Reimagining Engineering Education: Does Industry 4.0 Need Education 4.0?

Das, Shuvra; Kleinke, Darrell K.; Pistrui, David

doi:10.18260/1-2--35136

Cited by 30 publications

(26 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A review of recent publications discussing the need for a new paradigm in education, and in particular in STEM education, provides some guidance on what needs to be changed [33]. In 2015, the World Economic Forum published a report on the pressing challenge of the 21st-century skills gap and ways to address it through technology [34].…”

Section: Resultsmentioning

confidence: 99%

The Use of MOOCS in Online Engineering Education

et al. 2021

View full text Add to dashboard Cite

The study demonstrates the possibilities of using massive open online courses in engineering education. In order to study the impact of digital learning formats on the acquisition of key engineering competencies by students, an educational experiment was carried out; it was performed as part of the study of the Fire Safety discipline on the basis of the online educational platform Khan Academy. Conceptually, the educational process was aimed at studying the capabilities of software in the field of fire safety, namely: PyroSim, Pathfinder, FireRisk, FIM, FireCategories, PromRisk, FireDistance, as well as gaining professional competencies in the process of performing practical tasks. The educational experiment involved third-year intramural and extramural students of the Faculty of Engineering (The Saint-Petersburg University of the State Fire Service of the EMERCOM of Russia) and Moscow City Pedagogical University. The online educational course was conducted with an emphasis on consolidation and acquisition of professional engineering knowledge and skills in the development of fire safety projects under simulated risk conditions using modern software and an innovative educational platform. The participants demonstrated a high level of involvement, initiative and professional aspirations in the learning process. In the context of the educational experiment, the key competencies required for 21st century engineers have been identified. The students confirmed the positive impact of digital pedagogical tools on the acquisition and development of key competencies necessary for further professional activity. Having completed an online course on the Khan Academy platform focused on the applied interaction with advanced software in the field of fire safety, students identified skills that should be developed and consolidated, namely: teamwork skills and the ability to work in multidisciplinary teams, the ability to manage projects (management, planning, scheduling, budgeting, etc.); the ability to define, formulate and solve engineering problems; the ability to effectively prioritize; striving for lifelong learning; willingness to take a calculated risk; ability to make professional decisions; self-regulation and self-motivation. However, the development of important engineering competencies such as high ethical standards, honesty and global social, intellectual and technological responsibility; good communication skills, high emotional intelligence and cognitive flexibility; entrepreneurial spirit and customer focus requires educators to search for different pedagogical methods and practices. The assessment of the impact of digital learning formats on the acquisition of key engineering competencies was subjective, but revealed pedagogical approaches to the qualitative development of engineering personnel. An effective combination of traditional classroom and virtual interactions can create a complex paradigm of high-quality engineering and technical education that is competitive in the market environment.

show abstract

Section: Resultsmentioning

confidence: 99%

The Use of MOOCS in Online Engineering Education

et al. 2021

View full text Add to dashboard Cite

show abstract

“…According to Onar et al (2018) the engineering E4.0 requires education content in data and computing technologies, value-added automated operation, virtual labs and augmented reality for education, gamification oriented and analytic learning. In this regard, Das et al (2020) categorize the engineering competencies in: data science and advanced analysis (Big Data), novel human-machine interfaces, digital-to-physical transfer technologies (e.g., 3D printing), advanced simulation and virtual plant modeling, data communication and networks, system automation, artificial intelligence, robotics, programming skills, close-loop integrated product, control and management of process quality systems, real-time inventory, and logistics optimization systems.…”

Section: Person-focused Approach For Engineering Educationmentioning

confidence: 98%

“…Because current technological changes occur fast, leading to a rapid obsolescence of knowledge, expertise, devices and equipment (Das et al, 2020), strategies are required to constantly update these resources. Because the constant technological modernization is unsustainable for the industry, the acquisition and application of engineering knowledge and the development of skills required by I4.0 may become an area of opportunity for universities.…”

Section: Person-focused Approach For Engineering Educationmentioning

confidence: 99%

“…Also, the linear learning process affects the assimilation of knowledge due to the significant gap between the acquisition of theoretical knowledge and its practical application. In this regard, Das et al (2020) identify two challenges that must be addressed in order to transit to a desirable engineering college education ecosystem aligned to I4.0:…”

Section: Person-focused Approach For Engineering Educationmentioning

confidence: 99%

“…Finally, Section 6 presents our conclusions and future work. Figure 1 presents an overview of the nine trends identified in Mogos et al (2018) and Das et al (2020) for E4.0. The present work extends on this by identifying the I4.0 features which are associated with each E4.0 trend.…”

Section: Introductionmentioning

confidence: 96%

See 2 more Smart Citations

Education 4.0 to Support Entrepreneurship, Social Development and Education in Emerging Economies

Caballero‐Morales

Guridi

Álvarez-Tamayo

et al. 2020

IJEK

View full text Add to dashboard Cite

As a complement to Industry 4.0, the term Education 4.0 has been defined as the evolution of traditional education considering the new digital age's technological tools, combining real and virtual world information. For emerging economies, the implementation of Education 4.0 is an essential asset for future economic and social development. In this context, the present work describes a set of conceptual Education 4.0 models to support three essential aspects in Latin American economies: entrepreneurship of small and medium enterprises, social welfare, and engineering education. These models highlight the human efforts and technological features required to adopt Education/Industry 4.0 in these aspects successfully.

show abstract

Education 4.0 Reference Framework for the Design of Teaching-Learning Systems: Two Case Studies Involving Collaborative Networks and Open Innovation

Miranda

Ramírez-Montoya

Molina

2021

IFIP Advances in Information and Communication Technology

View full text Add to dashboard Cite

Collaborative networks and open innovation have high potential as codrivers of value creation for many production and service sectors such as education. In higher education, it is increasingly frequent to observe universities implementing teaching-learning systems with collaborative processes supported by 4.0 technologies. Moreover, various pedagogical procedures, research activities, and co-development projects have complemented these types of collaborative processes, which today are considered desirable to be carried out within Education 4.0. In this paper, the authors propose a reference framework for designing new teaching-learning systems using the concept and vision of Education 4.0. The proposed reference framework considers key enablers of Education 4.0 and three dimensions to analyse and evaluate decisions made: (i) Technological, (ii) Pedagogical, and (iii) Organisational. Finally, two case studies involving collaborative networks and open innovation illustrate how the proposed reference framework is used.

show abstract

Reimagining Engineering Education: Does Industry 4.0 Need Education 4.0?

Cited by 30 publications

References 4 publications

The Use of MOOCS in Online Engineering Education

The Use of MOOCS in Online Engineering Education

Education 4.0 to Support Entrepreneurship, Social Development and Education in Emerging Economies

Education 4.0 Reference Framework for the Design of Teaching-Learning Systems: Two Case Studies Involving Collaborative Networks and Open Innovation

Contact Info

Product

Resources

About