3,819 research outputs found

    Digitalisation, Artificial Intelligence and Vocational Occupations and Skills: What are the needs for training Teachers and Trainers?

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    The paper seeks to explore the impact AI and automation have on vocational occupations and skills and to examine what that means for teachers and trainers in VET. It looks at how AI can be used to shape learning and teaching processes, through for example, digital assistants which support teachers. It also focuses on the transformative power of AI that promises profound changes in employment and work tasks. The paper is based on research being undertaken through the EU Erasmus+ Taccle AI project. It presents the results of an extensive literature review and of interviews with VET managers, teachers and AI experts in five countries. It asks whether machines will complement or replace humans in the workplace before going to look at developments in using AI for teaching and learning in VET. Finally, it proposes extensions to the EU DigiCompEdu Framework for training teachers and trainers in using technology

    Evaluating Context-Aware Applications Accessed Through Wearable Devices as Assistive Technology for Students with Disabilities

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    The purpose of these two single subject design studies was to evaluate the use of the wearable and context-aware technologies for college students with intellectual disability and autism as tools to increase independence and vocational skills. There is a compelling need for the development of tools and strategies that will facilitate independence, self-sufficiency, and address poor outcomes in adulthood for students with disabilities. Technology is considered to be a great equalizer for people with disabilities. The proliferation of new technologies allows access to real-time, contextually-based information as a means to compensate for limitations in cognitive functioning and decrease the complexity of prerequisite skills for successful use of previous technologies. Six students participated in two single-subject design studies; three students participate in Study I and three different students participated in Study II. The results of these studies are discussed in the context applying new technology applications to assist and improve individuals with intellectual disability and autism to self-manage technological supports to learn new skills, set reminders, and enhance independence. During Study I, students were successfully taught to use a wearable smartglasses device, which delivered digital auditory and visual information to complete three novel vocational tasks. The results indicated that all students learned all vocational task using the wearable device. Students also continued to use the device beyond the initial training phase to self-direct their learning and self-manage prompts for task completion as needed. During Study II, students were successfully taught to use a wearable smartwatch device to enter novel appointments for the coming week, as well as complete the tasks associated with each appointment. The results indicated that all students were able to self-operate the wearable device to enter appointments, attend all appointments on-time and complete all associated tasks

    Industry 4.0: The Future of Indo-German Industrial Collaboration

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    Industry 4.0 can be described as the fourth industrial revolution, a mega- trend that affects every company around the world. It envisions interconnections and collaboration between people, products and machines within and across enterprises. Why does Industry 4.0 make for an excellent platform for industrial collaboration between India and Germany? The answers lie in economic as well as social factors. Both countries have strengths and weakness and strategic collaboration using the principles of Industry 4.0 can help both increase their industrial output, GDP and make optimal use of human resources. As a global heavy weight in manufacturing and machine export, Germany has a leading position in the development and deployment of Industry 4.0 concepts and technology. However, its IT sector, formed by a labor force of 800,000 employees, is not enough. It needs more professionals to reach its full potential. India, on the other hand, is a global leader in IT and business process outsourcing. But its manufacturing industry needs to grow significantly and compete globally. These realities clearly show the need for Industry 4.0-based collaboration between Germany and India. So how does Industry 4.0 work? In a first step, we look at the technical pers- pective – the vertical and horizontal integration of Industry 4.0 principles in enterprises. Vertical integration refers to operations within Smart Factories and horizontal integration to Smart Supply Chains across businesses. In the second step, we look at manufacturing, chemical industry and the IT sector as potential targets for collaboration between the two countries. We use case studies to illustrate the benefits of the deployment of Industry 4.0. Potential collaboration patterns are discussed along different forms of value chains and along companies’ ability to achieve Industry 4.0 status. We analyse the social impact of Industry 4.0 on India and Germany and find that it works very well in the coming years. Germany with its dwindling labor force might be compensated through the automation. This will ensure continued high productivity levels and rise in GDP. India, on the other hand has a burgeoning labor market, with 10 million workers annually entering the job market. Given that the manufacturing sector will be at par with Europe in efficiency and costs by 2023, pressure on India’s labor force will increase even more. Even its robust IT sector will suffer fewer hires because of increased automation. Rapid development of technologies – for the Internet of Things (IoT) or for connectivity like Low-Power WAN – makes skilling and reskilling of the labor force critical for augmenting smart manufacturing. India and Germany have been collaborating at three levels relevant to Industry 4.0 – industry, government and academics. How can these be taken forward? The two countries have a long history of trade. The Indo-German Chamber of Commerce (IGCC) is the largest such chamber in India and the largest German chamber worldwide. VDMA (Verband Deutscher Maschinen- und Anlagenbau, Mechanical Engineering Industry Association), the largest industry association in Europe, maintains offices in India. Indian key players in IT, in turn, have subsidia- ries in Germany and cooperate with German companies in the area of Industry 4.0. Collaboration is also supported on governmental level. As government initiatives go, India has launched the “Make in India” initiative and the “Make in India Mittelstand! (MIIM)” programme as a part of it. The Indian Government is also supporting “smart manufacturing” initiatives in a major way. Centers of Excellence driven by the industry and academic bodies are being set up. Germany and India have a long tradition of research collaboration as well. Germany is the second scientific collaborator of India and Indian students form the third largest group of foreign students in Germany. German institutions like the German Academic Exchange Service (DAAD) or the German House for Research and Innovation (DWIH) are working to strengthen ties between the scientific communities of the two countries, and between their academia and industry. What prevents Industry 4.0 from becoming a more widely used technology? Recent surveys in Germany and India show that awareness about Industry 4.0 is still low, especially among small and medium manufacturing enterprises. IT companies, on the other hand, are better prepared. There is a broad demand for support, regarding customtailored solutions, information on case studies and the willingness to participate in Industry 4.0 pilot projects and to engage in its platform and networking activities. We also found similar responses at workshops conducted with Industry 4.0 stakehold- ers in June 2017 in Bangalore and Pune and in an online survey. What can be done to change this? Both countries should strengthen their efforts to create awareness for Industry 4.0, especially among small and medium enterprises. Germany should also put more emphasis on making their Industry 4.0 technology known to the Indian market. India’s IT giants, on the other hand, should make their Industry 4.0 offers more visible to the German market. The governments should support the establishing of joint Industry 4.0 collaboration platforms, centers of excellence and incubators to ease the dissemination of knowledge and technology. On academic level, joint research programs and exchange programs should be set up to foster the skilling of labor force in the deployment of Industry 4.0 methods and technologies

    Developtment Virtual Laboratory of Digital Electronics Using Mobile Virtual Reality

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    The virtual laboratory of digital electronics using mobile virtual reality technology to save to cost of making real laboratory. Mobile virtual reality can use by student to practice digital electronics skill in their home. This study to finds the skill improvement of student in competency digital electronics using virtual laboratory with mobile virtual reality based. Virtual laboratory can help student to feel the real practice of laboratory in everywhere and every time. The feature of virtual laboratory is: (1) enable to do practice digital electronics in every time and everywhere, (2) student can do experiment like in laboratory using android phone, (3) support with many of android phone series. This study uses a research and development method using waterfall model that have five stage to develop a software application. The results show that the virtual laboratory can help student to improve their skill of digital electronics because easy feature and real time of virtual laborator

    Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers

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    Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future

    Smart urban lighting

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    Improving the Performance and Satisfaction of Students in Embedded Systems with PBL Approach

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    In the under graduate studies, teaching the concepts in the course on Embedded Systems has been always challenge for the faculty. Performance of many students is not up to mark as well as the joy of learning is also not observed in them. This paper is based on the experiments carried out with Project Based Learning (PBL) approach with Rubric’s reviews. The study developed a method of self-learning to apply core electronics knowledge to increase student performance and keen interest in Microcontrollers and its applications. The new design method consists of eight-week PBL strategy to work in group of three students to solve real-world problems. The student’s quality results were improved by 8 % and overall performance in scaled up by 29% as compared to successive previous two years. Also, the feedback from the students shows satisfaction as well as joy of learnin

    Smart urban lighting

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    Big data for monitoring educational systems

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    This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education
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