Pub Date : 2021-12-12DOI: 10.5772/intechopen.100097
Pritpal Singh
Information, communication, and energy technologies have the potential to improve engineering education worldwide. With the availability of low cost, open-source microcontrollers/microcomputers, such as the Arduino and Raspberry Pi platforms, and a wide variety of sensors and communication tools, a range of engineering applications and innovations may be developed at a low price. Furthermore, the cost of solar panels and LED lamps have also dropped dramatically in recent years and these also allow for improved energy support in regions that lack energy access or require autonomous monitoring/processing. Also, low-cost 3D printers are now widely available for making simple prototypes of hardware. Finally, low-cost educational software tools have also become available. Combining these technologies enables engineering education to be brought into traditionally inaccessible communities in the world. In this book chapter, examples of how ICT and energy technologies are being used to teach students engineering technologies in underserved communities will be described. Application areas to be described will include environmental monitoring, clean water systems, and remote learning.
{"title":"Using ICT and Energy Technologies for Improving Global Engineering Education","authors":"Pritpal Singh","doi":"10.5772/intechopen.100097","DOIUrl":"https://doi.org/10.5772/intechopen.100097","url":null,"abstract":"Information, communication, and energy technologies have the potential to improve engineering education worldwide. With the availability of low cost, open-source microcontrollers/microcomputers, such as the Arduino and Raspberry Pi platforms, and a wide variety of sensors and communication tools, a range of engineering applications and innovations may be developed at a low price. Furthermore, the cost of solar panels and LED lamps have also dropped dramatically in recent years and these also allow for improved energy support in regions that lack energy access or require autonomous monitoring/processing. Also, low-cost 3D printers are now widely available for making simple prototypes of hardware. Finally, low-cost educational software tools have also become available. Combining these technologies enables engineering education to be brought into traditionally inaccessible communities in the world. In this book chapter, examples of how ICT and energy technologies are being used to teach students engineering technologies in underserved communities will be described. Application areas to be described will include environmental monitoring, clean water systems, and remote learning.","PeriodicalId":306423,"journal":{"name":"Insights Into Global Engineering Education After the Birth of Industry 5.0 [Working Title]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130279641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-05DOI: 10.5772/intechopen.100217
Gustavo Sanchez, D. Kataria
This chapter describes a hands-on educational approach to teach Industrial Internet of Things (IIoT), including activities like problem analysis, programming, testing and debugging. Students are given autonomy to propose and evaluate different solutions, using adequate tools and following best practices. In parallel, key competencies like team management, project planning, costing and time scheduling, are imbibed in students to prepare them to become deployable automation engineers. To illustrate the proposed approach, we elaborate on the experience gained from teaching an elective course to undergraduate engineering students, in terms of learning outcomes, methodology, assessment and feedback. This course was centered on the Node Red platform (based on Node.js), using hardware devices like Arduino Uno, Nano and Raspberry Pi. Sensors commonly used and protocols like Modbus RTU/TCP, OPC UA, MQTT are discussed in the framework of common industrial applications.
{"title":"Teaching IIoT through Hands-on Activities","authors":"Gustavo Sanchez, D. Kataria","doi":"10.5772/intechopen.100217","DOIUrl":"https://doi.org/10.5772/intechopen.100217","url":null,"abstract":"This chapter describes a hands-on educational approach to teach Industrial Internet of Things (IIoT), including activities like problem analysis, programming, testing and debugging. Students are given autonomy to propose and evaluate different solutions, using adequate tools and following best practices. In parallel, key competencies like team management, project planning, costing and time scheduling, are imbibed in students to prepare them to become deployable automation engineers. To illustrate the proposed approach, we elaborate on the experience gained from teaching an elective course to undergraduate engineering students, in terms of learning outcomes, methodology, assessment and feedback. This course was centered on the Node Red platform (based on Node.js), using hardware devices like Arduino Uno, Nano and Raspberry Pi. Sensors commonly used and protocols like Modbus RTU/TCP, OPC UA, MQTT are discussed in the framework of common industrial applications.","PeriodicalId":306423,"journal":{"name":"Insights Into Global Engineering Education After the Birth of Industry 5.0 [Working Title]","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122672426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.5772/intechopen.100096
John Mitchell, D. Guile
The nature of work is changing rapidly, driven by the digital technologies that underpin industry 5.0. It has been argued worldwide that engineering education must adapt to these changes which have the potential to rewrite the core curriculum across engineering as a broader range of skills compete with traditional engineering knowledge. Although it is clear that skills such as data science, machine learning and AI will become fundamental skills of the future it is less clear how these should be integrated into existing engineering education curricula to ensure relevance of graduates. This chapter looks at the nature of future fusion skills and the range of strategies that might be adopted to integrated these into the existing engineering education curriculum.
{"title":"Fusion Skills and Industry 5.0: Conceptions and Challenges","authors":"John Mitchell, D. Guile","doi":"10.5772/intechopen.100096","DOIUrl":"https://doi.org/10.5772/intechopen.100096","url":null,"abstract":"The nature of work is changing rapidly, driven by the digital technologies that underpin industry 5.0. It has been argued worldwide that engineering education must adapt to these changes which have the potential to rewrite the core curriculum across engineering as a broader range of skills compete with traditional engineering knowledge. Although it is clear that skills such as data science, machine learning and AI will become fundamental skills of the future it is less clear how these should be integrated into existing engineering education curricula to ensure relevance of graduates. This chapter looks at the nature of future fusion skills and the range of strategies that might be adopted to integrated these into the existing engineering education curriculum.","PeriodicalId":306423,"journal":{"name":"Insights Into Global Engineering Education After the Birth of Industry 5.0 [Working Title]","volume":"243 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116579987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-10DOI: 10.5772/intechopen.100098
Habiddin Habiddin, Septiana Ayuningrum Nofinadya
Knowledge of students’ unscientific understanding before learning a new topic known as students’ preconception or prior knowledge is vital for helping the teacher design a proper teaching strategy. Meanwhile, knowledge of students’ understanding after teaching will provide a way for a teacher to evaluate the effectiveness of his/her teaching. For these reasons, science educators should investigate students’ understanding over time. Studying students’ understanding requires a proper and powerful tool/instrument such as a multi-tier instrument. This paper describes the history of multi-tier instruments initiated by the two-tier and recently became a five-tier instrument, the procedure to develop the instrument, and how to utilize the instrument to identify students’ unscientific understanding. Our recent study describing the development of a four-tier instrument of electrolyte and non-electrolyte solution (FTI-ENES) is presented.
{"title":"The Multi-Tier Instrument in the Area of Chemistry and Science","authors":"Habiddin Habiddin, Septiana Ayuningrum Nofinadya","doi":"10.5772/intechopen.100098","DOIUrl":"https://doi.org/10.5772/intechopen.100098","url":null,"abstract":"Knowledge of students’ unscientific understanding before learning a new topic known as students’ preconception or prior knowledge is vital for helping the teacher design a proper teaching strategy. Meanwhile, knowledge of students’ understanding after teaching will provide a way for a teacher to evaluate the effectiveness of his/her teaching. For these reasons, science educators should investigate students’ understanding over time. Studying students’ understanding requires a proper and powerful tool/instrument such as a multi-tier instrument. This paper describes the history of multi-tier instruments initiated by the two-tier and recently became a five-tier instrument, the procedure to develop the instrument, and how to utilize the instrument to identify students’ unscientific understanding. Our recent study describing the development of a four-tier instrument of electrolyte and non-electrolyte solution (FTI-ENES) is presented.","PeriodicalId":306423,"journal":{"name":"Insights Into Global Engineering Education After the Birth of Industry 5.0 [Working Title]","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125900426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-03DOI: 10.5772/intechopen.99101
W. Tap
This chapter expresses the views of a teacher-researcher who advocates and argues for the use of humor in the classroom setting, especially in the mathematics classroom. While existing research based literature has shown the use of humor to be promising and encouraging effecting teaching and learning tool, very little instructional humor or classroom humor–an appropriate type of humor often related to the content materials being discussed–has been used in the classroom setting–especially in the mathematics classrooms. The chapter explores, surveys and highlights ways in which the existing-related literature about the effective and appropriate use of humor in the classroom setting can be implemented in practice, especially in the teaching and learning of mathematics, in this challenging era of the increasingly rapid technological advancements referred to as 21th century technological revolution or the re-engineering of industrial education 5.0 relative to STEM subjects study areas. The use of humor as teaching and learning tool in the classroom setting has been shown to have so many associated benefits ranging from but not limited to a conducive-relaxed learning environment, enhanced students’ learning experience, motivating and inspiring the students to learn more and even the improvement of student-teacher classroom rapport, just to mention a few. Hence, the literature recommends that classroom teachers should make more use of humor as an effective teaching and learning tool, especially the contextualized-appropriate humor types that are related to the content materials being discussed.
{"title":"Teaching and Learning Mathematics for Understanding, Enjoyment and Everyday Life Experiences","authors":"W. Tap","doi":"10.5772/intechopen.99101","DOIUrl":"https://doi.org/10.5772/intechopen.99101","url":null,"abstract":"This chapter expresses the views of a teacher-researcher who advocates and argues for the use of humor in the classroom setting, especially in the mathematics classroom. While existing research based literature has shown the use of humor to be promising and encouraging effecting teaching and learning tool, very little instructional humor or classroom humor–an appropriate type of humor often related to the content materials being discussed–has been used in the classroom setting–especially in the mathematics classrooms. The chapter explores, surveys and highlights ways in which the existing-related literature about the effective and appropriate use of humor in the classroom setting can be implemented in practice, especially in the teaching and learning of mathematics, in this challenging era of the increasingly rapid technological advancements referred to as 21th century technological revolution or the re-engineering of industrial education 5.0 relative to STEM subjects study areas. The use of humor as teaching and learning tool in the classroom setting has been shown to have so many associated benefits ranging from but not limited to a conducive-relaxed learning environment, enhanced students’ learning experience, motivating and inspiring the students to learn more and even the improvement of student-teacher classroom rapport, just to mention a few. Hence, the literature recommends that classroom teachers should make more use of humor as an effective teaching and learning tool, especially the contextualized-appropriate humor types that are related to the content materials being discussed.","PeriodicalId":306423,"journal":{"name":"Insights Into Global Engineering Education After the Birth of Industry 5.0 [Working Title]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134221655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-28DOI: 10.5772/intechopen.99211
L. Vanasupa, G. Barabino
In the aftermath of World War II, Einstein urged scientists to develop a substantively new thinking, lest we suffer a technology-enabled self-destruction. In this chapter, we will unfold the emerging scientific findings that serve as vectors, pointing to the same conclusion: the educational foundation that has brought about Industry 5.0 is causal to brain development that not only undermines our ability to address our emerging complex societal challenges, but biases us toward inhumane logic. We will outline a science of holism, the profoundly new thinking urged by Einstein. This science is rooted in nature’s ontology of dynamic complexity. An engineering education reflecting this new thinking will be described along with the novel developmental capacities afforded by it. The chapter will end by considering questions that need to be resolved to manifest such a radical shift in engineering education.
{"title":"An Engineering Education of Holism: Einstein’s Imperative","authors":"L. Vanasupa, G. Barabino","doi":"10.5772/intechopen.99211","DOIUrl":"https://doi.org/10.5772/intechopen.99211","url":null,"abstract":"In the aftermath of World War II, Einstein urged scientists to develop a substantively new thinking, lest we suffer a technology-enabled self-destruction. In this chapter, we will unfold the emerging scientific findings that serve as vectors, pointing to the same conclusion: the educational foundation that has brought about Industry 5.0 is causal to brain development that not only undermines our ability to address our emerging complex societal challenges, but biases us toward inhumane logic. We will outline a science of holism, the profoundly new thinking urged by Einstein. This science is rooted in nature’s ontology of dynamic complexity. An engineering education reflecting this new thinking will be described along with the novel developmental capacities afforded by it. The chapter will end by considering questions that need to be resolved to manifest such a radical shift in engineering education.","PeriodicalId":306423,"journal":{"name":"Insights Into Global Engineering Education After the Birth of Industry 5.0 [Working Title]","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115804960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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