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Pedagogical learning supports based on human–systems inclusion applied to rail flow control

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Abstract

The paper presents the new concept on human–systems inclusion for designing, analyzing or evaluating human–machine systems and applied it to two case studies on rail flow control. Human–systems inclusion is related to the development of online learning abilities using pedagogical learning supports and aims at applying both automation-supported human and human-supported automation processes in which a human is supported by automation or automation is supported by a human, respectively. Different learning supports are proposed: accident reports, course supports, internet accesses, simulators, technical systems, etc. People are free to use or not to use them to learn alone, from the other or with the others. The first case study concerns automation-supported driving activities and focuses on the analysis of possible dissonances of use of two automated tools. The second case study consists of designing and validating a human-supported eco-driving assistance system.

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Acknowledgements

The present research work has been supported by the Scientific Research Network on Integrated Automation and Human–Machine Systems (GRAISyHM), and by the Regional Council of “Hauts-de-France” (Regional Council of Nord, Pas de Calais, Picardie from France), project CONPETISES (Pedagogical control of human driving tasks by automated systems). The author gratefully acknowledges the support of these institutions.

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  1. University Polytechnique Hauts-de-France, LAMIH, CNRS UMR 8201, Le Mont Houy, 59313, Valenciennes Cedex 9, France

    F. Vanderhaegen

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Vanderhaegen, F. Pedagogical learning supports based on human–systems inclusion applied to rail flow control. Cogn Tech Work 23, 193–202 (2021). https://doi.org/10.1007/s10111-019-00602-2

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