Do Web 4.0 and Industry 4.0 Imply Education X.0?

Demartini, Claudio Giovanni; Benussi, Lorenzo

doi:10.1109/mitp.2017.47

Cited by 79 publications

(42 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Education 4.0 is a new concept that was lately coined owing to the widespread recognition of Industry 4.0 in the education sectors. It encourages and facilitates the techniques, seminars, and workshops that can enlighten inspiring engineers with the newly developed technologies of Industry 4.0 [31]. The aspiring engineers in Education 4.0 are prepared in such a manner so that they can perform any task independently to meet the requirements of Industry 4.0.…”

Section: Literature Surveymentioning

confidence: 99%

Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities

et al. 2020

View full text Add to dashboard Cite

The emergence of Industry 4.0, also referred to as the fourth industrial revolution, has entirely transformed how the industry or business functions and evolves. It can be attributed to its broadening focus on automation, decentralization, system integration, cyber-physical systems, etc. Its implementation promises numerous benefits in terms of higher productivity, greater volatility, better control and streamlining of processes, accelerated enterprise growth, sustainable development, etc. Despite the worldwide recognition and realization of Industry 4.0, its holistic adoption is constrained by the requirements of specific skills among the workforce. The personnel are expected to acquire adaptive thinking, cognitive and computational skills, predominantly in the area of information technology, data analytics, etc. Thus, the universities that laid the foundation for future talents or trends in society have to adapt and modernize the existing programs, facilities, and infrastructure. This reshaping of higher education in consonance with the vision of Industry 4.0 possesses its opportunities and challenges. There are, of course, a multitude of factors involved and they need a reasonable assessment to strategically plan this metamorphosis. Therefore, this work aims to explore and analyze the different factors that influence the progression and enactment of Industry 4.0 in universities for sustainable education. For this purpose, a systematic approach based on a questionnaire as well as a SWOT (strengths (S), weaknesses (W), opportunities (O), and threats (T)) integrated with the analytic hierarchy process (AHP) is adopted. The questionnaires are administered to university employees and students (or stakeholders) to assess their viewpoint, as well as to estimate the priority values for individual factors to be included in SWOT. The AHP is implemented to quantify the different factors in terms of weights using a pairwise comparison matrix. Finally, the SWOT matrix is established depending on the questionnaire assessment and the AHP weights to figure out stakeholders’ perspectives, in addition to the needed strategic scheme. The SWOT implementation of this research proposes an aggressive approach for universities, where they must make full use of their strengths to take advantage of the emerging opportunities in Industry 4.0. The results also indicate that there are fundamental requirements for universities in Industry 4.0, including effective financial planning, skilled staff, increased industrial partnerships, advanced infrastructure, revised curricula, and insightful workshops. This investigation undoubtedly underlines the importance of practical expertise and the implementation of digital technologies at the university level to empower novices with the requisite skills and a competitive advantage for Industry 4.0.

show abstract

Section: Literature Surveymentioning

confidence: 99%

Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities

et al. 2020

View full text Add to dashboard Cite

show abstract

“…The emergence of web 4.0 also marked the birth of artificial intelligence that fosters interconnectivity and faster performance of human and machine interaction (Aghaei et al, 2012). The symbiotic interaction of users and machine learning in artificial intelligence plays a central role in fostering the development of industry 4.0 (Demartini & Benussi, 2017). Beside cyber-physical systems, the new revolution of industry 4.0 emphasizes cloud-based systems with realtime responsiveness, which are well provided by web technologies 4.0 (ibid).…”

Section: Mobile Appsmentioning

confidence: 99%

From web 1.0 to web 4.0: the digital heritage platforms for UNESCO’s heritage properties in Indonesia

Permatasari

Qohar²,

Rachman

2020

Virtual archaeol. rev.

View full text Add to dashboard Cite

The advent of information and communication technologies (ICTs) has had and is having a major impact on Indonesian cultural resource management, and on the safeguarding methods of its tangible and intangible cultural heritages. Despite varied levels and visible gaps between rural and urban regions in terms of technology usage, innovative initiatives have been created, which correspond to the needs and expectations of a technology-savvy public. As a starting point, a number of public institutions dealing with tangible cultural heritage (e.g. museums, palaces, temples, World Heritage Sites (WHS)) do use innovative digital tools in order to communicate to various audiences, as well as to enrich visitors’ experience, especially taking into consideration young generations. This paper will firstly examine the role of ICTs in intangible cultural heritage (ICH) (e.g. Batik, Wayang puppet theatre, etc.); secondly, the authors will explain how ICTs can help to communicate and promote the values, history, and significances of ICH products, both for locals and tourists, with the goal of raising awareness on cultural identity. However, the knowledge of ICH still requires contacts with its own communities and is vulnerable, as it can be exposed to excessive cultural commoditization through e-platforms. This study aims at giving an overview and some examples of digital interventions for cultural heritage communication implemented by various stakeholders in Indonesia. In addition, this paper analyses to what extent a participatory approach engaging local communities, academics, private sectors, NGOs and the government, can ensure higher levels of effectiveness and efficiency, hence supporting the conservation of UNESCO tangible/ICH in Indonesia. This paper aims at: (1) presenting the development of digital heritage platforms in Indonesia; (2) providing a grid of analysis of digital heritage knowledge platforms dedicated to UNESCO tangible and ICH in forms of websites and mobile apps.Highlights:<ul><li>Providing a map of the online presence of UNESCO World Heritage Sites (WHSs) in Indonesia by analysing 180 webpages in English and Indonesian languages.</li><li>Identifying several types of digital heritage websites in Indonesia based on the set of categories.</li><li>Classifying a map of 312 mobile apps dealing with UNESCO WHSs and Intangible Cultural Heritage (ICH) in Indonesia, which were retrieved from Android and iOS platforms.</li></ul>

show abstract

“…One of the great challenges faced in this fourth transformation is to align the technologies and tools used in the industry with education. For Demartini and Benussi, the term Education 4.0 is coined to the relation of technologies and tools applied to Industry 4.0 and the demands for graduates who will be employed in those sectors [8]. There are also efforts to define Ed 4.0 in terms of the dawn of novel methodologies and state of the art educational spaces that allow changing the paradigm of traditional education [9].…”

Section: Education 40 Concepts and Trendsmentioning

confidence: 99%

Open Innovation Laboratory: Education 4.0 Environments to improve competences in scholars

Cortés¹,

Molina²,

Ramírez³

2020

Proceedings of the 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integrat

View full text Add to dashboard Cite

With the widespread adoption of emergent technologies, productive sectors have evolved in leaps and bounds This has generated a breach between what is needed in the Industry and what is expected in Academia to be taught. Traditional education focuses on the development of hard skills in students, nonetheless, current technology developments mainly in the fields of artificial intelligence and automation pose a threat to technique and repetitive jobs. Soft skills on the other hand are to remain active and desired in the near future as they are needed for tasks that machines cannot replicate yet. Complex problems require the integration of multidisciplinary teams where decision-making and communication abilities are enhanced by its individual parts. Mass adoption of Information and Communication Technologies in every sector of society demands an evolution of the education model. Consequently, universities throughout lecturers and infrastructure must develop guidelines for students to improve their skills and generate the competences needed. The open innovation concept has brought institutions a framework to develop multidisciplinary and multi entity projects to provide valuable experiences and competencies development to college students. This has led to the development of Open Innovation Laboratories where learning techniques, design methodologies and product realisation platforms fuse to provide a state-of-the-art concept to cope with the demands toward the educational model. This allows joint efforts from industry, government and institutions on the creation of collaborative projects to provide innovative solutions whilst enriching experience and boosting competences in students. Thus, the idea of gathering emergent technologies for training, open innovation for generating end-to-end solutions and methodologies to foster strengths in students becomes an educational environment to promote the use of active and collaborative learning techniques to enhance soft skills and development of competences facing society challenges as part of the education 4.0 context.

show abstract

Do Web 4.0 and Industry 4.0 Imply Education X.0?

Cited by 79 publications

References 9 publications

Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities

Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities

From web 1.0 to web 4.0: the digital heritage platforms for UNESCO’s heritage properties in Indonesia

Open Innovation Laboratory: Education 4.0 Environments to improve competences in scholars

Contact Info

Product

Resources

About