ABSTRACT
This chapter focuses on the environment in which qualitative benchmarking might operate in the future. It makes special reference to David Baker and Lucy Ellis's two most recent books, Future Directions in Digital Information: Predictions, Practice, Participation, and Libraries, Digital Information, and COVID: Practical Approaches to Challenge and Change. It highlights the main themes discussed in later chapters: physical and digital space;the third place;preparedness;disruptive change;hybrid working;digital divide;sustainability. © 2023 Elsevier Ltd. All rights reserved.
ABSTRACT
Digital Language Teaching 5.0, a new language teaching paradigm that applies the digital pedagogies and technologies of the fifth Industrial Revolution (Industry 5.0), is expected to transform the English language teaching and learning landscape soon, as the world continuously seeks innovative solutions to the educational challenges brought by the COVID-19 pandemic. As a new concept, it draws inquiries and discussions on how it will influence language curriculum, instruction and assessment in the post-pandemic digital age, what technologies and practices will be adopted in schools to align with its purposes, and what competencies pre-service and in-service language teachers will need to be able to actualize it in their own contexts. This paper aims to address the foregoing issues by discussing relevant concepts, trends and practices. It begins by providing a brief background about Education 4.0, its key features, technologies and trends as applied in English language teaching. It then proceeds to the discussion of Education 5.0 and Digital Language Teaching 5.0 with their distinct features, purposes, technologies and practices. Lastly, it explores the skills and competencies under Digital Language Teaching 5.0 and discusses how pre-service and in-service language teachers can develop and enhance such competencies through various formal and alternative language teacher development activities. It concludes with insights on some issues raised and recommendations for successful implementation. © The Author(s) 2023.
ABSTRACT
In the past two years, the "New Normal” such as blended university, COVID-19 Campus, hybrid everything, remote proctoring, and online networking has increasingly become the norm for Higher Education Institutions, and they will need to adapt accordingly. The importance of reflective learning and teaching is given special significance in numerous empirical findings on professionalization. Therefore, concepts and instruments are needed to make development, qualification, and competencies accessible on the way to becoming a "reflective practitioner” [1]. The article presents the implementation and the use of E-Portfolio as a reflective tool in the existing structure based on a seminar developed and conducted at the University of Passau. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This exploratory case study aimed to understand how the sudden and abrupt transition to distance education due to the SARS-CoV-2 pandemic of 2020 highlighted the vast differences in levels of readiness for adopting distance education among the public-school districts throughout the State of Connecticut. It explores the reasons behind the inequities in the implementation of distance learning in public school districts. To develop a more detailed understanding of the problem, the research employs the exploratory approach to identify the contributing factors that render some districts more successful than others in their rollout of distance learning for their students. The experiences of school and district administrators as well their familiarity with advanced learning technologies are utilized. The basis of this study's conceptual framework consists of three streams: the history of public education delivery, perception and familiarity with modern learning, and modern learning and delivery modalities. The guiding research questions are as follows: 1. What defines distance learning in Connecticut public schools? 2. What factors contributed to the adaptation of distance learning from an administrative perspective? 3. What is the current perception of distance learning from critical stakeholders? (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Industry 4.0 influences automation, better logistics warehouse, smart manufacturing for larger productions, and supply chain management. Gamification is no longer a new topic where its framework and methodology got used for user engagement and motivation towards attitude change from repetitive activities. This paper aims to study Gamification's implementation to improve Industry 4.0 as more intelligent supply chain management needs emerge from its different departments as the current system lacks integration. Also, the supply chain industry has several monotonous tasks, and keeping employee motivated is the challenge. Industries are lagging in utilizing the gamification benefits to set up game-based engagement. In the continuously evolving market and competition, relevance is the key, which the study proposes with Gamification. With the emerging technology needs and urges of adaptability, that may lead to progressive growth and value to compete in the unceasing demands in the market. The author analyzes the annex of Gamification in supply chain management among the different aspects of Industry 4.0 to affect employee motivation in tedious work. Motivation drives human action, and different Gamification approach in literature has demonstrated the power to change the individual attitude. And the study analyzes the Gamification framework with Industry 4.0 technologies to support supply chain management to bring modernization. The research approach of this study is to understand the existing literature and analyze the detailed area under Gamification and Supply Chain Management. © 2022 IEEE.
ABSTRACT
This Industrial Revolution 4.0 is in boom across the globe;which is an indication for Universities and Colleges to adopt the future i.e. Education 4.0. Since the Last Decade, there has been a drastic change in the field of education. It has changed from physical learning to digital learning due to Covid-19. As digital learning came into the picture many developments have happened in using industrial revolution 4.0. This transformation has taught all of us how to use ICT effectively for conducting the lectures for the students remotely and smoothly. ICT has enabled new ways of student learning with the challenge of the availability of good learning platforms and tools. Industrial Revolution 4.0 and Education 4.0 work hand in hand for bringing new ways of learning. Industry 4.0 is majorly working on Robotic Process Automation, Industrial Internet of Things, Artificial Intelligence, and Smart Technologies. All the Technologies which are associated with Industry 4.0 have a massive impact on individuals' everyday lifestyles. To improve education, learning skills, and personal skills in students, universities and colleges need to adopt Education 4.0 which is an evolution in the Education System. Teaching students digital technologies in their current syllabus will change the learning habits of the students which will in turn improve universities and colleges. Future of Education will be completely based on Education 4.0 which will restructure the current education system. This case study will be focusing on the selection of Digital Learning Platform and Communication Tools for Future Education 4.0 in India on the basis of different parameters. © 2022 IEEE.
ABSTRACT
The experimental component is an essential method in Engineering education. Sometimes the availability of laboratories and components is compromised, and the COVID-19 pandemic worsened the situation. Resorting to an accurate simulation seems to help this process by allowing students to develop the work, program, test, and validate it. Moreover, it lowers the development time and cost of the prototyping stages of a robotics project. As a multidisciplinary area, robotics requires simulation environments with essential characteristics, such as dynamics, connection to hardware (embedded systems), and other applications. Thus, this paper presents the Simulation environment of SimTwo, emphasizing previous publications with models of sensors, actuators, and simulation scenes. The simulator can be used for free, and the source code is available to the community. Proposed scenes and examples can inspire the development of other simulation scenes to be used in electrical and mechanical Engineering projects. © 2022 IEEE.
ABSTRACT
After two years of the COVID-19 pandemic, the disruption in Higher Education, especially in Engineering Education 4.0, has taken place. The world is more interconnected than it has ever been. How do we prepare students for it? What makes learning with virtual collaboration efficient? In our paper we took a closer look at online teaching and learning in the period from October 2021 to June 2022, emphasizing the teacher's and students' experiences. Two exemplary courses designed with agile and design thinking methods illustrate the approach: the University of Passau and the University Politehnica of Bucharest. After the implementation of the Education 4.0 model with agile methods for future thinking, at the University of Passau, over 80% of students collaborated actively during the hybrid seminar. This paper opens the way to innovation with agile methods for virtual collaboration in Engineering Education 4.0. © 2022 IEEE.
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Covid-19, a respiratory illness, emerged in Wuhan province of China in December 2019. World Health Organization (WHO) has reported that the COVID-19 pandemic has spread to 213 countries and spread through Mexico two years ago, which had to choose to change education methodology to not affect the learning process of students. It generated that approximately 30 million students, of all educational levels, had to stop going to their schools because classes were suspended, Open edX and Moodle are platforms that enable e-learning for many learners through unique features and systems that were not available before. Mexico City-IPN must align and adapt to the national and international context, to become one of the advanced and strategic pillars of the growth and development model. This paper presents, a platform to support self-management courses like MOOCs, which were conceived as a means of support during a pandemic, due to its properties like asynchrony and flexibility, some results show the ease with which the platform and MOOCs were developed. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This exploratory case study aimed to understand how the sudden and abrupt transition to distance education due to the SARS-CoV-2 pandemic of 2020 highlighted the vast differences in levels of readiness for adopting distance education among the public-school districts throughout the State of Connecticut. It explores the reasons behind the inequities in the implementation of distance learning in public school districts. To develop a more detailed understanding of the problem, the research employs the exploratory approach to identify the contributing factors that render some districts more successful than others in their rollout of distance learning for their students. The experiences of school and district administrators as well their familiarity with advanced learning technologies are utilized. The basis of this study's conceptual framework consists of three streams: the history of public education delivery, perception and familiarity with modern learning, and modern learning and delivery modalities. The guiding research questions are as follows: 1. What defines distance learning in Connecticut public schools? 2. What factors contributed to the adaptation of distance learning from an administrative perspective? 3. What is the current perception of distance learning from critical stakeholders? (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
After the advent of COVID-19 and the crisis it produced, most countries in the world decided to temporarily close schools and colleges. The cause was a human-to-human transmission of Covid-19. The learning process continued over the Internet and became distance education. Using existing scientific papers and analysis of various surveys (Eurostat, PISA, ICILS, PIRLS, TALIS), this paper attempts to clarify how the COVID-19 crisis has affected student learning and the development and use of information technology. The impact of industrial development on education development will also be seen. The rapid development of science and technology has had a great impact on human life. Digital technologies are the basis for achieving financial effects and innovation in the industry [1]. Today's education has a role to play in meeting the needs of the industrial revolution. The new curricula at the universities had to be adapted to the COVID-19 situation. The curriculum must include new technologies, the use of the Internet of Things (IoT), virtual laboratories, etc. On the other hand, professors have to correct teaching methods, which requires the use of new software and the fast Internet on which professors work. It is also expected that the education sector will align with the development of Education 4.0 in line with the development of Industry 4.0 [2]. New education takes place through blended learning, project-based learning, and changed classrooms (public interaction and digital interaction). A quality education strategy requires appropriate investment in tools, accessibility, content and skills development, and training of teaching and administrative staff. We must not forget the infrastructure in terms of the availability of high-speed internet (new 5G internet), smart cities, smart healthcare, etc. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This article integrates two visions on the creation of knowledge by students: an academic vision where the person who creates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active methodology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for them and other students in their learning process.
ABSTRACT
As a consequence of the Covid-19 pandemic, great challenges have been evidenced in early childhood education, especially in more precarious school areas, where the use of basic virtual technological support strategies was imperative. This study analyzes the usability of educational video games as a pedagogical and complementary tool in the development of basic childhood education in virtual environments. For this purpose, a pilot project was carried out, introducing the use of educational digital game apps as reinforcement of classes in the curricular planning. The free apps of the MIDI-AM series (Children's Educational Interactive Multimedia-Mobile Applications) were used, which were implemented in schools located in one of the most vulnerable marginal areas of the city of Guayaquil (Ecuador). With a mixed qualitative-quantitative methodological approach, longitudinal evaluations were carried out during a school year, through focus groups formed by teachers who received induction on the use of digital techno logies and playful strategies to support their classes. In addition, surveys aimed at children's representatives were conducted, contrasting criteria and opinions against usability and efficiency factors obtained from data records generated in a control panel as part of the MIDI-AM gaming platform. As a result, six hypotheses are confirmed, identifying several limitations in the use of games such as MIDI-AM, despite the positive effects demonstrated. Additionally, recommendations are presented to overcome the identified obsta cles, seeking to strengthen the use of gamification as a proven form of active learning in a 4.0 education. Especially in periods of educational virtuality. © 2022 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.
ABSTRACT
Highlights: Education 4.0, prioritizes practical experimentation on the part of students, intensifies the understanding of the "maker culture". Education 4.0 consists of an advanced theoretical-practical approach to management and teaching in formal education. We can see those features such as Digital Didactic Material, Hybrid Teaching, Digital Interactivity, Autonomous Learning and New Information and Communication Technologies were essential for education not to be stagnant in time x space during the COVID 19. Teachers need to innovate and renew their knowledge constantly. In the 4.0 environment, acting as guides, tutors, advisors, they need to be connected with the reality and the actuality of the facts, so that they can correctly lead Goal: The present study aims to present, from the main characteristics of Education 4.0, its possibilities and Design / Methodology / Approach: As a subsidy, an exploratory study was carried out through bibliographic research in the main research bases in order to obtain updated knowledge on the theme of Education 4.0. Results: The results denote the importance of the applicability of the main ideas of this form of education in the current and future moment, mainly because the current and future generations are very involved in the Limitations of the Investigation: The limitations of this research reside in the fact that, as it is a new situation, which had to be adopted almost instantly, it needs to have a greater maturity and there is a need for further research and studies, mainly in the search for the best application of technologies in the educational field. Practical implications: The practical implications highlight that the use of technologies in education is a reality in which teachers and students should increasingly perceive themselves as immersed and open to new Originality/Value: The originality lies in the fact that the various educational institutions, at different educational levels, had to adapt to a new reality imposed by the pandemic situation, where the need for the massive use of technology was fundamental for the minimum maintenance of the teaching-learning process. And this work. © 2022, Associacao Brasileira de Engenharia de Producao. All rights reserved.
ABSTRACT
Highlights: Education 4.0, prioritizes practical experimentation on the part of students, intensifies the understanding of the "maker culture". Education 4.0 consists of an advanced theoretical-practical approach to management and teaching in formal education. We can see those features such as Digital Didactic Material, Hybrid Teaching, Digital Interactivity, Autonomous Learning and New Information and Communication Technologies were essential for education not to be stagnant in time x space during the COVID 19. Teachers need to innovate and renew their knowledge constantly. In the 4.0 environment, acting as guides, tutors, advisors, they need to be connected with the reality and the actuality of the facts, so that they can correctly lead their students in the construction of knowledge. Goal: The present study aims to present, from the main characteristics of Education 4.0, its possibilities and applicability in times of pandemic. Design / Methodology / Approach: As a subsidy, an exploratory study was carried out through bibliographic research in the main research bases in order to obtain updated knowledge on the theme of Education 4.0. Results: The results denote the importance of the applicability of the main ideas of this form of education in the current and future moment, mainly because the current and future generations are very involved in the concepts of connectivity and hybrid learning. Limitations of the Investigation: The limitations of this research reside in the fact that, as it is a new situation, which had to be adopted almost instantly, it needs to have a greater maturity and there is a need for further research and studies, mainly in the search for the best application of technologies in the educational field. Practical Implications: The practical implications highlight that the use of technologies in education is a reality in which teachers and students should increasingly perceive themselves as immersed and open to new educational possibilities. Originality/Value: The originality lies in the fact that the various educational institutions, at different educational levels, had to adapt to a new reality imposed by the pandemic situation, where the need for the massive use of technology was fundamental for the minimum maintenance of the teaching-learning process. And this work sought to denote these characteristics.
ABSTRACT
The academic sphere has been particularly affected by Covid-19 due to the limitations of mobility and social distancing facilitated by the increase in contagions during the various waves that have occurred in Spain, which has led to the digitalisation of teaching in most Spanish universities. The aim of this study was to analyse the influence of Covid-19 on the learning of university students in Andalusia, and how psychosocial (fear of Covid-19, life satisfaction, stress, uncertainty), learning (learning strategies, motivation, study time and habits, facilitating conditions, self-regulation) and socio-demographic factors (gender, age, course, address, scholarship, future employment, mobility, dropout) have been influenced. For this purpose, a cross-sectional study design was applied based on the distribution of an online survey. A total of 1873 university students, aged between 17 and 59 years (M = 22.42, SD = 4.45) participated in the study. The results revealed that: 1) the pandemic has affected students differently depending on the population strata to which they belong;2) there has been an increase in the levels of stress and uncertainty affecting students' mental health;3) academic dropout is a factor that has been and is present during the incidence of the pandemic;4) learning has been affected by the pandemic due to fear and uncertainty which has had a significant impact on students' motivation and self-regulation. Finally, the future lines of research of this work are discussed, highlighting the richness of the data obtained to advance knowledge on the impact of Covid-19 on university learning.
ABSTRACT
Education 4.0 is a model to meet the demands of Industry 4.0. This is achieved by developing competencies during the learning process that will later be used in Industry 4.0. The structural model proposed in this paper has four components: Cloud Computing infrastructures (applied in COVID-19 lockdown period), active hybrid methodologies (applicable in face-to-face, online, and blended learning mode), technologies (through a technological ecosystem), and horizontal 4.0 competences. These competencies have been acquired by integrating the active hybrid methodology with technologies. In the experience carried out, students have cooperatively used 4.0 competencies such as identifying, searching, evaluating, retrieving, creating, and using knowledge during the learning process. Likewise, the students have designed the technological system that classifies and manages all the knowledge created. Measured results show that the proposed Education 4.0 model has led to improvements in learning outcomes and has favoured peer-to-peer learning. The application of the 4.0 competencies has generated a 4.0 product which is the knowledge system to classify, organize, and use all the knowledge produced by the students through their learning experience in an academic subject.
ABSTRACT
This research is a reflection on new challenges in the economy called Industry 4.0, which has brought about revolutionary changes in many areas of life, including education. To fully use the potential of smart products, services and business opportunities that are expected to be widely used in all sectors in the near future, education systems need to be revised to produce the skilled labour force required by this dynamic process. The ability of companies and institutions with a strong IT and technology infrastructure to reflect advanced digital technologies in innovation and production processes requires specific skills, described as 21st-century skills. Education 4.0 should be a response to these challenges with changed learning and teaching paradigms. In this context, we have organised an extensive survey on the relationship between the economy and higher education in Bosnia and Herzegovina. We have created a web questionnaire that contains desirable characteristics of new employees and a set of questions, the analysis of which was used to determine an actual connection between the economy and higher education. After the factor analysis of the questionnaire, we obtained four desirable characteristics of new employees and the assessment of employers on their representation in each individual. We also concluded that the current impact of the economy on the processes of adopting new curricula is very low. We got the impression that higher education and economic development run in parallel, often without any points of contact.
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The paper analyses both technical (hardware and software) and managerial elements (management and enterprise culture) of Industry 4.0 related to their potential impact on Industrial Engineering and Management Education in particular, as Industrial Engineering and Management programs are tied up to the industry in a stronger way and are thus more sensitive to innovative changes in the industry. The paper also offers a case study by authors in various European countries, during the restrictions caused by the COVID-19 pandemic, by questioning two professional categories of particular interest to the field of analysis: teachers and students. It also analyzes their position on the inclusion of the Industry 4.0 element in IEM engineering programs in both the technical and management fields, concerning the hardware, software, management and organizational culture elements.
ABSTRACT
This research presents a novel methodology and instructional, curricular design for the Cyber-Physical Systems and Human Factors Engineering course for an Industrial Engineering program in Higher Education. The research proposal offers a Competency-Based Education Model, Challenge-based Learning, and Experiential Learning design to create a curricular adaptation to prepare the future workforce for Industry 4.0, driven by digital technologies and strengthening the structure of Education 4.0 in pandemic times. The curricular design was explored and implemented in a national Industrial Engineering virtual course in five different facilities of a Higher Education Institution. Five professors participated in the exploratory study with 265 students in four country regions. The quantitative analysis provided positive findings regarding knowledge delivery and student competency development, confirming the good practices and standards in the proposed curricular design methodology. The final student evaluation results for the course have been favorable. They emphasized the importance of developing skills and knowledge about the enablers and components of Industry 4.0, such as Cyber-Physical-Systems and machine learning. Moreover, they remarked on the importance of human factors to develop a more sustainable society. The research contributes new ideas and perspectives for professors and instructional designers to shape the future of Higher Education. Furthermore, these new research paradigms for competencies in educational innovation shape the emerging virtual and hybrid educational practices in the COVID-19 pandemic and post-pandemic era.