scholarly journals Industry Trends to 2040

2019 ◽  
Vol 1 (1) ◽  
pp. 2121-2128 ◽  
Author(s):  
Claudia Eckert ◽  
Ola Isaksson ◽  
Sophie Hallstedt ◽  
Johan Malmqvist ◽  
Anna Öhrwall Rönnbäck ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Engineering Design ◽  
Modelling And Simulation ◽  
Learning Technology ◽  
Community Needs ◽  
Development Tools ◽  
Societal Changes ◽  
Industry Trends ◽  
Tools And Methods

AbstractThe engineering design community needs to development tools and methods now to support emerging technological and societal trends. While many forecasts exist for technological and societal changes, this paper reports on the findings of a workshop, which addressed trends in engineering design to 2040. The paper summarises the key findings from the six themes of the workshop: societal trends, ways of working, lifelong learning, technology, modelling and simulation and digitisation; and points to the challenge of understanding how these trends affect each other

Modelling engineering information with machine learning

1996 ◽  
Vol 10 (2) ◽  
pp. 171-174 ◽  
Author(s):  
Yoram Reich
Keyword(s):  
Machine Learning ◽  
Engineering Design ◽  
Practical Importance ◽  
Knowledge Generation ◽  
Systematic Treatment ◽  
Learning Tasks ◽  
Engineering Problems ◽  
Engineering Information ◽  
Automated Knowledge ◽  
Tools And Methods

Since the inception of research on machine learning (ML), these techniques have been associated with the task of automated knowledge generation or knowledge reorganization. This association still prevails, as seen in this issue. When the use of ML programs began to attract researchers in engineering design, different existing tools were used to test their utility and gradually, variations of these tools and methods have sprung up. In many cases, the use of these tools was based on availability and not necessarily applicability. When we began working on ML in design, we attempted to follow a different path (Reich, 1991a; Reich & Fenves, 1992) that led to the design of Bridger (Reich & Fenves, 1995), a system for learning bridge synthesis knowledge. Subsequent experiences and further reflection led us to conclude that the process of using ML in design requires careful and systematic treatment for identifying appropriate ML programs for executing the learning tasks we wish to perform (Reich, 1991b, 1993a). Another observation was that the task of creating or reorganizing knowledge for real design tasks is outside the scope of present ML programs. Establishing the practical importance of ML techniques had to start by addressing engineering problems that could benefit from present ML programs.

scholarly journals Accreditation Of Prior Experiential Learning As A Catalyst For Lifelong Learning: Analysis And Proposals Based On French Experiments

2013 ◽  
Vol 9 (4) ◽  
pp. 317-328
Author(s):  
Pierre-Yves Sanseau ◽  
Sandrine Ansart
Keyword(s):  
Experiential Learning ◽  
Lifelong Learning ◽  
Work Experience ◽  
Prior Learning ◽  
Individualized Learning ◽  
Societal Changes ◽  
Past Experiences ◽  
The University ◽  
Learning Analysis

In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis de l’Expérience (VAE), accredits prior learning from past experiences (professional and otherwise) and can lead to full university degrees or diplomas. A literature review on lifelong learning shows that worldwide, it is based on different conceptions and approaches, according to the realities of the education and labour systems and the relationship between them. The researchers note however that work experience is less valued than the acquisition of new and complementary knowledge.Studies on VAE in France in higher education show that a thorough analysis of prior experiential learning: first, improves the quality of the experience as a potential source of skills; second, may provide ways to improve the candidate's experiential learning, and third, may help define the direction for lifelong learning. Therefore, recognition of this experiential learning could be a key catalyst for lifelong learning. The findings support two main arguments advocating a central role for the recognition of prior experiential learning in the lifelong learning process particularly in France: potentially individualized learning paths, personal empowerment and shorter training times; and a focus on experience - and not just professional experience - that is in tune with today’s societal changes and the aspirations/constraints of each individual.

Lifelong learning for tactile emotion recognition

2019 ◽  
Vol 20 (1) ◽  
pp. 25-41 ◽  
Author(s):  
Jiaqi Wei ◽  
Huaping Liu ◽  
Bowen Wang ◽  
Fuchun Sun
Keyword(s):  
Human Computer Interaction ◽  
Emotion Recognition ◽  
Lifelong Learning ◽  
Dictionary Learning ◽  
Smart Home ◽  
Learning Algorithm ◽  
Data Sets ◽  
Learning Technology ◽  
Social Touch ◽  
Application Prospects

Abstract Tactile emotion recognition provides a lot of valuable information in human-computer interaction, and it has strong application prospects in many aspects such as smart home and medical treatment. So this situation raises a question: How to quickly and efficiently let the robot perform the correct emotion recognition? In this work, we develop a lifelong learning algorithm which is based on the efficient dictionary learning technology, to tackle the tactile emotion recognition across different tasks. To verify the efficiency of the proposed method, we applied it to two data sets for experimentation: Corpus of Social Touch (CoST) and our dataset(We built it with a 12X12 array sensor). The results show that the proposed lifelong learning algorithm achieves satisfactory results.

Online Education for Lifelong Learning

2011 ◽  
pp. 1-27 ◽  
Author(s):  
Yukiko Inoue
Keyword(s):  
Online Education ◽  
Lifelong Learning ◽  
College Graduates ◽  
Learning Assessment ◽  
Shared Understanding ◽  
Learning Technology ◽  
Global Level ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Open And Distance Learning

The term lifelong learning (which has played an important role in policy discussions as well as in studies of the sociology and economics of education) is increasingly important in the 21st century for college graduates to be able to take their place in the changing world scene and to be adaptable and creative within the organization that employs them. Lifelong learning has increasingly been cited but there is no shared understanding of its usage at the global level. The objective of the present chapter is to provide an extensive overview of the current literature to inform the shared understanding of lifelong learning in general and the concept of online lifelong learning specifically. The overview is represented in six themes: lifelong learning, self-directed learning, technology and globalization, open and distance learning, online learning assessment, and higher and adult education.

Experiences from Technology Transfer Initiatives at SISU

2011 ◽  
pp. 332-348
Author(s):  
Janis Bubenko Jr. ◽  
Eva Lindencrona
Keyword(s):  
Technology Transfer ◽  
Product Development ◽  
Academic Research ◽  
Systems Development ◽  
Information Systems Development ◽  
Transfer Of Knowledge ◽  
Development Tools ◽  
Main Factors ◽  
Successful Technology ◽  
Tools And Methods

The institute SISU (Swedish Institute for Systems Development) was formed by the Swedish govermnet in 1984 based on the support of more than 20 organisations in business, industry and in the civic sector. SISU operated during 1985 to 2000. In this chapter we reflect on our experiences from this initiative to technology transfer in Sweden in the field of information systems development tools and methods. We are concerned with transfer of knowledge as well as of technical prototypes from academic research to product development, exploitation, and practical use in organisations. We reflect over a number of collaborative projects, national as well as EU-supported, initiated by SISU. We describe, firstly, which were the main ‘‘products’’ of technology transfer, and, secondly, which are the main factors that influence (or hinder) the success of a technology transfer initiative of this kind. The purpose of writing this chapter is to contribute to the experiences of the European Commission of successful technology transfer activities in Europe.

From the Technical Change to Socio-Technical Change

2003 ◽  
pp. 22-40 ◽  
Author(s):  
Neil F. Doherty ◽  
Malcolm King
Keyword(s):  
Information Technology ◽  
Common Sense ◽  
Technical Change ◽  
Flow Diagram ◽  
Extensive Review ◽  
Review Of The Literature ◽  
Proactive Approach ◽  
Development Tools ◽  
The Individual ◽  
Tools And Methods

The organisational application of information technology commonly evokes a wide variety of impacts upon the enterprise as a whole, and the individual members of staff affected by it. However, there is much evidence to suggest that the identification and management of such impacts, which is typically referred to as the treatment of organisational issues, is poorly handled in practice. The primary aim of the research project, described in this chapter, was to develop a proactive approach to the analysis of organisational impacts. The aim of the approach, which is presented as a flow diagram, is to clearly articulate the sequence of activities that have to be undertaken and the decisions that need to be addressed to ensure that all organisational issues are treated effectively. This approach has been formulated from an extensive review of the literature, and the authors’ experience working in this domain for the past six years. It is argued that this approach may well succeed, where many of its predecessors have failed, as it complements, rather than replaces, existing development tools and methods. Moreover, as this approach adopts a common-sense perspective, it should be relatively easy to learn and apply. Finally, it benefits from adopting a proactive, flexible and coherent approach to the treatment of organisational issues.

scholarly journals ICT – Boon or Bane for Life Long Learning

2010 ◽  
pp. 125-128
Author(s):  
Sarabjit Kaur ◽  
Yagbala Kapil
Keyword(s):  
Lifelong Learning ◽  
Cost Effective ◽  
Learning Technology ◽  
Technology Support ◽  
Lifelong Learners ◽  
Modern Information Technology ◽  
Positive Effects ◽  
Life Long Learning ◽  
E Learning ◽  
Complex Technology

"Technology can make lifelong learning a reality" is written in one of the listed references. The modern information technology support is becoming the foundation of the efficient and cost-effective lifelong learning. The e-learning technology is becoming progressively sophisticated, which has several positive effects, though on the other hand the complex technology makes some learners feel uncomfortable. Innovations in e-learning information systems should take special care of this effect when dealing with "lifelong learners", since the level of the information literacy in this group varies a lot. A good example of the technology innovation is personalization which makes e-learning systems friendlier and diminishes the well known technology barrier.

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