which allows for the application of the The image processing course relies on the ARCS model
results to image processing and other fields such as (Attention, Relevance, Confidence and Satisfaction), which
engineering and physics. Some applications developed in is widely used in the development of learning materials [20].
the course have been important for institutional projects of This model, developed by John M. Keller [21], has been
Universidad de los Llanos: Design and Implementation of a reported as one of the most effective models for the
virtual-remote laboratory for Mechanics – kinematic development of attractive materials for teaching sequential
practices; for the evaluation of remote practices using control [22], robot´s control [23], and digital image
digital image processing; and the Design and processing [20].
implementation of a computer assisted system for Ronchi
Test at Universidad de los Llanos – SAPRULL, for the III. RESULTS OF PROJECT BASED LEARNING
optimization of image acquisition processes, and the
identification of abnormalities in the manufacture of
mirrors. The practical application of concepts consists of a final
Project and three project progress, normally with
II. IMAGE PROCESSING COURSE incremental difficulty and developed in teams. The final
project is agreed between the professor and the students, so
it is achievable. During its execution students develop all the
The image processing course at the Universidad de los abilities and apply basic image processing algorithms.
Llanos is organized in modules: python programming; The projects begin with a non-trivial question, whose
image processing fundamentals; introduction to digital answer requires critical thinking and scaffolding; therefore,
image processing; image types – color images; image and students must search for the most efficient way to perform a
video acquisition; object in motion detection; user graph task, balance the evidence, review original ideas, develop a
interface in python; image formation engineering; pixel plan, and summarize the most important points of an
operations; image segmentation: borders and contours, argument. The process is also based on the concept of
representation and description, morphologic operators, optic constructivism, by which students learn to create new ideas
instruments, image analysis for wave front analysis, image or concepts based on their current and prior knowledge.
transformations and remote sensing. These modules are The projects are centered on the students, who are in
studied in seventeen weeks, each week with six class hours: charge of leading and defining their content. The projects
two for studying theory, two for studying programming, and focus on real-world problems, are sensitive to the local
two for tutoring. Programming modules in Python and culture, and seek to obtain tangible products that can share
Graphic User Interface use the six hours of the with the target audience, taking into account academic
corresponding week in programming activities. Each aspects, life and work skills, with opportunities for feedback
module has a structure that includes the following parts: and evaluation by experts, opportunities for reflection, self-
evaluation by the student and a real evaluation or assessment

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This article has been accepted for publication in a future issue of this journal, but has not been fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje

[24].

These projects are designed in a way that allows the students

to learn algorithms for the improvement and extraction of
image information with a specific purpose. Students’
projects aimed to determining new procedures,
methodologies, and models to promote learning.
Engineering students develop practical applications for
learning in their courses and study groups, and providing
solutions to environmental needs. For developing the
software applications the Python libraries: opencv, numpy,
pyqt, sys, os and matplotlib were used.

The project is developed throughout the semester, so that

two weeks before finalizing the course, students have
developed 80% of procedures, algorithms, graphical user
interfaces, and programs. In this way, the final work consists
in adjusting and improving the procedures. Some
developments conducted by students in the course are:
Fig. 1. User graph Interface ANGMAR – Image Processing V1.0. Source:
1. Count and classification of rods in mill trucks. Authors
2. Recognition of fingerprints.
3. Detection of empty parking spaces. B. Fingerprint recognition as a security mechanism.
4. Motion detection alarms for home automation. Natalia Barbosa.
5. Detection and classification of vehicles moving on This project presents the implementation of a biometric
a road. system that validates and accepts only the fingerprints that
6. Iris Recognition. matches the ones stored in a database. For this process an
7. Character recognition for sign language. image is acquired through a fingerprint capture device, and
8. Fruit sizing using machine vision. then adapted to acquire its main characteristics (minutiae,
9. Recognition of character in license plates. branching and terminations, Fig. 2). Digital image
10. Detection of vegetation using a vehicle in the processing and some mathematical algorithms, such as mean
field. and median filtering, are used for improving the image and
11. Detection and characterization of Ronchi mapping it with the Crossing Number formula. The
patterns in curve mirrors. Some results are performance of the fingerprint recognition system is based
mentioned below. on the precision of the algorithm it uses.

A. Design and Implementation of an acquisition and

analysis system for Ronchigrams, using Digital
Image Processing. Marla Prieto.

Manufacture of mirrors and lenses at Universidad de los

Llanos has taken place during the last 25 years. It has
distinguished itself in design and manufacturing processes Fig. 2. Terminations (left) and Bifurcations (right). Source: Natalia
of different optical elements in Colombia. The Barbosa.
manufacture of mirrors involves three phases: design,
construction, and testing. One of the tests performed is the
Ronchi test [25], wherein the operator performing the test The processes performed on the images are: segmentation,
qualitatively analyses the interference patterns according filtering, noise removal, management of the cavity and
to their experience. Therefore, this project aims at binarization, skeletonization, labeling, removal of invalid
developing a tool to optimize the validation process in the tags, and comparison, Fig. 3. A 4500 digital fingerprint
manufacture of mirrors by means of digital image reader device is used. This device has its own functions and
processing. Figure 1 shows a graphical user interface libraries; however, they are not used because the purpose of
(GUI) developed during the project, which allows the the exercise is to generate proprietary algorithms with
users to run four basic procedures: Python.

- Motion control, with the threads: center of Finally, all the minutiae information obtained, Fig. 4, is
curvature and focus. compared with information saved in a database of known
- Image and Video Acquisition. fingerprints: if the minutiae number coincides with the
- Preprocessing, with threads: thresholding, spatial minutiae number of a fingerprint of database, it is accepted;
filters, image transformation, thresholding otherwise it is rejected.
algorithms and save final data.
- Processing: Ronchigram analysis.

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This article has been accepted for publication in a future issue of this journal, but has not been fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje

Where and is the number of partitions.

The calculation of the volume of fruits is achieved by

means of solids of revolution and numerical integration. An
ultrasonic sensor used to measure distances between fruit
c) and camera is shown in Fig. 5.
a) b)

d) e) f)
Fig. 3. a) Fingerprint acquisition with digital Fingerprint Reader.
Development of Python algorithms: b) preprocessing – Filtering, c)
segmentation, d) morphological operations - Close, e) skeletonization, f)
minutiae labeling, Terminations (White), bifurcation (Gray). Source:
Natalia Barbosa.

Fig. 5. Image capture option. Source: Diego Rojas, Alan Herrera.

D. Videogame Driver using Vision Machine. Andrés

Zambrano, Cristian Torres.

The recognition of a wheel to control the motion of the

vehicle in a videogame by using color detection is the base
of this project. Turning the steering wheel to the left or right
sides sends a signal to the videogame and the vehicle turns
accordingly; as we approach the wheel to the camera the
vehicle accelerates and slows in opposite direction, Fig 6.
Performing a connection between Python and the videogame
allows the emulation of keywords on the videogame
execution. Figure 7 shows a GUI, developed for connecting
Fig. 4. Labeling of Correct Minutiae, Terminations (White), Bifurcation Python and the Need of Speed videogame, where the game
(Gray). Source: Natalia Barbosa. can be controlled by a wheel designed for that purpose.

C. Fruit Sizing using machine Vision. Diego Rojas,

Alan Herrera.

The purpose of this project is to develop a useful tool for

automatic fruit classification. Algorithms for calculating
integrals are used, particularly concepts related to solids of
revolution. The disk method, a numerical integration
technique, is used to calculate the volume of fruits. The
following functional blocks of the system developed through
this project. are: a) conditioning of lighting, noise capture
and scene occlusion, b) image acquisition, c) filtering and
image correction, d) object segmentation, e) calculation of
the dimensional parameter, which is defined by equation 1,
and approximated to equation 2.

Fig. 6. a) Steering wheel, b) Turn to the Right, c) Turn to the Left, d)

accelerate, e) slow. Source: Authors.

(2)

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This article has been accepted for publication in a future issue of this journal, but has not been fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje

can use to evaluate an experimental result and the veracity

of data to make a report.

For this task we have developed a Python application that

allows data acquisition of an object in motion using a
camera, and delivers the experimental data using a table
(which is data that student will receive through the virtual–
remote platform). The application also establishes the
regression equation of the experiment data (useful Tool for
qualification by teacher), and compares the information
Fig. 7. a) Graphic User Interface, b) Application execution. Source: Andrés obtained by student analysis with the results through the
Zambrano, Cristian Torres. implemented algorithm. This algorithm is under
development at the Universidad de los Llanos for the
research project titled “Design and Implementation of a
E. Hand signs recognition using machine vision with
remote laboratory for Mechanics – kinematic practices” in
Python and Opencv. Juan Reinoso.
the Dynamic Systems research group.

The stages of the system developed for the number detection The graphic user interface developed for the study of
by hand gestures involve: defining scene background color, uniformly accelerated motion by using digital image
image acquisition, processing, filtering, segmentation, processing is shown in Fig.9; Fig.10 shows the display
defining characteristics, recognition, and interpretation. processing procedures and Fig.11 shows the resulting
Figure 7 shows the results obtained in the development of regression graph delivering for the software development.
the application, in which the numbers from one to five is
highlighted by sign language. The aforementioned projects are the result of the
methodology applied in the digital image processing
F Method to evaluate a uniformly accelerated course at the Universidad de los Llanos, where the
motion experiment. Authors students developed skills to identify, formulate and solve
problems through the PBL methodology.
An important aspect when working with remote labs in
physics is how to verify the results obtained in the
experiment, in other words, which mechanism the student

a) b) c)

d) e) f)
Fig 8. a) Graphic User Interface, Scene Background, numbers recognition: b) one, c) two, d) three, e) four, f) five. Source: Juan Reinoso.

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This article has been accepted for publication in a future issue of this journal, but has not been fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje

for problem solving, as well as specific skills in a

discipline, which has been selected as the basis for the
teaching of digital image processing.

The image processing course is an elective course offered

at the Universidad de los Llanos to electronics
engineering and computer science students in their
seventh semester. The teaching methodology presented in
this paper was applied between the second semester of
2014 and the second semester of 2015 (three groups of
students). In order to get feedback from the students, ten
questions that allow students to recognize the value of this
teaching-learning methodology were raised.
Fig. 9. Principal Menu. Software to analyze data of Uniformly Table 1. Students surveyed in assessing the course of Digital Image
Accelerated Motion. Source: Authors. Processing
Semester 2014-2 2015-1 2015-2 Total
Students
9 13 15 37
surveyed
Source: Authors

The surveyed group consists of thirty seven students who

attended the course over the past three semesters,
described in Table 1. For the second semester of 2014
students who answered were nine, for the first semester
of 2015 thirteen students answered and for the second
semester of 2015 fifteen students answered. As can be
seen, the number of students has increased every
semester.
Fig.10. Processing software procedures for evaluating a uniformly
accelerated motion experiment. Defining centroids. Upper: Video When we asked about the possibility of performing jobs
Frame acquired, lower Left: Object detection and Lower Right: that allowed them to learn with the help of their
Centroid Detection. Source: Authors.
classmates, 100% of the surveyed agreed, showing that
the course methodology has facilitated collaborative
learning, where students are guided by the teacher, who
provides spaces that allow researching and solving
problems in working groups.

All students surveyed believe that teacher encourages the

use of audiovisual aids and other Tools, removing
leadership from the traditional net - blackboard and
proposes favorable pedagogical strategies in the teaching
of engineering issues as an important factor in the PBL
methodology.

We inquired whether the teaching tools used by the

teacher were sufficient, on which 36 students agreed;
only one student answered negatively, justifying his
response for the lack of bibliographic material to study
the theory of image processing with Python. As to
whether the teaching was clear in the topics discussed,
Fig.11. Software for evaluating a uniformly accelerated motion the 37 students responded affirmatively.
experiment. Graphs obtained position, velocity and acceleration versus
time. Source: Authors The theoretical foundation of IP, is made by the teacher in
his initial explanation, with the use of audiovisual aids
IV. EVALUATION OF THE TEACHING-LEARNING and practical examples of the subject using Python, so the
METHODOLOGY contents are reinforced, allowing the students to
assimilate the information better and understand it more
Project Based Learning seeks the students to get easily; for this reason the question whether the
involved actively in their learning process, highlighting methodology facilitates the understanding of fundamental
that they are the ones who direct their formation from a theoretical aspects of the subject, all the respondents gave
situations-problem viewpoint, which they also transform a positive response.
into their stimulus for learning, responding to this manner
to What? How? and For what? they learn [26]. Through
this system of teaching it is possible to develop strategies

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Revista Iberoamericana de Technologias del Aprendizaje

All the respondents considered that the IP elective course Table 3. Valuation of the methodology, compared to traditional.
helped them to acquire skills to develop engineering Range from 1 to 5.
Value Definition Percentage
projects of analytic and proactive manner, since the 1 Very Low 0%
design of a project needs a careful analysis of the problem 2 Low 0%
or situation to work, propose alternatives of effective 3 Medium 5%
solutions, making it possible to conceptualize the issue 4 High 56%
through interaction with progressive results obtained in 5 Very High 39%
Source: Authors
the development of the final project.
We required students to respond if the developed
The eighth question was intended to recognize those methodology is better than the traditional one, taking into
attitudes that students are encouraged to possess in their consideration the experience lived in the classroom,
professional profile, from the following options: marking a numerical value in range of 1 to 5, where 1 is
(Very Low), 2 (Low), 3 (Medium), 4 (High) and 5 (Very
1. Innovation with technology projects. High), Table 3; in this question two students gave a value
2. Update their knowledge and specialize in one of 3, twenty replied 4 and fifteen consider it as a Very
particular discipline. High, demonstrating the satisfaction of students with the
3. To integrate and/or coordinate individuals and teaching methodology. We also explored the role played
interdisciplinary teams. by the students in their learning process by requesting a
4. Having a high capacity for analysis and critical numerical value in the scale described, whose results
thinking. showed that in self-learning and shared learning five
5. Participate in research and study groups. students evaluated themselves with a medium value,
6. Identify potential problems of the environment, twenty three responses with a High value and nine of the
with a solution in engineering. surveyed gave a High Value, Table 4. These results
7. Develop and implement solutions to various establish student motivation for individual work to get
problems through their profession. involved in projects.

Table 4. Learning Assessment.

Table 2. Attitudes that according to the student are stimulated in Value Definition Percentage
their professional profiles. Student number: 37. 1 Very Low 0%
Student Percentage 2 Low 0%
Option Definition Medium 14%
number 3
Innovation with 4 High 62%
1 31 84%
technology projects 5 Very High 24%
Update their Source: Authors
knowledge and
2 23 62%
specialize in one
particular discipline
V. CONCLUSIONS
To integrate and/or
coordinate individuals This paper has structured a logical method to make use of
3 14 38%
and interdisciplinary
teams advanced technologies in constructive learning. This
Having a high capacity approach is student-centered and uses interactive analysis
4 for analysis and 15 41% techniques which are essential in design context. The
critical thinking main benefit is that it provides a practical learning,
Participate in research
5
and study groups
19 51% without leaving aside the theoretical and mathematical
Identify potential concepts of the course. It is useful to facilitate its
6
environmental issues,
29 78%
understanding and stimulate the user to develop the
with a solution in subject of digital image processing.
engineering
Develop and
implement solutions to With the methodology referred students related training
7 various problems 30 81% contents to real practical applications, which provides a
through their degree of satisfaction with the usefulness of contents, in
profession contact with the real world in vital aspects of their
Source: Authors
professional exercise in business and research.
Results in Table 2 show that for most of respondents
skills 1, 6 and 7 were promoted, showing that students Python programming language is an excellent choice for
consider as an important factor the formulation and learning digital image processing, because it is an
development of innovated projects from the engineering interpreted language, with libraries dedicated to specific
area; concerning the application of the course tasks, which together allow obtaining robust and
methodology, it encourages students to design and successful software tools for teaching digital image
implement impact projects for their environment; processing, setting aside the black box of commercial
meanwhile, factors related to teamwork and critical software and allowing the manipulation of codes and
analysis have flaws and should be improved. essential algorithms.

The integration of Python and Qt4 enables the

development of powerful tools for the development of
software applications, which have been useful in

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This article has been accepted for publication in a future issue of this journal, but has not been fully edited. Content may change prior to final publication. Citation information: DOI 10.1109/RITA.2016.2589479, IEEE
Revista Iberoamericana de Technologias del Aprendizaje

application development. This tool allows complementing pp. 455-459, 2000.

the learning of digital image processing in the classroom; [17] A. Mettas and C. Constantinou, "The technology fair: a project-based
learning approach for enhancing problem solving skills and interest in
integrating methodologies that give a different approach
design and technology education," International Journal of
to the traditional way of learning, passing from the white- Technology and Design Education, no. 18, pp. 79-100, 2007.
board to the interaction of knowledge with practical [18] P. Blumenfeld, E. Soloway, R. Marx, J. Krajcik, M. Guzdial and A.
implementation of new techniques and technologies that Palincsar, "Motivating project-based learning: Sustaining the doing,
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pp. 369-398, 1991.
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[20] R. Yokokawa, H. Oneda, S. Osawa and K. Ozaki, "Development of a
VI. ACKNOWLEDGEMENTS Teaching Material that can Motivate Students to Learn Control
Engineering and Image Processing," in IEE 17th International
Conference on Computational Science and Engineering, Chengdu ,
We thank the General Research Direction and the 2014.
[21] J. M. Keller, "Development and Use of the ARCS Model of
research group on dynamical systems of the Faculty of
Instructional Design," Journal of Instructional Development, vol. 10,
Basic Sciences and Engineering at the Universidad de los no. 03, pp. 2-10, 1987.
Llanos, for their support in the development of the [22] S. Inamori, K. Chida, M. Noguchi, M. Arai and M. Koshimizu,
project Design and Implementation of a virtual-remote "Development of Sequence Control Educational Materials with
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Universidad de los Llanos, code: FCBI-10-2014. Engineering education, vol. 54, no. 04, pp. 21-26, 2006.
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