Role of Education 4.0 Technologies in Driving Industry 4.0

Gowripeddi, Venkata Vivek; Bijjahalli, Manav Chethan; Janardhan, Nikhil; Bhimavaram, Kalyan Ram

doi:10.1007/978-3-030-52575-0_48

Cited by 5 publications

(1 citation statement)

References 7 publications

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“…The current society, characterized by some as the "society of information and knowledge" (Grijalva & Tapia, 2018;Rončević & Tomšić, 2017), has had as its main source of momentum the evolution of Information and Communication Technologies (ICT). As mentioned by Feshina, Konovalova & Sinyavsky (2019), as a result of this evolution, in recent years has been configured what is understood as the "fourth industrial revolution" also known as "Industry 4.0", which has generated a new and growing space of professional performance composed by new industries that require the development of new competencies usually linked with tasks or jobs related to the evolution of the technological state-of-the-art (Gowripeddi et al, 2021;Koul & Nayar, 2021).…”

Section: Introductionmentioning

confidence: 99%

Habilidades del siglo XXI y entornos de aprendizaje STEAM: una revisión

Mariano

Laverde

2021

Red

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El desarrollo de las habilidades del siglo XXI se menciona actualmente como uno de los objetivos clave que deben alcanzar los sistemas educativos en todo el mundo, para que los ciudadanos en su conjunto puedan adaptarse adecuadamente al mercado laboral y en general, a la sociedad del futuro. El propósito de esta revisión es, dado el explosivo y creciente interés en este tema, identificar las diversas definiciones de las llamadas habilidades del siglo XXI para luego reconocer las relaciones que se puedan encontrar entre estas habilidades y los entornos de aprendizaje STEAM, los cuales recientemente han sido propuestos como escenarios capaces de desarrollarlas. El estudio se desarrolló como una revisión sistemática de literatura a partir de procesos de abstracting y lectura en profundidad de 153 artículos científicos publicados en revistas indexadas en Scopus y Scielo. Los resultados del estudio sugieren que, para conducir el desarrollo de las habilidades del siglo XXI, conviene tener en cuenta al momento de diseñar entornos de aprendizaje STEAM, asuntos como el cambio en la evaluación hacia una experiencia más formativa, la inclusión de ambientes colaborativos y sociales, la aplicación de estrategias de aprendizaje basadas en la investigación y la gamificación y el juego, entre otras. The development of the so-called 21st century skills is currently mentioned as one of the key objectives that education systems must achieve throughout the world, so that citizens as a whole can adapt adequately to the labor market and in general, to the future society. The purpose of this review is, given the explosive and growing interest in this topic, to identify the various definitions of the skills of the 21st century and then to recognize the relationships that can be found between these skills and STEAM learning environments, which recently have been proposed as suitable scenarios for developing them. The study was developed as a systematic literature review based on abstracting and in-depth reading of 153 scientific articles published in journals indexed in Scopus and Scielo. The results of the study suggest that, in order to guide the development of 21st century skills, it is convenient to consider when designing STEAM learning environments, issues such as the change in the assessment towards a more formative experience, the inclusion of collaborative and social environments, the use of research-based learning strategies and gamification and games, among others.

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Section: Introductionmentioning

confidence: 99%

Habilidades del siglo XXI y entornos de aprendizaje STEAM: una revisión

Mariano

Laverde

2021

Red

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Practical Digital Engineering Education: Integration of Multiple Innovative Technologies in One Smart Factory Example

Wolf

Siewert

Trentsios

et al. 2022

Lecture Notes in Networks and Systems

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An initial user model design for adaptive interface development in learning management system based on cognitive load

Suryani,

Sensuse,

Santoso

et al. 2024

Cogn Tech Work

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The cognitive aspect is crucial in developing interactive and adaptive systems, including learning management systems (LMS). By understanding human cognitive processes, developers can create adaptive systems that are sustainably used by targeted users. Cognitive traits need to be explored to become part of the user model, especially especially to develop an LMS with an adaptive interface based on cognitive load. However, there is limited research exploring the correlation between cognitive load and adaptive interfaces, as well as the visualization of information, within online learning settings, including those specifically within LMS platforms. Additionally, a lack of understanding of cognitive processes renders the use of LMS static and unable to adapt to learners’ abilities. Therefore, information regarding the specific characteristics or model of cognitive load that accurately represent LMS users as triggers for adaptive interfaces needs to be further examined. A total of four experts in the cognitive field were interviewed. The interview process was conducted in a semi-structured manner to obtain information about problems in the use of e-learning, the nature of cognitive, and the process of capturing cognitive load during learning using LMS. By using a soft system methodology, the results from the interviews are mapped into a cognitive load-based LMS user model design. The initial model design includes information on working memory capacity, task performance (time, true/false rate), learning behavior (learner log), physiological (in a lab scale), and self-reporting (Likert scale). This model design is a promising first step towards a more technical process in developing adaptive and interactive systems.

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Role of Education 4.0 Technologies in Driving Industry 4.0

Cited by 5 publications

References 7 publications

Habilidades del siglo XXI y entornos de aprendizaje STEAM: una revisión

Habilidades del siglo XXI y entornos de aprendizaje STEAM: una revisión

Practical Digital Engineering Education: Integration of Multiple Innovative Technologies in One Smart Factory Example

An initial user model design for adaptive interface development in learning management system based on cognitive load

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