As we ponder back in time, we can remember our teachers assigning us tons of homework, basically, an era that continues to haunt some of us. The burdensome task of carrying our hefty bags to and from our schools simply to comprehend our fundamental subject concepts was something that agitated us every day. But now, we are evolving and witnessing a changing dynamic in education. With knowledge not only confined to the library shelves, today, the digital revolution and the internet’s rapid expansion, have led a way for the information that we were supposed to memorize and make notes of, to be now readily available. With the cost of data procuring decreasing by the day and larger bandwidth of data at unfathomable speeds available in seconds, digitization as the name of a new wave can also prove highly instrumental in bringing about radical transformations in the education sector. How we educate our future generations in line with the latest industrial revolution is going to be the ultimate key to revolutionizing the world.
The emerging advances in sensor systems, automation and Information and Communication Technology (ICT) for manufacturing opens new possibilities for lifelong learning utilizing data from production. The data can be source for on-the-job practical learning as well as serve as cases for more formal learning situations. This paper proposes a model for company’s implementation of learning, and discusses how this implies a closer integration with the learning activities to the cyber-physical manufacturing system as a seamless, integrated ICT learning and a hybrid human/machine intelligence model where data analysis, simulations and communication are sources for not only decision support, but also continuous learning and knowledge enhancement.
The curriculum development that the concept tree facilitates is the third contribution. The tree-shaped concept map sets visual guidelines for educators to sequence and cohere topics, thereby enabling students to concisely communicate the voluminous and complex information that encompasses many aspects of the curriculum [57]. In addition, this concept tree has proved to be a useful device in designing exam questions, by which the pedagogy is redirected from a memory-test mode toward a meaningful learning track, where students are required to make efforts to comprehend, integrate, and apply their theoretical knowledge into concrete practices. ...
... Analysis of the practicalities of developing a salutogenic gaze towards PHL across a university is not anticipated to be straightforward within institutions that have developed particular cultures and ways of doing things over many years. It is particularly important that the senior managers in an institution demonstrate a commitment to the counternarrative to ensure that the values that are espoused by the teachers working in partnership with the students are reflected in the language used by and actions demonstrated by the management [57]. ...
... It is worth mentioning that many authors have studied subject matter-based educational needs and relevant ICT infrastructures from the viewpoint of new-generation manufacturing [25,46,[57][58][59][60]. Some authors have emphasized a particular type of knowledge structure and its transformation [61] for the sake of active learning and teaching. ...
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