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Article Citation - WoS: 4Citation - Scopus: 6A Team-Oriented Course Development Experience in Distance Education for Multidisciplinary Engineering Design(Wiley, 2022) Say, Bilge; Erden, Zühal; Erden, Zuhal; Turhan, Cihan; Turhan, Cihan; Say, Bilge; Erden, Zühal; Turhan, Cihan; Say, Bilge; Energy Systems Engineering; Software Engineering; Mechatronics Engineering; Energy Systems Engineering; Mechatronics Engineering; Software EngineeringBased on the multidisciplinary needs of today's complex and innovative technology, accreditation bodies of engineering demand proof of multidisciplinary teamwork in undergraduate engineering curricula. This article reports the design and conduct of a Multidisciplinary Engineering Design (MED) course initiated as a result of accreditation process requirements. The course, which consists of multidisciplinary lectures, practice sessions, and various phases of a multidisciplinary team project, was conducted online because of the COVID-19 pandemic by a multidisciplinary team of instructors using multiple software tools to enhance collaboration. In general, the course outcomes were satisfied under the current design, and several points for further improvement and elaboration were collected via quantitative and qualitative evaluations. Accordingly, the results show that the project-based and team-based MED course, in terms of multidisciplinary course management and its outcomes, can benefit from the use of software tools in creating a multidisciplinary team in distance education by means of enhanced cooperation and motivation among the participants.Article Citation - WoS: 1Citation - Scopus: 1A Novel Approach To Systematic Development of Social Robot Product Families(Springer, 2022) Ozer, Ilayda; Erden, ZuhalIn this paper, behavioural modules for social robots are developed by using the 3D Design Structure Matrix (DSM) model. Behavioural modules are the building blocks for the systematic design of social robot families, which are composed of personalized social robots, to satisfy the diverse needs of individuals or small groups. The 3D DSM is independent of any physical solution principle and is based on 3 different behavioural elements among robots, namely 'perception', 'cognition' and 'motoric action'. In this study, the data for these elements are extracted from 45 different social robots existing in the literature. Sixteen behavioural modules are developed by defining the mutual interactions among these three types of behavioural elements. Among them, 6 sample modules are designed and manufactured in the laboratory. A model social family of two robots which uses different combinations of these 6 modules is developed for technology demonstration. This study is a first attempt to establish a behaviour, modularity-oriented and physical solution-independent infrastructure in the systematic conceptual design of personalized social robots for alternative purposes; hence, a starting point for future research toward further integration of social robots into everyday life.Article Citation - WoS: 1Citation - Scopus: 3What To Consider at the Development of Educational Programs and Courses About Next-Generation Cyber-Physical Systems?(Asme, 2024) Horvath, Imre; Erden, ZuhalWe live in an age in which new things are emerging faster than their deep understanding. This statement, in particular, applies to doing research and educating university students concerning next-generation cyber-physical systems (NG-CPSs). The fast evolution of this system paradigm would have expected a rapid and comprehensive paradigmatic change in research and education concerning this family of systems. However, this has not happened yet. Seeking a sufficient explanation, this paper reviews the current literature and attempts to cast light on the most significant recent developments in the field of NG-CPSs. The main assumptions of the authors are that research and education should appear in harmony in academic knowledge acquisition and distribution processes and that the academic education of NG-CPSs should be organized and conducted according to a defendable future vision. Combining the results of a broadly based study of the literature with prognostic critical thinking and personal experiences, this review-based position paper first discusses the current socio-techno-scientific environment, the involved stakeholders, and the demands and two approaches of truly systems-oriented education. Then, it concentrates on (i) the recognized limitations of mono- and interdisciplinary research, (ii) supradisciplinary organization of research, and (iii) transdisciplinary knowledge generation for NG-CPSs. As main contributions, the paper (i) identifies and analyzes the latest theoretical, engineering, and technological developments, (ii) reveals the major trends and their presumably significant implications, and (iii) presents several thought-provoking findings and makes propositions about the desirable actions.
