Abstract
AbstractIn the rapidly evolving landscape of Industry 4.0, the demand for skilled professionals well-versed in Internet of Things (IoT) technologies is escalating. However, a significant challenge faced in educational settings is the lack of comprehensive and effective methodologies for imparting practical knowledge and skills in IoT. This paper presents an approach for designing and implementing an Internet of Things (IoT) laboratory in which students may practice and comprehend many components of an IoT environment, such as analysis of sensor data, IoT platform development, and setup of messaging protocols. The teaching methodology adopts a Cyber-Physical System (CPS) framework, which integrates teachers, classrooms, and resources to create a comprehensive learning environment. Bloom's taxonomy is employed to assess the efficacy of the suggested technique in terms of cognitive skills and knowledge acquisition. The evaluation procedure demonstrated the advantages of a hybrid learning environment, which integrated both face-to-face and remote instruction. The case study is conducted in an engineering higher education course on first year students. The findings of this paper lay the groundwork for a remotely deliverable IoT training course, contributing to the advancement of IoT education and equipping students with the necessary skills for the evolving landscape of Industry 4.0.
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Reference46 articles.
1. Almalki, H. A. & Durugbo, C. M. (2023). Evaluating critical institutional factors of Industry 4.0 for education reform. Technological Forecasting and Social Change, 188, 122327.
2. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of bloom’s taxonomy of educational objectives: Complete Edition. New York: Longman.
3. Athanassiou, N., McNett, J. M., & Harvey, C. (2003). Critical thinking in the management classroom: Bloom’s taxonomy as a learning tool. Journal of Management Education, 27(5), 533–555. https://doi.org/10.1177/1052562903252515
4. Boles, W., Beck, H., & Hargreaves, D. (2005). Deploying bloom’s taxonomy in a work integrated learning environment. In Proceedings of the 2005 ASEE/AaeE 4th Global Colloquium on Engineering Education (pp. 1–10). School of Engineering, The University of Queensland.
5. Bongomin, O. et al. (2020). Exponential Disruptive Technologies and the Required Skills of Industry 4.0. Journal of Engineering, 1–17.