A concept and local implementation for industry-academy collaboration and life-long learning

Lanz, Minna; Lobov, Andrei; Katajisto, Kati; Mäkelä, Petteri

doi:10.1016/j.promfg.2018.04.015

Cited by 12 publications

(4 citation statements)

References 6 publications

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“…From our point of view, it should be considered as one of the most important purposes of any educational activity in modern changing society and under the conditions of knowledge aging. This idea correlates with those substantiated by the authors of the papers (Lanz, Lobov, Katajisto, & Mäkelä, 2018).…”

Section: Resultssupporting

confidence: 89%

“…Stolk and J.C. Chen (Prince, Stefanou, Stolk, & Chen, 2012) and other researchers. The papers by O. Oviedo-Trespalacios, L.P. Angarita, M. Maestre-Meyer and C. Berdugo Correa (Oviedo-Trespalacios, Angarita, Maestre-Meyer, & Correa, 2015); M. Lanz, A. Lobov, K. Katajisto, P. Mäkelä (Lanz, Lobov, Katajisto, & Mäkelä, 2018) are devoted to the process of development of lifelong learning competence in engineering students are of great importance for the studies in the field. Modern researchers also consider the ways and tools of encouraging students to their continuous self-development via lifelong learning (Mohammed, Mohssine, M'hammed, Mohammed, & Abdelouahed, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Lifelong learning competence development of mining students and academic integrity: case study of language courses

Nesterova¹

2019

Min. miner. depos.

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Purpose. State-of-the-art description of faculty members (teaching language courses) attitude towards distinguishing of life-long learning competences evaluation and on purpose formation for mining students.Methods. The data were obtained from the paper questionnaires developed on the basis of theoretical analysis of scientific sources considering the issues of lifelong learning and academic integrity concepts and their implementation into the mining students training.Findings. The peculiarity of faculty members delivering language courses to lifelong learning competences of mining students consists in the fact that the teaching staff recognizes the importance of lifelong learning competences for modern professional in mining, but does not consider them as teaching goals. Mathematical competence and basic competences in science and technology, sense of initiative and entrepreneurship, and communication in foreign language are considered as the most important competences. As it was demonstrated, the efforts aimed at the development of lifelong competences do not correspond to the rating, as the faculty members consider other competences as the primary goals of their courses.Originality. The attitude of faculty members delivering language courses to mining students towards lifelong learning competence described in the Reference Framework of European Commission was investigated. The attitude of faculty members to the issue of lifelong learning competence formation was considered as a reason of low efficiency of students' knowledge formation resulting in their poor lifelong learning and academic integrity skills. Practical implications.The results obtained are important for development of master and bachelor programmes in mining aimed at international level, as they enable modernization of existing programmes with respect to modern concepts of lifelong learning and academic integrity.

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Section: Resultssupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Lifelong learning competence development of mining students and academic integrity: case study of language courses

Nesterova¹

2019

Min. miner. depos.

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“…A good practice guideline was developed by Thayaparan et al (2015) for lifelong learning allows higher education institutions to meet the industry requirements by providing lifelong learning throughlife studentship, promote communication between higher education institutions and industries, and promote the new learning and teaching technologies. Lanz et al (2018) added that the concept intends to enhance industryacademia collaboration to support learning in different career levels.…”

Section: Lifelong Learning and E-learningmentioning

confidence: 99%

“…E-learning and lifelong learning are conditioned by the Internet as same as industry 4.0 (Huba and Kozák, 2016). The digital factory academy concept and cyber-physical systems laboratory are concepts that help to support lifelong learning for companies (Lanz et al, 2018).…”

Section: Lifelong Learning and E-learningmentioning

confidence: 99%

Education 4.0, Industry 4.0, Lifelong Learning: A Descriptive Literature Review

Sofiadin¹

2022

IJRP

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A new transformation of industry known as Industry 4.0 has drawn much attention among researchers and entrepreneurs. From a higher education perspective, Industry 4.0 has grown concerned about how institutions can produce graduates that are compatible with Industry 4.0. Due to the high business operation migrated to the online platforms, there is a need for graduates that have Information Technology (IT) skills, thinking skills, critical skills, and communication skills. A lack of necessary skills and knowledge of the Fourth Industrial Revolution (4IR) will lead to high unemployment among graduates. This paper aims to assess the relationship between Education 4.0 and Industry 4.0. Also, how e-learning plays a role while promoting lifelong learning. Thus, this leads to the development of the Education-Industry 4.0 Framework. A descriptive literature review on Education 4.0 and Industry 4.0 intends to identify and improve the millennial skills and knowledge. The descriptive literature identified four elements of Education 4.0, six crucial skills of millennial graduates, and seven technologies of Industry 4.0. The interrelationship between Education 4.0, millennial graduates, and Industry 4.0 was identified. Furthermore, this paper identified e-learning as a component of closing the gap between Education 4.0 and Industry 4.0. Even though there has been a lot of research on Education 4.0 and Industry 4.0, this paper aims to provide descriptive literature that provides a guideline on how Education 4.0 can produce graduates that meet the industry 4.0 requirements through e-learning to promote sustainable education.

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Towards a DevOps Approach in Cyber Physical Production Systems Using Digital Twins

Querejeta

Etxeberria

Sagardui

2020

Computer Safety, Reliability, and Security. SAFECOMP 2020 Workshops

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Nowadays product manufacturing must respond to mass customisation of products in order to meet the global market needs. This requires an agile and dynamic production process to be competitive in the market. Consequently, the need of factory digitalisation arises with the introduction of Industry 4.0. One example of the digitalisation is the digital twin. Digital twin enhances flexibility due to its adaptability and seamless interaction between the physical system and its virtual model. Furthermore, it bridges the gap between development and operations through the whole product life cycle. Therefore, digital twin can be an enabler for the DevOps application in cyber physical production systems as DevOps aims at merging Development and Operations to provide a continuous and an agile process. This paper analyses the use of the digital twin to enable a DevOps approach of cyber physical production systems (CPPS) in order to create a fully integrated and automated production process, enabling continuous improvement.

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A concept and local implementation for industry-academy collaboration and life-long learning

Cited by 12 publications

References 6 publications

Lifelong learning competence development of mining students and academic integrity: case study of language courses

Lifelong learning competence development of mining students and academic integrity: case study of language courses

Education 4.0, Industry 4.0, Lifelong Learning: A Descriptive Literature Review

Towards a DevOps Approach in Cyber Physical Production Systems Using Digital Twins

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