ICETA 2023

Patrick Bours is Professor at the Department of Information Security and Communication Technology at NTNU. He has an MSc and a PhD in Discrete Mathematics from the Eindhoven University of Technology in the Netherlands and has worked for 10 years as a senior policy member at the NLNCSA in the area of cryptology. Since 2005 he works at NTNU in the area of behavioural biometrics where he has specialized in keystroke dynamics and textual analysis. From 2009 to 2012 he has been the head of the Norwegian Information Security Laboratory and he is a member of the Norwegian Biometric Laboratory (NBL). He is Associate Editor for the IET Biometrics Journal and the Security and Privacy (SPY) journal and has served as a reviewer for many journals and conferences. He was the supervisor of 90+ students (BSc/MSc/PhD) and published over well over 125 journal- and conference papers and book chapters, and has an h-index of 31. He is the main inventor and scientific lead of the “Author input Behavioural Analysis (AiBA)” spin-off company that has a main focus on detection of sexual predators in private conversations on online social networks.

Abstract of presentation: Detecting the use of Ch(e)atGPT for student reports

With the recent development of Large Language Models like ChatGPT it has become much easier for people to write texts on any topic. In particular, students who need to deliver a report on a given topic for a course, can use ChatGPT to write these reports completely or in part. General dishonesty checks at universities only include plagiarism detection, but given that ChatGPT generates texts instead of searches for texts, will plagiarism software not be able to detect this kind of academic dishonesty. We have tested a number of online detectors to detect this kind of cheating and compared the performance. We will discuss both the performance of these detectors, as well as the pros and cons of them. The final goal of our research will not be to detect if the student report is written by an AI or a human, but also if the student who delivered the report was actually the human one who wrote it. We will give a short insight and some preliminary results into how we can actually test if the student delivering a report is actually the one who wrote it.

Gabriel has extensive operational experience in Customer Care and Service Delivery. Last 21 years he is managing teams located in multiple centers in a corporate environment in Europe, US, Canada, Latin America and, Asia Pacific responsible for data, voice and security network engineering (design, implementation and life cycle management) for AT&T’s largest Managed Services and Outsourcing customers. Gabriel has been asked to lead several high-profile, high-impact services launches efforts. As Slovakia Country General Manager, Gabriel leads a cross- functional management forum to assure clear and consistent implementation of local management practices within Shared Service Centers, proactively focusing on cost optimization initiatives, and interfacing with global "Shared Services" functions across AT&T worldwide.
Gabriel actively engages in business and academic community. Since 2014 Gabriel serves on the Board of Directors for American Chamber of Commerce in Slovakia and on January 2019 has been elected President of the American Chamber of Commerce Board of Directors. In addition, Gabriel leads Business Service Center Forum which unites companies operating Shared Service Center or Business Process Operation in Slovakia. He also serves as President of the Board of Directors for Center for Artificial Intelligence – AIslovakIA. In November 2020 has been nominated to Technical University in Kosice Board of Trustees to support the strengthening of ties between the university and society.

Abstract of presentation: AI in education

There are several AI activities in Slovakia, reaching for education, public administration, territorial development and science, economy, and even healthcare. The vision of AislovakIA – Center for artificial intelligence, the national platform is to create a space for active cooperation of the academic community with representatives of employers, government officials, representatives of international institutions, or with individuals with the aim of fully developing the potential of artificial intelligence not only in Slovakia. While AI has the potential to transform education by making it more personalized, efficient, and accessible, it's important to address concerns like data privacy, algorithm bias, and the need for teacher training to effectively integrate AI into education. Balancing the benefits of AI with ethical and practical considerations is crucial for its successful implementation in education.

Professor Mikuláš Huba received the MSc. and PhD. Degrees in Technical Cybernetics from Slovak University of Technology in Bratislava in 1974 and 1982, respectively. Since 1989 he was a Senior Lecture and Head of the Control Theory Group of the Institute of Control and Industrial Informatics and from 2008 Full Professor at the Faculty of Electrical Engineering and Information Technology. From 1996 to 2008 he worked as the Head of the university Distance Education Centre. Since 2008 he was also active in research at the FernUniversität Hagen, Germany, where he continued in 2010-2011 as the Mercator visiting professor. In the period 2015-2019 he was director of the Institute of Automotive Mechatronics, whereby he was also leading the Department of E-mobility, Drives and Automation. He is author and co-author of more than 400 papers in journals and proceedings of international conferences and 20 monographs on Constrained, Nonlinear and Remote Control and about e-Learning. He has organized 11 international conferences Virtual University and several other IFAC and IEEE events, whereby in IFAC he was a vice-chair of TC 9.4 Control Education technical committee. In organization of numerous international conferences he has also been involved as a reviewer, IPC member, or jury member of e-learning competitions.

Abstract of presentation: On the border between automatic control and artificial intelligence

The contribution deals with the discussion of points of contact and historical differences between automatic control and artificial intelligence. It shows that many problems try to be owned by both disciplines and that the given fact does not have to be harmful if we can learn from the resulting consequences.
This can be illustrated, for example, by analyzing concerns about the impact of artificial intelligence on the development of human society, when parallel problems can also be shown in the development of automatic control. And this is not only related to problems that will "asymptotically" touch us sometime in the distant future, but also problems related to solving current problems of university education.

During fifty year of his career, Jozef Hvorecky taught at 18 universities in 12 countries of all continents. Now, he is a professor at Ostravska universita in Ostrava, Czech Republic. He manages the international project “Accelerating STEAM-related Knowledge and Skills via 3D Modelling and 3D Printing”
As the author and coauthor, he has published 26 books and textbooks and more than 150 papers in journals and conference proceedings. He has taught online courses since 2002, mostly for the University of Liverpool, UK. Recently, he offers a series of webinars for teachers and educators at various educational topics: Critical Thinking, Knowledge Management, Humor in Education and similar. His is the author of books on popular science.

Abstract of presentation: Developing Prerequisite Knowledge for 3D Modelling and 3D Printing

3D printing is a contemporary method of three-dimensional object construction. Every object is constructed using a stepwise addition of micro-particles (grains). Prior to the printing, the object must be designed in the form of its 3D model. 3D printing is appropriate for producing unique objects or those done in small series. A typical lifecycle of these objects is “Design it – Produce it – Use it.”
A growing interest in this extent of production requires educating enough 3D-printing specialists. In our presentation, we discuss the necessary modifications in today's schooling that would allow us to cater to the lifecycle mentioned above to a maximum degree.

Gabriel received his Master's Degree from Comenius University in Bratislava in 1993 and his PhD degree from Slovak University of Technology in Bratislava, Slovakia in 1999. He has more than 30 years of experience in teaching and research in the area of Information Technology and Business Process Management, in various positions at Universities and Research Institutes across Europe, including the Slovak Academy of Sciences, University of Aarhus in Denmark, Technische Universität Berlin, Karlsruhe Institute of Technology, and Catholic University of Eichstätt-Ingolstadt in Germany, where he received his habilitation in 2005. From 2006 to 2012, he was an associate professor; from 2013 to 2023, he was a full professor at the Slovak University of Technology in Bratislava. From 2007 to 2011 he was a vice-dean; from 2011 to 2015 he was the dean of the Faculty of Electrical Engineering and Information Technology, at Slovak University of Technology in Bratislava. His main research interests are Petri nets and their applications in business process management, application development and process automation resulting in the all-in-one low-code language Petriflow, based on object-centric processes. Gabriel Juhás is co-founder and CEO at NETGRIF, a company founded in 2017 offering its customers and partners Netgrif Low-Code Platform, a next-generation low-code application development platform for building, deploying and running process-driven applications using low-code language Petriflow.

Abstract of presentation: Low-code languages in IT education: Integrating Theory and Practice

Programming is basically about humans telling computers what to do in programming languages that computers understand but humans do not as much. Because of that, education in IT focuses on teaching students principles of programming together with concrete programming languages needed to develop different parts of applications. For example, to develop web enterprise applications, such as ecommerce applications, using standard technology stack, students first need to learn principles of databases and database languages, such as entity-relationship diagrams and SQL, principles of programming application layer such as object-oriented programming and related languages, such as Java, and programming languages used in presentation layer such as HTML and JavaScript. Only then are students able to develop web applications. Low-code languages' objective is to offer a tool that both computers and humans understand. When using a suitable low-code language, such as Petriflow based on object-centric processes, by learning principles of object-centric processes and just one language, students can quickly learn how to develop web process-based applications. We illustrate such application development using low code language on practical examples.

Martin Klimo received his diploma in telecommunication engineering from the University of Transport and Communication Zilina in 1973. Since 1990 he worked as an Associate Professor, and in 2003 he was appointed a full professor of Applied Informatics.
His research interests include communication theory, queuing theory, machine learning and fuzzy logic implementation by nanotechnology. He focused on these disciplines mainly from speech point of view: packet networks performance for voice transmission (VOIP quality), text-to-speech systems, and speech recognition. His actual interest is memristor-based fuzzy computing, anomaly detection and explainable artificial intelligence applied mainly in image recognition and IP networks.
He participated in the projects: COPERNICUS #62, COST 242, COST257, EURESCOM P1112, COST 279 COST 290, VEGA 1-2039-5, and he was a reviewer of the EURESCOM projects P603, P806-GI, P 906-GI, APVV-14-0560 “Resistive switching structures for pattern recognition” and ICT COST Action IC1401 Memristors - Devices, Models, Circuits, Systems and Applications (MemoCiS). He participated in ETSI Speech Transmission Quality group, and he was the national delegate in ICT Committee FP7 and H2020.
Ref. https://www.researchgate.net/profile/Martin_Klimo
Web of Science Researcher ID I-2973-2012
ORCID 0000-0002-2463-7538

Abstract of presentation: Trends in Communication Technologies and their integration into education

Undoubtedly, the discovery of electricity had a significant impact on the way we communicate. Already in the early days, the methods of signal transmission were divided into the transmission of discrete signals (telegraph) and the transmission of continuous signals (telephone, later radio, television). The development of telephony necessitated the construction of telephone networks using telephone exchanges. With the invention of computers, in addition to human-to-human communication, there was also a need for human-to-computer communication (remote terminals) or computer-to-computer communication. For reasons of availability, data transmission was carried out over the telephone network. The need for education of specialists in the field of telecommunications was covered by the departments of telecommunications at STU Bratislava and Žilina University. Departments were established at STU Bratislava and TU Košice to teach computers. However, computer technology was also covered by the departments of automation and cybernetics (in addition to the two mentioned above), also at the University of Žilina. The principle of circuit switching in telephone networks proved inadequate for computer networks, and the principle of packet interconnection was developed. The Institute of Applied Cybernetics caught this trend, but Slovak Telecommunications did not react. New departments (University of Žilina) or new laboratories (STU Bratislava, TU Košice) were established at Slovak universities for computer network education. The lower cost of communication networks with packet switching (local area networks) enabled learning by doing, which also helped the transformation to three-tier higher education. František Jakab and his initiative in establishing Cisco Networking Academies at secondary schools and technical universities played a significant role. The presentation, therefore, shows the development of the communication network integration on the example of cooperation between TU Košice and the University of Žilina and highlights the role of František Jakab in this process.

Katarína Kozelková is an assistant professor on Lifelong Learning and Projects Support Centre and on Institute of Physics of Faculty of Science of Pavol Josef Šafarik University in Košice. She currently works as a manager of education and methodological support of school digital coordinators within the national project "Digital Transformation of Education and School within the National Center for Digital Transformation of Education". She also supports students of interprofessional study in combination with physics, supervises the final thesis, implements educational activities and popularization activities for students of elementary and secondary schools.

Abstract of presentation: National center for digital transformation of education

The demands for competences necessary for the success of a graduate in today's rapidly changing world point to the need for inevitable changes in education. These changes should reflect the development of 21st century competencies, including digital competencies, at all levels of education. The development of digital competences and preparation for the life of a graduate in the digital age is conditioned by the digital transformation of the school. This effective and meaningful digital transformation at schools should be based on the consistent preparation of an action plan in accordance with the vision of the school, the implementation and subsequent evaluation of the action steps. The school digital coordinator became the leader of the digital transformation in primary and secondary schools in Slovakia. Innovative training of digital coordinators, implemented support in the form of online clubs and face-to-face meetings pointed to the necessity of continued, targeted support at the national level. For this purpose, the National Center for the Digital Transformation of Education was established. The aim of the national center, in addition to providing innovative education for the position of school digital coordinator, is also innovative education for school principals focused on the leadership competencies necessary for effective team management and management of the change process. The activities of the center will also include meetings with principals and digital coordinators, individual consultations and online webinars reflecting the needs of the community supporting the digital transformation of the school and teachers.

SCIENTIFIC DEGREES

• 2000 MSc in electrical engineering, "Politehnica" University of Timişoara, Faculty of Control Engineering and Computer Science, specialization: Automation and Industrial Informatics.
• 2001 Postgradual training in Industrial Control, "Politehnica" University of Timişoara, Automation and Industrial Informatics.
• 2011 MSc in Biomedical Engineering, Budapest University of Technology and Economics, Faculty of Electrical Engineering and Informatics.
• 2008 PhD, Budapest University of Technology and Economics, Electric Engineering Doctoral School. Supervisor: Prof. Dr. Zoltán Benyó.
• PhD thesis title: New principles and adequate control methods for insulin dosage in case of diabetes.
• 2013 habilitation, Obuda University, title: Model-based control algorithms for optimal therapy of high-impact diseases.

• 2019 – Obuda University (OE), rector / president. 2016 – Obuda University (OE), full professor.
• 2018 – 2019 Obuda University (OE), vice rector for education.
• 2013 – 2018 OE John von Neumann Faculty of Informatics, vice dean for education. 2012 – 2016 Obuda University (OE), associate professor.
• 2011 – 2012 Budapest University of Technology and Economics (BME), associate professor. 2008 – 2011 Budapest University of Technology and Economics (BME), senior lecturer.
• 2005 – 2008 Budapest University of Technology and Economics (BME), teacher assistant. 2000 – 2006 "Politehnica" University of Timişoara (TME), teacher assistant.
• 2006 – 2007 "Politehnica" University of Timişoara (TME), invited lecturer.
• 2001 – 2004 Partium Christian University of Oradea (PKE), part time teacher assistant.

• Physiological Modeling and Control
• Modern Robust Control Theory
• Cyber-Medical Systems
• Biomedical Engineering

• Research and development of cybermedical systems (2016-)
• Development of a Hungarian artificial pancreas algorithm (2010-)
• Development and biostatical evaluation of new control methods for optimal control of cancer (2011-)
• Control of peristaltic pumps in hemodialysis machines (2013-2015)
• Development of classical and modern control algorithms for effective telesurgical applications (2011-2104)
• Development of robust blood glucose control for ICU (2010-2012)
• Patient motion compensation in surgical robotics (2010-2012)
• Electromagnetic noise and error measurement, calibration and tool integration in surgical robotics (2010-2012)
• Development of robust control algorithms for insulin injection in case of type 1 diabetes mellitus (2007-2010)
• Development of new methods for the risk estimation of obese population (2007-2010)
• Design of NFC based mobile applications (2006-2009)
• Human factor in controlled vehicle systems (2004-2008)
• Medical information system for diagnosing and monitoring diabetes mellitus in children (2003- 2004)
• Medical information system for diagnosing hearing disorder in children (2003-2005)
• Temperature control with industrial DeltaV system (2002-2004)
• Control of the Three Tank System (2001-2002)

• TKP2021-NKTA-36 project „Innovative and digital development and evaluation of cybermedical technologies” (2022-2025), subproject leader, 480 000 000 Ft.
• 2019-1.3.1-KK-2019-00007 project „Creating an innovation service center for diagnostic, therapeutic and research-based cybermedical systems development” (2020-2024), coordinator, 1 899 297 017 Ft.
• EFOP 3.4.3-16-2016-00023 project „University institutional development for quality and accessibility increase in higher education” (2018-2020), scientific coordinator.
• Excellence Thematic Program 2020 – National Challenges project, “The social and economic benefits of innovation: digitalization and the health industry” subproject (2019-2021), researcher.

• "Politehnica" University of Timişoara, Romania, 2022. 05. 26.
• Technical University of Kosice, Slovakia, 2022. 06. 28.

Abstract of presentation: New developments in the Hungarian Higher Education Innovation System

Hungary’s Research, Development and Innovation Strategy for the 2021 – 2030 proposed the ambitious goal to reach the GDP-proportionate R&D expenditures (GERD) of 3%, by which Hungary should become among the five most competitive countries in the European Union. In order to reach the mentioned goal the idea is to support of knowledge production (e.g. new generations of researchers, promotion of corporate RDI, boosting of scientific excellence etc.), to facilitate of knowledge flow (e.g. promotion of open innovation and open access, boosting of RDI cooperation between companies etc.) and to promote of the use of knowledge (e.g. management of intellectual works, development of start-up ecosystem, boosting of research institutes etc.).
The universities, as the key players of reserch, development and innovation centers went through a paradigm shift, in the innovation ecosystem of Hungary. The government created the facility to make a model change in their working process and similar to the US universities, through a board of trustees became enterpreneur universities, much more opened to own investments, to the market-guided R&D, to innovation-oriented business.
Obuda University changed its model in August 2021 oriented to the above mentioned ideas. The presentation gives a short summary of the first year results, possibilities and future plans of it.

Mário Lelovský (57) is a leading professional in the area of Digital skills and Digital transformation in Slovakia.
From 2014 was acting as a president and actually as a 1st Vicepresident of IT Association of Slovakia.
As of 2018 holds the position of 1st Vice President of the National Union of Employers of Slovakia and heads the Education committee and Digital economy committee.
He co-founded Slovak National Digital Coalition for Digital Skills and Jobs and performs the position of Chairman of the Executive board.
He is a co-founder of the platform “AISlovakAI”, the national platform for AI research and development in Slovakia (2019).
Graduated in Informatics (Slovak Technical University in Bratislava 1988). Entitled Doctor Honoris Causa (University of Economics and Management in Bratislava 2019).
CEO of Media Control company from 2004 acts as a leader in the construction of smart homes building construction sector using fully integrated control, energy, and security systems and develops telemedicine solutions in Slovakia.
In 2022 was elected as a member of DigitalEurope Executive Board.

Graduated from Bánki Donát Polytechnic, Budapest in 1971, received the Master Degree in Mathematics from the Eötvös Loránd University, Budapest, the Ph.D. in Robotics from the Hungarian Academy of Sciences in 1987, while the Doctor of Science degree from the Hungarian Academy of Sciences in 2004. He received his first Doctor Honoris Causa degree from the Technical University of Košice, Slovakia and the second one from “Polytechnica” University of Timisoara, Romania.
He served as the Rector of Budapest Tech from August 1, 2003 for a period of four years, and was reelected for five years in 2007. He is active as a full university professor.
He is a Fellow of IEEE, Senior Administrative Committee member of IEEE Industrial Electronics Society, member of Board of Governors of IEEE SMC Society, Chair of IEEE Hungary Section, Vice-President of the Hungarian Academy of Engineering. He is the treasurer of IFSA (International Fuzzy System Association), he had been the President of Hungarian Fuzzy Association for ten years.
He serves as an associate editor of some scientific journals, including IEEE Transactions on Industrial Electronics, member of editorial board of Journal of Advanced Computational Intelligence, member of various national and international scientific committees. He is the founder of the IEEE International Conference Series on Intelligent Engineering Systems (INES) and IEEE International Conference on Computational Cybernetics (ICCC), and some international symposia. He has served as General Chairman and Program Chairman of numerous scientific international conferences. His present areas of research activity are Computational Cybernetics, Robotics with special emphasis on Robot Control, Soft Computing, Computed-aided Process Planning, Fuzzy Control and Fuzzy Sets. He has published books, more than 450 papers in books, various scientific journals and international conference proceedings. He received more than 550 citations for his publications.

Abstract of presentation: New developments in the Hungarian Higher Education Innovation System

Hungary’s Research, Development and Innovation Strategy for the 2021 – 2030 proposed the ambitious goal to reach the GDP-proportionate R&D expenditures (GERD) of 3%, by which Hungary should become among the five most competitive countries in the European Union. In order to reach the mentioned goal the idea is to support of knowledge production (e.g. new generations of researchers, promotion of corporate RDI, boosting of scientific excellence etc.), to facilitate of knowledge flow (e.g. promotion of open innovation and open access, boosting of RDI cooperation between companies etc.) and to promote of the use of knowledge (e.g. management of intellectual works, development of start-up ecosystem, boosting of research institutes etc.).
The universities, as the key players of reserch, development and innovation centers went through a paradigm shift, in the innovation ecosystem of Hungary. The government created the facility to make a model change in their working process and similar to the US universities, through a board of trustees became enterpreneur universities, much more opened to own investments, to the market-guided R&D, to innovation-oriented business.
Obuda University changed its model in August 2021 oriented to the above mentioned ideas. The presentation gives a short summary of the first year results, possibilities and future plans of it.

Angelika Schmid is a Ph.D. student in the Information and Communication Technologies in Education at the Department of Information and Communication Technologies, Faculty of Education, University of Ostrava where she teaches from 2021. In her doctoral studies, she is working on digital technologies in education, namely using GeoGebra software and its apps, such as VR, AR, and 3D printing, to facilitate future mathematics teachers' understanding of geometry. Her research focuses on the positive impact of utilizing digital technologies for discovery learning in geometry courses.

Abstract of presentation: Developing Prerequisite Knowledge for 3D Modelling and 3D Printing

3D printing is a contemporary method of three-dimensional object construction. Every object is constructed using a stepwise addition of micro-particles (grains). Prior to the printing, the object must be designed in the form of its 3D model. 3D printing is appropriate for producing unique objects or those done in small series. A typical lifecycle of these objects is “Design it – Produce it – Use it.”
A growing interest in this extent of production requires educating enough 3D-printing specialists. In our presentation, we discuss the necessary modifications in today's schooling that would allow us to cater to the lifecycle mentioned above to a maximum degree.

Pavel Segeč received the Ms.C. and Ph.D. degrees in applied informatics from the Faculty of Management Science and Informatics, University of Žilina (UNIZA), Slovakia, in 1996 and 2005, respectively. Since 2022, he is a Full-Professor of applied informatics at UNIZA. From 2013 he has been working as the head of Department of infocomm networks at the Faculty of management science and informatics, University of Zilina. He is a guarantee of bachelor and engineering study programs in applied informatics, where he is focusing and is responsible for the implementation of network, cybersecurity and cloud related courses into the educational process. He is a lecturer and the main contact of several educational academies (Cisco Networking Academy, Juniper Networking Academy Alliance, AWS Academy) with several awards (Instructor Excellence Expert / Advanced). He holds several industrial certificates (CCNA, CCNP, ECDL, CCIA). His research interests focuses on the routing/switching of computer networks, cloud computing, network security, and network protocols and service interoperability. He participated in several international projects (COST, Eurescom, ETSI Specialist Task Force, Tempus, Copernicus) and national scientific projects (KEGA, VEGA, ESF). He is the author or co-author of over 100 publications (Scopus 62, WoS 35) and has over 200 citations registered in the WOS and SCOPUS databases. In 2003 he won the Werner von Siemens Excellence Award as a member of the IP telephony research group. His SCOPUS H-index is 11.

Abstract of presentation: Trends in Communication Technologies and their integration into education

Undoubtedly, the discovery of electricity had a significant impact on the way we communicate. Already in the early days, the methods of signal transmission were divided into the transmission of discrete signals (telegraph) and the transmission of continuous signals (telephone, later radio, television). The development of telephony necessitated the construction of telephone networks using telephone exchanges. With the invention of computers, in addition to human-to-human communication, there was also a need for human-to-computer communication (remote terminals) or computer-to-computer communication. For reasons of availability, data transmission was carried out over the telephone network. The need for education of specialists in the field of telecommunications was covered by the departments of telecommunications at STU Bratislava and Žilina University. Departments were established at STU Bratislava and TU Košice to teach computers. However, computer technology was also covered by the departments of automation and cybernetics (in addition to the two mentioned above), also at the University of Žilina. The principle of circuit switching in telephone networks proved inadequate for computer networks, and the principle of packet interconnection was developed. The Institute of Applied Cybernetics caught this trend, but Slovak Telecommunications did not react. New departments (University of Žilina) or new laboratories (STU Bratislava, TU Košice) were established at Slovak universities for computer network education. The lower cost of communication networks with packet switching (local area networks) enabled learning by doing, which also helped the transformation to three-tier higher education. František Jakab and his initiative in establishing Cisco Networking Academies at secondary schools and technical universities played a significant role. The presentation, therefore, shows the development of the communication network integration on the example of cooperation between TU Košice and the University of Žilina and highlights the role of František Jakab in this process.

Prof. Dr Ľubica Stuchlíková graduated from the Faculty of Electrical Engineering and Information Technology, Slovak University of Technology in Bratislava (STU) in 1990, received her PhD degree in 1996 and was appointed associate professor in 2006. She works as a teacher at the Institute of Electronics and Photonics. Since 2016, as a full professor. Her fields of interest are the electrical characterization of semiconductor structures, devices and materials since 1990 and computer-aided engineering education, retraining, and lifelong learning since 2000.
Her priority is education, training new electrical engineers and popularization of science and technology for children and youth. She implements a student-centric approach.
In 2004, she co-founded the educational platform "eLearn central," where she and the "eLearn central team" have developed original interactive animations, educational and popularization e-learning courses, modules, and educational games in virtual reality.

Abstract of presentation: The Next Big Thing in University Education: the Threat or the Opportunity?

Large Language Models (LLMs) have emerged as powerful artificial intelligence models capable of natural language understanding and generation. The hundreds of millions of registered users of LLMs have emerged as a global phenomenon, causing substantial disruption, not only on the internet but also for society at large. Universities, as influential institutions with extensive societal reach, have experienced the profound impact of this trend, unfortunately without adequate moderation. It is crucial to address this issue without succumbing to the extremes of ludists' scepticism or unwavering techno-optimism.
This contribution explores the opportunities, challenges and limitations associated with integrating LLMs into university education, aiming to identify a balanced and constructive role for them within the university environment. It offers insights into how LLMs can be harnessed to meet the evolving needs of diverse student populations, enhance the quality of educational content, and transform pedagogical practices.