Cognitive Support For Learning Plc Programming: Computer Based Case Studies
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Students who wish to learn programmable logic controller (PLC) programming often face many obstacles. For example, many lack experience using automated systems and have difficulty visualizing programming situations. In addition, information needed for programming, such as input and output connections, is often not readily apparent. Finally, students may encounter cognitive overload because they need to be able to recall many different types of information at once, such as system component characteristics, system operation, PLC command syntax, and control program development. Instructors must use methodologies such as scaffolding and fading to provide cognitive support to students until programming tasks become more second nature. To help students learn to write PLC programs to control automated manufacturing systems, a series of computer-based case studies are being developed. These case studies include animations of automated systems to help students to visualize how processes work and the sequence of events. They also illustrate steps in the programming process from identifying the sequence of events and input and outputs to developing code to implement each event. Although the idea of case studies itself is not new, the combination of case study methodologies and instructional technology to teach PLC programming is relatively novel. This paper will describe the case studies that have been developed so far, how they are being used, results from student evaluations of these case studies, and future directions. American Society for Engineering Education, 2006.
