Big data is defined as a large set of data that could be structured or unstructured. In manufacturing shop-floor, big data incorporates data collected at every stage of the production process. This includes data from machines, connecting devices, and even manufacturing operators. The large size of the data available on the manufacturing shop-floor presents a need for the establishment of tools and techniques along with associated best practices to leverage the advantage of data-driven performance improvement and optimization. There also exists a need for a better understanding of the approaches and techniques at various stages of the data life cycle. In the work carried out, the data life-cycle in shop-floor is studied with a focus on each of the components -Data sources, collection, transmission, storage, processing, and visualization. A narrative literature review driven by two research questions is provided to study trends and challenges in the field. The selection of papers is supported by an analysis of n-grams. Those are used to comprehensively characterize the main technological and methodological aspects and as starting point to discuss potential future research directions. A detailed review of the current trends in different data life cycle stages is provided. In the end, the discussion of the existing challenges is also presented.
El pensamiento computacional es una habilidad que permite solucionar problemas de manera ordenada y sistemática mediante la aplicación de metodologías originadas en la programación de sistemas informáticos, tales como la división de tareas y el desarrollo de algoritmos, entre otras. Para el desarrollo de esta habilidad, varios estudios recomiendan que se deben utilizar mecanismos lúdicos durante la edad escolar. Este documento está enfocado en relatar las etapas implementadas en un proyecto exploratorio, cuyo objetivo es desarrollar el pensamiento computacional, a través del uso de tecnologías programables, en niños de edad escolar pertenecientes a zonas rurales y urbano-marginales. Con la implantación de este proyecto se logró capacitar a un total de 118 niños y 8 docentes en el uso de Scratch y LEGO Mindstorms, logrando así la mejora de suscapacidades de razonamiento lógico y computacional.
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