ABSTRACT
Never before has restrictions at a global scale due to the Covid-19 pandemic put industry at such unprecedented transformation need. Sustainability by using resources with greater consideration in order to continue to stay resilient, and to thrive post-pandemic has put attention on how benefit the most out of emerging technologies. The advent of extended reality (XR) is today reshaping the way people experience the physical and the virtual environments, from observation to immersion. Due to the turmoil caused by the pandemic technologies that minimize equipment threshold has increased in popularity. Today XR enable experts to be more productive to detect and debug problems and resolve production issues remotely. Currently, both clear advantages and potential disadvantages may exist based on degree of the maturity level of integration. XR provides opportunities for immersive learning, upskilling and renewal. Still, it involves several uncertainties in benefits. XR implementation therefore remain very dispersed among companies. Implementation of these technologies has been considered more to the level of having an inhouse highly sophisticated playground, with potential for later consideration. However, what is missing in many instances is a clear understanding of the impact and transformative mechanisms that AR, VR and MR could provide if only equipped with learnings of how to introduce and adopt knowledge embedded in various use-cases. With a growing experience in testing these technologies the possibilities and requirements needed for successful decision-making are also starting to emerge. Consequently, by understand learning adoption and value drivers in industrial settings, skills practiced in academia can be sharpened not only from a contextual understanding but also to new academic domains and to incentivize implementation initiatives. This paper is looking at distinct value indicators for onboarding as a way for industry professionals to learn new XR skills. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.
ABSTRACT
The Covid-19 pandemic has posed major challenges for the education sector worldwide. Face-to-face university courses have to be taught online. University instructors have faced significant difficulties in creating a student-centered learning (SCL) environment online. The aim of this study was to investigate the major challenges of creating student centered learning in Thailand and focused on a population of college instructors attending Thai EASTEM webinar on 'Student-Centered Learning in Internet-Based (online) Teaching', offered in year 2020 during the Covid-19 pandemic. The aims of this webinar series aimed to provide information on student-centered online learning, how to effectively conduct SCL-based online classes and strategies for better assessments in online learning. There were more than 1000 participants attending all three webinars. The online questionnaire was designed to gather information required by the study. Both quantitative and qualitative were analyzed according to emerging aspects of the online learning activity including learning goals, tools resources, roles and assessment. As results, most instructors had concerned about fairness and honesty in online assessment, how to create SCL online teaching and students' skills in using computer for online learning and students' readiness in terms of equipment. The study findings are of great use in areas of education development in higher institutes of learning. The findings are also of considerable value in creating SCL online learning environment for college teaching in a digital era and adaptation of instructors towards new way of teaching and learning. © 2021 IEEE.