History

Holographic Data Storage Systems (HDSS) (1990s and 2000s)

The Hesselink lab did pioneering work in the field of Holographic Data Storage Systems (HDSS) in the 1990s and 2000s. The first demonstration of digital data that was recorded, retrived and displayed using HDSS was reported by the Hesselink lab in 1994. A storage density of 54Gpixle per cubic centimeter with 50Mbps data transfer rate was achieved back then. In 2000, a more advanced HDSS system was developed with data transfer rate of 10Gbps.

First demonstration of holographic digital data storage system (1994).

Remote laboratory (1990s - Present)

The Hesselink lab has a long history of working on remote learning, especially focusing on laboratory experiments that can be performed remotely/virtually. The first few attempts were made during the early days of the internet in the 1990s and 2000s. The lab continues to work on the area with the new ilabs platform that uses the concept of digital twins.

Remote laboratory, Summit demo (2002)

Senvid Summit: A Remote Laboratory Environment For Teaching and Learning

It was developed in the late 1990s and early 2000s. With Senvid Summit it was possible to:

Control experiments
collect and analyze experimental data
review class material
study reference information
inspect manufacturers' lab component data
take tests and submit reports

Principal Investigator, Professor Electrical Engineering and Applied Physics, Stanford University

Abstract

The Senvid Summit effort provides students with a remote laboratory environment integrated with currently available tools for remote access to classroom teaching and learning developed by Senvid, Inc (later acquired by Western Digital). This effort is intended to satisfy a student’s need for being exposed to experimental demonstrations illustrating key concepts and processes discussed in class or through a remote learning environment. A small pilot program was conducted in the fall of 1998 to demonstrate the basic concepts in a realistic teaching environment at Stanford. Students will be able to carry out experiments over the web by controlling equipment remotely. The pilot program was part of EE366, taught in the fall of 1998 by the Principal Investigator. The results of the experiments were compared with theoretical calculations discussed in class. The tools developed during this effort are generic and are applied to a wide variety of subjects and disciplines. The positive outcome of this effort resulted in the commercialization of this technology through a small start-up company, Senvid Inc. located in Cupertino, CA.

A professional team involving the School of Education at Stanford University evaluated the results of the pilot program. The results are available upon request from the Principal Investigator.

Integration of a remote laboratory into the learning environment has great potential benefits. Institutions of learning at all levels can pool resources by allowing remote access at all times remotely, thereby amortizing costs over many more students that traditional laboratories allow. Ultimately this approach should reduce the cost of delivering education, making more facilities available to students world-wide, and to incorporate unique facilities presently available at Government laboratories and industry currently inaccessible to everyone except a few. Most importantly, it will allow students to enhance their understanding of complex phenomena by being able to carry out experiments anytime, anywhere, on any subject.

Senvid Summit Design Team

Professor Lambertus Hesselink
Raj Batra
Eric Bjornson
Peter Catrysse
Donny Effrien
Dharmarus Rizal
Dan Savage
Anthony Wong