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The past few decades have seen important efforts to introduce more ethics into engineering education programs around the world, while adapting to the evolution of ethical concerns, notably in relation to digital technology and artificial intelligence. Even if pedagogical approaches based on the use of case studies or code of ethics remain among the most popular, other less well known techniques such as game-based approaches have also been identified as effective. The goal of this workshop is to offer participants an opportunity to explore how games can be used as learning experiences to develop students’ ethical knowledge and skills. Participants will first get to play an online game which focuses on ethical issues in the domain of artificial intelligence, before reflecting on their experience and discussing the potential of game-based approaches for engineering ethics education.

National audience; Dans le contexte de la modélisation de systèmes, SysML apparait comme un langage pivot de spécification et de documentation. Ses diagrammes permettent la définition de la structure et du comportement de systèmes. La flexibilité de SysML a pour incon-vénient qu'il n'existe pas de méthode standard pour définir leur sémantique. Ce problème est flagrant dans la conception de systèmes hétérogènes, où différentes sémantiques opéra-tionnelles peuvent être utilisées. Cet article présente une manière de donner une sémantique opérationnelle aux éléments de SysML sous la forme de transformations vers le langage SystemC-AMS, permettant ainsi la simulation de modèles SysML.

National audience; La modélisation multi-paradigmes vise à permettre la modélisation d’un système en utilisant pour chacune de ses sous-parties le formalisme (ou paradigme) de modélisation le plus adapté. Nous nous intéressons plus spécifiquement à la modélisation du comportement de systèmes : dans ce cadre, il est nécessaire de pouvoir combiner la sémantique des différents formalismes utilisés dans un modèle de sorte à déterminer le comportement global du système modélisé. Nous avons conç̧u un outil appelé ModHel’X qui permet a) de décrire les formalismes de modélisation utilisés grâce au concept de modèle de calcul, b) de décrire l’adaptation sémantique à la frontière entre deux formalismes, c) de construire des modèles faisant appel à plusieurs de ces formalismes et d) de simuler le comportement de tels modèles.

International audience; This paper introduces an approach for fault detection in ambient-intelligent environments. It proposes to compute predictions for sensor values, to be compared with actual values. As ambient environments are highly dynamic, one cannot pre-determine a prediction method. Therefore, our approach relies on (a) the modeling of sensors, actuators and physical effects that link them, and (b) the automatic construction at run-time of a heterogeneous prediction model. The prediction model can then be executed on a heterogeneous modeling platform such as ModHel'X, which yields predicted sensor values.

Electronic Communications of the EASST, Volume 21: Multi-Paradigm Modeling 2009

In the context of Model Driven Engineering, the use of multiple modeling paradigms for developing complex systems is both unavoidable and essential. It results in the heterogeneity of the models representing the considered system and makes global reasoning about the system difficult. The objective of multi-paradigm modeling is to ease the joint use of heterogeneous models during the development cycle. In the work presented in this dissertation, we focus on the study of the heterogeneity of models and propose an approach to multi-paradigm modeling. We first qualify the causes of the heterogeneity of models with respect to the development cycle and we identify several types of heterogeneity. On this basis, we propose a framework for the study of the domain of multi-paradigm modeling with several research axis. The multidisciplinarity of multi-paradigm modeling allows the use of techniques from various fields. We propose a survey and a classification of the techniques which are relevant with respect to heterogeneity. The range of the techniques that we present includes model transformation, meta-model composition, model composition, component adaptation, co-simulation and megamodels. Then we present ModHel'X, the approach to the composition of models for multi-paradigm modeling that we developed. It relies on the concept of model of computation and allows: 1. the specification of the semantics of a modeling language in an executable way by specializing an abstract semantics for models of computation that we developed; 2. the explicit specification of the composition mechanism between heterogeneous models through a special modeling structure called interface block; 3. the simulation of the global behavior of heterogeneous models thanks to a generic execution algorithm that we defined. ModHel'X has been implemented in a framework based on EMF (Eclipse Modeling Framework)., Dans le contexte de l'Ingénierie Dirigée par les Modèles, l'utilisation de multiples paradigmes de modélisation pour développer un système complexe est à la fois inévitable et essentielle. Les modèles qui représentent un tel système sont donc hétérogènes, ce qui rend tout raisonnement global sur le système difficile. L'objectif de la modélisation multi-paradigme est de faciliter l'utilisation conjointe de modèles hétérogènes pendant le cycle de développement. Les travaux exposés dans cette thèse concernent l'étude de l'hétérogénéité des modèles et la conception d'une approche pour la modélisation multi-paradigme des systèmes. Nous caractérisons les causes de l'hétérogénéité des modèles par rapport au cycle de développement puis identifions différents types d'hétérogénéité. En nous basant sur ces causes d'hétérogénéité, nous proposons un cadre d'étude pour le domaine de la modélisation multi-paradigme avec différents axes de recherche. La multidisciplinarité de la modélisation multi-paradigme rend applicables des techniques issues de différents domaines. Nous proposons un état de l'art et une classification des techniques dont nous avons étudié la pertinence par rapport à l'hétérogénéité. La gamme des techniques présentées inclut les transformations de modèles, la composition de méta-modèles, la composition de modèles, l'adaptation de composants, la co-simulation ou encore les méga-modèles. Nous présentons ensuite ModHel'X, l'approche de composition de modèles pour la modélisation multi-paradigme que nous avons développée. Elle s'appuie sur le concept de modèle de calcul et permet : 1. de spécifier la sémantique d'un langage de modélisation de manière exécutable à travers la spécialisation opérationnelle d'une sémantique abstraite pour les modèles de calcul ; 2. de spécifier explicitement les mécanismes de composition à utiliser entre des modèles hétérogènes via une structure de modélisation appelée bloc d'interface ; 3. de simuler le comportement global de modèles hétérogènes par un algorithme générique d'exécution que nous avons défini. Une implémentation de ModHel'X a été réalisée sous la forme d'un framework s'appuyant sur EMF (Eclipse Modeling Framework).

The use of digital tools has drastically increased in engineering education, accelerated by the COVID-19 pandemic. These tools generate important ethical issues, in particular in terms of privacy and fairness. However, very few teacher training programmes address those topics, which means that teachers are often left to figure out by themselves how to address these issues when they want (or have) to use digital tools in their teaching. In this workshop, participants will be introduced to a pragmatic approach to the ethical design of learning experiences that involve digital tools using a visual thinking guide called a ‘canvas’. Applied and hands-on, this workshop will help participants to develop a practical understanding of the specific ethical issues related to the use of digital tools in teaching and to integrate ethical reflection into design processes when digital technology is involved.

As Saitta et al. report in [1], the flipped classroom model builds on several well-known teaching approaches. In particular, using in-class time for more active learning activities as been constantly shown by research to improve learning [2]. In this presentation, we report about a pilot class in Linear Algebra for Engineers at EPFL that has implemented the flipped classroom model during two years. To allow for an analysis of the performances of the students, the course has implemented three features. First, the course has been offered in parallel to seven other regular service courses taught to roughly 1'500 students, with a common content and a common exam. In addition, students attending the course have been selected among volunteers using stratified random sampling, thus allowing for a comparison between the experimental group (selected volunteers) and a control group (non-selected volunteers). Finally, the course has implemented an A-B-A design with the flipped format being implemented only over a few weeks of the semester. In 2017-2018, the class has been given to 100 students (out of 500 volunteers) and has been flipped during 5 weeks. The results at the final exam showed that the performance of the experimental group was statistically equivalent to that of the control students (the 400 non-selected volunteers) although the A-B-A design indicated differences that require further exploration. The students highly appreciated the flipped format and asked that the course remained flipped in the last part of the semester. Following the positive feedback, it has been decided to hold a second pilot class with the objective to scale it up. The class is currently running with around 200 students and 10 weeks of the flipped format. [