The presentation aims to discuss students' perceptions of support from peers and teachers, organising and planning studies in distance learning, perceptions of students' own learning, and perceptions of inclusion in digital teaching. The discussion will be grounded in survey results from a pilot project and in relation to Universal Design for Learning, where inclusion is a key element.

This paper presents the development of an educational immersive virtual reality (IVR) program considering both technological and pedagogical affordances of such learning environments. The CDIO Standards have been used as guidelines to ensure desirable outcomes of IVR for an engineering course. A learning model has been followed to use VR characteristics and learning affordances in teaching basic principles. Different game modes, considered as learning activities, are incorporated to benefit from experiential and spatial knowledge representation and to create a learning experience that fulfils intended learning outcomes (ILOs) (defined by CDIO Standard 2 and Bloom’s learning taxonomy) associated with the particular course moment. The evaluation of IVR laboratory highlights effectiveness of the approach in achieving ILOs provided that pedagogical models have been followed to create powerful modes of learning.

Modern aircraft can be seen as heterogeneous systems, containing multiple embedded subsystems which are in today’s simulations split into different domain-specific models based on different modelling methods and tools. This paper addresses typical workflow-driven model integration problems with respect to model fidelity, accuracy in combination with the selected abstraction methods and the target system characteristics. A short overview of integration strategies with the help of co-simulation frameworks including an analysis of the inherent problems that emerge because of different domain-specific modelling methods is being given. It is shown that huge benefits can be reached with the help of a smart system break-up. In detail, the discrepancy between the cyber-physical system simulations and human-machine interaction (HMI) models are being analysed. Therefore, a close look at the typical shortcomings of behavioural models is being discussed, too. To enable an effort-less human-in-the-loop integration into a cyber-physical system simulation, the usage of flight simulation software, offering real-time capability and a graphical user interface is suggested. This approach is applied to overcome today’s complexity and shortcomings in human psychological models. An example implementation based on a commercial flight simulator software (X-Plane) together with a high-performance system simulation tool (Hopsan) via UDP communication is presented and analysed.

Modelling and Simulation is key in aircraft system development. This paper presents a novel, multi-purpose, desktop simulator that can be used for detailed studies of the overall performance of coupled sub-systems, preliminary control design, and multidisciplinary optimization. Here, interoperability between industrially relevant tools for model development and simulation is established via the Functional Mockup Interface (FMI) and System Structure and Parametrization (SSP) standards. Robust and distributed simulation is enabled via the Transmission Line element Method (TLM). The advantages of the presented simulator are demonstrated via an industrially relevant use-case where simulations of pilot thermal comfort are coupled to Environmental Control System (ECS) steadystate and transient performance.

This paper presents a rationale for structuring a distributed human factors laboratory for future air systems. The distributed herein refers to two aspects: content and geographic. As for content, the laboratory is structured in two levels, namely, individual, and team. As for geographic, the laboratory infrastructure is distributed in three physically separate facilities, namely, Department of Computer and Information Science (IDA) and Department of Management and Engineering (IEI) from Linköping University – Sweden and the Competence Center in Manufacturing from the Aeronautics Institute of Technology (ITA) – Brazil.

Flights with high thermal loads inside the cockpit can have a considerable impact on pilot physiological and psychological performance resulting in thermal discomfort, dehydration and fatigue. In this work, a Functional Mock-up Interface (FMI) based aircraft system simulator is utilized with intent to compute and predict thermal comfort. The simulator can for example serve pilots as a tool for heat stress and flight risk assessment, supporting their pre-flight planning or be used by engineers to design and optimize cooling efficiency during an early aircraft design phase. Furthermore, the presented simulator offers several advantages such as map based thermal comfort analysis for a complete flight envelop, time resolved mental performance prediction, and a flexible composability of the included models.

The thermal comfort of a pilot is of crucial importance to maintain a high level ofconcentration and awareness during the entire ight mission. In this work a model for thethermal environment of the cockpit is developed and used as provider of input parametersto a thermoregulatory model, adopted from the literature, of a human. The cockpit-pilotmodel will be used to investigate and improve the thermal comfort for the pilot, particularlyduring longer ight missions. In the cockpit model a combination of lumped systems and nite dierence calculationsis used to obtain input parameters, which are provided to the pilot model. The body, withclothes, is divided into 16 segments and a nite dierence method is used to determine thetemperature distribution within these. Several physiological mechanisms are included inthe model. Simulations with dierent boundary conditions show that the models work properlyeven for longer missions.

The objective of the presented paper is to demonstrate how e-learning course material developed by the students can enhance active learning for self-directed studies outside the classroom in a flipped classroom concept. A method which merges different learning activities such as learning by teaching, video based teaching etc. was developed to improve the students’ personal and interpersonal engineering skills in relation to CDIO standards. In an effort to assess the students’ satisfaction and practical use of the students’ created material, a survey was conducted. Statistics, the students’ feedback, and observations show an increase in learning motivation, deepened understanding, and expanded communication skills.