Johannes Schleiss

Aditya Johri, Johannes Schleiss, Nupoor Ranade

Generative artificial intelligence (GenAI) is increasingly becoming a part of work practices across the technology industry and being used across a range of industries. This has necessitated the need to better understand how GenAI is being used by professionals in the field so that we can better prepare students for the workforce. An improved understanding of the use of GenAI in practice can help provide guidance on the design of GenAI literacy efforts including how to integrate it within courses and curriculum, what aspects of GenAI to teach, and even how to teach it. This paper presents a field study that compares the use of GenAI across three different functions - product development, software engineering, and digital content creation - to identify how GenAI is currently being used in the industry. This study takes a human augmentation approach with a focus on human cognition and addresses three research questions: how is GenAI augmenting work practices; what knowledge is important and how are workers learning; and what are the implications for training the future workforce. Findings show a wide variance in the use of GenAI and in the level of computing knowledge of users. In some industries GenAI is being used in a highly technical manner with deployment of fine-tuned models across domains. Whereas in others, only off-the-shelf applications are being used for generating content. This means that the need for what to know about GenAI varies, and so does the background knowledge needed to utilize it. For the purposes of teaching and learning, our findings indicated that different levels of GenAI understanding needs to be integrated into courses. From a faculty perspective, the work has implications for training faculty so that they are aware of the advances and how students are possibly, as early adopters, already using GenAI to augment their learning practices.

Johannes Schleiss, Anke Manukjan, Michelle Ines Bieber et al.

As Artificial Intelligence (AI) increasingly impacts professional practice, there is a growing need to AI-related competencies into higher education curricula. However, research on the implementation of AI education within study programs remains limited and requires new forms of collaboration across disciplines. This study addresses this gap and explores perspectives on interdisciplinary curriculum development through the lens of different stakeholders. In particular, we examine the case of curriculum development for a novel undergraduate program in AI in engineering. The research uses a mixed methods approach, combining quantitative curriculum mapping with qualitative focus group interviews. In addition to assessing the alignment of the curriculum with the targeted competencies, the study also examines the perceived quality, consistency, practicality and effectiveness from both academic and industry perspectives, as well as differences in perceptions between educators who were involved in the development and those who were not. The findings provide a practical understanding of the outcomes of interdisciplinary AI curriculum development and contribute to a broader understanding of how educator participation in curriculum development influences perceptions of quality aspects. It also advances the field of AI education by providing a reference point and insights for further interdisciplinary curriculum developments in response to evolving industry needs.

Madhura Thosar, Christian A. Mueller, Georg Jaeger et al.

Tool-use applications in robotics require conceptual knowledge about objects for informed decision making and object interactions. State-of-the-art methods employ hand-crafted symbolic knowledge which is defined from a human perspective and grounded into sensory data afterwards. However, due to different sensing and acting capabilities of robots, their conceptual understanding of objects must be generated from a robot's perspective entirely, which asks for robot-centric conceptual knowledge about objects. With this goal in mind, this article motivates that such knowledge should be based on physical and functional properties of objects. Consequently, a selection of ten properties is defined and corresponding extraction methods are proposed. This multi-modal property extraction forms the basis on which our second contribution, a robot-centric knowledge generation is build on. It employs unsupervised clustering methods to transform numerical property data into symbols, and Bivariate Joint Frequency Distributions and Sample Proportion to generate conceptual knowledge about objects using the robot-centric symbols. A preliminary implementation of the proposed framework is employed to acquire a dataset comprising physical and functional property data of 110 houshold objects. This Robot-Centric dataSet (RoCS) is used to evaluate the framework regarding the property extraction methods, the semantics of the considered properties within the dataset and its usefulness in real-world applications such as tool substitution.