Toward a sustainable educational engineer archetype through Industry 4.0

Lupi, Francesco; Mabkhot, Mohammed M.; Finžgar, Miha; Minetola, Paolo; Stadnicka, Dorota; Maffei, Antonio; Litwin, Paweł; Boffa, Eleonora; Ferreira, Pedro; Podržaj, Primož; Chelli, Riccardo; Lohse, Niels; Lanzetta, Michele

doi:10.1016/j.compind.2021.103543

Cited by 22 publications

(7 citation statements)

References 52 publications

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“…Therefore, the literature review's findings are the following:  Digital methods, technologies, and tools are becoming more prevalent in the AEC industry due to their positive impact on efficiency, productivity, risk mitigation and, eventually, profitability in projects' execution (Anderson et al, 2020;Charef et al, 2019;Uhm et al, 2017). This development coupled with other current societal needs gradually creates new content for engineering education and profession (Lupi at al., 2022). Moreover, the growing familiarization of construction management staff with the new roles or the development of traditional ones based on the introduction of IT in construction promotes a new organizational plan that will gradually prevail over existing ones (Bosch-Sijtsema et al, 2019).…”

Section: Results and Findingsmentioning

confidence: 99%

A preliminary review of the opportunities and challenges in training and certification for computing in construction

Vishal¹,

Yiannis²,

Castronovo³

et al. 2022

Proceedings of the 2022 European Conference on Computing in Construction

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This paper presents findings from a preliminary review of the status of training and certification in computing in construction. A review of the academic literature, market trends, and a questionnaire-based survey validate the demand for training and certification in computing in construction. The findings reveal the need for a detailed articulation of areas within computing and construction that require training and certification. There is an expectation that academia and professional associations will lead training and certification to ensure quality. There is a need to train and certify trainers to ensure quality and build capacity to decentralize the training and certification ecosystem.

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Section: Results and Findingsmentioning

confidence: 99%

A preliminary review of the opportunities and challenges in training and certification for computing in construction

Vishal¹,

Yiannis²,

Castronovo³

et al. 2022

Proceedings of the 2022 European Conference on Computing in Construction

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“…This project is developed in four phases and aims to create new technicians who are able to use I4.0-enabling technologies to solve real-world problems. A sustainable educational engineer archetype is proposed in the work [32]. The authors of the work recommend a way to introduce I4.0 technologies in educational programs to enhance awareness of sustainability in the industry.…”

Section: Literature Reviewmentioning

confidence: 99%

Plan and Develop Advanced Knowledge and Skills for Future Industrial Employees in the Field of Artificial Intelligence, Internet of Things and Edge Computing

et al. 2022

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Knowledge and skills in the field of Artificial Intelligence (AI), Internet of Things (IoT), and Edge Computing (EC) are more and more important for industry. Therefore, it is crucial to know what current students and future employees can offer to the industry. University students develop their knowledge and skills to support the industry in implementing modern technologies in the future. It can be expected that the first source of information for students will be lectures and other activities at the university. However, they may obtain knowledge from other sources. This article presents the results of research conducted among students assessing their own knowledge and skills in the field of IoT, AI, and EC. The research was preceded by an analysis of curricula at selected universities in terms of topics related to AI, IoT, and EC. Based on the results of the analysis, survey questions were prepared. The developed questionnaire was made available to students. The research sample for the survey participants was 563 students. The results obtained were analyzed. The results of the analysis show which issues are better known to students and which are worse. The information presented in this paper can be a source of information for the industry that can assess the competences that are or will be available on the labor market in the near future. Additionally, universities can obtain information on the areas in which there are competency gaps and which methods of teaching AI, IoT, and EC are better perceived by students.

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“…The developed learning material is individually presented as an independent educational unit featuring a stated Intended Learning Outcome (ILO) and related Teaching and Learning Activities (TLA), as well as an Assessment task (AT). The series of education units are developed to introduce specific applications of the technological enabler of the fourth industrial revolution that address improvement on the Sustainable Development Goals identified by the United Nations [88,89].…”

Section: Validation Of the Proposed Templatementioning

confidence: 99%

On the Design of Constructively Aligned Educational Unit

et al. 2022

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Modern pedagogy is moving away from traditional transmissive approaches, and it is extensively embracing constructive theory of learning. A prominent practical embodiment of this paradigm shift is a method called Constructive Alignment (CA). This approach focuses on learners’ actions and starts from a clear communication of the Intended Learning Outcomes (ILOs) of the focal unit. ILOs are made of content, a context, and an Educational Goal Verb (EGV). According to the Bloom Taxonomy, the EGV is the core of an ILO and refers to the action the learners are expected to be able to master after completing the educational unit. The ILO is then aligned to the course activity using the EGV (i.e., EGVs are enacted through Teaching and Learning Activities (TLAs) and verified through Assessment Tasks (ATs)). Despite the ILO definition being extensively investigated and described, the extant literature has poorly explored how to devise suitable TLAs and ATs, lacking comprehensive contributions that identify and describe the different kinds of TLAs and ATs available to course designers. In view of the above gap, the authors searched and reviewed the literature (scientific papers (i.e., top-down, deductive approach)) and practices in higher education (university websites and blogs (i.e., bottom-up, inductive approach)) to identify all the possible sources of TLA and AT descriptions available. The results propose standardized templates that support the course design process, providing extensive descriptions of TLA and AT based on the best practices identified. The proposed templates include the core dimensions that proved to be suitable for designing traditional and remote-learning activities. Finally, the examples provided in the paper show how to use these templates on a few kinds of selected on-campus and digital TLAs and ATs from the educational units identified in the Erasmus+ MAESTRO project, which is based on Industry 4.0 technological enablers and their application in support of manufacturing sustainability.

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Toward a sustainable educational engineer archetype through Industry 4.0

Cited by 22 publications

References 52 publications

A preliminary review of the opportunities and challenges in training and certification for computing in construction

A preliminary review of the opportunities and challenges in training and certification for computing in construction

Plan and Develop Advanced Knowledge and Skills for Future Industrial Employees in the Field of Artificial Intelligence, Internet of Things and Edge Computing

On the Design of Constructively Aligned Educational Unit

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