IoTwins: Design and implementation of a platform for the management of digital twins in industrial scenarios

With the increase of the volume of data produced by IoT devices, there is a growing demand of applications capable of elaborating data anywhere along the IoT-to-Cloud path (Edge/Fog). In industrial environments, strict real-time constraints require computation to run as close to the data origin as possible (e.g., IoT Gateway or Edge nodes), whilst batch-wise tasks such as Big Data analytics and Machine Learning model training are advised to run on the Cloud, where computing resources are abundant. The H2020 IoTwins project leverages the digital twin concept to implement virtual representation of physical assets (e.g., machine parts, machines, production/control processes) and deliver a software platform that will help enterprises, and in particular SMEs, to build highly innovative, AI-based services that exploit the potential of IoT/Edge/Cloud computing paradigms. In this paper, we discuss the design principles of the IoTwins reference architecture, delving into technical details of its components and offered functionalities, and propose an exemplary software implementation

O currículo entre o relativismo e o universalismo<A NAME="top1"></A> Curriculum: between relativism and universalism

O texto examina a questão do relativismo e do universalismo no currículo. Segundo o autor, os relativistas defendem o questionamento da validade do que se ensina. Já para os universalistas, há saberes "públicos" aos quais todos devem ter acesso e que apresentam valor independentemente de circunstâncias e interesses particulares. Após analisar as implicações pedagógicas das duas perspectivas, o autor advoga que escolas e professores ofereçam a cada aluno a possibilidade de compreender a multiplicidade das vozes que se falam no mundo como uma polifonia cristalina.<br>This article examines the issues of relativism and universalism in the curriculum. According to the author, the relativist approach holds that the validity of what is taught should be questioned. For the universalist approach, there is a common body of knowledge that everyone should learn and that are valuable regardless of particular circumstances and interests. The author discusses the pedagogical implications of the two perspectives and argues that schools and teachers should offer their students the possibility of regarding the multiplicity of voices in the world as analogous to polyphony

Traditions d'enseignement en sciences en Suisse romande, Suéde et France : une étude comparative des trois curricula

International audienceClassroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in Science Education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students' ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students' decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the Science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: 1) The goals of science education as presented in the initial recommendations of the curricula; 2) The organization and division of the core contents; and 3) The learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition