Automation Challenges of Socio-technical Systems

10 Active Pedagogy for Innovation in Transport

10.1. Introduction

Classical pedagogy places the teacher in front of students whose knowledge levels may be heterogeneous. In this configuration, some of them remain passive and follow the course without really interacting with the teacher. In order to overcome these setbacks, methods for active pedagogy have been created so as to engage learners in their learning process, at their own pace. These methods include, for example, reverse pedagogy [GUI 17] and problem learning [GOO 05].

Reverse pedagogy involves solving problems through support by courses or through information provided by the teacher on demand. Learning through problems or through projects enables students to process and solve fictional problems or scenarios, thus putting their knowledge into practice and progressively completing the learning process. These techniques can be carried out remotely or face-to-face with the teacher, who can be solicited by the students so as to facilitate or to guide their work. These techniques encourage students to become actors of their learning process [LEB 07, WAL 17].

In this pedagogical framework, metaphors are often employed for making understanding easier or for illustrating the use of a concept [LYN 17, THI 17, DRO 18]. Sometimes, visual aids make it possible to establish a direct association between an icon or a drawing and the problem at hand. In augmented virtual reality, the metaphor for designing decision support systems ...