Mobile learning applications for technical vocational and engineering education: The use of competence snippets in laboratory courses and industry 4.0

Jaschke, Steffen

doi:10.1109/icl.2014.7017840

Cited by 36 publications

(27 citation statements)

References 1 publication

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“…This can be achieved by using mobile technology directly at the workplace to allow a 'just-in-time' access to educational resources from any place [2]. Because of the complexity of the daily working tasks, a 'just-incase' learning approach is not adequate anymore [17]. So learning in the era of industry 4.0 should be supported using blended learning concepts [18] to learn situation-independent as well as situation-dependent knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…Industry 4.0 represents a revolution in work processes, including the education of workers [17]. Production is increasingly driven by globalization, product individualization, shorter product life cycles and volatile markets.…”

Section: Related Workmentioning

confidence: 99%

“…With a mobile learning approach, workers can be empowered to acquire the knowledge they need when they need it. This includes knowledge for complex processes or systems (such as in complex manufacturing), in which it may not be feasible to understand all components or to perform all services from memory [17]. As it is not adequate to gain the required knowledge 'just-in-case', the use of mobile devices and specially designed mobile learning artifacts is needed for learning anywhere at any time.…”

Section: Related Workmentioning

confidence: 99%

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Enabling Workers to Enter Industry 4.0: A Layered Mobile Learning Architecture

Engelmann¹,

Schwabe²

2018

Proceedings of the 51st Hawaii International Conference on System Sciences

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Manufacturing companies have to meet a lot of challenges in continuing training for employees. Especially on the way towards industry 4.0 the workforce needs to be able to handle fast changing environments and ever-changing working contexts. Furthermore, they have to be familiar with constantly new technologies (e.g. complex user interfaces, mobile devices) that are introduced during the process of company development. Due to this, working people are facing a lifelong learning process and need to evolve to knowledge workers. To fulfill these requirements new concepts are necessary for human resources development directly at the workplace and therefore adequate artifact designs. In this paper we design a layered architecture for mobile learning at the workplace. This layered approach offers the possibility to educate employees with different qualifications and skills using an integrated solution. Further, we propose to implement appropriate components at each layer to support different kinds of learning.

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Section: Discussionmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

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Enabling Workers to Enter Industry 4.0: A Layered Mobile Learning Architecture

Engelmann¹,

Schwabe²

2018

Proceedings of the 51st Hawaii International Conference on System Sciences

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“…The best talent is not the machines but [a] combination of both humans and machines [20] Jaschke [26] points out that successive industrial revolutions noticeably changed the nature of work processes, which resulted in the transformation of employees' roles and required skills. The disruptive nature of Industry 4.0 brings about considerable changes in work processes, which consequently requires a different approach to the way work is performed [27].…”

Section: Impact Of Industry 40 On Skills Requirementsmentioning

confidence: 99%

“…This requires both academic and technical institutions to provide opportunities for lifelong learning. Jaschke [26] highlights that the changing role of employees due to industrial revolutions has changed how the required skills are developed and employees are trained. Sackey and Bester [28] state that the engineering profession is directly linked to changes in technological developments.…”

Section: Impact Of Industry 40 On Technical and Academic Institutionsmentioning

confidence: 99%

An Investigation of Industry 4.0 Skills Requirements

Maisiri

Darwish

Dyk

2019

SAJIE

106

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The Industry 4.0 wave is built on technological advancement that is bringing about significant change. The impact of Industry 4.0 is being felt across all industries, including the education sector. During the 2019 State of the Nation address, the President of South Africa pointed out that the government was seeking to respond to the change in skills requirements. In this paper, a systematic literature review will be performed to investigate Industry 4.0 skills requirements in the engineering profession and the role of capability development in meeting Industry 4.0 requirements. An exploration of the impact of Industry 4.0 on technical institutions as opposed to academic institutions will also be discussed. This paper incorporates this exploratory investigation into detailed research on developing a skills development framework that seeks to bridge the gap between Industry 4.0 skills requirements and development in South Africa.

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Engineering through distance education in the time of the fourth industrial revolution: Reflections from three decades of peer reviewed studies

Kocdar

Bozkurt

Doğan

2020

Comp Applic In Engineering

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In this current era of the fourth industrial revolution, the fifth generation of distance education has held out hopes of unique opportunities for engineering. With the aim of investigating the field of engineering through distance education, this study conducted a systematic review involving text-mining and social network analysis to examine 120 publications on this topic. The time trend analysis found that there has been a steadily increasing interest in engineering through distance education. Analysis of subject areas revealed that a considerable amount of the publications on engineering through distance education falls under the social sciences subject area, suggesting that there is a need for more interdisciplinary studies. In examining the geographical distribution of the publications, it was observed that most contributions come from the United States, a developed country that has invested heavily in educating students through distance education. The research patterns identified through text-mining and social network analysis revealed three major themes: (I) technology-enhanced distance engineering education, (II) e-learning and m-learning, and (III) virtual and remote labs.

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Mobile learning applications for technical vocational and engineering education: The use of competence snippets in laboratory courses and industry 4.0

Cited by 36 publications

References 1 publication

Enabling Workers to Enter Industry 4.0: A Layered Mobile Learning Architecture

Enabling Workers to Enter Industry 4.0: A Layered Mobile Learning Architecture

An Investigation of Industry 4.0 Skills Requirements

Engineering through distance education in the time of the fourth industrial revolution: Reflections from three decades of peer reviewed studies

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