Smart Hybrid Learning Framework Based on Three-Layer Architecture to Bolster Up Education 4.0

Challenge-based learning in higher education: an exploratory literature review

“…Nichols et al (2016) and Giorgio and Brophy (2001)) were often described within the literature, flexible adaptation of CBL approaches was very common. For example, experiential learning, competency based learning and CBL (Garay-Rondero et al, 2019), research based learning and CBL (Morales-Menendez et al, 2019), CBL and design thinking (Gama, Alencar, et al, 2019;Gama, Castor, et al, 2019), CBL and competency based education (Félix-Herrán et al, 2019), CBL and challenge based instruction (Fidalgo-Blanco et al, 2016), design challenge based learning (DCBL) (Blevis, 2010), CBL and feedback (CFL) (Sternad, 2015), CBL, flipped classroom, and case based learning (Hartono, Kosala, Supangkat, & Ranti, 2018), CBL and agile practices (A. Santos, Sales, Fernandes, & Kroll, 2018), CBL and problem based learning (Barry et al, 2008) and CBL and game design thinking (Siqueira da Silva, 2018).…”

Education 4.0: Robotics Projects to Encourage 21st Century Skills

“…It allows students to decide what they want to learn, when, how, why, and where. In this way, students have the flexibility to be responsible for building their knowledge (Hartono et al, 2018). At the end of the study, the self-assessment questionnaire became interesting due to allowing the student to exercise his protagonism in its learning process.…”

“…In Education 4.0, the learning process is expected to be personalized. Students have the flexibility to be responsible for building their knowledge with the freedom to achieve their desired goals (Hartono et al, 2018). This new parameter redefines the education format, known as Education 4.0.…”

Utilizando o Modelo ADDIE para o Desenvolvimento e Avaliação de um Processo Educacional Inspirado na Educação 4.0

“…O conceito de Educação 4.0 surge com o propósito de preparar os estudantes para o mundo contemporâneo. Na Educação 4.0, espera-se que o processo de aprendizagem seja personalizado, no qual os estudantes tenham flexibilidade para serem os responsáveis pela construção do seu conhecimento com liberdade de atingir os seus objetivos [Hartono et al, 2018]. Além disso, busca-se uma mentalidade dinâmica para que os estudantes possam resolver problemas de forma colaborativa e criativa, criar soluções inovadoras e tecnológicas, e serem sujeitos ativos e responsáveis por sua aprendizagem.…”