Searcharxiv⌕ Search
Home/Archive/arXiv

arXiv · 2403.15398

An International and Multidisciplinary Teaching Experience with Real Industrial Team Project Development

Martin Mellado·Eduardo Vendrell·Filomena Ferrucci·Andrea Abate·Detlef Zuhlke·Bernard Riera
View original source ↗Read source document ↗Export metadata ↓

Abstract

This paper presents the design, objectives, experiences, and results of an international cooperation project funded by the European Commission in the context of the Erasmus Intensive Programme (IP, for short) designed to improve students' curricula. An IP is a short programme of study (minimum 2 weeks) that brings together university students and staff from at least three countries in order to encourage efficient and multinational teaching of specialist topics, which might otherwise not be taught at all. This project lasted for 6 years, covering two different editions, each one with three year duration. This project lasted for 6 years, covering two different editions, each one with three year duration. The first edition, named SAVRO (Simulation and Virtual Reality in Robotics for Industrial Assembly Processes) was held in the period 2008-2010, with the participation of three Universities, namely the Universitat Politecnica de Valencia (Spain), acting as IP coordinator, the Technische Universitat Kaiserslautern (Germany), and the Universita degli Studi di Salerno (Italy). The Universite de Reims Champagne-Ardenne (France) participated as a new partner in the subsequent edition (2011-2013) of the IP, renamed as HUMAIN (Human-Machine Interaction). Both editions of the teaching project were characterized by the same objectives and organizational aspects, aiming to provide educational initiatives based on active teaching through collaborative works between international institutions, involving industrial partners too. The aim of the paper is to illustrate the best practices that characterized the organization of our experience as well as to present some general recommendations and suggestions on how to devise computing academic curricula.

Explore related subjects

cs.CY

Keep this discovery

BibTeXRIS

Martin Mellado, Eduardo Vendrell, Filomena Ferrucci, Andrea Abate, Detlef Zuhlke, Bernard Riera. 2024-02-18. An International and Multidisciplinary Teaching Experience with Real Industrial Team Project Development. https://arxiv.org/abs/2403.15398

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

arXiv2026

Work, Wellbeing, and Choice: Empirical Lessons for AI Futures

Advances in AI-driven automation have raised questions about how humans might find wellbeing in a world where paid employment is less necessary or less available than before. Paid work has been variously characterized as both a contributor and an impediment to human wellbeing. What is already known about the relationship between paid work and wellbeing? What factors influence wellbeing among people who do not work---or who do not need to work? And how might these factors bear upon prospective AI-induced economic transformations? To help provide empirical grounding for these questions, we survey the psychological, sociological, and economic literature that investigates the relationship between wellbeing and work. We draw on evidence from multiple populations, including the unemployed, retirees, lottery winners, and financially dependent spouses. This comparative review draws from studies across OECD countries, China, India, and Gulf states. We identify three key factors that mediate the relationship between work status and wellbeing: (1) agency and choice---whether the exit from work is voluntary or involuntary, as well as long-term agency; (2) the availability of alternative sources of work's latent benefits---such as volunteering, hobbies, or state-provisioned employment; and (3) social and systemic context---including cultural norms around work and the robustness of social safety nets. We draw on these three factors to derive specific implications for different AI automation scenarios, connecting the empirical evidence to concrete policy considerations.

cs.CY↗
arXiv2026

From Digital Accountability to Accountable Digitality Through Needs-Aware Information Systems: The Case of Auditable Child-Welfare Judgments

Digital accountability research asks how digital systems can, among other aims, be made transparent, explainable, auditable, contestable, and supportive of ongoing learning and improvement. This paper reverses the question: how can digital transformation make established human institutions more accountable? It theorizes this reversal as accountable digitality and specifies needs-aware information systems as the mediating mechanism. The hard and paradigmatic case is child-welfare judgment, where best-interest procedures must protect children, preserve confidentiality, and respect judicial independence while enabling aggregate learning about needs, reasons, exceptions, and disparities. The case is used diagnostically and illustratively to derive and examine the design logic, not as empirical evidence or validation. Conceptual design-oriented analysis decomposes and recombines digital and legal accountability under child-rights constraints, deriving a canonical theory-to-design chain, contingent mechanisms, implications, and safeguards. It advances IS responsibility and ethics research by showing how privacy-preserving, co-created, needs-aware information systems can support institutional self-knowledge and auditable justice.

cs.CY↗
arXiv2026

(Whose defaults?) Is artificial intelligence reorienting archaeological methods?

Generative AI and the practice of "vibe coding" are changing how archaeologists carry out computational research, but their effects on the discipline's range of methods is still understudied. In this paper, we evaluate whether large language models (LLMs) are narrowing the variety of methods archaeologists use. We first analysed approximately 119,000 archaeology abstracts from Scopus, covering publications from 2010 to 2025. Using a locally run LLM, we identified the computational methods reported in each abstract and organised them into 25 broad categories (L2) and 241 finer clusters (L3). A Bayesian Dirichlet-multinomial model of method composition within sub-disciplines found a small but credible shift in method use after 2023. However, this shift was smaller than the variation already present across the full study period. No individual technique showed a significant change, and overall methodological diversity increased rather than declined. We then ran a controlled experiment to see whether LLMs recommend a narrower set of methods than archaeologists have used in practice. Two different open-weight models were asked to suggest methods for 28 archaeological research problems, with prompts providing three levels of methodological guidance: novice, intermediate, and expert. Recommendation diversity was much lower than in the published literature, particularly without methodological guidance. The models also tended to favour methods that were widely used before 2023, and their recommendations more closely resembled the post-2023 literature. Taken together, these results are consistent with LLMs pushing methodological choice towards convergence, although our study cannot establish a causal effect. They raise a broader question: how can archaeology retain methodological diversity as LLMs become more involved in research?

cs.CY↗