A WoT Platform for Supporting Full-Cycle IoT Solutions from Edge to Cloud Infrastructures: A Practical Case

Abstract

<jats:p>Internet of Things (IoT) learning involves the acquisition of transversal skills ranging from the development based on IoT devices and sensors (edge computing) to the connection of the devices themselves to management environments that allow the storage and processing (cloud computing) of data generated by sensors. The usual development cycle for IoT applications consists of the following three stages: stage 1 corresponds to the description of the devices and basic interaction with sensors. In stage 2, data acquired by the devices/sensors are employed by communication models from the origin edge to the management middleware in the cloud. Finally, stage 3 focuses on processing and presentation models. These models present the most relevant indicators for IoT devices and sensors. Students must acquire all the necessary skills and abilities to understand and develop these types of applications, so lecturers need an infrastructure to enable the learning of development of full IoT applications. A Web of Things (WoT) platform named Labs of Things at UNED (LoT@UNED) has been used for this goal. This paper shows the fundamentals and features of this infrastructure, and how the different phases of the full development cycle of solutions in IoT environments are implemented using LoT@UNED. The proposed system has been tested in several computer science subjects. Students can perform remote experimentation with a collaborative WoT learning environment in the cloud, including the possibility to analyze the generated data by IoT sensors.</jats:p>

Comparative Analysis of Power Consumption between MQTT and HTTP Protocols in an IoT Platform Designed and Implemented for Remote Real-Time Monitoring of Long-Term Cold Chain Transport Operations

“…Unlike HTTP, the MQTT protocol uses a publish/subscribe architecture, and, although HTTP is more used, MQTT has more applications in the wireless area because it is faster, requires less bandwidth, and requires less consuming power. An example of an MQTT application in the wireless area is in the Web of Things platform (WoT) for students’ learning process [ 32 ]. The WoT performs remote experimentation with a collaborative learning environment and analyzes the data generated via sensors displaying relevant information on dashboards.…”

Exploring IoT Vulnerabilities in a Comprehensive Remote Cybersecurity Laboratory

“…What is more, Pastor et al [17] described a system for both cybersecurity and programming environments. The programming module focuses on IoT (edge, fog, and cloud computing), whereas the cybersecurity module focuses only on cybersecurity operations over a virtual shell, not in the IoT programming side of cybersecurity.…”

Integrating Teachers’ TPACK Levels and Students’ Learning Motivation, Technology Innovativeness, and Optimism in an IoT Acceptance Model

“…The difficulty lies in the rapid development of IoT technologies and the demand for the acquisition of different skills at one time. The IoT requires a wide range of skills, from the development of IoT applications to the integration of the devices themselves into management systems to allow the processing of data generated by the devices [18,24]. Recent studies investigated the importance of focusing on the difficulties and problems that students may face when dealing with new IoT technologies and applications.…”

“…Although studies on the IoT have tackled students' attitudes from different perspectives [10,18,24], few studies have explored the importance of using IoT technology from the perspective of teachers' knowledge or the effects of the IoT on the development of pedagogy in the teaching environment. The present study intends to fill this gap by developing a model that integrates students' and teachers' attitudes to investigate IoT effectiveness and efficiency in an educational environment.…”