Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study

This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.Spanish Ministry of Science, Innovation and Universities / European Social Fund: Ramón y Cajal contract (RYC-2017-22222

Training Competences in Industrial Risk Prevention with Lego (R) Serious Play (R): A Case Study

This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams

Підготовка гірничих інженерів у контексті національної інноваційної системи України

The paper clarifies the process of a mining engineer training in terms of the innovation system of Ukraine. The authors analyze a number of normative documents concerning innovative activity in Ukraine in general and mining business in particular. In the process of implementation of innovations into mining industrial complex urgent problems are defined. The methodology of information and communication technologies (electronic, distance and mobile studies) usage in engineers training within the conditions of university education is offered. It is marked that the worked out methodology finds its practical introduction: elearning involves creation of the portal "Electronic mentor"; distance learning is presented in the study of professional disciplines as an example of the course "Сomputer Technologies in Mining"; mobile learning is considered as an example of discipline "Computer Science and Engineering."У статті з’ясовано процес підготовки гірничого інженера в умовах інноваційної системи України. Проаналізовано низку нормативних документів про інноваційну діяльність в Україні загалом та в гірничій справі зокрема. Визначено нагальні проблеми під час упровадження інновацій у гірничий промисловий комплекс. Запропоновано методику застосування інформаційно-комунікаційних технологій (електронне, дистанційне та мобільне навчання) у підготовці гірничих інженерів в умовах університетської освіти. Відзначено, що розроблена методика заходить практичне упровадження: електронне навчання передбачає створення порталу «Електронний наставник»; дистанційне навчання подано у процесі вивчення фахових дисциплін на прикладі курсу «Комп’ютерні технології в гірництві»; мобільне навчання розглянуто на прикладі дисципліни «Інформатика та обчислювальна техніка»

E-learning systems for teaching industrial automatism

The examples of e-learning systems have been successfully tested in a number of international engineering college and innovative industry and make it possible to improve  performance of production by raising the professional level of the students and staff. E-learning can directly tie education to the formation of tutorial for teaching industrial automatism, the purpose of this study is to discuss strategies for developing integrated e-learning courseware based on instructional design and technology models. The essential of this methodological approach is to specify the composition of the various teaching modules in industrial automatism to be accessible to the students with a system modeling method and to develop a digital support that can be exploited in distance learning. E-learning systems aims at a two-way knowledge, communication between academia and industry. E-learning systems provides a real-life environment for engineers to develop their skills and comprehend the challenges involved in everyday industrial practice. This paper describes the challenges for using automates in the industry, It presents the fully application of system analysis for the design of a tutorial for teaching industrial automatism

Challenges of educating for Innovation and Entrepreneurship: the role of the Higher Education Institutions

This work aims to describe and analyze the current tactics for the transmission of innovative values and understand what else can be bet to encourage more students to follow their own careers as entrepreneurs and innovators, knowing the challenges of the market and being equipped with all the skills to know and overcome the obstacles that may arise.Innovation has been debated and evaluated as the engine that leverages the evolution of goods and services. It is also the inspiration and nourishment of Entrepreneurship. Side by side, they struggle to reshape the mentality and functioning of society. The role of higher education in promoting this innovative activity, which aims, nothing more or less, to stimulate the evolution towards a knowledge-based society, is highly important and deserves to be studied. Higher education institutions have long actively contributed with all their studies and training to do more, but the promotion of innovation and entrepreneurship in the students themselves has only intensified in recent years. How can they open the door to more practical opportunities so that students are not instructed only in theory is a challenge. The focus on partnerships has been increasingly valued, namely with the industry itself or the generalized market, and also with the collaboration of research centres. From these synergies, a triangular scheme results which holds not only the bearers, but also the transmitters of knowledge at the vertices, and their interaction has several aspects to consider

Supply and demand in the labor market: personnel development, organizational-behavioral aspect, forecasting

The book is prepared by a team of authors within the framework of the international TEMPUS Project «ICo-op». The book is dedicated to the study of the features of tools to focused demand and supply in the labor market. The authors summarized Ukrainian and foreign experience of studying processes related with the peculiarities of research leadership and entrepreneurship in the context of human capital. Particular attention is paid to the development of professional competence of future engineers and productivity already operating engineers and technical staff. The problems of development of methods and models of personal development, forecasting labor market needs based on professional competency profiles are considered. For students, researchers and teachers of universities and for enterprise managers, entrepreneurs-innovators