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Automation Challenges of Socio‐technical Systems

Abstract : Classical pedagogy places the teacher in front of students whose knowledge levels may be heterogeneous. Reverse pedagogy involves solving problems through support by courses or through information provided by the teacher on demand. This chapter introduces the results of active pedagogy examples related to learning through problems or through projects, and is dedicated to the innovation of transport systems. The examples concern risk and accident analysis through the use of support systems for improving design tools destined to the prevention, recovery or restriction of adverse events. The cruise control (CC) system can be used as an acceleration and deceleration system. The effect of aquaplaning could make the CC system miss the speed measurement, which may decide to accelerate if the current speed was considered to be lower than the setpoint speed. New design ideas for transport systems such as flying cars, supersonic trains or futuristic bicycles have demonstrated technological breakthroughs in the world of transport.
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Contributor : Mylène Delrue Connect in order to contact the contributor
Submitted on : Tuesday, October 26, 2021 - 10:37:19 AM
Last modification on : Sunday, June 26, 2022 - 3:17:41 AM


  • HAL Id : hal-03403417, version 1



Frédéric Vanderhaegen. Automation Challenges of Socio‐technical Systems. F. Vanderhaegen; C. Maaoui; M. Sallak; D. Berdjag. Automation Challenges of Socio-technical Systems: Paradoxes and Conflicts, ISTE Edition, pp.307-326, 2019. ⟨hal-03403417⟩



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