ABSTRACT
Skills development across industry and professional sectors is identified as one of the essential drivers of recovery and growth to address the fragility and volatility of post-COVID economies. The window of opportunity for the applied degree sector, to rethink, reset, and ride the skilling and reform agenda to help accelerate economic recovery, business transformation, enhance digital skilling and competences to enable sustainable transformation is in play. This chapter highlights the emergent smart education approaches, intelligent technologies, and opportunities that may be considered critical and transformational in future-shaping a more sustainable, value-added, applied degree sector. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
Unexpected instances have posed challenges to production lines over the last few years. The latest COVID-19 global epidemic is one notable example. In addition to its social impact, the virus has destroyed the traditional industrial production system. Industry 4.0 requires adapting to changing prerequisites with adaptability. However, the next movement, Industry 5.0, has emerged in recent years. Industry 5.0 takes a more coordinated approach than Industry 4.0, with increased collaboration among humans and machines. With a human-centered strategy, Industry 5.0 improves Industry 4.0 for greater sustainability and resilience. The concept of Industry 4.0 is the interconnection via cyber-physical systems. Industry 5.0, also associated with systems enabled by Industry 4.0, discusses the relationship between "man and machine," called robots or cobots. This paper discusses the industry 5.0 possibilities, the restrictions, and future analysis potentials. Industry 5.0 is a new paradigm change that tends to bring negotiated settlement because it places less prominence on technology and assumes that the possibilities for advancement are predicated on collaboration between humans and machines. This paper aims to examine the potential implementations of Industry 5.0. Once the current progress and problem were discovered, the previous research on the investigated topic was reviewed, research limitations were found, and the systematic analysis procedure was developed. The classifications of industry 5.0 and the sophisticated technology required for this industry revolution are the first subjects of discussion. There is additional discussion of the application domains enabled by Industry 5.0, such as healthcare, supply chain, production growth, cloud industrial production, and so on. The research also included challenges and problems investigated in this paper to understand better the issues caused by organizations among some robotic systems and individuals on the production lines.
ABSTRACT
Information and communication technology (ICT) advancements have an impact on many aspects of life and society, including the educational system. A key component of smart cities and the educational system alike, the IoT (Internet of Things) is becoming increasingly crucial. The COVID-19 epidemic, which began in March 2020, has accelerated educational reform and compelled institutions of higher learning to integrate ICT. Despite this, the Internet of Things (IoT) is still in its infancy in the education system, and its influence is still largely unknown. The research is an attempt to explore the potential of IoT in architectural education pedagogy which is primarily relying on creativity and innovation. Re-thinking about the student-centered pedagogies which acquires critical thinking skills, polite communication skills, conflict resolution skills, perspective taking skills, and adaptability towards global competence is the demand of the time which is the focus of the research. The outcome of the article is to propose a conceptual framework for smart education environment integrating IoT in Architectural Education adapting Global Competence for the future generations. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The aim of this paper is to investigate the level of smart education in Montenegro, i.e., to determine how different forms of this type of education can affect the acquisition of knowledge. Smart education is a very broad concept, which includes different types of stakeholders (school, students, parents, local community, government, etc.) and which characterizes the efficiency of teaching and adapting content, with the aim of achieving greater levels of functional knowledge. Therefore, such form of education implies the use of modern scientific and technological methods and tools, which include students, teachers, as well as parents, in order to accomplish the best possible effects. ICT and smart technology help teachers to monitor and evaluate every step that a student takes to solve a certain task (problem) or achieve a goal, but also help parents to better understand the way their children acquire knowledge. This chapter, among other things, will provide a review of the National Education Profile, i.e., it will include some of the following issues of the education system in Montenegro: review of ICT in education, information infrastructure and internet access, ICT policies in education, teaching reform and training of teachers. Additionally, special focus will be placed on the role of technological innovations and digitalization in the acquisition of knowledge during the Covid-19 pandemic. The results of the research can serve as recommendations to decision makers in the area of education of today's generations. Additionally, the results of this study will create a basis for the possibility of comparison with other countries, especially those in the region, i.e., those countries that have similar level of development, in order to work together with aim to improve the situation and strengthen competitiveness through education. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The arrival of COVID-19 has changed the way traditional classes are conducted, and online teaching has never been more popular. While there are many advantages to online teaching, there are also extremely obvious disadvantages, one of which is the tendency to lack concentration. For this reason, this study uses video images from the DAiSee dataset, a new sampling script, deep learning neural networks, and a new PAD emotion model to systematically assess student concentration. Our test set uses 21 short videos from the DAISee dataset, sampling a total of 1,866 frames. The final results showed that the accuracy of the neural network was approximately 80%. The results of the test set on the PAD model showed that the percentage of attentive listeners was 65.9%, while the percentage of highly inattentive listeners was 6.2%. This study constructed a complete concentration monitoring system for online classrooms centred on smart education which can provide the information of students' concentration in real time. © 2022 ACM.
ABSTRACT
The article reveals the features of smart education as a leading concept in the development of professional training of future teachers. The main components of smart education, such as a smart student, smart pedagogy and smart environment were characterized. The main principles of smart education and the ideas that formed the basis of this concept of education (mobile access, formation of new knowledge, creation of a smart environment) were defined. The features of smart education were substantiated. The peculiarities of the implementation of smart education in the conditions of the COVID-19 pandemic and military events in Ukraine were revealed. The functions of the smart system (site management system) in the process of studying the disciplines of the pedagogical cycle, its content and technological components, and facilities of the smart complexes for students and teachers in the process of training future teachers were defined. The criteria of smart complexes (automation, sequencing, assessment, data collection in real time, self-organisation) were singled out. The distance learning systems for creating smart complexes in the process of training prospective teachers were considered. The results of students' survey as for using smart complexes in the educational process were analyzed. Due to the results, the advantages and disadvantages of using smart technologies in educational process were determined. The ways of further research work regarding the introduction of smart education into the educational process were outlined. © 2023 Copyright for this paper by its authors.
ABSTRACT
Change is the only constant, they say;with technology, the changes seem to be happening ever so often. The question that arises is to what extent have the changes been implemented and what are the capabilities of systems in various sectors to implement these changes. COVID-19 is a medical catastrophe, but it has come with a silver lining. It has forced everyone to adapt to using technology. People in different sectors were forced to ensure that they learnt the new ways of working. Work from home became the norm, which in turn led to the imperative nature of connectivity through the online platforms. Smart cities which were only in the planning and policy development stage suddenly saw a "jugaad" technology playing a role in it. This "jugaad" technology will work for the interim period and will most definitely initiate the start of complete connectedness between individuals and companies and in turn developing smart cities. In this chapter, the aim is to focus on understanding the barriers of use of technology in the education sector. There are many stakeholders which can be considered in the education sector. It is impossible to consider all dimensions in one study. Our aim is to determine the barriers faced by teacher trainers while training in the online mode. We use a multicriteria decision making tool DEMATEL to further establish the cause-andeffect group between the criteria. It is necessary to remove the antecedents of the consequents and establish a better education system and lead to smart education for smart cities. © 2023 Scrivener Publishing LLC. All rights reserved.
ABSTRACT
Recently, the education industry is actively shifting to digital education. In particular, as the demand for online education increases due to the spread of COVID-19, smart education service market for the elementary school that provides learning tablet devices is growing rapidly. Learning management system in smart education service is very important for elementary student who have not yet acquired independent study habits. Therefore, in this study, we analyzed the learning management system of smart education service and applied the Kano Model for functions provided by the learning management application linked with the smart learning devices, classifying utilitythe user's point of view. Also, we studied the changes between perception of utility, reclassifying based on factors affecting learning management. We hope that this study become a theoretical foundation for the future development of a learning management system for smart education services by improving the usability of the learning management application. And also we expect that this ultimately suggest a directionteacher-dependent to system-supported learning management system.
ABSTRACT
Due to the COVID-19 pandemic, most universities have adapted their learning infrastructure to an increasing demand for online training modalities. However, this type of learning, usually through Learning Management Systems (LMSs), suffer from a lack of direct feedback between students and the educational staff. For that reason, the present work introduces the EMO-learning project, whose key goal is to capture the emotions of students. This is done by means of a deep learning approach, able to timely analyse the face expressions of the students during online lectures. The module has been tested with different students during the academic year 2020-21, showing quite promising results. © 2022 IEEE.
ABSTRACT
Digital society is already a reality and is increasingly shaping many aspects of social, economic and political life, among other aspects. The concept of Society 5.0 is a proposed form of a possible political nature to fulfil this digital society through a super-smart society. Based on document analysis of articles and books on this topic, this conceptual paper aims to critically discuss some aspects of Society 5.0, such as the dimensions of digitalization and sustainability. It is concluded that Society 5.0 is not an inevitability, and that the transformations it entails, as well as its advantages, also have challenges and limitations that should be considered, such as the risk of reproducing old forms of micro, meso and macrosocial inequalities within each country and between countries and regions, and, at the same time, creating new forms of social, cultural, economic and political inequalities, among others. A critical spirit seems to be necessary in the follow-up of this Society 5.0 and for which citizen-science logic, in an interdisciplinary way, can potentially provide tools for previous and prospective analysis of its implementation. We justify the need for smart education in these smart societies as a way of contributing to responding to the pressing problem of sustainability. It is smart education in and for a super smart society.
ABSTRACT
This Innovate Practice Full Paper presents COVID-19 impacts, online teaching for theories, practices and assessments became mandatory at higher educational institutions. Online teaching and learning methodology include 1) Well prepared teaching materials 2) Technology support 3) Online teaching, learning, practise and assessment methodologies 4) Post learning and assessment strategies and 5) Virtual laboratory concept using simulation tools. This paper addresses challenges in implementing 100% online teaching and learning for practical-based subjects in Engineering disciplines. A case study at South African Higher Education Institution is presented and outcomes include technology-supported teaching aid methods improve pass-rate and learners overall performance level, flexibility in learning facilities among part-time learners and full-time employees, introducing virtual laboratory for engineering education using industrial grade simulation tools enable learners with engineering professional skills and secure employment opportunity. Finally, cost-benefit analysis is done and is reported that 20-30% cost saving from both learners and institution by adopting online teaching and learning in comparison with face-face teaching methodology. Higher educational institutions will have a lot of improvements and developments in Online teaching and learning methodology soon will enable to build of a framework for a smart education system.
ABSTRACT
In response to the negative COVID-19 impacts, it is urgent to support digital transformation plans at all levels of educational online activities. Fundamental it is also to support new inclusive digital pedagogical methods and skills for a resilient free adoption of digital tools for academic teachers (digital integrated learning, advanced multimedia, but also hybrid and interactive new methodologies, 3D, VR, holographic tools, etc.) and allow effective use for students, including participants with fewer opportunities: physically impaired (deaf, blind, paralytic), cognitive impaired and low-income students. This to create the condition of a more EU integrated strategy to consent the proposal for a Council Recommendation on the enabling factors for successful digital education by 2022–2025. We are following and improving the recommendations of OECD and UN, of EU Future Government 2030+, of EU’s strategy for e-Skills in the 21st Century, of KES international network and of FOME - Future of Management Education international scientific alliance. Also, some new EU Directives will imply a real digital revolution in educational processes and learning skills. So digital technologies have made this transition possible: surely, there have been a number of e-learning platforms for some years now, but their role has only in the last months gained massive relevance concurrently with the pandemic global situation. Only a few EU Universities are already ready for good quality distance learning, with tools for course management, including live sessions, interactive teaching and collaborative activities. Most EU Universities had to cope with the emergency situation that called for a quick organizational and cultural rearrangement and a change of learning strategies, which perhaps represented the most difficult step for teachers and students. Digital technologies are becoming very relevant at the EU level for teachers and students. However, the current limitations on the movement of people and teaching hours may restrict this type of delivery. For this reason, the described EDU-GATE initiative is providing a detailed European multi-sectoral analysis indicating the comparison of current situations of teaching digitalization (As-Is and To-Be analysis), together with a transversal needs’ analysis. Also, a smart innovative curriculum, including the most advanced educational design and delivering techniques, has been created for the improvement of teachers’ skills. Almost 12 innovative multimedia e-modules have been prepared, permitting effective learning activities and to share best practices in the EU. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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The COVID-19 pandemic caused significant disruption to academic institutions as well as the conferences associated with those disciplines. The Associated Schools of Construction (ASC) was among those affected and was forced to cancel their 2020 conference and shift their 2021 conference to a Smart Conference. This study collected feedback from the authors to gauge their perceptions of presenting in a virtual format to determine if the ASC should continue to integrate smart options for future events post-pandemic. The results indicated that the smart option for presenting conference proceedings papers was well received, and that almost 60% of the respondents indicated that if a smart option was available in the future, they would be more inclined to submit a paper for publication. These results indicate that an opportunity exists for the ASC to broaden its engagement with faculty members and further its mission to advance construction education by embracing Smart Conference techniques at future events. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The current educational system radically changed during the last years and continues to grow. The Smart education is now a typical feature of education issue from a new information and communication technologies and of the introduction of these new technologies in the institutional learning. The introduction of these technologies in education has been associated with a rise evolution of people's quality of life by improving teaching and learning. MOOCs, are some of the recent technologies, which have been introduced recently in the higher education sector. This article focuses on the level of intelligence introduced into the online teaching and learning process. Different MOOCs will be presented, compared and analyzed according to a comparative study of multicriteria analysis by applying decision analysis methods;Analytical Hierarchy Process (AHP) and Complex Proportional Assessment Method (COPRAS) to show the importance of MOOC platforms and their impact in smart education © 2022. International Journal of Emerging Technologies in Learning.All Rights Reserved.
ABSTRACT
This paper explores the impact of the future web geoinformation utilities for sustainable Smart Cities. This paper proposes a smart cities innovation roadmap framework and recommendations for urban development enabled by efficient web geoinformation utilities for an integrated sustainability and public health protection at smart cities. The roadmap framework aims to support the innovation policies and sustainable development strategies of cities towards becoming “smart” for sustainability and public health protection. An innovative health policy roadmap is presented for efficient solutions in sustainable designs, and public health protection at smart cities using proper web geoinformation utilities. The latter could be useful in project management of particular services and activities that promote health within smart cities, like health urban tourism and safe operational management of integrated community health centres using proper web utilities. In this way could be achieved a quality assurance of fundamental efficient designs for a geo-health intelligence of sustainable smart cities embedded on future web technologies and user-driven innovation in future smart city ecosystems. Useful web utilities are presented for stakeholders achieving a better project management in terms of an integrated environmental health policy and safety for sustainable development at future smart cities. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The COVID-19 pandemic has had a catastrophic effect on education across the world. The biggest compulsory disruption in the history of education has been caused by COVID-19, which is affecting about 1.6 billion students across 190 countries on all continents. This pandemic has forced a shift from traditional face-to-face class-based systems to online teaching and learning. Educational institutions are tackling unprecedented challenges to resume education. Many of them have already started education in partial (online) or blended (online and limited on campus) mode. In this article, we discuss the challenges faced by educational institutions, teachers, and students in resuming the teaching and learning process and the preventive measures taken to mitigate the current deteriorating situation. We analyze the overall institutional setup of re-opening the learning process from the perspectives of technology and logistics (smart educational tools), teachers' initiatives, teachers' competence, and the support (mental, financial, technological, etc.) provided to students. In order to continue with institutional education, we present strategies to exit from the worst situation during the pandemic. The results of this study can guide educational institutions, teachers, and students to take the necessary measures against disasters (earthquakes, tsunamis, COVID-19, etc.) and to continue educational activities both during the pandemic and in the post-pandemic period. The outcomes of this study can also help researchers and developers to create new technologies to deal with unprecedented situations to continue learning. © 2021 IEEE.
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Technology has evolved immensely over the past few decades. It has also created a huge impact over the STEM education. The methods and tools for education are reforming day to day to enhance the quality of teaching and learning. Recently, COVID-19 pandemic has totally changed the entire world due to its impact on almost all sectors including education. To provide a high standard education to students, it is necessary to innovate some new technology driven strategies and methods. Student fraternity faces many difficulties in present online education system. Some measures are to be taken to overcome these problems. Henceforth, in this work, several techniques have been discussed towards the enhancement of online education system. Approaches involving applications of Artificial Intelligence, Machine Learning and Big Data are addressed here. The technology impact on online STEM education in pandemic is assessed through a student feedback analysis. The proposed techniques in this paper could be used as a pilot study to improve the effectiveness of STEM education in pandemic. © 2021 IEEE.
ABSTRACT
Networked society before pandemic situation had become the context of a technology-supported environment for learning and teaching. Since COVID-19 pandemic occurred learning happened essentially mediated through connected smart devices that demand digital skills and reinforced Smart learning. This study aims to present a descriptive and comparative analysis focusing on digital competences in three different areas: Use, Learning and Critical thinking, justified in a global situation of intensive use of technology. Each area was analyzed considering the five subareas of digital competence: information management, communication, content creation, safety and problem solving. The study was designed under a non-experimental quantitative methodology in which higher education students from Spain, Colombia, Ecuador, and Mexico participated (N=926). Results show significant differences among countries that could help to improve not only formal education in Higher Education, but the digital skills needed for lifelong learning among citizenship in next future conditioned by recent global situation of pandemic.