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| en:safeav:curriculum:introduction [2025/10/30 13:56] – raivo.sell | en:safeav:curriculum:introduction [2025/11/17 08:31] (current) – airi | ||
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| The curriculum follows a modular structure combining theoretical foundations, | The curriculum follows a modular structure combining theoretical foundations, | ||
| - | * SafeAV Handbook – provides the theoretical and methodological background, including system architectures, | + | |
| - | * SafeAV Hands-on Guide – offers practical laboratory and simulation exercises that allow students to perform verification and validation tasks using real and virtual autonomous platforms. | + | |
| + | |||
| + | **Terminology note.** In this document, the SafeAV curriculum is the unified framework that defines the overall programme architecture, | ||
| The SafeAV curriculum architecture defines the overall structure, modular hierarchy, and learning flow that connects theoretical knowledge, simulation-based validation, and experimental practice. It ensures coherence between study levels and provides a clear path from basic understanding to advanced assurance of autonomous vehicle safety. | The SafeAV curriculum architecture defines the overall structure, modular hierarchy, and learning flow that connects theoretical knowledge, simulation-based validation, and experimental practice. It ensures coherence between study levels and provides a clear path from basic understanding to advanced assurance of autonomous vehicle safety. | ||
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| Each topic therefore exists in two complementary parts: | Each topic therefore exists in two complementary parts: | ||
| - | * Part 1 (Bachelor level) – introduces the fundamental principles, technologies, | + | |
| - | * Part 2 (Master level) – deepens the focus toward verification and validation, including analytical, experimental, | + | |
| - | For example, in **Hardware and Sensing Technologies Part 1**, students learn sensor types, signal processing basics, and data acquisition. In **Part 2**, they perform calibration, | + | For example, in Hardware and Sensing Technologies |
| This two-stage progression ensures continuity between study cycles and supports lifelong learning paths in autonomous vehicle engineering. | This two-stage progression ensures continuity between study cycles and supports lifelong learning paths in autonomous vehicle engineering. | ||
| - | {{ : | + | {{ : |
| The overall curriculum can be described as three integrated layers: | The overall curriculum can be described as three integrated layers: | ||
| - | * Conceptual layer – theoretical foundations and system-level understanding (covered in the SafeAV Handbook) | + | |
| - | * Practical layer – hands-on experiments, | + | |
| - | * Digital layer – self-study materials, MOOC courses, and AI-supported assistants that guide learning and track individual progress | + | |
| These layers are interconnected through shared terminology, | These layers are interconnected through shared terminology, | ||
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| For this reason, the SafeAV Handbook presents most topics in two levels of depth. Students who already have sufficient background or wish to advance further can continue directly to the next sub-sections, | For this reason, the SafeAV Handbook presents most topics in two levels of depth. Students who already have sufficient background or wish to advance further can continue directly to the next sub-sections, | ||
| - | Therefore, the level designation in this curriculum should be interpreted as indicative of content depth—Basic and Advanced—rather than as a strict separation between Bachelor and Master academic degrees. | + | Therefore, the level designation in this curriculum should be interpreted as indicative of content depth—Basic and Advanced rather than as a strict separation between Bachelor and Master academic degrees. |
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| ===== Learning Environments and Methods ===== | ===== Learning Environments and Methods ===== | ||
| - | Each module supports flexible learning environments that allow both classroom and remote participation: | + | Most module supports flexible learning environments that allow both classroom and remote participation: |
| * classroom teaching for theoretical foundations | * classroom teaching for theoretical foundations | ||
| * access to the AI-driven hybrid laboratory environment | * access to the AI-driven hybrid laboratory environment | ||
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| Digital tools, Dokuwiki materials, and the MOOC environment allow integration with AI-based assistants that support self-learning, | Digital tools, Dokuwiki materials, and the MOOC environment allow integration with AI-based assistants that support self-learning, | ||
| - | These learning environments are common across all modules, ensuring coherence, accessibility, | + | These learning environments are common across all modules, ensuring coherence, accessibility, |
| - | + | ||
| - | The SafeAV MOOC platform acts as a transversal framework that supports all curriculum modules equally. It is a shared digital infrastructure that enables self-paced learning, international collaboration, | + | |
| - | + | ||
| - | The MOOC platform provides unified access to course materials, exercises, simulations, | + | |
| - | The same platform is used by all modules, ensuring a consistent digital experience throughout the entire curriculum. Each course component is accessed through the same environment, | + | |
| Key features include: | Key features include: | ||
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| All materials are licensed under Creative Commons (CC BY-NC), allowing reuse and modification while keeping alignment with European learning standards and ECTS principles. | All materials are licensed under Creative Commons (CC BY-NC), allowing reuse and modification while keeping alignment with European learning standards and ECTS principles. | ||
| This ensures consistency across partner universities while maintaining flexibility for local adaptation and future extension. | This ensures consistency across partner universities while maintaining flexibility for local adaptation and future extension. | ||
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