Students’ perception to integrate education 4.0 in Science program

[EN] This study aims to explore students’ perception of integrating education 4.0 in the Science program. The technology acceptance model was used to determine students’ understanding of integrating education 4.0 focusing on the Science program. This research was conducted using a qualitative approach. The interview was used to collect the data. Five respondents among Science students were interviewed. They were undergraduate students pursue study in a science education program. The finding of the interview result showed that students had positive responses in integrating education 4.0 for technological sustainable development. The results of the study showed that students had a positive understanding of the three aspects namely, readiness in integrating education 4.0 for the Science program, the impact of technology facilities, and enhancing digital skills for employability. We recommend further research to evaluate the preparation or readiness of students to integrate training using technology 4.0. Based on the results, further research is proposed to take into account new education skills among Science students in line with the industrial revolution 4.0.We would like to acknowledge the financial support provided by the Ministry of Education FRGS grant FP024-2018A.Halili, SH.; Sulaiman, S. (2021). Students’ perception to integrate education 4.0 in Science program. Multidisciplinary Journal for Education, Social and Technological Sciences. 8(1):45-57. https://doi.org/10.4995/muse.2021.14768OJS455781Afolabi, A.A. (2015). 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CONTRIBUIÇÕES DAS TECNOLOGIAS DIGITAIS ASSOCIADAS À INDÚSTRIA 4.0 PARA A FORMAÇÃO PROFISSIONAL

Este artigo tem por objetivo analisar como as tecnologias digitais ligadas à Indústria 4.0 podem contribuir para o aprimoramento da formação profissional, a partir da particularidade do ensino de engenharia na Universidade Federal de Sergipe (UFS). Metodologicamente, utilizou-se de um estudo de caso sob uma abordagem quanti-qualitativa, exploratória e descritiva, aplicando questionários com os docentes e discentes do Centro de Ciências Exatas e Tecnologia da UFS (CCET/UFS). Os resultados apontaram que a inserção das tecnologias digitais na formação profissional traz contribuições quanto à modernização dos sistemas de ensino, por meio da adequação dos currículos escolares e projetos pedagógicos de curso, e a estruturação de um espaço que simule o ambiente que os egressos encontrarão no mercado de trabalho, culminando no aprimoramento do processo de formação. A análise indicou ainda impactos do uso das tecnologias digitais na formação profissional, revelando que, embora os desafios envolvidos incluam fatores como a falta de investimento para a aquisição de tecnologias digitais e capacitação profissional e a falta de estrutura disponível, as tecnologias digitais podem trazer contribuições no que tange à melhoria das condições de ensino, atualização profissional e desenvolvimento de habilidades e competências essenciais ao contexto da Indústria 4.0.Palavras-chave: Tecnologias digitais e ensino. Formação profissional. Indústria 4.0.ABSTRACTThis article aims to analyze how digital technologies linked to Industry 4.0 can contribute to the improvement of professional training, based on the particularity of engineering education at the Federal University of Sergipe (UFS). Methodologically, we used a case study under a quantitative-qualitative, exploratory and descriptive approach, applying questionnaires with professors and students at the Center for Exact Sciences and Technology at UFS (CCET/UFS). The results showed that the insertion of digital technologies in professional training brings contributions regarding the modernization of teaching systems, through the adaptation of school curricula and pedagogical course projects, and the structuring of a space that simulates the environment that graduates will find in labor market, culminating in the improvement of the training process. The analysis also indicated impacts of the use of digital technologies in professional training, revealing that, although the challenges involved include factors such as the lack of investment for the acquisition of digital technologies and professional training, and the lack of available structure, digital technologies can bring contributions regarding the improvement of teaching conditions, professional updating and development of skills and competencies essential to the context of Industry 4.0.Keywords: Digital technologies and teaching. Professional qualification. Industry 4.0.

Robot at factory lite - a step-by-step educational approach to the robot assembly

In a robotics scope, an excellent way to test and improve knowledge is through competitions. In other words, it is possible to follow the results in practice, compare them with the development of other teams and improve the current solutions. The Robot At Factory Lite proposal simulates an Industry 4.0 warehouse scenario, applying education through Science, Technology, Engineering, and Mathematics (STEM) methodology, where the participants have to work on a solution to overcome its challenges. Thus, this article presents an initial electromechanical proposal, which is the basis for developing robots for this competition. The presented main concepts aim to inform the possibilities of using the robot’s parts and components. Thus, an idea can be sketched in the participants’ minds, inspiring them to use their imagination and knowledge through the presentation of this model.The authors are grateful to the Foundation for Science and Technology (FCT, Portugal) for financial support through national funds FCT/MCTES (PIDDAC) to CeDRI (UIDB/05757/2020 and UIDP/05757/2020), SusTEC (LA/P/0007/ 2021). The project that gave rise to these results received the support of a fellowship from ”la Caixa” Foundation (ID 100010434). The fellowship code is LCF/BQ/DI20/11780028.info:eu-repo/semantics/publishedVersio

Effect of Industry 4.0 on Education Systems: An Outlook

Congreso Universitario de Innovación Educativa En las Enseñanzas Técnicas, CUIEET (26º. 2018. Gijón

Cloud-Based Collaborative 3D Modeling to Train Engineers for the Industry 4.0

In the present study, Autodesk Fusion 360 software (which includes the A360 environment) is used to train engineering students for the demands of the industry 4.0. Fusion 360 is a tool that unifies product lifecycle management (PLM) applications and 3D-modeling software (PDLM—product design and life management). The main objective of the research is to deepen the students’ perception of the use of a PDLM application and its dependence on three categorical variables: PLM previous knowledge, individual practices and collaborative engineering perception. Therefore, a collaborative graphic simulation of an engineering project is proposed in the engineering graphics subject at the University of La Laguna with 65 engineering undergraduate students. A scale to measure the perception of the use of PDLM is designed, applied and validated. Subsequently, descriptive analyses, contingency graphical analyses and non-parametric analysis of variance are performed. The results indicate a high overall reception of this type of experience and that it helps them understand how professionals work in collaborative environments. It is concluded that it is possible to respond to the demand of the industry needs in future engineers through training programs of collaborative 3D modeling environments

Employee acceptability of wearable mental workload monitoring in industry 4.0 : a pilot study on motivational and contextual framing

As Industry 4.0 will greatly challenge employee mental workload (MWL), research on objective wearable MWL-monitoring is in high demand. However, numerous research lines validating such technology might become redundant when employees eventually object to its implementation. In a pilot study, we manipulated two ways in which employees might perceive MWL-monitoring initiatives. We found that framing the technology in terms of serving intrinsic goals (e.g., improving health) together with an autonomy-supportive context (e.g., allowing discussion) yields higher user acceptability when compared to framing in terms of extrinsic goals (e.g., increasing productivity) together with a controlling context (e.g., mandating use). User acceptability still panned out neutral in case of the former, however - feeding into our own and suggested future work

A comparison of processing techniques for producing prototype injection moulding inserts.

This project involves the investigation of processing techniques for producing low-cost moulding inserts used in the particulate injection moulding (PIM) process. Prototype moulds were made from both additive and subtractive processes as well as a combination of the two. The general motivation for this was to reduce the entry cost of users when considering PIM. PIM cavity inserts were first made by conventional machining from a polymer block using the pocket NC desktop mill. PIM cavity inserts were also made by fused filament deposition modelling using the Tiertime UP plus 3D printer. The injection moulding trials manifested in surface finish and part removal defects. The feedstock was a titanium metal blend which is brittle in comparison to commodity polymers. That in combination with the mesoscale features, small cross-sections and complex geometries were considered the main problems. For both processing methods, fixes were identified and made to test the theory. These consisted of a blended approach that saw a combination of both the additive and subtractive processes being used. The parts produced from the three processing methods are investigated and their respective merits and issues are discussed

Reducing risk in pre-production investigations through undergraduate engineering projects.

This poster is the culmination of final year Bachelor of Engineering Technology (B.Eng.Tech) student projects in 2017 and 2018. The B.Eng.Tech is a level seven qualification that aligns with the Sydney accord for a three-year engineering degree and hence is internationally benchmarked. The enabling mechanism of these projects is the industry connectivity that creates real-world projects and highlights the benefits of the investigation of process at the technologist level. The methodologies we use are basic and transparent, with enough depth of technical knowledge to ensure the industry partners gain from the collaboration process. The process we use minimizes the disconnect between the student and the industry supervisor while maintaining the academic freedom of the student and the commercial sensitivities of the supervisor. The general motivation for this approach is the reduction of the entry cost of the industry to enable consideration of new technologies and thereby reducing risk to core business and shareholder profits. The poster presents several images and interpretive dialogue to explain the positive and negative aspects of the student process