Smart Education in the context of Industry 4.0

Assante, Dario; Caforio, Alessandro; Flamini, Marta; Romano, Elpidio

doi:10.1109/educon.2019.8725057

Cited by 59 publications

(19 citation statements)

References 8 publications

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“…This might also help to map program's educational objectives to student outcomes [55]. The authors in [56] discussed a set of demanding skills that are critically important for the emerging digital twin paradigm and highlighted relevant business model changes to accommodate with the Industry 4.0 digital revolution. The growing gap between industry and academia has been highlighted in [57], where the authors drew attention to tremendous opportunities from a data science perspective.…”

Section: Educationmentioning

confidence: 99%

Digital Twin: Values, Challenges and Enablers From a Modeling Perspective

2020

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A digital twin can be defined as an adaptive model of a complex physical system. Recent advances in computational pipelines, multiphysics solvers, artificial intelligence, big data cybernetics, data processing and management tools bring the promise of digital twins and their impact on society closer to reality. Digital twinning is now an important and emerging trend in many applications. Also referred to as a computational megamodel, device shadow, mirrored system, avatar or a synchronized virtual prototype, there can be no doubt that a digital twin plays a transformative role not only in how we design and operate cyber-physical intelligent systems, but also in how we advance the modularity of multi-disciplinary systems to tackle fundamental barriers not addressed by the current, evolutionary modeling practices. In this work, we review the recent status of methodologies and techniques related to the construction of digital twins. Our aim is to provide a detailed coverage of the current challenges and enabling technologies along with recommendations and reflections for various stakeholders.

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Section: Educationmentioning

confidence: 99%

Digital Twin: Values, Challenges and Enablers From a Modeling Perspective

2020

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“…The Internet of Things will integrate into more education systems shortly. Many schools use this to train their students for greater understanding and other schools may use it to save data and save resources and other similar needs (Assante et al 2018) [24]. IoT needs to change the understanding of education to integrate into education.…”

Section: The Roles Of Iot In Educationmentioning

confidence: 99%

Application of IoT in the Development of Intelligent Education System – A Thematic Literature Review

chandra

2020

IJMTS

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Smart Education System makes efficient use of IT technology that takes advantage of IoT and cloud computing technologies to track and act on multiple educational system components. To maximize the battery life of IoT nodes, the systems need to provide access to nodes and gateways by that introduce an architecture that allows not only the latest wireless and wired technologies to provide a fair communication range but also reduced energy usage. Like other sectors integrating intelligent cultures, the education sector is no exception to this. The IoT confirms its important role in the field of Information and Communication Technology and social growth. More devices are linked in education; campus leaders will be able to derive even more value from the continuous stream of data and knowledge, helping them transition from a transactional relationship to an iterative process with students, teachers, administrators, and providers. A small, person-centered environment helps smart campuses to complement and fit with the overall smart environment strategy, allowing educational institutions to achieve full productivity, promote sustainability, and enhance their constituents' everyday conditions. This analysis of the literature is generated using the secondary data obtained by reviewing a good number of papers published in journals and online sources. The study aims to explain IoT's use in the growth of the Smart Education System. The limitation of the study is that it deals only with the subject matter's application components which leave physical components.

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“…From a technological point of view, even 10 years ago, none of the technologies used in Industry 4.0 was mature enough to be included in any common training program [4]. Several authors cite in their articles the knowledge required for Industry 4.0.…”

Section: Knowledge and Competence For Industry 40mentioning

confidence: 99%

“…Engineering 4.0 education should focus on the skills that lead to digitization in the manufacturing sector, with sensors embedded in practically all manufacturing components and manufacturing equipment, omnipresent cyber-physical systems and analysis of all relevant data [4]. The concept of Industry 4.0 can be defined as the complete transformation of the entire sphere of industrial production through the fusion of digital technology and the internet with conventional industry [3].…”

Section: Introductionmentioning

confidence: 99%

Model Proposal for Diagnosis and Integration of Industry 4.0 Concepts in Production Engineering Courses

Souza

Quelhas

2020

Sustainability

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In Industry 4.0, people need to be able to handle the vast amount of information from machines. In this sense, for Industry 4.0, higher education institutions play a fundamental role. The methodology of this article sought to identify the knowledge required by Industry 4.0 in the literature; carry out a diagnosis of the courses currently offered by Brazilian universities and the need to incorporate new knowledge, and validate the model in a real application. The survey is classified as exploratory, bibliographic and qualitative, supported by bibliometric research. As a result of the research, we identified that the technical content of courses needs to be reviewed to meet Industry 4.0 demand. Sixty-three per cent of respondents were production engineering course coordinators; 70% of respondents considered that the disciplines of current production engineering courses were not adequate to enable the production engineer to work in Industry 4.0. The priority knowledge for implementation in the curricula was identified as big data, advanced simulation, statistics for large amounts of information and virtual reality. It was also considered necessary to bring the industry closer to the universities. The model developed was applied and validated in a university that was evaluated with the highest score in the National Student Performance Exam (Enade).

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Smart Education in the context of Industry 4.0

Cited by 59 publications

References 8 publications

Digital Twin: Values, Challenges and Enablers From a Modeling Perspective

Digital Twin: Values, Challenges and Enablers From a Modeling Perspective

Application of IoT in the Development of Intelligent Education System – A Thematic Literature Review

Model Proposal for Diagnosis and Integration of Industry 4.0 Concepts in Production Engineering Courses

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