Industry 4.0 Technologies for Education Transformative Technologies and Applications

Cover
Half Title
Title
Copyright
Dedication
Contents
Preface
Acknowledgments
Editors
Contributors
1 Innovating Higher Education 4.0 in the Era of Industry 4.0
1.1 Industry 4.0
1.2 Higher Education in Tamil Nadu, India
1.2.1 State Universities in Tamil Nadu, India
1.3 Education in the Era of Industry 4.0
1.3.1 Skill Set Development
1.3.2 Digital Support Systems
1.4 Education 4.0
1.4.1 Framework for Bharathiar University Education
1.4.2 Curriculum 4.0
1.4.3 Faculty Development
1.4.4 Importance of Industrial Collaboration
1.5 Conclusions
References
2 Student Talent Management in the Era of Industry 4.0
2.1 Introduction
2.2 The need for Student Talent Management in the Era of Industry 4.0
2.3 Talent Management Strategies for Students
2.3.1 Talent Identification among Students
2.3.1.1 Performance Management and Potential Identification
2.3.2 Talent Deployment Strategies
2.3.3 Talent Development Strategies
2.3.3.1 Developmental Relationships
2.3.3.2 Developmental Assignments
2.3.3.3 Formal Programs
2.3.3.4 Feedback Process
2.3.3.5 Self-Development Activities
2.4 Addressing the Challenges of Talent Management in Industry 4.0
2.4.1 Critical Skill Shortages
2.4.2 Identification of Critical Talent for Industry 4.0
2.4.3 New Core Competencies
2.4.4 Pivotal Talent Management—The Neglected Medium Students
2.4.5 Transforming Talent Management
2.5 Emerging Technologies for Classroom Talent Management Activities
2.5.1 Audiovisual Interfaces
2.5.2 PaaS (Platform-as-a-Service) for Talent Management
2.5.3 Artificial Intelligence–Powered On-Demand Talent Platforms
2.5.4 Gaming among Students
2.5.5 Talent Management Software and Applications
2.6 Case Studies
2.6.1 Bharat Heavy Electrical Limited (BHEL)
2.6.2 ICICI Bank
References
3 Latest Technological Innovations for the Virtual Classroom: Empowering the Learners
3.1 Introduction
3.2 Virtual Reality in Education
3.2.1 Field Trips
3.2.2 Training in Different Skills
3.2.3 Language Learning
3.2.4 Design and Architecture
3.2.5 Distance Education
3.2.6 Improved Student-Teacher Collaboration
3.2.7 Learning through Games
3.3 Artificial Intelligence and Machine Learning
3.3.1 Implications of Artificial Intelligence in Education
3.3.2 Machine Learning
3.3.2.1 Supervised Learning
3.3.2.2 Unsupervised Learning
3.3.3.3 Reinforcement Learning
3.3.3.4 Impact of Machine Learning in Education
3.4 Social Media in Education
3.4.1 Role of Social Media in Education
3.4.2 Technological Support
3.4.3 Popular Web-Based Platforms
3.4.3.1 Google Classroom
3.4.3.2 MOOCs
3.4.3.3 Facebook
3.4.3.4 YouTube
3.4.4 Positive and Negative Impacts
3.4.4.1 Positive Impacts
3.4.4.2 Negative Impacts
3.5 Augmented Reality
3.5.1 Blending Augmented Reality with Traditional Education
3.5.2 Design Principles of AR
3.6 Multi-Touch LCD Screens
3.6.1 Effectiveness of Multi-Touch LCD Screens
3.6.2 Role of Multi-Touch Technology in Education
3.6.3 Single Touch vs. Multi-Touch
3.6.4 Advantages and Disadvantages of Multi-Touch Screens
3.7 Game-Based Learning
3.7.1 Categorization of Games
3.7.2 Game-Based Learning vs. Textbook Learning
3.7.3 Advantages of Game-Based Learning
3.8 Conclusion
References
4 Industry 4.0: The Need of Industry 4.0 and the Technologies Revolutionizing It
4.1 The Need of Industry 4.0
4.1.1 Industry 4.0—The Need to Adopt
4.1.2 Industry 4.0 Drivers
4.2 The Roadmap to Industry 4.0
4.2.1 Goals and Design Paradigms
4.3 Technologies Involved in Industry 4.0
4.3.1 Big Data and Its Analytics
4.3.2 Autonomous Robots
4.3.3 Simulations and Virtualizations
4.3.4 System Integration
4.3.4.1 Challenges Faced by Integration
4.3.5 The Industrial Internet of Things (IIoT)
4.3.5.1 IIoT and the Manufacturing Industry
4.3.5.2 Present IIoT Challenges
4.3.5.3 IIoT Use Cases
4.3.6 Cybersecurity
4.3.6.1 Vulnerabilities and Security Threats
4.3.6.2 Strategic Principles of Cybersecurity
4.3.6.3 Cybersecurity Measures
4.3.7 Cloud Computing
4.3.8 Augmented Reality
4.3.9 Artificial Intelligence (AI)
4.3.10 AI’s Impact on Healthcare
4.4 Conclusion
References
5 Digital Transformation
5.1 Introduction
5.2 Why a Digital Information Revolution Is Needed
5.3 Digital Transformation Definitions
5.4 How Digital Transformation Is Done
5.4.1 Lead from the Front
5.4.2 Set Strategy Ahead of Technology
5.4.3 Promote New Cultural Norms
5.4.4 Rethink the Customer Journey
5.4.5 Interrupt Your Own Business
5.4.6 Proceed with New Technology
5.5 Where Digital Transformation is Applied
5.5.1 Applications for Supplier Collaboration and Business Networks
5.5.2 Applications for Workforce Management
5.5.3 Applications for IoT
5.6 Vital Trends in Digital Transformation
5.6.1 5G
5.6.2 Faster Wi-Fi
5.6.3 Data Analytics
5.6.4 Machine Learning and Artificial Intelligence
5.6.5 Blockchain
5.6.6 Robotic Process Automation
5.6.7 Conversational Artificial Intelligence
5.6.8 User and Customer Experience, XaaS (Everything-as-a-Service) and Digital Privacy
5.6.8.1 User and Customer Experience
5.6.8.2 XaaS
5.6.8.3 Digital Privacy
5.7 What Are the Tools Available for Digital Transformation?
5.7.1 Chatbots
5.7.2 TensorFlow
5.7.3 Node.js
5.7.4 Quick Base
5.7.5 Hootsuite
5.7.6 Slack
5.7.7 Xero
5.7.8 Trello
5.7.9 SAP Concur
5.7.10 Stripe
5.8 Conclusion
References
6 Emerging Technological Advancements for Educational Institutions
6.1 Introduction to Emerging Imperatives for Educational Institutions
6.1.1 Global Citizenship Skills
6.1.2 Innovation and Creativity Skills
6.1.3 Technology Skills
6.1.4 Interpersonal Skills
6.1.5 Personalized and Self-Paced Learning
6.1.6 Accessible and Inclusive Learning
6.1.7 Problem-Based and Collaborative Learning
6.1.8 Lifelong and Student-Driven Learning
6.2 Impact of Technology on Educational Institution Value Chains
6.3 Key Components of Education Delivery, Their Evolution, and Emerging Technology Applications
6.3.1 Content
6.3.1.1 Applications of Artificial Intelligence for Educational Content
6.3.1.2 Applications of Augmented Reality to Enhance Content
6.3.1.3 Application of the Cloud and Wikis for Content Creation and Management
6.3.2 Learning Environment
6.3.2.1 Cloud-Based New Age Learning Platforms
6.3.2.2 Applications of AI Techniques to Improve the Learning Environment
6.3.3 Assessment
6.3.3.1 Applications of Artificial Intelligence in Educational Assessment
6.3.3.2 Gamification and Scenario Environments for Assessment
6.3.4 Accreditation
6.3.4.1 Blockchain and Cloud-Enabled Digital Degrees
6.4 Conclusion
References
7 Industry 4.0: Application Areas, Impacts, and the Utilities for Creating Applications
7.1 Areas of Application
7.1.1 Manufacturing Sector
7.1.1.1 Digital Performance Management
7.1.1.2 Automatic Maintenance Scheduling
7.1.1.3 Optimization of Processes
7.1.1.4 Extended Automation
7.1.1.5 Impact of I4.0 in Manufacturing
7.1.1.6 Use Case in Manufacturing Sector
7.1.1.7 BJC HealthCare Has Adopted IoT for Inventory and Supply Chain Management
7.1.2 Healthcare Sector
7.1.2.1 Use Case in Healthcare Sector
7.1.3 Education Sector
7.1.3.1 Use Case in Education Sector
7.1.4 Aerospace and Defense Sector
7.1.5 Agriculture Sector
7.1.6 Transportation and Logistics Sector
7.1.6.1 Internet of Things (IoT)
7.1.6.2 Data-Driven Technologies
7.1.6.3 Blockchain
7.2 How Is I4.0 Beneficial to Society?—Impacts and Benefits
7.2.1 Inequality
7.2.2 Security
7.2.3 Identity, Voice, and Community
7.2.3.1 The Impact on Business
7.2.3.2 The Impact on Government
7.2.3.3 The Impact on People
7.3 Utilities for Creating I4.0 Applications
7.3.1 Artificial Intelligence
7.3.1.1 Amazon Web Services (AWS)
7.3.1.2 AI-One
7.3.1.3 DeepLearning4J
7.3.1.4 Apache Mahout
7.3.2 Big Data and Data Analytics
7.3.2.1 Tableau Public
7.3.2.2 OpenRefine
7.3.2.3 KNIME
7.3.2.4 RapidMiner
7.3.2.5 Google Fusion Tables
7.3.2.6 NodeXL
7.3.2.7 Microsoft HDInsight
7.3.3 Virtual Reality
7.3.3.1 Unity
7.3.3.2 Amazon Sumerian
7.3.3.3 Google VR
7.3.3.4 Unreal Engine 4 (UE4)
7.3.3.5 Cryengine
7.3.4 Augmented Reality
7.3.4.1 Vuforia
7.3.4.2 ARToolKit
7.3.4.3 Google ARCore
7.3.4.4 Apple ARKit
7.3.4.5 Wikitude
7.3.5 Internet of Things (IoT)
7.3.5.1 Tessel 2
7.3.5.2 Eclipse IoT
7.3.5.3 Arduino
7.3.5.4 PlatformIO
7.3.5.5 IBM Watson
7.3.6 Cloud Computing
7.3.6.1 Amazon Cloudwatch
7.3.6.2 Enstratius
7.3.6.3 CloudHub
7.3.6.4 Informatica Cloud
7.3.6.5 Microsoft Azure
7.3.7 Cybersecurity
7.3.7.1 SolarWinds Security Event Manager
7.3.7.2 Intruder
7.3.7.3 Mimecast
7.3.7.4 CIS
7.3.7.5 Snort
7.3.8 Simulation
7.3.8.1 AnyLogic
7.3.8.2 FlexSim
7.3.8.3 SimScale
7.3.8.4 Simul8
7.3.8.5 Arena
7.3.9 Robotics
7.3.9.1 Blue Prism
7.3.9.2 Nintex RPA
7.3.9.3 UiPath
7.3.9.4 Pega
7.4 Conclusion
References
8 Technologies, Challenges, and Tools for Education 4.0
8.1 Introduction
8.1.1 Digital Learning and Education 4.0
8.1.1.1 Making Students Smarter
8.1.1.2 Equity and Inclusion
8.1.1.3 Reachability
8.1.1.4 Digital Tides Everywhere
8.1.1.5 Availability of New Digital Resources
8.2 Technological Advancements in Education 4.0
8.2.1 3D Printing Technologies
8.2.2 Augmented Reality
8.2.3 Virtual Reality
8.2.4 Cloud Computing
8.2.5 Holograms
8.2.6 Biometrics
8.2.7 Paper-Thin Smartphones
8.2.8 Interactive LCD Screen
8.2.9 Internet of Things
8.2.10 Artificial Intelligence
8.2.11 Big Data
8.2.12 QR Codes
8.3 Profile of a Student in Education 4.0
8.3.1 Empowered Learner
8.3.2 Digital Citizen
8.3.3 Knowledge Constructor
8.3.4 Innovative Designer
8.3.5 Computational Thinker
8.3.6 Creative Communicator
8.3.7 Global Collaborator
8.4 Profile of a Faculty Member in Education 4.0
8.4.1 Proficiency in Digital Tools
8.4.2 Familiarity with Free and Open Digital Content
8.4.3 Appropriate Content Management and Delivery
8.4.4 Ability to Enhance Collaborative Learning
8.4.5 Value-Added Use of Tools
8.5 The Teaching Mode in Education 4.0
8.5.1 Flipped Classrooms
8.5.2 Blended Learning
8.5.3 Personalized Learning
8.5.4 Augmented Learning
8.5.5 Online Learning
8.5.6 Innovative Learning
8.6 Technologies for the Reformation
8.6.1 MOOCs (Massive Open Online Courses)
8.6.2 SWAYAM (Study Webs of Active Learning for Young Aspiring Minds)
8.6.3 National Digital Library (NDL)
8.6.4 Free and Open-Source Software for Education (FOSSEE)
8.6.5 Learning Management Systems (LMSs)
8.7 Challenges
8.7.1 Lack of State-of-the-Art Infrastructure
8.7.2 Poor Exposure to the Effective Use of IT among Students and Teachers
8.7.3 Chance for Content Misuse
8.7.4 Screen Distractions of Students
8.7.5 Students with Disabilities
8.7.6 Lack of Quality and Practical Learning through MOOCs
8.8 Conclusion
References
9 Homework Tools
9.1 Homework
9.2 Different Types of Homework
9.3 Advantages of Homework
9.3.1 Children Can Develop Time Management Skills
9.3.2 Students Can Be Busy with Their Studies
9.3.3 Teachers Can Track the Progress of Students
9.4 Disadvantages of Homework
9.4.1 Homework Eats Up Free Time
9.4.2 Excess Homework Causes Children to Feel “Burnt Out”
9.4.3 Homework Is Rarely Valuable
9.5 Effects of Technology in Homework
9.5.1 Research Has Become Easier
9.5.2 Scheduling and Planning is Efficient and Fast
9.5.3 Encourages Active Participation
9.5.4 Study Groups Connectedness
9.6 Transition to Online Homework
9.6.1 Seneca
9.6.1.1 Seneca Learning
9.6.2 Google Classroom
9.6.2.1 How to Create a Class
9.6.3 Show My Homework
References
10 Online Content Creation Tools
10.1 Introduction
10.1.1 Relevance of Online Content Creation
10.1.1.1 Expanding the Reach of Information
10.1.1.2 Flexibility
10.2 Online Education
10.3 Collaborative Learning
10.3.1 Computer-Supported Collaborative Learning
10.4 Open Education
10.5 Tools for Online Education
10.5.1 Zoom
10.5.1.1 Install Zoom
10.5.1.2 Sign Up
10.5.1.3 Sign In
10.5.1.4 Using Zoom
10.5.1.5 New Meeting
10.5.1.6 Join
10.5.1.7 Schedule
10.5.1.8 Share Screen
10.5.1.9 Chat
10.5.1.10 Meetings
10.5.1.11 Contacts
10.5.2 Loom
10.5.2.1 Install Loom
10.5.2.2 Record Video Using Loom Desktop Client
10.5.3 Screencastify
10.5.3.1 Install Screencastify
10.5.3.2 Create and Start a Recording
10.5.3.3 Desktop Recording
10.5.4 Record a Browser Tab
10.5.4.1 Start a Tab Recording
10.5.4.2 Steps to Record Webcam
10.5.4.3 Toggle the Annotation Tools
10.6 Conclusion
References
11 Moodle: Teaching, Learning, and Evaluation Tool
11.1 Introduction
11.2 Learning Management System
11.3 Uploading and Sharing of Materials
11.4 Discussion Forums and Chats
11.5 Moodle as a Learning Management System
11.6 Features of Moodle
11.7 Advantages of Moodle
11.8 Popularity of Moodle
11.9 Advantages of the Latest Release of Moodle
11.10 Activities in Moodle
11.11 Resources in Moodle
11.12 Conclusion
References
12 Learning Management Tools
12.1 Introduction
12.2 Usage of Learning Management Tools
12.2.1 Mentimeter
12.2.1.1 Step 1: Create an Account and Get Started
12.2.1.2 Step 2: Create an Event (Create Our Own Presentation/Quiz)
12.2.1.3 Step 3: Running the Presentation/Poll
12.2.1.4 Results
12.2.2 Plickers
12.2.2.1 Step 1: App Downloading
12.2.2.2 Step 2: Account Creation
12.2.2.3 Step 3: Print Cards
12.2.2.4 Step 4: Adding Classes and Students
12.2.2.5 Step 5: Add Questions
12.2.2.6 Step 6: Stay Organized
12.2.2.7 Step 7: Implementing Real-Time Assessment
12.2.2.8 Step 8: View Results
12.2.3 uReply
12.2.3.1 Distributing Homework to Students Using uReply
12.2.3.2 uReply Interface
12.2.3.3 Taking Students’ Attendance Using uReply
12.3 Psychological Impact and Learning Experience Using Online Learning Management Tools
12.4 Conclusion
References
13 Industry 4.0 and Jobs 2030
13.1 Introduction
13.1.1 Industry 4.0
13.1.1.1 The Nine Technologies Driving Industry 4.0
13.1.2 Mission 2030
13.2 Education 4.0
13.3 Curriculum 4.0
13.4 Faculty Development
13.5 Skills Required in the Future
13.6 Contributions of Retired Teachers
13.7 Challenges of Mission 2030
13.8 Jobs in 2030
13.8.1 Artificial Intelligence Jobs in 2030
13.8.1.1 Jobs 2030
13.9 Summary
References
14 Gamification: A Boon for Higher Education
14.1 Introduction
14.2 Concept of Gamification
14.3 Purpose of Gamification
14.4 Gamification Theory and Learning
14.5 Gamification Eliminates Hurdles in Learning
14.6 Benefits of Gamification
14.6.1 Gamification in Higher Education
14.6.2 Importance of Gamified Curriculum
14.7 Impact of Gamification in Higher Education
14.8 Gamification in the Classroom
14.8.1 Gamification in MOOCs
14.9 Gamification Software and Apps
14.10 Implementing Gamification in Online Learning
14.10.1 Inducing Out-of-the-Box Thinking
14.10.2 Elaborating Span of Attention
14.10.3 Encouraging Accomplishment
14.10.4 Creating a Healthy Competition
14.11 Gamification Blogs for Teaching and Learning
14.11.1 Games and Learning
14.11.2 TeachThought
14.11.3 Game Learn
14.12 McDonald’s Gamification Features
References
15 Curriculum 4.0 for Incorporating Industry 4.0 Tools in Higher Education
15.1 Introduction
15.2 Tools of Industry 4.0
15.2.1 Big Data and Data Analytics
15.2.2 Artificial Intelligence (AI)
15.2.3 Automation
15.2.4 Robotic Process Automation
15.2.5 Internet of Things (IoT)
15.3 Learning
15.3.1 Lecture Listening
15.3.2 Demonstration Learning
15.3.3 Heuristic Learning
15.3.4 Flipped Classroom
15.3.5 Kinaesthetic Learning
15.3.6 Discussion
15.3.7 Team Teaching
15.3.8 Open Learning
15.3.9 Project/Activity-Based Learning
15.3.10 Panel Discussion
15.3.11 Brainstorming
15.3.12 Programmed Instruction
15.3.13 Role Playing
15.3.14 Simulation
15.3.15 Computer-Assisted Learning
15.3.16 Game-Based Learning
15.3.17 Seminars
15.3.18 Tutorials
15.3.19 Assignments
15.3.20 Case Studies
15.4 Digital Classroom and E-Learning Tools
15.4.1 Socrative
15.4.2 Scratch
15.4.3 Prezi
15.4.4 SelfCAD
15.4.5 Quizlet
15.4.6 Google Classroom
15.4.7 Adobe Spark Video
15.4.8 Khan Academy
15.4.9 SeeSaw
15.4.10 ClassDojo
15.4.11 MOOCs
15.4.12 SWAYAM
15.4.13 SWAYAM PRABHA
15.4.14 CEC
15.4.15 ePathshala
15.4.16 NPTEL
15.4.17 ICT-Based tools
15.4.18 Audio-Visual Aids
15.5 New Degree Programmes and Courses
15.5.1 New Courses
15.5.1.1 General Courses on Industry 4.0
15.5.1.2 Big Data and Data Analytics Courses
15.5.1.3 Artificial Intelligence Courses
15.5.1.4 Robotic Process Automation (RPA) Courses
15.5.1.5 Internet of Things (IoT) Courses
15.5.1.6 Creativity, Design Thinking, and Problem Solving Courses
15.6 Learning Path—Industry 4.0 Skill Sets—Scheme
15.6.1 UG—Commerce and Management
15.6.2 PG—Commerce and Management
15.6.3 PG—Social Science, Sociology, Social Work, Psychology, Women’s Studies
15.6.4 Linguistics, English
15.6.5 Physics, Chemistry
15.6.6 Life Sciences: Botany, Zoology, Textiles
15.6.7 Biotechnology, Environmental Sciences, Human Genetics, Bio-Informatics
15.6.8 Physical Education
15.6.9 Mathematics, Applied Mathematics, Statistics
15.7 Syllabi for New Courses—Syllabi 4.0
15.7.1 Introduction to Industry 4.0
15.7.1.1 Objectives
15.7.1.2 Syllabus
15.7.2 Advancements in Industry 4.0
15.7.2.1 Unit I: Machine Learning
15.7.2.2 Unit II: Robotic Process Automation (RPA)
15.7.2.3 Unit III: Cloud Computing
15.7.2.4 Unit IV: Cybersecurity
15.7.2.5 Unit V: Virtual Reality
15.7.2.6 Unit VI: Augmented Reality
15.7.3 R Programming for Social Science
15.7.3.1 Unit I: Introduction to R Language
15.7.3.2 Unit II: Data Wrangling
15.7.3.3 Unit III: Data Manipulation
15.7.3.4 Unit IV: Data Visualization
15.7.3.5 Unit V: Reporting Tool
15.7.4 Artificial Intelligence and Robotic Process Automation for Biological Sciences
15.7.4.1 Objectives
15.7.4.2 Syllabus
15.8 Guidelines for Framing New Courses in Industry 4.0
15.9 Skill Development
15.9.1 Design Thinking
15.9.1.1 Course Objectives
15.9.1.2 Unit 1: Definition and the Perspective on Design Thinking Process
15.9.1.3 Unit 2: Formation of Complexities and Building Strategy for Organizations
15.9.1.4 Unit 3: Problem Solving by Exploring Tools
15.9.1.5 Unit 4: Idea Generation and Development of Concepts
15.9.1.6 Unit 5: Design Thinking Setup within Firm and Development Service
15.10 Conclusions
References
16 Curriculum for Education 4.0: A Design Thinking Approach
16.1 Introduction
16.2 Design Thinking
16.2.1 Empathize
16.2.2 Definition
16.2.3 Ideate
16.2.4 Prototype
16.2.5 Test
16.3 An Institution Moving toward World-Class Curriculum under Education 4.0
16.3.1 Overall Structure of the Curriculum
16.3.2 Discipline-Based Core Curriculum
16.4 Outcome-Based Curriculum
16.4.1 Graduate Attributes (GAs)
16.4.2 Program Educational Objectives (PEOs)
16.4.3 Program Outcomes (POs)
16.4.4 Program-Specific Outcomes (PSOs)
16.5 Course Outcomes and Attainment
16.6 Designing Curriculum Based on Design Thinking Approach for the Core and Elective Domains
16.7 Scope of the Programs
16.8 Distribution of Courses and Credits across Breadths
16.9 Distribution of Tracks under Breadths
16.10 Selections of Types of Courses under Core and Elective to Fit in Tracks
16.11 Distribution of Courses with Knowledge, Skills, and Professionalism
16.12 Distribution of Courses with Opportunities in Employment, Entrepreneurship, and Higher Studies
16.13 Distribution of Teaching Pedagogies and Learning Pattern for the Topics in Courses
16.14 Conclusion
16.15 Acknowledgments
References
17 Education 4.0: Curriculum Development for the Educational Framework
17.1 Introduction
17.2 The Effect on Education
17.2.1 Industry 4.0 and Its Burden on Education
17.2.2 Education 4.0 Requires a Move to Industry 4.0
17.2.3 Education 4.0: The Sunrise of Digital Technology
17.2.4 Education 4.0 amid Industry 4.0
17.3 The Divergence in Education 1.0, 2.0, and 3.0
17.3.1 Education 1.0
17.3.2 Education 2.0
17.3.3 Education 3.0
17.4 Is Education 4.0 the Ultimate Vista of Learning?
17.4.1 How Do We Adapt to The Fourth Industrial Revolution?
17.4.2 Embedding Industry 4.0 in Higher Education Institutions
17.4.3 Education 4.0 for Teachers
17.4.4 Education 4.0 for Students
17.4.5 The Role of Qualitative Research in Education 4.0
17.4.6 The Effects of Education 4.0 in Industry 4.0
17.5 Education 4.0: Is India Ready?
17.5.1 Education 4.0: A New Paradigm in Changing the Prospect of Education in India
17.5.1.1 Augmented Reality (AR)
17.5.1.2 Cloud Computing
17.5.1.3 Virtual Reality (VR)
17.5.1.4 Holograms
17.5.1.5 Biometrics
17.5.1.6 Internet of Things (IoT)
17.5.1.7 Artificial Intelligence (AI)
17.5.1.8 Big Data
17.5.1.9 QR Codes
17.5.2 University: The Prospect of an Open System
17.5.3 Application Intensification of Learning Analytics at the University Level
17.5.4 Strategy for Curriculum Development: A Simplified Framework
17.6 Conclusion
17.7 Acknowledgement
References
18 Industry 4.0 for Service 4.0 through Research 4.0: A Framework for Higher Education Institutions
18.1 Introduction
18.2 Industry 1.0 to Industry 4.0
18.3 The Core of Industry 4.0
18.4 Education 4.0 Using Curriculum 4.0
18.4.1 What is Curriculum 4.0?
18.5 Faculty 4.0 for Student 4.0
18.5.1 Faculty 4.0 Profile
18.5.2 Student 4.0 Profile
18.6 Research 4.0: To Take Education 4.0 to the Forefront
18.7 The Big Question: Jobs 4.0
18.7.1 Skills Needed
18.7.2 Prominent Job Sectors
18.8 Service 4.0: The Framework for HEIs
18.9 Conclusion
References
19 Electronics in 2030
19.1 Introduction
19.2 Semiconductors
19.2.1 Chip Resistors
19.2.2 Light-Emitting Diodes (LEDs)
19.2.3 Transistors
19.2.4 Integrated Circuits
19.2.4.1 Disruptive Technologies in ICs
19.3 Microcontrollers
19.3.1 Microcontroller Generation
19.3.2 Open-Source Hardware and Software
19.3.3 Internet of Things
19.3.4 Sensors
19.3.5 Wireless Sensor Network
19.4 Artificial Intelligence
19.4.1 Web Technology 2030
19.5 Communication
19.5.1 Space Tourism
19.5.2 Optical Fiber for Future Data Centers
19.5.3 Wireless Power Transfer
19.5.3.1 Induction Method
19.5.3.2 Microwave Power Transmission
19.5.3.3 Laser Beam Power Transmission
19.5.4 Seventh Sense in Communication
19.5.5 Flying Electric Taxis
19.5.6 Implantable and Edible Electronics
19.5.7 Network
19.6 Conclusion
References
20 Framework for Academic Writing and Product Naming through Software Assistance
20.1 Introduction
20.2 Writing and Emotional Instinct
20.3 Aspects and Mechanics of Writing Skills
20.3.1 Spelling
20.3.2 Vocabulary
20.3.3 Punctuation
20.3.3.1 Hyphens
20.3.3.2 Apostrophes
20.3.3.3 Quotation Marks
20.3.3.4 Parentheses
20.3.3.5 Colons
20.3.3.6 Semicolons
20.3.3.7 Commas
20.3.3.8 Dashes
20.3.3.9 Capitalization
20.3.3.10 Full Stops
20.3.4 Grammar
20.3.5 Syntax
20.3.6 Semantics
20.3.7 Pragmatics
20.3.8 Style
20.3.9 Fluency
20.4 Planning an Essay
20.4.1 Planning
20.4.2 Shaping
20.4.3 Writing
20.4.4 Revising
20.4.5 Editing
20.4.6 Proofreading
20.5 Research in Social Sciences and Science
20.5.1 Research Question
20.5.2 Revisiting of Earlier Literature and Material Collections
20.5.3 Framing Hypothesis
20.5.4 Data Collection
20.5.5 Data Analysis
20.5.6 Conclusion
20.5.7 Writing and Publication
20.6 The Framework of Writing Research Papers through Software Support
20.7 Writing Style of the Research Paper
20.7.1 Title
20.7.2 Name and Address Details
20.7.3 Abstract
20.7.4 Key Words
20.7.5 Introduction
20.7.6 Research Methods
20.7.7 Results
20.7.8 Discussion
20.7.9 Conclusions
20.7.10 Acknowledgments
20.7.11 References
20.7.12 Tables and Figures
20.8 Naming the New Products
20.8.1 Descriptive Method
20.8.2 Associative Forms
20.8.3 Irregular Selection
20.8.4 New Coinage
20.8.5 Compounds
20.8.6 Affixes
20.8.7 Metaphorical Forms
20.8.8 Phonic Choice
20.8.9 Acronyms
20.8.10 Name of the Inventor
20.9 The Framework for Developing ‘Product Name Generator’ through Software Support
20.10 Conclusion
References
21 Perception of Industry 4.0 and Education in Teaching and Learning
21.1 Introduction
21.2 Industry 4.0
21.3 Artificial Intelligence
21.4 Artificial Intelligence in Education
21.5 Application of AI in Higher Education
21.5.1 Deep Learning Applications in AI
21.6 Merits of AI in Education
21.7 Augmented Reality
21.8 Augmented Reality in Education
21.8.1 Merits of Augmented Reality in Education
21.9 Cloud Computing
21.9.1 Cloud Computing in Education
21.9.1.1 Cloud Computing Applications in the Education Sector
21.9.1.2 Merits of Cloud Computing in Education
21.9.2 Cyber security
21.9.2.1 Cyber security in Education
21.9.2.2 Cybersecurity in the Education Sector
21.9.2.3 Cyber security Tips for Students and Teachers
21.9.2.4 Some Cyber security Apps in Education
21.10 Big Data Analysis
21.11 Data Science in Education
21.12 Big Data Analysis in the Education Sector
21.12.1 Studying and Research
21.12.2 In the Classroom
21.12.3 Advantages of Big Data in Education
21.13 Mobile Learning
21.13.1 Importance of M-Learning in Education
21.13.2 Mobile Learning in Education
21.13.2.1 Mobile Learning Apps for Education
21.13.3 Benefits of M-Learning in Education
21.14 Internet of Things (IoT)
21.14.1 IoT in Education
21.14.2 IoT Applications in Education
21.14.2.1 Interactive Learning
21.14.2.2 Security
21.14.2.3 Increasing Efficiency
21.14.2.4 Smart Boards
21.14.3 Merits of IoT in Education
References
22 Education 4.0: Revisiting Contemporary Paradigms in Social Work Education
22.1 Introduction
22.2 Correlation between the Industry 4.0 Technological Revolution and Education 4.0
22.3 Recent Trends in Social Work
22.4 Technology in Social Work Education
22.5 Technological Advancements and Their Application in Social Work
22.5.1 Big Data and Data Analytics
22.5.2 Internet of Things (IoT)
22.5.3 Virtual Reality
22.6 Revisiting Social Work Education
22.7 SWOC
22.8 Conclusion
References
23 Fintech Application in Commerce
23.1 Introduction
23.2 Definition of Fintech
23.3 Motives of Fintech Innovation
23.4 Digitization of Finance
23.4.1 High Standardization
23.4.2 Highly Automated Functions
23.4.3 Insight-Driven Functions
23.4.4 Improved Customer Experience
23.4.5 Better Service Delivery
23.5 Innovations in Financial Service Space
23.6 What Is Industry 4.0?
23.6.1 Compatibility
23.6.2 Transparency of Information
23.6.3 Assistance with Technical Matters
23.6.4 Decentralized Alternatives
23.7 Innovative Breakthroughs
23.7.1 Computer-Aided Intelligence
23.7.2 Blockchain Technology
23.7.3 Information Security
23.7.4 Cloud Computing
23.7.5 Big Data Analytics and Data Mining
23.7.6 Internet of Things
23.7.7 Automation of Robotic Processes
23.8 Pragmatic Evaluation of the Potential for Disruption in the Financial Services Sector
23.8.1 The Rise of Platforms
23.8.2 Financial Regionalization
23.8.3 Critical Technologies for the System
23.9 Disruptive Forces That May Alter the Competitive Environment of the Financial Ecosystem
23.9.1 Commoditization of Costs
23.9.2 Redistribution of Profits
23.9.3 Possess Ownership Experience
23.9.4 The Rise of Platforms
23.9.5 Monetization of Data
23.9.6 A Workforce That Is Bionic
23.9.7 Critical Technologies for the System
23.9.8 Financial Regionalization
23.10 Why Fintech in Commerce?
23.11 Fintech Course Description
23.12 Opportunities for Students
23.13 Teaching Methodology
23.14 Learning Objectives and Outcomes
23.15 Learning Outcomes
23.16 Conclusion
References
24 Mobile Cloud Computing in Healthcare
24.1 Introduction
24.2 The History of Cloud Computing
24.3 Mobile Cloud Computing
24.4 Applications of Mobile Cloud Computing in Healthcare
24.4.1 Bio-Signal Monitoring
24.4.2 Teleconsultations
24.4.3 Electronic Health Records
24.4.4 Systems of Care
24.5 Case Study—The STEMI India Model
24.5.1 Measurement of ECG and Vitals
24.5.2 Tele-ECG and Tele-CCU
24.5.3 STEMI Patient Records
24.5.4 Analytics and Audit for the System of Care
24.6 Challenges
24.6.1 Data Interoperability
24.6.2 Privacy and Authentication
24.6.3 Security
24.7 Conclusion
References
25 Eye-Tracking Technology for Education 4.0
25.1 Introduction
25.2 Defining Eye-Tracking
25.3 History of Eye-Tracking
25.4 Eye-Tracking in HCI
25.5 Eye-Tracking in Educational Research
25.6 Cognitive Load in Learning
25.7 Eye-Based Techniques for Education 4.0
25.7.1 Videooculography (VOG)
25.7.2 Video-Based Infrared Pupil-Corneal Reflection (IR-PCR)
25.7.3 Electrooculography (EOG)
25.8 Types of Eye-Trackers
25.8.1 Screen-Based Eye-Trackers
25.8.2 Wearable Eye-Trackers
25.8.3 Webcam Eye-Trackers
25.9 Eye-Tracking Metrics and Indicators
25.9.1 Eye-Tracking Visualization
25.9.2 Fixation
25.9.3 Saccade
25.9.4 Scan Path
25.9.5 Pupil Dilation
25.9.6 Blinking
25.10 Eye-Tracking for Industry 4.0
25.11 Application of Eye-Tracking in Education 4.0
25.12 Summary
25.13 Acknowledgements
References
26 Mobile Applications for Industrial Use
26.1 Mobile Communication in Industry 4.0
26.2 Mobile Communication Technology
26.2.1 4G LTE
26.2.2 5G
26.2.2.1 Enhanced Mobile Broadband
26.2.2.2 Massive Machine-Type Communications
26.2.2.3 Ultra-Reliable and Low-Latency Communications (URLLC)
26.2.2.4 Private LTE/5G Deployments
26.3 Mobile Application Development Platform
26.3.1 iOS
26.3.2 Android
26.4 Mobile Application for Industrial Use Cases
26.4.1 Electronic Documentation/Paperwork Elimination
26.4.2 Employee Tracking
26.4.3 Inventory/Asset and Supply Chain Management
26.4.4 Mobile Work Order Management
26.4.5 Quality Assurance and Quality Control
26.4.6 Remote Monitoring and Diagnosis
26.4.7 Employee Health and Workplace Safety
26.4.8 Automation of Company Processes
26.5 Advantages of Mobile Applications in Industry 4.0
26.5.1 Mobility
26.5.2 Instantaneous Access to Information and Processes
26.5.3 Workforce Productivity
26.5.4 Precision Monitoring
26.5.5 Operational Benefits
26.6 Summary
References
27 Cognitive Flexibility: Know-How
27.1 Definition and Overview of Cognitive Flexibility
27.2 Cognitive Flexibility Theory
27.2.1 Cognitive Flexibility Theory—Application and Case Study
27.3 Factors Influencing Cognitive Flexibility
27.3.1 Stream of Consciousness and Multi-Perspective Analysis
27.3.2 Rigid Thinking and Deconstruction
27.3.3 Cognitive Domains
27.3.4 Genetic Basis of Cognitive Flexibility
27.3.5 Latent Inhibition
27.4 Neural Mechanism of Cognitive Flexibility
27.5 Improving Cognitive Flexibility—Implications and Suggestions
27.5.1 Revise or Alter Your Day-to-Day Routine
27.5.2 Do Things Innovatively and Practice Knowledge Transfer
27.5.3 Engage in New Activities and Socialize More
27.5.4 Videogames
27.5.5 Physical Exercise
27.6 Significance of Cognitive Flexibility in Academia
27.7 Summary
References
28 Education 4.0: Cognitive Flexibility
28.1 Introduction
28.2 What Does “Cognitive Flexibility” Mean?
28.3 Definition
28.4 What Is Cognitive Flexibility?
28.5 Neural Mechanisms of Cognitive Flexibility
28.6 Cognitive Flexibility Theory
28.7 Aspects of Cognitive Flexibility (List of Possibilities)
28.7.1 Switch/Shift Attention/Transition “Stream-of-Thoughts”
28.7.2 Reprogramming/Updating Beliefs and Cognition
28.7.3 Divergent Thinking/Observation in Multiple Facets
28.7.4 Deconstruction of Thoughts
28.7.5 Extension or Expansion in Awareness
28.8 A Few Available Testing Tools to Measure and Monitor Flexibility in Cognition
28.8.1 Piaget’s A–Not–B Task
28.8.2 Dimensional Change Card Sorting Task
28.8.3 Multiple Classification Card Sorting Task
28.8.4 Wisconsin Card Sorting Task
28.8.5 Stroop Color-Word Test
28.8.6 Age and Cognitive Flexibility
28.8.7 Cognitive Flexibility Blocks
28.8.7.1 Biased Conformity
28.8.7.2 Flooded Information/Bottleneck
28.8.7.3 Stay in Comfort Zone/Reinforcement
28.9 Why Is Cognitive Flexibility Important for Everyone?
28.10 The Various Approaches and Methods of Developing Cognitive Flexibility
28.11 Conclusion
28.12 Acknowledgments
References
29 Tone of Cognition and Metacognition in Digital Learning Environments
29.1 Introduction
29.2 Digital Learning Environment
29.2.1 Metacognitive Knowledge in E-Learning Environments
29.3 Cognition
29.4 Metacognition
29.5 Cognition and Metacognition in Comprehension
29.6 Strategic Knowledge Metacognition for Teachers
29.7 Metateaching for Teachers
29.8 Cognitive Presence in Online Communities
29.9 Metaliteracy, Multiliteracies, and Digital Metaliteracies
29.9.1 Metacognition and Information Literacy
29.9.2 Metacognition and Metaliteracy
29.9.3 Metacognition and Metaliteracy in Social Learning Environments
29.10 Self-Directed Learning
29.10.1 Self-Regulation and Metacognition
29.10.2 Challenge with Social Models of Self-Regulated Learning
29.10.3 Development of Shared Metacognition Construct
29.11 Shared Metacognition
29.12 Digital Learning Technologies
29.12.1 Cognitive and Metacognitive Processes in Digital Content
29.13 Web-Based Learning Environments (WBLE)
29.13.1 WBLE and Self-Regulated Learning
29.13.2 Metacognition in Online Learning Experiences
29.14 Blended Learning
29.14.1 Cognitive Presence in Blended Learning
29.15 Massive Open Online Courses (MOOCs)
29.15.1 Metacognition in MOOC
29.16 Gamification
29.16.1 Cognitive Engagement and Metacognition in Gamification
29.17 Mobile Learning
29.17.1 Metacognition in Mobile Learning
29.18 Personalized E-Learning Environment (PELE)
29.18.1 Metacognition in PELE
29.19 Augmented Reality (AR)
29.19.1 Metacognition in Augmented Reality
29.20 Artificial Intelligence (AI)
29.20.1 Human Cognition in AI
29.20.2 Metacognition in AI
29.21 Conclusion
References
30 The Role of the IoT in Teaching and Learning: Challenges and Issues
30.1 Introduction
30.2 Internet of Things (IoT) Layered Architecture
30.3 Characteristics of IoT
30.4 Impact and Role of IoT in Education
30.4.1 Students
30.4.2 Instructors
30.4.3 Administration
30.5 IoT-Based Applications for Education
30.6 Challenges in the Deployment of IoT in Education
30.7 Conclusion
References
31 Integrative Analysis of Host–Microbiota-Based Multi-Omics Data: A Novel Path toward Precision Medicine
31.1 Introduction
31.2 Human Biology Can No Longer Concern Itself Only with Human Cells
31.3 Host–Microbiota-Based Multi-Omics Data
31.4 Integrated Multi-Omics Analysis
31.5 Challenges and Limitations
31.6 Conclusion
31.7 Acknowledgments
References
32 Emotional Intelligence: The Complex Innate Traits of Humankind
32.1 Introduction
32.2 Origin and Developments of Emotional Intelligence
32.3 Emotional Intelligence Framework
32.3.1 The Mayer–Salovey Model
32.3.2 Attributes of EI: Daniel Goleman
32.4 Tests to Measure EQ
32.4.1 Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT)
32.4.2 Bar-On’s Emotional Quotient Inventory (EQ-i)
32.4.3 Emotional and Social Competency Inventory (ESCI) and Test of Emotional Intelligence (TIE)
32.5 Personality Traits in Low EQ vs. High EQ
32.6 Gender-based EQ
32.7 EI: An Innate and Learned Skill
32.7.1 Improving EI in the Classroom
32.8 EI and Industry 4.0
32.9 Limitations of Implementing EI
32.10 Summary
References
Appendix A
Index