MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION

Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching. In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching. Keywords: industry 4.0, interdisciplinarity, solar chimney, STEM, transdisciplinarity.

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Enhancing Students’ Assessment Feedback Skills Within Higher Education

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.932 ◽

2020 ◽

Author(s):

Carol Evans ◽

Michael Waring

Keyword(s):

Higher Education ◽

Individual Differences ◽

Industrial Revolution ◽

Integrated Approach ◽

Learning Approaches ◽

Learning And Teaching ◽

Self Regulated Learning ◽

Assessment Feedback ◽

High Level ◽

Coming To Know

In higher education (HE) considerable attention is focused on the skills sets students need to meet the requirements of the fourth industrial revolution. The acquisition of high-level assessment feedback skills is fundamental to lifelong learning. HE has made significant investment in developing assessment feedback practices over the last 30 years; however, far less attention has been given to the development of inclusive agentic integrated assessment systems that promote student agency and autonomy in assessment feedback, and from an individual differences perspective. “Inside the Black Box,” a seminal work, opened the potential of assessment as a supportive process in facilitating students in coming to know (understanding the requirements of a task and context, and their own learning) through the development of formative assessment. However, overall, the assessment for learning movement has not changed students’ perceptions, on entering HE, that feedback is something they receive rather than something they can generate and orchestrate despite being predicated on a self-regulatory approach. HE promotes students’ use of self-regulated learning approaches although these are not sufficiently integrated into curriculum systems. In moving forward assessment feedback, it is important to adopt a theoretically integrated approach that draws on self-regulatory frameworks, agentic engagement concepts, understanding of individual differences, and the situated nature of assessment. Current emphases in HE focus on how we engage students as active participants in assessment, in coming to know assessment requirements as part of sustainable practices with students as co-constructors of assessment inputs and outputs. Assessment design should be challenging students to maximize their selective and appropriate use of assessment feedback skills for both immediate and longer-term learning gains. Addressing the professional development of lecturers and students in the acquisition and development of essential fourth industrial age assessment feedback competencies is fundamental to enhancing the quality of learning and teaching in HE.

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POTRET GENERASI MILENIAL PADA ERA REVOLUSI INDUSTRI 4.0

Focus Jurnal Pekerjaan Sosial ◽

10.24198/focus.v2i2.26241 ◽

2020 ◽

Vol 2 (2) ◽

pp. 187

Author(s):

R Willya Achmad W ◽

Marcelino Vincentius Poluakan ◽

Didin Dikayuana ◽

Herry Wibowo ◽

Santoso Tri Raharjo

Keyword(s):

Millennial Generation ◽

Industry 4.0 ◽

Research Method ◽

Industrial Revolution ◽

Real Life ◽

Psychosocial Problems ◽

Qualitative Approach ◽

Self Confidence ◽

Technological Field ◽

Technological Developments

ABSTRAK Revolusi Industri 4.0 memberikan dampak besar bagi kehidupan generasi milenal dan juga mempengaruhi keberfungsian sosialnya di kehidupan nyata, banyak generasi milenial berjuang untuk mempertahankan eksistensinya di media sosial maka artikel ini bertujuan untuk menganalisa Potret kehidupan generasi milenial pada era revolusi industry 4.0. Metode penelitian menggunakan pendekatan kualitatif beradasar kepada analisis study literatur yang terkait Generasi Milenial dan Revolusi Industri 4.0. Hasil penelitian menejlaskan bahwa generasi milenial secara keberfungsian sosial memiliki kekuatan di bidang teknologi penelitian ini menyebutnya C3 Creative, Confident, Connected. Akan tetapi dalam prosesnya tidak semua generasi milenial mampu beradaptasi dengan perkembangan teknologi, krisis kepercayaan diri dan depresi menjadi masalah-masalah psikososial nya. ABSTRACTThe Industrial Revolution 4.0 had a major impact on the life of the millennia generation and also affected its social functioning in real life, many millennial generations struggled to maintain their existence on social media so this article aims to analyze the portrait of millennial generations in the era of industrial revolution 4.0. The research method uses a qualitative approach based on an analysis of literature studies related to Millennial Generation and Industrial Revolution 4.0. The explanatory results of the study show that the millennial generation in social function has strength in the technological field of this research, calling it C3 Creative, Confident, Connected. But in the process not all millennials are able to adapt to technological developments, crises of self-confidence and depression become psychosocial problems.

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Introducing Care 4.0: An Integrated Care Paradigm Built on Industry 4.0 Capabilities

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16122247 ◽

2019 ◽

Vol 16 (12) ◽

pp. 2247 ◽

Cited By ~ 12

Author(s):

Chaloner Chute ◽

Tara French

Keyword(s):

Industry 4.0 ◽

Industrial Revolution ◽

Digital Health ◽

Medical Model ◽

Integrated Approach ◽

New Paradigm ◽

Healthcare Provision ◽

Care Needs ◽

Care Services ◽

Health And Social Care

Western developed health and care policy is shifting from a patriarchal medical model to a co-managed and integrated approach. Meanwhile, the fourth industrial revolution (Industry 4.0) is transforming manufacturing in line with the digital consumer revolution. Digital health and care initiatives are beginning to use some of the same capabilities to optimize healthcare provision. However, this is usually limited to self-management as part of an organization-centric delivery model. True co-management and integration with other organizations and people is difficult because it requires formal care organizations to share control and extend trust. Through a co-design lens, this paper discusses a more person-centered application of Industry 4.0 capabilities for care. It introduces ‘Care 4.0’, a new paradigm that could change the way people develop digital health and care services, focusing on trusted, integrated networks of organizations, people and technologies. These networks and tools would help people co-manage and use their own assets, in the context of their own care circle and community. It would enable personalized services that are more responsive to care needs and aspirations, offering preventative approaches that ultimately create a more flexible and sustainable set of integrated health and social care services that support meaningful engagement and interactions.

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MarineTech Project—Attracting Students towards Math and Science Careers in Shipbuilding and Repair Industry

Journal of Ship Production and Design ◽

10.5957/jspd.2010.26.1.29 ◽

2010 ◽

Vol 26 (01) ◽

pp. 29-35

Author(s):

Alok K. Verma ◽

Ray Ferrari ◽

Manorama Talaiver ◽

Sueanne E. McKinney ◽

Daniel Dickerson ◽

...

Keyword(s):

Large Scale ◽

Learning Experience ◽

Science Instruction ◽

Real Life ◽

Integrated Approach ◽

Project Based Learning ◽

Pedagogical Issues ◽

Life Problems ◽

Math And Science

Low enrollment and high attrition rates in science, technology, engineering, and math (STEM) based degree programs have created a shortage of workforce in industries such as shipbuilding and repair that are important for national security. Part of this problem can be attributed to pedagogical issues such as lack of engaging hands-on activities used for math and science instruction in middle and high schools. Another reason for this is that the teachers are not trained in taking an integrated approach to teaching math and science. This has led to large-scale flight and attrition from STEM-based career tracks. Consequently, engineering and engineering technology programs throughout the nation have observed declining graduation rates and quality of incoming students. To engage students' interest in STEM-based careers, it is important that students establish a link between the math and science instruction and its application to solve real-life problems early in their learning experience. Project-based activities have a proven record as a pedagogical method. Effectiveness of this pedagogy has been supported by research in the acquisition and retention of knowledge. The MarineTech Project funded by the State Council of Higher Education of Virginia and supported by the shipbuilding and repair industry has attempted to address the quality of STEM education in Virginia by developing project-based learning kits and providing professional development training in the use of these kits. The project also provided teacher training in 21st century skills and integrated math and science education while increasing awareness of teachers about the shipbuilding and repair industry. The paper presents the motivation behind developing these project-based learning (PBL) modules, issues related to implementation, and results from student and teacher workshops.

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Managing Customer Journeys in a Nimble Way for Industry 4.0

Agile Approaches for Successfully Managing and Executing Projects in the Fourth Industrial Revolution - Advances in Logistics, Operations, and Management Science ◽

10.4018/978-1-5225-7865-9.ch008 ◽

2019 ◽

pp. 141-164 ◽

Cited By ~ 1

Author(s):

Jurgen Janssens

Keyword(s):

Industry 4.0 ◽

Industrial Revolution ◽

Real Life ◽

Project Managers ◽

The Other ◽

Fourth Industrial Revolution ◽

Project Portfolios ◽

The One ◽

A Company ◽

Do So

In the Fourth Industrial Revolution, customers expect companies to provide journeys in line with rapidly changing expectations. This allows for great potential for project portfolios that can enable tailored experiences, powered by technology and insights coming from the 360° view of the customer, to improve the experience and touchpoints before, during or after the main interaction of customers with a company. This chapter will illustrate that project managers need to master a dual dynamic to do so. On the one hand, new types of projects, changing expectations and shifting habits offer humbling challenges. On the other hand, governance, change and delivery continue to be the foundational baseline. By integrating theoretical insights and real-life cases from conservative and progressive industries, the author wants to stimulate project managers. Rather than seeing Industry 4.0 as a transformational tsunami, they should see it as an opportunity to remain curious, nimble and committed, while working in a reality where rapidly changing demand entails growth, learning and great value.

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Managing Customer Journeys in a Nimble Way for Industry 4.0

Research Anthology on Cross-Industry Challenges of Industry 4.0 ◽

10.4018/978-1-7998-8548-1.ch043 ◽

2021 ◽

pp. 853-876

Author(s):

Jurgen Janssens

Keyword(s):

Industry 4.0 ◽

Industrial Revolution ◽

Real Life ◽

Project Managers ◽

The Other ◽

Fourth Industrial Revolution ◽

Project Portfolios ◽

The One ◽

A Company ◽

Do So

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Embedding and assessing project based statistics

MSOR Connections ◽

10.21100/msor.v17i2.979 ◽

2019 ◽

Vol 17 (2) ◽

pp. 75

Author(s):

Ellen Marshall

Keyword(s):

Teaching Style ◽

Real Life ◽

Approaches To Learning ◽

Project Based Learning ◽

First Year ◽

Group Project ◽

Learning And Teaching ◽

Educational Literature ◽

Passive Absorption ◽

Effective Decision Making

Traditional approaches to learning and teaching in statistics often involves the passive absorption of information through lectures, a focus on mathematical theory and assessments which test mastery of procedures. This often results in students struggling to apply their statistics knowledge in practical and authentic contexts particularly within final year projects and in the workplace. For some time, statistics educational literature has recommended shifting the focus of teaching and assessment from theory to statistical problem solving, application based statistics using real-life scenarios, and effective communication of statistics. This research has led to the production of guidelines for statistics educators from the American Statistical Association.This paper discusses how educational literature and guidelines have been used to implement changes in the teaching of a first year probability and statistics module for mathematics undergraduates at Sheffield Hallam University. Changing to project based learning with a focus on active learning, effective decision making and communication enabled students to successfully undertake an open group project by the end of their first year. In addition, attendance, engagement and understanding were noticeably improved. The rationale, challenges and benefits to changing the focus of the course and also the teaching style are discussed.

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A Comparative Analysis on The Educational Perspective of Students and Professors in Stem Courses Regarding Industry 4.0 Competencies

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol8.iss12.2809 ◽

2020 ◽

Vol 8 (12) ◽

pp. 34-61

Author(s):

Wladia Cruz ◽

Breno Duarte ◽

Márcio Martins ◽

Fábio Paraguaçu

Keyword(s):

Comparative Analysis ◽

Industry 4.0 ◽

Industrial Revolution ◽

Collaborative Work ◽

Real Life ◽

Educational Process ◽

Emerging Trends ◽

Future Challenges ◽

Educational Perspective ◽

And Mathematics

This work consists of an investigation in the form of a comparative analysis between students and professors from the STEM field (Science, Technology, Engineering and Mathematics), about their educational perspective in the context of the current industrial revolution - Industry 4.0 (I4.0). This research aims to investigate, in particular, how professors and students from a Control and Automation Engineering (CAE), Information Systems (SI) and Mechatronics Engineering perceive the educational process in relation to the development of skills needed for the upcoming job market. As future professionals, students need technical knowledge to deal with emerging trends, such as Big Data, Internet of Things (IoT) and Robotics. In addition, social skills, such as solving complex problems, dealing with conflicts, creativity, innovation and communication, leadership and collaborative work, are paramount. The research methodology adopted in this work is based on mixed methods, quali-quant research. Data collection was carried out through research based on questions related to three categories: intrapersonal, interpersonal and didactic. The study found that, although students claim to be prepared for Industry 4.0 challenges, professors think otherwise. There seems to be a pedagogical challenge to fully achieve the requirements for the development of future I4.0 professionals. In addition, this research identified that active learning methods, focused on the development of 21st century skills, are poorly applied by professors, which may indicate that students are not being exposed to real life situations necessary to better prepare themselves for the future challenges of I4.0.

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MarineTech Project - Attracting Students towards Math and Science Careers in Shipbuilding and Repair Industry

10.5957/smc-2009-p13 ◽

2009 ◽

Author(s):

Alok K. Verma ◽

Ray Ferrari ◽

Manorama Talaiver ◽

Sueanne E. McKinney ◽

Daniel Dickerson ◽

...

Keyword(s):

Large Scale ◽

Learning Experience ◽

Science Instruction ◽

Real Life ◽

Integrated Approach ◽

Project Based Learning ◽

Pedagogical Issues ◽

Life Problems ◽

Math And Science

Low enrollment and high attrition rates in Science, Technology, Engineering and Math (STEM) based degree programs have created a shortage of workforce in industries like shipbuilding and repair which are important for national security. Part of this problem can be attributed to pedagogical issues like lack of engaging hands-on activities utilized for math and science instruction in middle and high schools. Another reason for this is that the teachers are not trained in taking an integrated approach to teaching math and science. This has led to large scale flight and attrition from STEM based career tracks. Consequently, engineering and engineering technology programs throughout the nation have observed declining graduation rates and quality of incoming students. To engage student’s interest in STEM based careers, it is important that students establish a link between the math and science instruction and its application to solve real life problems early in their learning experience. Project based activities have a proven record as a pedagogical method. Effectiveness of this pedagogy has been supported by research in the acquisition and retention of knowledge. The MarineTech Project funded by the State Council of Higher education of Virginia and supported by the Shipbuilding and Repair industry has attempted to address the quality of STEM education in Virginia by developing project based learning kits and providing professional development training in the use of these kits. The project also provided teacher training in 21st century skills and Integrated Math and Science education while increasing awareness of teachers about shipbuilding and repair industry. The paper presents the motivation behind developing these project based learning (PBL) modules, issues related to implementation and results from student and teacher workshops.

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Cloud and IoT Applications in Material Handling Automation and Intralogistics

Logistics ◽

10.3390/logistics4030022 ◽

2020 ◽

Vol 4 (3) ◽

pp. 22

Author(s):

Stavros T. Ponis ◽

Orestis K. Efthymiou

Keyword(s):

Virtual Worlds ◽

Industry 4.0 ◽

Material Handling ◽

Industrial Revolution ◽

Real Life ◽

Subject Area ◽

Current State ◽

Balkan Region ◽

Sporting Goods ◽

Home Furnishing

During the last decade, digitalization has borne tremendous changes on the way we live and do business. Industry 4.0, the new industrial revolution, is merging the physical, digital and virtual worlds through emerging technologies that collide with each other and create a distinctive paradigm shift. Even though the topic of Industry 4.0, has attracted significant attention during the past few years, literature in this subject area is still limited. The main objective of this paper is to study the current state of the art and identify major trends and research shortcomings. To that end, the authors conducted a methodological literature review based primarily on the SCOPUS bibliographic database. The review returned 49 relative papers dealing with the paper’s subject area. Through a thorough study of the selected papers, four dominant literature categories were recognized and discussed in detail. According to the literature reviewed, it is evident that massive changes are underway for warehouses and intralogistics facilities. Still, despite the intense discussion and appeal of the subject, one of the most important challenges in the scientific area under study, as the literature highlights, is the absence of a matching, to its significance, number of real-life applications. To that end, this paper provides a detailed description of a Cloud-based IoT application drawn from a Distribution Center (DC) that supplies retail home furnishing and sporting goods products to stores in Greece and the Balkan region, with the objective to showcase the feasibility of such an investment, highlight its potential and provide motivation to practitioners to evaluate and proceed in similar technological investments.

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