Digital twinning as the basis for integration of education and research in a learning factory

Learning factories that focus solely on education may benefit from replicating software systems that drive processes, activities, and workflows in industrial environments. However, such systems (e.g., PLM, ERP or MES) will not meet the requirements if the learning factory intends to be an environment where education and research merge. The flexibility, volatility, ambiguity and incertitudes that characterise the integrated learning-research environment need to be addressed with an approach that replicates industrial reality, but that also accommodates and stimulates the versatility of the learning factory. This paper depicts how the digital twinning approach integrates the physical units of a learning factory and the software systems, but also data acquisition, simulation, and educational/didactic approaches to production/assembly processes and production optimalisation. The approach thus also includes, for example, IoT, planning, monitoring, diagnosis and (quality) control. In addition, the digital twinning approach is used to combine the current state of the learning factory and its activities with designed (to-be) and potential (could-be) representations of the environment in order to stimulate the evolution/improvement of both research and education and their combination. For this purpose, digital twinning is combined with the concept of daydreaming. The paper illustrates the approach based on an ongoing development trajectory of a new learning factory, in setting it up as an environment for education and simultaneously as a testbed for research. It discusses how the development process relies on the digital twinning approach and how, when the learning factory is commissioned, this digital twinning approach will increasingly integrate the use of and activities in the learning factory into the development/evolution cycle of that learning factory.</p

Teaching with wikis: addressing the digital divide

This paper addresses some aspects of the digital divide affecting teachers and learners in higher education. These relate to divisions arising from variable rates of technology adoption by teachers, which may be especially problematic when students’ uptake of technology is much more rapid than those who teach them, and also to divisions within the student body which teachers need to accommodate when they plan the design of learning. To address these divisions, we designed a pilot online workshop to prepare a small group of teaching staff at two Australian universities for using wikis in teaching and assessment. Participants were immersed in the experience of collaborating on a project in a wiki as learners, and then asked to reflect on this experience as teachers. We used a participatory action research approach with a view to developing a community of enquiry to investigate this experience for improving future offerings, and informing the participants’ teaching practice. This paper reports on the professional development effort, reflecting on the successes and limitations of the work, and lessons learned in relation to bridging the above aspects of the digital divide. We then comment on the potential for further development in the context of the evolution of learning technology as a research discipline

Teaching with wikis : addressing the digital divide

This paper addresses some aspects of the digital divide affecting teachers and learners in higher education. These relate to divisions arising from variable rates of technology adoption by teachers, which may be especially problematic when students&rsquo; uptake of technology is much more rapid than those who teach them, and also to divisions within the student body which teachers need to accommodate when they plan the design of learning. To address these divisions, we designed a pilot online workshop to prepare a small group of teaching staff at two Australian universities for using wikis in teaching and assessment. Participants were immersed in the experience of collaborating on a project in a wiki as learners, and then asked to reflect on this experience as teachers. We used a participatory action research approach with a view to developing a community of enquiry to investigate this experience for improving future offerings, and informing the participants&rsquo; teaching practice. This paper reports on the professional development effort, reflecting on the successes and limitations of the work, and lessons learned in relation to bridging the above aspects of the digital divide. We then comment on the potential for further development in the context of the evolution of learning technology as a research discipline.<br /

Digital competence among university professors: analysis of the impact of the COVID crisis

The digital revolution and the consequences of COVID-19 have had a significant impact on higher education. The need to develop digital competences, especially among educators and within the entire university system, has become a priority. Furthermore, due to the change of habits required by technology, digitization has entailed a great effort by professors. Until March 2020, the development of digital competence had been increasing gradually. However, its evolution has experienced a qualitative leap due to the impact of the COVID crisis, which forced all education to be delivered initially online, and later in hybrid form. Several theoretical models have been used to determine the digital competence of professors and its impact on student learning. The European Framework for Digital Competence of Educators (DigCompEdu) model is applied in this research. It defines the digital competence of professors in six areas comprising 22 competences, all categorized under three main headings. A survey with 271 university professors has provided the quantitative data analysis for the findings. The results will help to analyze professors’ digital competence evolution showing that self-perception has improved by 51%, which is significant. Finally, some conclusions regarding training and investment in universities are considered from the study results

Learning Model for Pandava Five Puppetry Digital Creation: A Digital Literacy and Transformation of Traditional Characters Approach

The rapid evolution of information and communication technology has triggered a transformative revolution in contemporary society, impacting traditional Indonesian arts, notably Purwa Pandava Five shadow puppetry, leading to its decline among the younger generation. This research pioneers an innovative approach to revive the Purwa Pandava Five culture, targeting 50 fine arts students. The goal is to establish a digital literacy-based creative learning model in higher education, fostering an understanding of the aesthetics and moral fabric of Purwa Pandava Five shadow puppetry. Through a concurrent mixed-methods research design, 50 fine arts students craft digital puppetry works resonating with millennial comprehension. Data collection involves qualitative and quantitative methods such as interviews, surveys, and artistic assessments. The outcomes aim to ignite the younger generation's interest in traditional Indonesian arts, anticipating the evolution of fine arts programs in higher education to be responsive to changing cultural and technological dynamics. The aesthetic value and character of the Pandava Five shadow puppetry puppet are reflected through dramatic scenes and positive traits. Learning integrates creativity, digital literacy, and the transformation of Purwa Pandava Five shadow puppetry, creating innovative digital puppetry with a unique Pandava Five story interpretation. Implementing a digital creation learning model yields positive results, allowing students to collaboratively understand Pandava Five shadow puppetry's aesthetic and moral values. This stimulates millennial interest in the cultural heritage of Purwa Pandava Five shadow puppetry, producing works that blend traditional aesthetics with modern elements through digital literacy and advanced technology. The principles balance tradition and modern technology, preserving the visual authenticity of Purwa Pandava Five shadow puppetry while focusing on narrative and moral aspects. These outcomes aim to engage the younger generation in comprehending and safeguarding traditional Indonesian arts, with an anticipated evolution of fine arts programs in higher education to meet changing cultural and technological dynamics

Digital Humanities in the iSchool

The interdisciplinary field known as digital humanities (DH) is represented in various forms in the teaching and research practiced in iSchools. Building on the work of an iSchools organization committee charged with exploring digital humanities curricula, we present findings from a series of related studies exploring aspects of DH teaching, education, and research in iSchools, often in collaboration with other units and disciplines. Through a survey of iSchool programs and an online DH course registry, we investigate the various education models for DH training found in iSchools, followed by a detailed look at DH courses and curricula, explored through analysis of course syllabi and course descriptions. We take a brief look at collaborative disciplines with which iSchools cooperate on DH research projects or in offering DH education. Next, we explore DH careers through an analysis of relevant job advertisements. Finally, we offer some observations about the management and administrative challenges and opportunities related to offering a new iSchool DH program. Our results provide a snapshot ofthe current state of digital humanities in iSchools which may usefully inform the design and evolution of new DH programs, degrees, and related initiatives

Some philosophical enquiries on E-learning: preparing the tomorrow business school

Emerging digital technologies and increasing interest in the computerized delivery of higher education have led to e-learning through electronic mail, the Internet, the World Wide Web (WWW), and multimedia. The major objective of this research outlet is to examine the e-learning evolution in business schools. Our research intentions are to investigate: 1. if universities understand the market dynamics (regarding to segmentation and crossing the chasm); 2. mapping the s-curve to student needs and 3. how business schools will change the value map. From the analysis of existing empirical evidence and our research results from 140 business students of the University of Ioannina (Greece) and 50 business students of the University of Winchester (UK), we can summarize that: a. value is created when new technology is matched to student need; b. but student needs change: as the technology evolves existing students develop new needs and in addition the technology may appeal to new kinds of students, with new kinds of needs and c. understanding the structure of student needs may be particularly important at times of potential discontinuity, when existing students may reject new technologies (for excellent reasons!).  The authors suggest that business schools interested in being productive should invest in implementing performance tools for all educational methods in order to accomplish the educational objectives. Further research in this crucial field of the evolution of e-learning in business schools is the examination of anticipated benefits and the experiences by early e-learning adopters, return on investment and expectations for the future

Pre-Visions: Firts results of the EDEN Fellows survey on the futures of learning

Technology is pervasive and intertwined in many aspects of modern life and society. The digital revolution that is sweeping the world has shown its potential in education during the Covid-19 pandemic. It is rapidly transforming the way students learn, and as a result, technology is expected to improve the face of education by making it more inclusive and accessible. In the framework of the EDEN Pre-Visions project, the EDEN fellows conducted a prospective study on the future trends of open and digital education in Europe in the next decade. 40 EDEN Fellows took part in an online survey launched in January 2023. In this paper, we present and analyse the first results of this exercise, describing the views of the experts on six dimensions: the European context evolution and socio-economic dynamics; EdTech research and development; EdTech practices; institutional digital transformation; societal impacts and implications; policies and regulations.info:eu-repo/semantics/publishedVersio

Adopting the digital platform model for citizen services - proposed waves towards a government platform organization

Following the rise of digital platform models, governments also start deploying this model for certain citizen services such as employment, education, care, health, or social services. This paper presents an exploratory case study of VDAB, Flanders’ (BE) regional government agency for labour services and its journey in adopting a platform model for employment services to citizens. Research suggests a new wave of e-government evolution focusing on digital platform technology adoption and ecosystems to deliver citizen services. We observed the need for VDAB to adapt its IT governance approach as a critical driver for success. We come up with a suggested roadmap to describe VDAB\u27s transition to a platform organization, linked to the waves of e-government evolution. We reflect on this using extant IT governance literature. Further research will focus on how governance of government platform models can be organized and what governance mechanisms can be employed for success

Creating Digital History - Case Study: The Dorr Rebellion Project

Dr. Russell Bailey presented Creating Digital History - A Case Study: The Dorr Rebellion Project at the Eleventh International Conference on New Directions in the Humanities Conference in Budapest, Hungary, June 2013. Digital history, as a component of digital humanities, provides opportunities for scholars and students of history to create and contribute to the rapidly growing corpus of digital history research knowledge resources. This article describes and explicates an applied, non-theoretical, multifaceted, multimedia, fully-digital example of the creation of digital humanities by a small but broadly representative team of higher-education scholars and library staff (professional and support). The central topic and organizing principle is the 1842 North American Dorr Rebellion. The case study provides an adaptable model for other historical topics, other teams (higher-education or other researchers), including compelling reasons for this and other projects, the project’s organization and evolution, and both intended and incidental benefits from such collaborative projects. As an applied model, placement in, and specific connections to, the ongoing academic debate about the value of digital humanities and digital history versus the value of more traditional humanities and history is eschewed, rather emphasizing and focusing on practical guidance for collaborative creation of digital historical research knowledge resources. Dr. Bailey has also published an article on this subject which is available in English and Cyrillic. The article was published in the open access journal Infoteka