Education 4.0 for tall thin engineer in a data driven society

Ciolacu, Monica; Svasta, Paul; Berg, Waldemar; Popp, Heribert

doi:10.1109/siitme.2017.8259942

Cited by 49 publications

(27 citation statements)

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“…Despite all the challenges in IR4.0, there are lots of opportunities expected for its transformation, such as enormous potential in increasing industrial sector productivity, the establishment of new business model and even contribution to the evolution of jobs and skills to fill the revolution of the technology (Schlaepfer, Koch, & Merkofer, 2015). Consistent with all discussions in IR 4.0, all these changes require adoption of new teaching technologies and learning process, including digitalising the advance working experience of training institution (Ciolacu, Svasta, Berg, & Popp, 2017). Additionally, individual competency is critical to provide a spot in the new workplace environment during the transformation.…”

Section: Introductionmentioning

confidence: 93%

Technical Competencies in Digital Technology towards Industrial Revolution 4.0

Ismail

Hassan

2019

JTET

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In the contemporary digitalisation and robotics world, industries are facing what is known as the Industrial Revolution 4.0 (IR4.0). The belief by most experts is that some professions will be replaced by emerging technologies. As such, the education sector is affected as only qualified, highly skilled and educated employees are required. IR4.0 technologies have created new jobs in meeting the needs of the existing market, as such more services and unique products will be introduced. Therefore, this study identifies the technical competency needed by industries towards future industrial revolution for TVET graduates. This study uses qualitative method and has implemented survey method of distributing a set of questionnaires to selected respondents. The study also employs the use of structured interview session with two TVET experts in order to support the findings. Purposive sampling was used to select the respondent, where the respondents comprised students and lecturers from Malaysian premier polytechnics, such as Ibrahim Sultan Polytechnic, Sultan Salahuddin Abdul Aziz Shah Polytechnic and Ungku Omar Polytechnic. However, only 197 final year students and 89 lecturers from bachelor's degree level from four programs (civil engineering department, electric and electronic engineering department and mechanical engineering department as well as the design and visual communication department) were chosen. Analysis of interview session from the experts indicated that three critical technical skill themes are needed for IR4.0: analysing, interpreting and documenting data; understanding and optimising process; and, executing, troubleshooting and maintaining of devices. Findings from the survey concluded that the respondents' level of knowledge and skills to most of the technical competency is still at the average level and requires a lot of improvement. This implies that new technical knowledge should be embedded in the new curriculum on technology for their future knowledge, in order to fit with the need of changes in technology.

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Section: Introductionmentioning

confidence: 93%

Technical Competencies in Digital Technology towards Industrial Revolution 4.0

Ismail

Hassan

2019

JTET

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“…Dessa forma, um livro interativo é recomendado para alunos que aprendem mais lendo e vídeos são recomendados para alunos que aprendem mais a partir de mídias. O livro contém links e perguntas interativas, sendo que no vídeo há uma repetição dos principais pontos citados no livro, para que o aluno fixe o aprendizado (CIOLACU et al, 2017a).…”

Section: Processo De Aprendizadounclassified

“…Os módulos das matérias se adaptam ao nível de conhecimento que o aluno já tem e também ao comportamento de aprendizado que ele está tendo ao longo do curso. Há um teste introdutório para avaliar os conhecimentos já obtidos, que gera uma recomendação de em qual capítulo o aluno está e qual capítulo deveria ser estudado de novo por conta de alguns gaps de conhecimento (CIOLACU et al, 2017a).…”

Section: Métodos De Aprendizagem Adaptáveisunclassified

“…Um exemplo disso é o Wolfram Alpha, que resolve problemas matemáticos e mostra a resolução. Nesse caso, a tendência é que a inteligência artificial será cada vez mais rápida em reagir e responder aos comandos (CIOLACU et al, 2017a).…”

Section: Conselho E Suporteunclassified

“…A avaliação é feita a partir de e-assessments, em que um Moodle avalia as respostas dos testes automaticamente. A visão dos computadores também inclui um reconhecimento de face, para garantir e verificar que ninguém está fazendo a prova para o aluno em questão (CIOLACU et al, 2017a).…”

Section: Avaliaçãounclassified

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Educação 4.0 na engenharia: percepção dos docentes de 3 universidades Brasileiras

Murofushi

Barreto

2019

BJD

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Educational impact of Metaverse learning environment for engineering mechanics dynamics

Sidhu,

Mousakhani,

Lee

et al. 2024

Comp Applic In Engineering

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Mechanics dynamics course is challenging for mechanical engineering students. Strong abilities in abstract thinking, reasoning, and problem‐solving are prerequisites for this course. Technology advancements in Industrial Revolution 4.0 have brought about significant changes in engineering education, and traditional teaching methods may no longer be sufficient to prepare students for the requirements of this industrial revolution. Relating to all Internet technologies, the Metaverse is an emerging environment that allows immersive interactive experiences to enhance comprehension. Combining Metaverse with constructivist learning, students can engage in engineering tasks and receive real‐time feedback for deeper understanding. Education 5.0 emphasizes the use of new applications and technology to provide more humanized education, with an emphasis on students' social and emotional growth and solutions that improve life in society. However, since the Metaverse learning environment is still in its infancy, more empirical research is required regarding the application of the Metaverse environment using a constructivist approach to facilitate teaching and learning in engineering, particularly in the setting of mechanics dynamics. This research proposal aims to investigate and design a conceptual framework for the Metaverse environment as an additional learning aid in mechanical engineering education. The research findings could enhance the quality of mechanical engineering education, which is in line with the current Malaysia education blueprint that is, the incorporation of new educational technology aids and interventions. Additionally, the findings could provide new insights into the design of engineering curricula teaching practices and the Malaysian Science, Technology, Innovation, and Economy policy of providing new educational platforms that is, to nurture a creative society and a skilled workforce.

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Education 4.0 for tall thin engineer in a data driven society

Cited by 49 publications

References 1 publication

Technical Competencies in Digital Technology towards Industrial Revolution 4.0

Technical Competencies in Digital Technology towards Industrial Revolution 4.0

Educação 4.0 na engenharia: percepção dos docentes de 3 universidades Brasileiras

Educational impact of Metaverse learning environment for engineering mechanics dynamics

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