Active learning based laboratory towards engineering education 4.0

Universities have a relevant and essential key role to ensure knowledge and development of competencies in the current fourth industrial revolution called Industry 4.0. The Industry 4.0 promotes a set of digital technologies to allow the convergence between the information technology and the operation technology towards smarter factories. Under such new framework, multiple initiatives are being carried out worldwide as response of such evolution, particularly, from the engineering education point of view. In this regard, this paper introduces the initiative that is being carried out at the Technical University of Catalonia, Spain, called Industry 4.0 Technologies Laboratory, I4Tech Lab. The I4Tech laboratory represents a technological environment for the academic, research and industrial promotion of related technologies. First, in this work, some of the main aspects considered in the definition of the so called engineering education 4.0 are discussed. Next, the proposed laboratory architecture, objectives as well as considered technologies are explained. Finally, the basis of the proposed academic method supported by an active learning approach is presented.Postprint (published version

Education 4.0 in English for Survival Class: What, why, and how is to promote it?

The purposes of this study are to explore the ways in promoting Education 4.0 in English for Survival class, to contend the reasons of promoting Education 4.0, and to discover the students’ viewpoints toward the use of Whatsapp and Instagram platforms for promoting Education 4.0. The research method used in this study is a qualitative approach in the form of case study. The participants of this study are the students and lecturer of English for Survival class. The instruments of data collection are observation, interview, and teaching reflexive log. The findings show that there are three ways in promoting Education 4.0, seven reasons of promoting Education 4.0, and two different students’ perspectives of promoting Education 4.0 in English for Survival class. In addition, the students and lecturer need to consider several aspects in promoting Education 4.0 in English Language Teaching

Knowledge society and Education 4.0

У статті висвітлені основні тенденції розвитку цифрової трансформації суспільства та їх вплив на науково-технічний прогрес в ІКТ-сфері, економіку, індустрію, соціальну революцію, освіту, цифрову гуманістичну педагогіку та інші компоненти Суспільства 4.0. Визначено, що орієнтація на світові тренди і тенденції формування Суспільства 4.0 і Освіти 4.0, здійснення на різних організаційних рівнях управління держави і освіти необхідних заходів з їх забезпечення сприятиме формуванню іміджу України як країни високих технологій, в якій гармонічно поєднуються духовні, інтелектуальні та науково-технічні надбання людства із демократичними здобутками держави, що цілеспрямовано будує інформаційне суспільство та суспільство знань, сприятиме її інтеграції у співтовариство розвинених країн Європи і світу.The article highlights the main tendencies of the digital transformation of society and their impact on the scientific and technological progress in the ICT field, economy, industry, social revolution, education, digital humanistic pedagogy and other components of the Society 4.0. It is determined that the orientation to the world trends and tendencies of the Society 4.0 and Education 4.0 formation, implementation of the necessary measures on their provision at different organizational levels of government and education will contribute to the formation of the image of Ukraine as a high technology country, in which harmoniously combines the spiritual, intellectual, scientific and technological achievements of humanity with the democratic achievements of the state, that purposefully builds the information society and knowledge society, will promote its integration into the Europe developed countries community and the world

Strengthening ESP in Education 4.0

The disruption technology impacts industrious educational setting empowering more skills than knowledge. The online learning is another thing to do by the institutional education while the content of the learning materials reflect the learners’ need. The emergence of CLT led to the need of using English in more specific use such as for occupational or educational framework. Some studies deal with ESP focusing on teaching some specific kinds of language and communicative skills needed for particular roles rather than concentrate on more general English (Richards, 2006:12). The advance technology in teaching began when the internet dominates the human’s life. ICT offers a solution for educational institution to deliver their teaching and learning process nowadays. The online learning will give more impacts for language learners as they belong to millennium generation. Teachers should be aware of this because ICT is an important part of the development of teaching and learning (Wyse, Dominic et.al., 2008:237). Therefore teachers should use ICT as their tool to enhance their teaching and learning practices. This study concerns to develop 4.0 English curriculum by strengthening ESP using ICT in English classroom context

Collaborative Aspects Supporting Education 4.0

Currently, aspects related with Global connectivity, new communication media, Smart devices are just some of the elements reshaping how we think about work, what constitutes work, and how we learn and develop the skills to work in the future. Education is not distant to this reality, where the concept of Education 4.0 appears. Include Collaborative aspects is one of the most important premises into the new Education process. On this paper we present a set of mechanisms to include collaboration in order to foster education

Industrial education 4.0: The role of human, technology, and data literacy

This study aims to confirm the effect of industrial education 4.0 on data, technology, and human literacy among postgraduate students in Indonesia. The research adopted covariance-based structural equation modeling by employing AMOS 25 to examine the relationship between variables. The model estimation was performed using confirmatory factor analysis as a standard model for measuring industrial education 4.0 and involved structural model analysis to confirm the hypotheses. The population in this research paper was 2.958 postgraduate students in 32 study programs, while the sample was 312 respondents, which was determined using the proportional random sampling technique. This study tested the three hypotheses proposed, showing that industrial education 4.0 has a positive and significant effect on data literacy, technological literacy, and human literacy among postgraduate students in Indonesia. This paper raises the need for developing industrial education 4.0 on these literacies

Towards an Art Education 4.0

La evolución del universo Internet ha tenido, tiene y, por supuesto, tendrá una repercusión en nuestra forma de establecer las relaciones sociocomunicativas y educativas. Ha establecido y establecerá modos distintos de interpelación comunicativa, interfiriendo en nuestros contextos educativos y facilitando nuevas maneras de comprender la didáctica y la pedagogía, el arte y la ciencia, la cultura y la sociedad. En concreto, la emergencia del World Wide Web (WWW) dentro de Internet nos empujó en su día –no muy lejano- a reformular y repensar desde nuestro ámbito -el de la enseñanza artística- las relaciones socioeducativas para con ese nuevo entorno. Del mismo modo, el devenir evolutivo de los ya propuestos itinerarios tecnológicos del web nos obliga a reflexionar sobre el camino a seguir dentro de esa estrecha relación entre Educación, Arte e Internet. Así, estas líneas son el resultado de un análisis de las rutas supuestas –desde el pasado (web 1.0.) y presente (web 2.0.)- para el progreso y futuro (la web 4.0. y su predecesora 3.0.)- del contexto Internet y cómo pueden vincularse al trabajo educativo artístico.The evolution of the Internet universe has had, has and, of course, will have an impact on our way to establish social-communicative and educational relations. It established and It will establish different ways of communicative interpelation, It interfered and It will interfere with our educational environment and It facilitated and It will facilitate new ways of understanding the teaching and pedagogy, art and science, culture and society. In particular, the emergence of the World Wide Web (WWW) in Internet drove us –in a not too distant day- to redesign and rethink from our field -art education- for socio-educational relations with the new environment. Similarly, the web evolution of planned technological pathways forces us to reflect on the way forward within this close relationship between Education, Art and the Internet. Thus, these lines are the result of an analysis of the alleged-routes from the past (web 1.0.) and present (web 2.0.) for the progress and future (Web 4.0. and its predecessor 3.0.) – of Internet context and how it can be linked to the art education development

Artificial Intelligence Influence In Education 4.0 To Architecture Cloud Based E-Learning System

Business Application Layer in the Architecture of E-learning cloud is an important part, because it is the part that differentiates it from the application of cloud in other fields. The development of education today recognizes the term Education 4.0 which is an adaptation of the Industrial era 4.0 where in this era the role of Artificial Intelligent is important. In this paper the author will review a part of the cloud-based architecture of E-Learning which will correspond with Education 4.0. The aim will be to produce a Cloud-Based E-learning system Architecture design that can be used as a guideline in the direction of Education 4.0

Awareness and Barriers of Industry 4.0 and Education 4.0 between Construction Players and Academicians in Malaysia

The digitisation of technologies heavily influences the construction industry with requirements for a new set of knowledge and a skilled workforce. Relatively, the adoption of Industry 4.0 in the work environment changes the current pedagogy at educational institutions through Education 4.0. The importance of adopting and adapting Industry 4.0 with Education 4.0 in construction engineering pedagogy is to create awareness of innovative technologies and to equip graduates with futuristic skills and knowledge. Even though the adoption of Industry 4.0 and Education 4.0 has taken place in the field of construction, limited studies were found on this subject matter, particularly in comparing the awareness between the industry and academia. Hence, this study examines the awareness and barriers of Industry 4.0 and Education 4.0 adoption between the industry players and academicians from the construction engineering perspective. A structured questionnaire survey was developed and distributed within public construction projects and public universities across Peninsular Malaysia. Data for this study were collected through face-to-face meetings and online survey distribution. Findings from the two different categories of respondents with different age range and academic qualifications provide similar, as well as dissimilar outcomes on the awareness and knowledge in accordance with their nature of work. Nonetheless, both distinct respondents have found financial constraint to be the most critical barrier for Industry 4.0 and Education 4.0 adoption. This study provides the revelation on the current state of awareness, knowledge and barriers among the players (industry and academic) in construction engineering and these insights could be further delineated for future action plans in aim to increase the adoption of Industry 4.0 within the field.   Keywords: Industry 4.0, Education 4.0, Construction Engineering, Industry Practitioners, Academicians

Dynamic educational philosophy for learning technology management

Notions such as STEAM education, computational thinking, gamification, and the manipulation of ICT (Artificial Intelligence, IoT, augmented reality, 3D printing or virtual reality), have appeared to configure what is known as Education 4.0. Under the Latin American context, and the economic, political, cultural and social situation of the countries that make up this geographical space, it is worth asking: to what extent has Education 4.0 been implemented, or some of its elements, unlike developed countries? Latin American educational systems, despite the global trend that seeks to assimilate the elements of this type of education, reflect a minority of countries possible to be classified as education 4.0, identifying the intelligible relationship between economic development and educational model