scholarly journals Kajian Etis Normatif dalam Pendidikan Arsitektur di Era Industri 4.0

Arsitektura ◽  
2019 ◽  
Vol 17 (2) ◽  
pp. 261
Author(s):  
Johannes Adiyanto
Keyword(s):  
Higher Education ◽  
Industrial Development ◽  
Industrial Revolution ◽  
Main Question ◽  
Study Program ◽  
Human Capabilities ◽  
Ethical Philosophy ◽  
Research Technology ◽  
The World ◽  
The Future

<p class="Abstract"><em>Industry 4.0 is a necessity in the current global era. Indonesia since 2018 has prepared itself with the "Making Indonesia 4.0" roadmap, which covers the food and beverage, textile, automotive, electronic</em><em>s</em><em> and chemical industries. This program is also supported by a link and match program between the Ministry of Industry and the Ministry of Research, Technology and </em><em>Higher Education</em><em>. On the other hand, the development of the use of BIM and 3D printers in building construction has begun to develop rapidly. The construction approach 4.0 will soon be entering Indonesia so</em><em>,</em><em> that the link and match with the world of education need to be a concern. </em><em>Is it the education of architecture in Indonesia already prepare for that technology? That is the main question in this paper. </em><em>This </em><em>research </em><em>approach is a normative ethical philosophy approach. The method used is a normative qualitative method and makes a comparison between the phenomena of industrial development 4.0, especially those related to construction 4.0 with the latest developments in the world of education, especially architectural education in Indonesia. This comparison is then compared with legislation related to undergraduate higher education in the department / architecture study program. These appeals become the basis for the stages of discussion that see developments into the future of the IT world related to architecture. This </em><em>research</em><em> shows that there is something fundamental in the present development, namely the aspect of cooperation. The aspect of cooperation is the key to the use of BIM, and this is also the main variable in legislation which is termed the humanities value. Thus the difficulty of using BIM software in various universities due to various technical and non-technical reasons is not an obstacle to pursuing standards that are consistent with the development of the phenomenon of the Industrial Revolution 4.0. This can be said because the development of BIM in the future is not only talking about technical matters, but also on social problems, especially human capabilities collaboratively. The ability of collaboration between designers and the ability of collaboration across sciences is an important capability in the future.</em></p>

Special Focus: Lifelong Learning — The Challenge and Potential for Industry and Higher Education

1995 ◽  
Vol 9 (4) ◽  
pp. 205-216 ◽  
Author(s):  
Norman Longworth
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Special Focus ◽  
Concept Definition ◽  
The World ◽  
The Future ◽  
Introductory Paper ◽  
Global Conference

The papers which follow in this special focus on lifelong learning are based on presentations at the First Global Conference on Lifelong Learning, held in Rome on 30 November–2 December 1994. In this introductory paper, Norman Longworth discusses the concept, definition and practice of lifelong learning and assesses why its importance and significance for the future are increasingly appreciated and stressed. He also sets out and discusses the main themes of the Rome conference, and analyses their implications and challenges specifically for business and higher education. Finally he describes the roles of the European Lifelong Learning Initiative (ELU), which organized the Rome conference, and the World Initiative on Lifelong Learning (WILL), which was established at the conference.

scholarly journals Kebutuhan Kompetensi Dakwah Healing Dan Konseling di Dunia Kerja

2011 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Radhiya Bustan
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Islamic Law ◽  
Educational Institutions ◽  
Counseling Program ◽  
Study Program ◽  
The World ◽  
Spiritual Counselor ◽  
Teaching Curriculum ◽  
Working World

There is a gap between the outcomes of higher education and the demands of competence in the workplace (Observation Teichler, 1997, 1999; Yorke and Knight, 2006). It is necessary to anticipate and evaluation conducted by the universities to the needs of the working world of the competence of its graduates. For this reason, preaches study program of Healing and Counseling at University of Al Azhar Indonesia needs to put through research, whether Healing and Counseling Program will be able to achieve the vision of its mission into educational institutions that can print a preacher who can do the required counseling Islam in society and the world of work today . This study aims for Healing and Counseling Studies Program to conduct an evaluation of the competencies needed by the real world of work in society and to adapt appropriate teaching curriculum. The results showed that the competence of graduates of Healing and Counseling Program UAI was needed in the world of work and competence in the appropriate field for Healing and Counseling is generally associated with human resources (HR) or Human Resources Department, namely as a counselor, therapist, spiritual counselor / preachers, volunteers for various family problems, physical, educational, religious, Islamic law, and violence.

The Evolving Knowledge Cities

2014 ◽  
pp. 114-129
Author(s):  
Mohammad Ayub Khan
Keyword(s):  
Higher Education ◽  
Social Economic ◽  
Institutions Of Higher Education ◽  
Academic Institutions ◽  
Short Term ◽  
The World ◽  
The Future ◽  
Potential Benefits

This chapter discusses the emerging models of knowledge cities in many countries of the world and the potential challenges posed by them for the existing as well as the future academic institutions of higher education (universities) in those countries in particular and in the in world in general. Specifically, this chapter is dedicated to the study of various issues and themes that concern the evolving knowledge cities such as the long-term and short-term objectives behind the establishment of knowledge cities and their potential benefits (i.e., social, economic, financial, environmental, and knowledge) for their societies. The chapter concludes that the development of knowledge cities are beneficial for all stakeholders including the academic institutions of higher education that directly or indirectly associated with such programs.

Blended Learning in Higher Education 4.0

2019 ◽  
pp. 70-84
Author(s):  
Arumugam Raman ◽  
Mohan Rathakrishnan
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education System ◽  
Industrial Revolution ◽  
Assessment Tools ◽  
Learning And Teaching ◽  
Technology Advancement ◽  
The World ◽  
Modern Learning ◽  
Automation Technology

Rapid technology advancement in the Fourth Industrial Revolution (FIR) has undoubtedly posed a great challenge to the education system in higher education institutes and changed every aspect of our lives including education. Higher education institutions across the world are amalgamating technology in modern learning and teaching approaches such as blended learning so that future teachers are equipped with the latest 21st century knowledge for further innovations and creations. This chapter covers definition, design, and implementation of blended learning in higher education. Further it also discusses blended learning models and assessment tools in recent education setting around the world. The education system worldwide has to transform for the imminent FIR as the job market will be largely prompted by the advancement of digital economy, robotics, artificial intelligence, and automation technology.

Disruptions of the Fourth Industrial Revolution

2021 ◽  
pp. 189-199
Author(s):  
Idris Olayiwola Ganiyu ◽  
Ola Olusegun Oyedele ◽  
Evelyn Derera
Keyword(s):  
Artificial Intelligence ◽  
Technological Innovation ◽  
Industrial Revolution ◽  
Technological Innovations ◽  
Fourth Industrial Revolution ◽  
Skill Gaps ◽  
The World ◽  
The Future ◽  
The Impact ◽  
And Robotics

The Fourth Industrial Revolution has resulted in the disruption of the world of work whereby technological innovation such as artificial intelligence (AI) and robotics. These disruptions may be creative in that as some jobs are lost due to the development of artificial intelligence, new ones are created. This chapter explored the impact of disruptive technological innovations on the future of work. The skill gaps brought about by the emergence of the Fourth Industrial Revolution was also explored in this chapter.

scholarly journals Places of Engagement

2018 ◽  
Keyword(s):  
Higher Education ◽  
Opinion Leaders ◽  
Global Approach ◽  
Current Trends ◽  
Vice Chancellor ◽  
The World ◽  
The Future ◽  
The University

In his book 'Higher Education in 2040 - A Global Approach' (2017) Bert van der Zwaan developed a thought-provoking vision of the university of the future, based on a thorough discussion of current trends and on a large number of conversations with leaders in higher education worldwide. This book, 'Places of Engagement', offer reflections on themes discussed by Van der Zwaan, written by twenty of his peers and other opinion leaders from around the world. The book was written in honour of Bert van der Zwaan at the occasion of his departure as Vice-Chancellor of Utrecht University. With contributions by John Sexton, José van Dijck, Karl Dittrich, Dilly Fung, Michael Crow and many others.

scholarly journals TRACER STUDY PADA PROGRAM STUDI S1 TEKNOLOGI PANGAN UNIVERSITAS TERBUKA

2020 ◽  
Vol 21 (1) ◽  
pp. 1-10
Author(s):  
Dini Dini ◽  
Athiefah Fauziyyah ◽  
Eko Yuliastuti
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Food Technology ◽  
Tracer Study ◽  
Technology Study ◽  
Teaching Materials ◽  
Learning Methods ◽  
Study Program ◽  
Online Tutorials ◽  
The World

Studi ini adalah hasil tracer study pada Program Studi (PS) Teknologi Pangan Universitas Terbuka tahun 2017-2020. Studi ini menggunakan metode kualitatif (qualitative research) melalui survei dan wawancara dengan variabel (1) Keterserapan alumni di dunia kerja; (2) Kontribusi perguruan tinggi terhadap tingkat komptensi yang dikuasai; (3) Penilaian alumni terhadap metode pembelajaran di PS Teknologi Pangan. Hasil tracer study menyatakan bahwa dari segi keterserapan alumni di dunia kerja, alumni PS Teknologi Pangan UT sebanyak 68% sudah bekerja dan sebanyak 70% sudah memperoleh pekerjaan sebelum masuk UT. Bidang pekerjaan alumni paling banyak di bidang swasta di sektor usaha makanan dan minuman. Kontribusi perguruan tinggi terhadap tingkat kompetensi yang dikuasai alumni yaitu lebih dari 50% alumni menyatakan perguruan tinggi berkontribusi sangat tinggi dan tinggi dalam pengetahuan di bidang ilmu teknologi pangan, kemampuan riset dan analisis, komunikasi, ketrampilan digital, manajemen waktu dan kemampuan dalam memegang tanggung jawab, serta soft skill. Penilaian alumni terhadap metode pembelajaran di PS Teknologi Pangan yaitu lebih dari 50% menyatakan sudah sangat baik dan baik dari tutorial online, praktikum, dan bahan ajar cetak. Masukan alumni untuk perbaikan layanan yaitu untuk tutorial online antara lain perlunya peningkatan server, tampilan yang lebih menarik, penambahan video dan studi kasus, serta tutor perlu lebih aktif memberikan umpan balik. Masukan mahasiswa untuk praktikum yaitu perlunya laboratorium sendiri yang dimiliki oleh UT, mata kuliah praktikum perlu diperbanyak, serta  integrasi antara mata kuliah praktikum dengan mata kuliah lainnya. Masukan untuk bahan ajar cetak adalah perlu dilakukan pembaharuan materi yang mengikuti dengan perkembangan teknologi dan ilmu pengetahuan. Tracer study in the Food Technology Study Program of the Open University conducted in 2017-2020. This study uses qualitative methods (qualitative research) through surveys and interviews with variables (1) Absorption of alumni in the world of work; (2) Contribution of higher education to the competency level mastered; (3) Evaluation of alumni of learning methods in the Food Technology Study Program. The results of the tracer study stated that in terms of alumni absorption in the world of work, 68% of UT Food Technology PS alumni were already working and as many as 70% had reached a job before entering UT. Most alumni work in the private sector in the food and beverage business sector. The contribution of higher education to the level of competence controlled by alumni is more than 50% of alumni who state that universities contribute very high and high in knowledge in the field of food technology, research and analysis skills, communication, digital skills, time management and the ability to hold responsibility , also soft skills. The alumni assessment of the learning methods at the Food Technology Study Program, namely more than 50% stated that it was very good and good from online tutorials, practicum, and printed teaching materials. Alumni input for service improvements, namely for online tutorials, including the need for server upgrades, a more attractive display, adding videos and case studies, and tutors need to be more active in providing feedback. Student input for practicum is the need for UT's own laboratory, practicum courses that need to be reproduced, and integration between practicum courses with other courses. The input for printed teaching materials is that it is necessary to update the material that follows the development of technology and science.

scholarly journals Cognitive Challenges in Human–Artificial Intelligence Collaboration: Investigating the Path Toward Productive Delegation

2021 ◽  
Author(s):  
Andreas Fügener ◽  
Jörn Grahl ◽  
Alok Gupta ◽  
Wolfgang Ketter
Keyword(s):  
Artificial Intelligence ◽  
Knowledge Work ◽  
Work Environments ◽  
The Other ◽  
Business Organizations ◽  
Human Capabilities ◽  
Work Arrangements ◽  
Other Hand ◽  
The World ◽  
The Future

A consensus is beginning to emerge that the next phase of artificial intelligence (AI) induction in business organizations will require humans to work with AI in a variety of work arrangements. This article explores the issues related to human capabilities to work with AI. A key to working in many work arrangements is the ability to delegate work to entities that can do them most efficiently. Modern AI can do a remarkable job of efficient delegation to humans because it knows what it knows well and what it does not. Humans, on the other hand, are poor judges of their metaknowledge and are not good at delegating knowledge work to AI—this might prove to be a big stumbling block to create work environments where humans and AI work together. Humans have often created machines to serve them. The sentiment is perhaps exemplified by Oscar Wilde’s statement that “civilization requires slaves…. Human slavery is wrong, insecure and demoralizing. On mechanical slavery, on the slavery of the machine, the future of the world depends.” However, the time has come when humans might switch roles with machines. Our study highlights capabilities that humans need to effectively work with AI and still be in control rather than just being directed.

scholarly journals Higher Education Administration And Globalization In The 21st Century In India

2008 ◽  
Vol 5 (11) ◽  
Author(s):  
Taghi Jabbarifar
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Higher Education Administration ◽  
Education Administration ◽  
The World ◽  
The Future ◽  
Clear Statement

This article deals with the changing scenario and management responsibilities of higher education in the 21st century in India. Of course, for those looking for challenges of management in higher education as a field, the future is not going to be a disappointment. Maybe by the end of the first decade of the 21st century management of higher education worldwide would have changed beyond recognition. Every administrator is required to behave like a shrewd politician.  The world has been changing very fast. The pace of liberalization, privatization and globalization (LPG) is remarkable and has tremendously influenced various dimensions of management of higher education. The long-term consideration in the educational sector requires a clear statement of the direction in which a society wishes to move. Thus it is necessary to visualize the type of society India would like to have in the 21st century and beyond

scholarly journals The Disruptive Futures of Education—Post-COVID-19 Pandemic

2021 ◽  
pp. 407-412
Author(s):  
Dzulkifli Abdul Razak
Keyword(s):  
Higher Education ◽  
Inflection Point ◽  
Industrial Revolution ◽  
World Economic Forum ◽  
Fourth Industrial Revolution ◽  
The World ◽  
World Economic

AbstractThe year 2020 is mostly known to many as an inflection point. A metaphorical vision to look far ahead, with clarity, taking on the various “disruptions” that have been much touted, namely, the Fourth Industrial Revolution (4IR). Since its pronouncement, four years ago, during the 2016 World Economic Forum in Davos, the world of higher education has been inundated with demands to introduce the so-called ‘Education 4.0’.

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