Transnational lifelong education course in robotic systems

Robotics constitutes a multidisciplinary area, congregating knowledge from different scientific domains. The learning of robotic systems requires the acquisition of multidisciplinary scientific bases, and high integration and synthesis abilities, which is not an easy task. This paper describes the implementation of a lifelong course that aims to provide a global insight on robotics field, introducing the concepts and technologies for different domain applications, namely industrial robotics, autonomous mobile robotics and robotics applied in medicine. This is accomplished in an international framework where individual knowledge and experiences will be confronted in a multidisciplinary level and intercultural environment.The work described in this paper was financially supported by the Lifelong Learning Programme Erasmus, under the projects n. 2012-1-PT1-ERA10-12529 and 2013-1-PT1- ERA10-16656.info:eu-repo/semantics/publishedVersio

Global challenges of corporate employment policy and innovative local responses in Kecskemét

One of our aims in this article is to show what employment policy challenges — persistent unemployment, inactivity, digitalisation, automation (Siskáné Szilasi B.-Halász L., 2017) — influence the development of the town and its region in Kecskemét County and what kind of innovative responses the town gives by developing different forms of co-operation among various economic actors (the town, businesses and the University) (Etzkowitz- Leydesdorff, 2000; Pertuzé, 2010; Molnar, 2014; Rechnitzer - Kecskés -Reisinger, 2016). The regional embeddedness of higher education institutions contributes to the success of partnerships (Berkeens, 2004), where the contribution made by education, research and the community to higher education and the processes embedded in the regions skills, innovativeness and community culture create added value (Goddard — Chatterton, 1999). We show how the regional embeddedness (Gál, 2016; Lőrincz, 2016) of John von Neumann University as a fourth-generation higher education institution (Lukovics — Zuti, 2014), contributes to the development of the local economy (European Union, 2014; Horváth, 2013). We discuss the latest results of the dual training model (Palkovics, 2016) and present our latest innovation, the profession-specific competence assessment model (Tuning project, 2007; Schomburg, 2007; Teichler, 2007), which we were the first to develop in Hungary (similarly to the dual training model developed by Neumann János University). Over the years, we have relied on the work of several expert working groups (company executives, municipal leaders, university teachers and experts) and on in-depth interviews with experts conducting secondary research. The methodology of our latest competence- based management model is based on primary research (Karcsics, 2012). Our results are summarised in the enhanced Triple-Helix model (Carayannis-Campbell, 2012), the elements of which can be adapted to different regional characteristics and can be successfully used to increase economic and regional competitiveness

Proceedings of the ANR ​#CreaMaker​ workshop: co-creativity, robotics and maker education.

International audienc

Непрерывное обучение в качестве инструмента для развития умных городов: технологии, способствующие обучению

This paper considers the ubiquity of technology as an enabler for lifelong learning in modern society and the impact this dependence on technology has on the strategic design of learning systems. The role of lifelong learning in modern economies and the diversity of activities associated with lifelong learning requires targeted resourcing and understanding of the meaning of lifelong learning. The dominance of technology enhanced learning in modern education is accepted as a de-facto component in the design of any learning programme. The literature on the technology enhanced learning – smart city nexus explores the technology in depth with a strong focus on learning analytics and big data applications. Evidence of the pedagogical paradigm requirements is not quite so visible and this lack of understanding of the complete model creates tensions in the design of lifelong learning systems. The agency of active learning is considered in the sense of the triune of human, education and economic, systems for the sustainable growth of a knowledge economy. Structured approaches to learning are demonstrated and comparison is drawn with smart city projects in Ireland and the United Kingdom.В статье рассматривается повсеместное распространение технологий в качестве инструмента для непрерывного обучения в современном обществе, а также влияние их связи на технологии для стратегического проектирования систем обучения. Роль непрерывного обучения в современной экономике и разнообразие видов деятельности, связанных с ним, требуют целенаправленного выделения ресурсов и понимания смысла непрерывного обучения. Доминирование технологии улучшенного обучения в современном образовании признается де-факто компонентом в разработке любой учебной программы. Литература о технологиях, развивающих взаимосвязь между обучением и умным городом, подробно исследует эту технологию, уделяя особое внимание обучающей аналитике и приложениям для работы с большими данными. Доказательства требований педагогической парадигмы не так очевидны, и это непонимание полной модели создает напряженность в разработке систем непрерывного обучения. Учреждение активного обучения рассматривается в смысле триединства человека, образования и экономики, систем устойчивого роста экономики знаний. Показаны структурированные подходы к обучению и проведено сравнение с проектами «умный город» в Ирландии и Великобритании.The authors would like to express their deepest gratitude to the Russian Foundation for Basic Research (RFBR) for the support of the research within the project No. 17-22-07001 The Complex Algorithm of Culture-Based Regeneration of Minor Industrial Cities in the Context of Agglomeration Processes in Russia and Europe.Авторы выражают глубокую благодарность Российскому фонду фундаментальных исследований (РФФИ) за поддержку исследований в рамках проекта № 17-22-07001 «Комплексный алгоритм культурной регенерации малых промышленных городов в контексте агломерационных процессов в России и Европе»

ANR #CreaMaker workshop : Co-creativity, robotics and maker educationProceedings

International audienceWe’re living exciting but also challenging times at the worldwide level. From one side, there are environmental challenges that can compromise our future as humanity and the socio economic tensions generated in a context of mass consumption within a model of fossil and nuclear energy which endangers a sustainable development. From the other side, we have a growing number of citizen-based initiatives aiming to improve the society and the technological infrastructures making possible to cooperate at large scale and not only at a small-group level. Younger becomes empowered for their future. In their initiatives such #FridaysForFuture they are no longer (interactive) media consumers but move forward as creative activists to make older generations change the system in order to save the planet. At the same time, we have observed in the last years the emergence of a wide diversity of third places (makerspace, fablab, living lab…) aiming to empower communities to design and develop their own creative solutions. In this context, maker-based projects have the potential to integrate tinkering, programming and educational robotics to engage the learner in the development of creativity both in individual and collaborative contexts (Kamga, Romero, Komis, & Mirsili, 2016). In this context, the ANR #CreaMaker project aims to analyse the development of creativity in the context of team-based maker activities combining tinkering and digital fabrication (Barma, Romero, & Deslandes, 2017; Fleming, 2015). This first workshop of the ANR #CreaMaker project aims to raise the question on the concept, activities and assessment of creativity in the context of maker education and its different approaches : computational thinking (Class’Code, AIDE), collective innovation (Invent@UCA), game design (Creative Cultures), problem solving (CreaCube), child-robot interactions and sustainable development activities. Researchers from Canada, Brazil, Mexico, Germany, Italy and Spain will reunite with LINE researchers and the MSc SmartEdTech students in order to advance in how we can design, orchestrate and evaluate co-creativity in technology enhanced learning (TEL) contexts, and more specifically, in maker based education

E-Learning

E-learning enables students to pace their studies according to their needs, making learning accessible to (1) people who do not have enough free time for studying - they can program their lessons according to their available schedule; (2) those far from a school (geographical issues), or the ones unable to attend classes due to some physical or medical restriction. Therefore, cultural, geographical and physical obstructions can be removed, making it possible for students to select their path and time for the learning course. Students are then allowed to choose the main objectives they are suitable to fulfill. This book regards E-learning challenges, opening a way to understand and discuss questions related to long-distance and lifelong learning, E-learning for people with special needs and, lastly, presenting case study about the relationship between the quality of interaction and the quality of learning achieved in experiences of E-learning formation

A Suggested Strategic Roadmap for Public Egyptian Universities to Adopt and Adapt to the Requirements of the Fourth Industrial Revolution and Society 5.0 to Prepare Students for the Future Labor Market

Currently, the world is facing an unprecedented challenge which is “youth bulge” with a high rate of unemployment. It is argued that the employability challenges will be compounded by the impacts of the Fourth Industrial Revolution (4IR) and Society 5.0, and “Open talent economy” is the new economy replacing traditional permanent employees with talented “free lancers” to perform the required work from anywhere in the world. Currently, institutions around the world prefer to employ those who have skills for specific projects. Gig economy primarily depends on two forms of work: “crowd work” and “work on-demand”. In addition, in the last five years, "artificial intelligence" (AI) has begun to replace people in many of routine jobs, and will continue to replace people in new unimaginable jobs that may arise in the future due to the continuous developments of smart technologies. Accordingly, universities all over the world will face a new problem of preparing students for a new way of life and work with a somewhat uncertain future in the coming era that involves a new industrial revolution whose repercussions are unprecedented.Accordingly, there is increasing trend that calls for the necessity of preparing a flexible or liquid workforce able to constantly adapt itself to the requirements of fast-changing labor market, and establishing a culture of flexibility in moving between businesses according to the needs of the labor market which witnessed the emergence of new types of labor across the world. If universities failed to align employability competences with the requirements of 4IR and Society 5.0, the unemployment gap will increase. Thus, the main objective of this study is to propose a strategic roadmap for public Egyptian universities to adopt and adapt to the requirements of the fourth industrial revolution and society 5.0 to prepare students for the future labor market. To achieve this objective, the author adopted both descriptive and exploratory research design, and used mixed methods research approach. Since the requirements of 4IR and Society 5.0 and Gig economy do not depend on national educational institutions that operate in accordance with national standards, but reliance is on the standards set by transnational "digital institutions" and platform companies, so the national contexts will have minor influence on practices and structure of university education systems, therefore the suggested strategic proposal may be applied by many universities in different educational contexts. Keywords: The Fourth Industrial Revolution; Society 5.0; Strategic Roadmap; Education 4.0; Work 4.0; Egyptian Universities; Gig economy. DOI: 10.7176/JEP/11-29-03 Publication date:October 31st 202

Turning Migration Disadvantage into Educational Advantage. Autobiographies of Successful Students with an Immigrant Background

The article focuses on unexpected pathways of successful students with an immigrant background, in order to investigate the implication of this phenomenon from a theoretical, methodological and empirical point of view. After a review of the main sociological studies on ?immigrant optimism? towards educational success, I will reflect on biographical approach, particularly suitable to study this topic. A on-going research project based on the collection of educational autobiographies of successful immigrant-origin students, attending upper secondary schools in Northern Italy, is presented. Then, the story of Destiny, a 16 years-old girl with Moroccan origin, is used as a case study to explore transformative actions that lead second-generation students to educational success and to identify the social logic enrolled in a single case. Destiny, with the support of parents and teachers, shows the capacity to turn the disadvantage of migration into an educational advantage, through specific strategies developed to contrast adversities and inequalities, assuming education to handle social constraints. In Destiny autobiography, migration reveals its nature of biographical resource and its important role to lead disadvantaged students to excellent school outcomes: migration appears as a an experience of familiar sufferance and failure, but also a source of a biographical learning; a chance of reflexivity on failure and of awareness of disadvantage; an experience that transmit and foster non-cognitive skills, that are strong predictor of educational success. The methodological choice of ?educational autobiography? is thus considered crucial to track new narratives and discourses on ethnic inequalities in education