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

The Potential of an Enhanced Cooperation Measure in the EAFRD (2014-2020): the case of Ireland

This report was funded by the Department of Agriculture, Food and the Marine (DAFM) through the National Rural Network (February-May, 2012).The current Proposal for a Regulation of the European Parliament and of the Council on support for Rural Development by the European Agricultural Fund for Rural Development (EAFRD) includes Article (36) Cooperation that is potentially instrumental for realising the objectives of FOOD HARVEST 20204. The purpose of this report is to assess the scope and potential of Article 36 in the context of Irish agriculture and its findings have four key aspects. First, the main areas of confluence between Article 36 and primary policy objectives as set out in Food Harvest 2020 are identified. Second, a range of cooperation categories and types relevant to Article 36, many of which are operational in Ireland, are profiled. Third, drawing from case-studies of these co-operation types5, the operational characteristics of each type are presented, focusing on compatibility with Article 36. Possible supports that would encourage and assist the formation and operation of the cooperation types on a broad scale into the future, and also any possible constraints that would prevent success, are indicated. Fourth, a brief discussion of some key implementation considerations arising from the analysis overall is presented.Department of Agriculture, Food and the Marin

Assessing digital preservation frameworks: the approach of the SHAMAN project

How can we deliver infrastructure capable of supporting the preservation of digital objects, as well as the services that can be applied to those digital objects, in ways that future unknown systems will understand? A critical problem in developing systems is the process of validating whether the delivered solution effectively reflects the validated requirements. This is a challenge also for the EU-funded SHAMAN project, which aims to develop an integrated preservation framework using grid-technologies for distributed networks of digital preservation systems, for managing the storage, access, presentation, and manipulation of digital objects over time. Recognising this, the project team ensured that alongside the user requirements an assessment framework was developed. This paper presents the assessment of the SHAMAN demonstrators for the memory institution, industrial design and engineering and eScience domains, from the point of view of user’s needs and fitness for purpose. An innovative synergistic use of TRAC criteria, DRAMBORA risk registry and mitigation strategies, iRODS rules and information system models requirements has been designed, with the underlying goal to define associated policies, rules and state information, and make them wherever possible machine-encodable and enforceable. The described assessment framework can be valuable not only for the implementers of this project preservation framework, but for the wider digital preservation community, because it provides a holistic approach to assessing and validating the preservation of digital libraries, digital repositories and data centres

Mediating boundaries between knowledge and knowing: ICT and R4D praxis

Research for development (R4D) praxis (theory-informed practical action) can be underpinned by the use of Information and Communication Technologies (ICTs) which, it is claimed, provide opportunities for knowledge working and sharing. Such a framing implicitly or explicitly constructs a boundary around knowledge as reified, or commodified – or at least able to be stabilized for a period of time (first order knowledge). In contrast ‘third-generation knowledge’ emphasizes the social nature of learning and knowledge-making; this reframes knowledge as a negotiated social practice, thus constructing a different system boundary. This paper offers critical reflections on the use of a wiki as a data repository and mediating technical platform as part of innovating in R4D praxis. A sustainable social learning process was sought that fostered an emergent community of practice among biophysical and social researchers acting for the first time as R4D co-researchers. Over time the technologically mediated element of the learning system was judged to have failed. This inquiry asks: How can learning system design cultivate learning opportunities and respond to learning challenges in an online environment to support R4D practice? Confining critical reflection to the online learning experience alone ignores the wider context in which knowledge work took place; therefore the institutional setting is also considered

Public policy and strategies to support institutional and technological innovations in the new water economy: the example of innovation technology clusters in developing and diffusing water technologies.

A long list of water technologies has been central to human development throughout history. From the well in ancient times to desalination in the contemporary period, water technologies are needed to produce, distribute and treat water to support human life, industry, agriculture, and environmental health. As human development puts intense pressure on the planet\u27s limited fresh water supplies, society is turning to increasingly innovative water technologies to close the supply-demand gap. The water economy represents a significant share of total economic output it its own right, while at the same time water directly or indirectly underpins all other economic activity. The water technology sector within the water economy has emerged as one of the world’s biggest and most interdisciplinary industries employing scientists, engineers, information technology specialists, and a range of different management and policy professionals. The international market for water technology is large and growing. This market represents a significant business opportunity for individual firms and a local economic development opportunity for regions seeking to develop dynamic industrial clusters that vi provide high paying jobs. This opportunity has motivated governments around the world to pursue policies to support water technology firms in what has historically been a highly fragmented industry which was highly dependent on local investments in public water infrastructure. To understand the growth and development of water technology clusters, this study utilizes a nine-part cluster development strategy developed by the United States Environmental Protection Agency (EPA) to support its own clean technology initiatives. The applicability of the model was tested using case studies of six clusters – three in the United States, and one each in The Netherlands, Singapore, and Israel. An analysis of the case studies shows a high correlation between the EPA strategy model and the policies and practices pursued in each cluster. This suggests that this strategy-model could be used by policy makers and planners in other regions as a framework for analyzing growing or mature water technology clusters, or a framework to drive the development of nascent or emerging water technology clusters

Purposive Teaching Styles for Transdisciplinary AEC Education: A Diagnostic Learning Styles Questionnaire

With the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional education and training delivery approaches within AEC therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs) to specifically address learners’ needs and preferences (learning styles) within managed Virtual Learning Environments (VLEs). This research posits that learners can learn better (and be more readily engaged in managed learning environments) with a bespoke PLE, in which the deployment of teaching and learning material is augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs) to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs) and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework, comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation). These dependencies influence pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness). This framework can help organisations augment and align their strategic priorities to learner-specific traits

How 5G wireless (and concomitant technologies) will revolutionize healthcare?

The need to have equitable access to quality healthcare is enshrined in the United Nations (UN) Sustainable Development Goals (SDGs), which defines the developmental agenda of the UN for the next 15 years. In particular, the third SDG focuses on the need to “ensure healthy lives and promote well-being for all at all ages”. In this paper, we build the case that 5G wireless technology, along with concomitant emerging technologies (such as IoT, big data, artificial intelligence and machine learning), will transform global healthcare systems in the near future. Our optimism around 5G-enabled healthcare stems from a confluence of significant technical pushes that are already at play: apart from the availability of high-throughput low-latency wireless connectivity, other significant factors include the democratization of computing through cloud computing; the democratization of Artificial Intelligence (AI) and cognitive computing (e.g., IBM Watson); and the commoditization of data through crowdsourcing and digital exhaust. These technologies together can finally crack a dysfunctional healthcare system that has largely been impervious to technological innovations. We highlight the persistent deficiencies of the current healthcare system and then demonstrate how the 5G-enabled healthcare revolution can fix these deficiencies. We also highlight open technical research challenges, and potential pitfalls, that may hinder the development of such a 5G-enabled health revolution