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based courses. Also, this principle encourages for
periodical change of the instructional activities in
order to keep student interest for the course. This
can be done by means of exercises.
The solutions proposed above converge to the
main targets expressed by the function “design for
reliability.” Specifically, they are able to ensure a
good interaction between student and teacher, and
from technical point of view (e.g. signal quality)
are feasible, too.
The next step of the methodology requires
aggregation of the local solutions. According to
the proposed algorithm, PTF is in this case study
associated to TF 4 . The aggregation flow for this
case study starts by combining the local solution
related to TF 4 with the local solution related to
TF 3 . The hybrid result, here named HF 1 , is further
combined with the local solution of TF 1 . The new
hybrid, named HF 2 , is further combined with the
local solution of TF 2 .
From aggregation point of view, the first two
steps raise up no problems, because solutions are
either positive ( TF 4 with TF 3 ) or not correlated
( HF 1 with TF 1 ). The challenge occurs when ag-
gregation is required between HF 2 and the local
solution related to TF 2 . Thus, HF 1 will incorporate
all common components of the local solutions
related to TF 4 and TF 3 , to which all individual
components of the local solutions related to TF 4
and TF 3 are added (please review the local solu-
tions for TF 4 and TF 3 ). Moreover, HF 2 will include
all components of HF 1 , to which the individual
components of the local solution related to TF 1 are
added (please review the local solution for TF 1 ).
Analyzing the main characteristics of the local
solution related to TF 2 against the hybrid solution
HF 2 , the following major conflicting problems
occur: (a) need of videoconference system ( HF 2 )
versus avoidance of expensive equipment ( TF 2 );
(b) need of simulation tools which accurately
replicate real systems ( HF 2 ) versus avoidance of
expensive software ( TF 2 ). Both cases are subjected
to the same TRIZ generic problem: capacity (TRIZ
parameter 39) versus harmful side effects (TRIZ
parameter 31); and convenience of use (TRIZ
parameter 33) versus amount of substance (TRIZ
parameter 26). The inventive principles proposed
by TRIZ in connection to these problems are:
apply the equipotentiality principle [12], use the
“resonance frequency” [18], convert harm into
benefit [22], change the concentration and flex-
ibility [35], and introduce a “neutral substance”
or an “additive” [39].
Principle 12 highlights the importance of
analyzing conflicts in the context of each course.
In this respect, for the course of industrial robot
design, principle 18 suggests selecting software
solutions for robot simulation from providers
that have educational licenses (e.g. ABB is the
producer of RobotStudio; the company provides
free educational licenses for 50 users; similar
educational programs have other companies like
Fanuc, Siemens, etc.). Principle 39 suggests rent-
ing videoconference systems, if attractive offers
exist. However, an alternative is to buy the vid-
eoconference system using a long term payment
scheme (e.g. quarterly rates, over several years
time horizon)-principle 35. Principle 22 suggests
exploiting various opportunities for attracting
funds to buy a high quality technology for web-
based courses. In this respect, this principle asks
applying for grants, sponsorships from several
available programs (e.g. in Europe: European
Social Fund, Leonardo da Vinci Program, Erasmus
Program, etc.).
Comprising all recommendations, the final
solution of the web-based course in industrial
robot design comprises five units. They are fur-
ther detailed.
1. Course structure unit: The course contains
lectures, seminars, project work, practical
activities and individual work-all these com-
ponents are delivered remotely; however,
at least two face-to-face meetings between
lecturer and students should be considered
(this action is feasible because the remote
class is located in a single place); problem-
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