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Industry 4.0 Technologies for Education: Transformative Technologies and Applications [Hardback]

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  • Formāts: Hardback, 540 pages, height x width: 254x178 mm, weight: 707 g, 40 Tables, black and white; 65 Line drawings, black and white; 159 Halftones, black and white; 224 Illustrations, black and white
  • Izdošanas datums: 27-Dec-2022
  • Izdevniecība: Auerbach
  • ISBN-10: 1032139145
  • ISBN-13: 9781032139142
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Industry 4.0 Technologies for Education: Transformative Technologies and ApplicationsPalielināt
  • Formāts: Hardback, 540 pages, height x width: 254x178 mm, weight: 707 g, 40 Tables, black and white; 65 Line drawings, black and white; 159 Halftones, black and white; 224 Illustrations, black and white
  • Izdošanas datums: 27-Dec-2022
  • Izdevniecība: Auerbach
  • ISBN-10: 1032139145
  • ISBN-13: 9781032139142
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781032139142.html
Keywords:
The transformative digital technologies developed for Industry 4.0 are proving to be disruptive change drivers in higher education. Industry 4.0 technologies are forming the basis of Education 4.0. Industry 4.0 Technologies for Education: Transformative Technologies and Applications examines state-of-the-art tools and technologies that comprise Education 4.0. Higher education professionals can turn to this book to guide curriculum development aimed at helping produce the workforce for Industry 4.0.

The book discusses the tools and technologies required to make Education 4.0 a reality. It covers online content creation, learning management systems, and tools for teaching, learning, and evaluating. Also covered are disciplines that are being transformed by Industry 4.0 and form the core of Education 4.0 curricula. These disciplines include social work, finance, medicine, and healthcare. Mobile technologies are critical components of Industry 4.0 as well as Education 4.0. The book looks at the roles of the Internet of Things (IoT), 5G, and cloud applications in creating the Education 4.0 environment.

Highlights of the book include:





Technological innovations for virtual classrooms to empower students Emerging technological advancements for educational institutions Online content creation tools Moodle as a teaching, learning, and evaluation tool Gamification in higher education A design thinking approach to developing curriculum in Education 4.0 Industry 4.0 for Service 4.0 and Research 4.0 as a framework for higher education institutions Eye-tracking technology for Education 4.0 The challenges and issues of the Internet of Things (IoT) in teaching and learning
Preface xxix
Acknowledgments xxxvii
Editors xxxix
Contributors xi
1 Innovating Higher Education 4.0 in the Era of Industry 4.0
1(10)
P. Kaliraj
T. Devi
1.1 Industry 4.0
1(1)
1.2 Higher Education in Tamil Nadu, India
2(1)
1.2.1 State Universities in Tamil Nadu, India
2(1)
1.3 Education in the Era of Industry 4.0
3(4)
1.3.1 Skill Set Development
7(1)
1.3.2 Digital Support Systems
7(1)
1.4 Education 4.0
7(2)
1.4.1 Framework for Bharathiar University Education
8(1)
1.4.2 Curriculum 4.0
8(1)
1.4.3 Faculty Development
8(1)
1.4.4 Importance of Industrial Collaboration
9(1)
1.5 Conclusions
9(2)
References
10(1)
2 Student Talent Management in the Era of Industry 4.0
11(12)
M. Dhanabhakyam
2.1 Introduction
12(1)
2.2 The need for Student Talent Management in the Era of Industry 4.0
12(2)
2.3 Talent Management Strategies for Students
14(3)
2.3.1 Talent Identification among Students
14(1)
2.3.1.1 Performance Management and Potential Identification
14(1)
2.3.2 Talent Deployment Strategies
15(1)
2.3.3 Talent Development Strategies
15(1)
2.3.3.1 Developmental Relationships
15(1)
2.3.3.2 Developmental Assignments
15(1)
2.3.3.3 Formal Programs
16(1)
2.3.3.4 Feedback Process
16(1)
2.3.3.5 Self-Development Activities
16(1)
2.4 Addressing the Challenges of Talent Management in Industry 4.0
17(1)
2.4.1 Critical Skill Shortages
17(1)
2.4.2 Identi fication of Critical Talent for Industry 4.0
17(1)
2.4.3 New Core Competencies
17(1)
2.4.4 Pivotal Talent Management--The Neglected Medium Students
17(1)
2.4.5 Transforming Talent Management
18(1)
2.5 Emerging Technologies for Classroom Talent Management Activities
18(1)
2.5.1 Audiovisual Interfaces
18(1)
2.5.2 PaaS (Platform-as-a-Service) for Talent Management
18(1)
2.5.3 Artificial Intelligence-Powered On-Demand Talent Platforms
18(1)
2.5.4 Gaming among Students
18(1)
2.5.5 Talent Management Software and Applications
19(1)
2.6 Case Studies
19(4)
2.6.1 Bharat Heavy Electrical Limited (BHEL)
19(1)
2.6.2 ICICIBank
19(1)
References
20(3)
3 Latest Technological Innovations for the Virtual Classroom: Empowering the Learners
23(16)
P. B. Pankajavalli
G. S. Karthick
N. Priya
3.1 Introduction
24(1)
3.2 Virtual Reality in Education
24(2)
3.2.1 Field Trips
24(1)
3.2.2 Training in Different Skills
25(1)
3.2.3 Language Learning
25(1)
3.2.4 Design and Architecture
25(1)
3.2.5 Distance Education
25(1)
3.2.6 Improved Student-Teacher Collaboration
25(1)
3.2.7 Learning through Games
25(1)
3.3 Artificial Intelligence and Machine Learning
26(2)
3.3.1 Implications of Artificial Intelligence in Education
26(1)
3.3.2 Machine Learning
26(2)
3.3.2.1 Supervised Learning
28(1)
3.3.2.2 Unsupervised Learning
28(1)
3.3.3.3 Reinforcement Learning
28(1)
3.3.3.4 Impact of Machine Learning in Education
28(1)
3.4 Social Media in Education
28(2)
3.4.1 Role of Social Media in Education
28(1)
3.4.2 Technological Support
29(1)
3.4.3 Popular Web-Based Platforms
29(1)
3.4.3.1 Google Classroom
29(1)
3.4.3.2 MOOCs
29(1)
3.4.3.3 Facebook
30(1)
3.4.3.4 YouTube
30(1)
3.4.4 Positive and Negative Impacts
30(1)
3.4.4.1 Positive Impacts
30(1)
3.4.4.2 Negative Impacts
30(1)
3.5 Augmented Reality
30(3)
3.5.1 Blending Augmented Reality with Traditional Education
31(1)
3.5.2 Design Principles of AR
31(2)
3.6 Multi-Touch LCD Screens
33(1)
3.6.1 Effectiveness of Multi-Touch LCD Screens
33(1)
3.6.2 Role of Multi-Touch Technology in Education
33(1)
3.6.3 Single Touch vs. Multi-Touch
33(1)
3.6.4 Advantages and Disadvantages of Multi-Touch Screens
34(1)
3.7 Game-Based Learning
34(2)
3.7.1 Categorization of Games
35(1)
3.7.2 Game-Based Learning vs. Textbook Learning
35(1)
3.7.3 Advantages of Game-Based Learning
36(1)
3.8 Conclusion
36(3)
References
36(3)
4 Industry 4.0: The Need of Industry 4.0 and the Technologies Revolutionizing It
39(28)
C. Vishnu Mohan
T. Devi
4.1 The Need of Industry 4.0
40(3)
4.1.1 Industry 4.0--The Need to Adopt
41(1)
4.1.2 Industry 4.0 Drivers
42(1)
4.2 The Roadmap to Industry 4.0
43(2)
4.2.1 Goals and Design Paradigms
44(1)
4.3 Technologies Involved in Industry 4.0
45(19)
4.3.1 Big Data and Its Analytics
45(1)
4.3.2 Autonomous Robots
46(1)
4.3.3 Simulations and Virtualizations
47(4)
4.3.4 System Integration
51(1)
4.3.4.1 Challenges Faced by Integration
51(1)
4.3.5 The Industrial Internet of Thi ngs (IIoT)
52(1)
4.3.5.1 IIoT and the Manufacturing Industry
52(1)
4.3.5.2 Present IIoT Challenges
53(1)
4.3.5.3 IIoT Use Cases
54(1)
4.3.6 Cybersecurity
54(1)
4.3.6.1 Vulnerabilities and Security Threats
55(1)
4.3.6.2 Strategic Principles of Cybersecurity
55(1)
4.3.6.3 Cybersecurity Measures
56(1)
4.3.7 Cloud Computing
57(3)
4.3.8 Augmented Reality
60(3)
4.3.9 Artificial Intelligence (AI)
63(1)
4.3.10 AI's Impact on Healthcare
64(1)
4.4 Conclusion
64(3)
References
64(3)
5 Digital Transformation
67(14)
S. Shalini
T. Devi
5.1 Introduction
68(1)
5.2 Why a Digital Information Revolution Is Needed
68(1)
5.3 Digital Transformation Definitions
69(1)
5.4 How Digital Transformation Is Done
69(2)
5.4.1 Lead from the Front
69(1)
5.4.2 Set Strategy Ahead of Technology
70(1)
5.4.3 Promote New Cultural Norms
70(1)
5.4.4 Rethink the Customer Journey
70(1)
5.4.5 Interrupt Your Own Business
71(1)
5.4.6 Proceed with New Technology
71(1)
5.5 Where Digital Transformation is Applied
71(2)
5.5.1 Applications for Supplier Collaboration and Business Networks
72(1)
5.5.2 Applications for Workforce Management
72(1)
5.5.3 Applications for IoT
72(1)
5.6 Vital Trends in Digital Transformation
73(2)
5.6.1 5G
73(1)
5.6.2 Faster Wi-Fi
73(1)
5.6.3 Data Analytics
74(1)
5.6.4 Machine Learning and Artificial Intelligence
74(1)
5.6.5 Blockchain
74(1)
5.6.6 Robotic Process Automation
74(1)
5.6.7 Conversational Artificial Intelligence
74(1)
5.6.8 User and Customer Experience, XaaS (Everything-as-a-Service) and Digital Privacy
74(1)
5.6.8.1 User and Customer Experience
75(1)
5.6.8.2 XaaS
75(1)
5.6.8.3 Digital Privacy
75(1)
5.7 What Are the Tools Available tor Digital Transformation?
75(3)
5.7.1 Chatbots
75(1)
5.7.2 TensorFlow
76(1)
5.7.3 Node.js
76(1)
5.7.4 Quick Base
76(1)
5.7.5 Hootsuite
77(1)
5.7.6 Slack
77(1)
5.7.7 Xero
77(1)
5.7.8 Trello
77(1)
5.7.9 SAP Concur
77(1)
5.7.10 Stripe
78(1)
5.8 Conclusion
78(3)
References
78(3)
6 Emerging Technological Advancements for Educational Institutions
81(20)
Manika Garg
6.1 Introduction to Emerging Imperatives for Educational Institutions
82(3)
6.1.1 Global Citizenship Skills
83(1)
6.1.2 Innovation and Creativity Skills
83(1)
6.1.3 Technology Skills
83(1)
6.1.4 Interpersonal Skills
84(1)
6.1.5 Personalized and Self-Paced Learning
84(1)
6.1.6 Accessible and Inclusive Learning
84(1)
6.1.7 Problem-Based and Collaborative Learning
84(1)
6.1.8 Lifelong and Student-Driven Learning
85(1)
6.2 Impact of Technology on Educational Institution Value Chains
85(2)
6.3 Key Components of Education Delivery, Their Evolution, and Emerging Technology Applications
87(11)
6.3.1 Content
88(1)
6.3.1.1 Applications of Artificial Intelligence for Educational Content
89(1)
6.3.1.2 Applications of Augmented Reality to Enhance Content
90(1)
6.3.1.3 Application of the Cloud and Wikis for Content Creation and Management
91(1)
6.3.2 Learning Environment
92(2)
6.3.2.1 Cloud-Based New Age Learning Platforms
94(1)
6.3.2.2 Applications of AI Techniques to Improve the Learning Environment
94(1)
6.3.3 Assessment
95(1)
6.3.3.1 Applications of Artificial Intelligence in Educational Assessment
96(1)
6.3.3.2 Gamification and Scenario Environments for Assessment
96(1)
6.3.4 Accreditation
97(1)
6.3.4.1 Blockchain and Cloud-Enabled Digital Degrees
98(1)
6.4 Conclusion
98(3)
References
98(3)
7 Industry 4.0: Application Areas, Impacts, and the Utilities for Creating Applications
101(28)
C. Vishnu Mohan
T. Devi
7.1 Areas of Application
103(10)
7.1.1 Manufacturing Sector
103(1)
7.1.1.1 Digital Performance Management
103(1)
7.1.1.2 Automatic Maintenance Scheduling
104(1)
7.1.1.3 Optimization of Processes
104(1)
7.1.1.4 Extended Automation
104(1)
7.1.1.5 Impact of 14.0 in Manufacturing
104(1)
7.1.1.6 Use Case in Manufacturing Sector
105(1)
7.1.1.7 BJC HealthCare Has Adopted IoT for Inventory and Supply Chain Management
105(1)
7.1.2 Healthcare Sector
105(1)
7.1.2.1 Use Case in Healthcare Sector
106(1)
7.1.3 Education Sector
106(1)
7.1.3.1 Use Case in Education Sector
107(1)
7.1.4 Aerospace and Defense Sector
107(2)
7.1.5 Agriculture Sector
109(1)
7.1.6 Transportation and Logistics Sector
110(2)
7.1.6.1 Internet of Things (IoT)
112(1)
7.1.6.2 Data-Dri ven Technologies
112(1)
7.1.6.3 Blockchain
112(1)
7.2 How Is 14.0 Beneficial to Society?--Impacts and Benefits
113(4)
7.2.1 Inequality
113(2)
7.2.2 Security
115(1)
7.2.3 Identity, Voice, and Community
115(1)
7.2.3.1 The Impact on Business
115(1)
7.2.3.2 The Impact on Government
116(1)
7.2.3.3 The Impact on People
116(1)
7.3 Utilities for Creating 14.0 Applications
117(10)
7.3.1 Artificial Intelligence
117(1)
7.3.1.1 Amazon Web Services (AWS)
117(1)
7.3.1.2 Al-One
117(1)
7.3.1.3 DeepLearning4J
117(1)
7.3.1.4 Apache Mahout
117(1)
7.3.2 Big Data and Data Analytics
117(1)
7.3.2.1 Tableau Public
117(1)
7.3.2.2 OpenRefine
118(1)
7.3.2.3 KNIME
118(1)
7.3.2.4 RapidMiner
118(1)
7.3.2.5 Google Fusion Tables
118(1)
7.3.2.6 NodeXL
118(1)
7.3.2.7 Microsoft HDInsight
118(1)
7.3.3 Virtual Reality
118(1)
7.3.3.1 Unity
118(1)
7.3.3.2 Amazon Sumerian
119(1)
7.3.3.3 Google VR
119(1)
7.3.3.4 Unreal Engine 4 (UE4)
119(1)
7.3.3.5 Cryengine
119(1)
7.3.4 Augmented Reality
119(1)
7.3.4.1 Vuforia
119(1)
7.3.4.2 ARToolKit
120(1)
7.3.4.3 Google ARCore
120(1)
7.3.4.4 Apple ARKit
120(1)
7.3.4.5 Wikitude
121(1)
7.3.5 Internet of Things (IoT)
121(1)
7.3.5.1 Tessel2
121(1)
7.3.5.2 Eclipse IoT
121(1)
7.3.5.3 Arduino
121(1)
7.3.5.4 PlatformlO
122(1)
7.3.5.5 IBM Watson
122(1)
7.3.6 Cloud Computing
122(1)
7.3.6.1 Amazon Cloudwatch
122(1)
7.3.6.2 Enslratius
123(1)
7.3.6.3 CloudHub
123(1)
7.3.6.4 Informatica Cloud
123(1)
7.3.6.5 Microsoft Azure
123(1)
7.3.7 Cybersecurity
124(1)
7.3.7.1 SolarWinds Security Event Manager
124(1)
7.3.7.2 Intruder
124(1)
7.3.7.3 Mimecast
124(1)
7.3.7.4 CIS
125(1)
7.3.7.5 Snort
125(1)
7.3.8 Simulation
125(1)
7.3.8.1 AnyLogic
125(1)
7.3.8.2 FlexSim
125(1)
7.3.8.3 SimScale
126(1)
7.3.8.4 Simul8
126(1)
7.3.8.5 Arena
126(1)
7.3.9 Robotics
126(1)
7.3.9.1 Blue Prism
126(1)
7.3.9.2 NintexRPA
126(1)
7.3.9.3 UiPath
127(1)
7.3.9.4 Pega
127(1)
7.4 Conclusion
127(2)
References
127(2)
8 Technologies, Challenges, and Tools for Education 4.0
129(16)
Italia Joseph Maria
T. Devi
8.1 Introduction
130(2)
8.1.1 Digital Learning and Education 4.0
131(1)
8.1.1.1 Making Students Smarter
131(1)
8.1.1.2 Equity and Inclusion
131(1)
8.1.1.3 Reachability
132(1)
8.1.1.4 Digital Tides Everywhere
132(1)
8.1.1.5 Availability of New Digital Resources
132(1)
8.2 Technological Advancements in Education 4.0
132(3)
8.2.1 3D Printing Technologies
132(1)
8.2.2 Augmented Reality
132(1)
8.2.3 Virtual Reality
133(1)
8.2.4 Cloud Computing
133(1)
8.2.5 Holograms
133(1)
8.2.6 Biometrics
133(1)
8.2.7 Paper-Thin Smartphones
133(1)
8.2.8 Interactive LCD Screen
134(1)
8.2.9 Internet of Things
134(1)
8.2.10 Artificial Intelligence
134(1)
8.2.11 Big Data
134(1)
8.2.12 QR Codes
134(1)
8.3 Profile of a Student in Education 4.0
135(1)
8.3.1 Empowered Learner
135(1)
8.3.2 Digital Citizen
135(1)
8.3.3 Knowledge Constructor
135(1)
8.3.4 Innovative Designer
136(1)
8.3.5 Computational Thinker
136(1)
8.3.6 Creative Communicator
136(1)
8.3.7 Global Collaborator
136(1)
8.4 Profile of a Faculty Member in Education 4.0
136(1)
8.4.1 Proficiency in Digital Tools
136(1)
8.4.2 Familiarity with Free and Open Digital Content
136(1)
8.4.3 Appropriate Content Management and Delivery
137(1)
8.4.4 Ability to Enhance Collaborative Learning
137(1)
8.4.5 Value-Added Use of Tools
137(1)
8.5 The Teaching Mode in Education 4.0
137(3)
8.5.1 Flipped Classrooms
138(1)
8.5.2 Blended Learning
138(1)
8.5.3 Personalized Learning
138(1)
8.5.4 Augmented Learning
139(1)
8.5.5 Online Learning
140(1)
8.5.6 Innovative Learning
140(1)
8.6 Technologies for the Reformation
140(1)
8.6.1 MOOCs (Massive Open Online Courses)
140(1)
8.6.2 SWA YAM (Study Webs of Active Learning for Young Aspiring Minds)
140(1)
8.6.3 National Digital Library (NDL)
141(1)
8.6.4 Free and Open-Source Software for Education (FOSSEE)
141(1)
8.6.5 Learning Management Systems (LMSs)
141(1)
8.7 Challenges
141(1)
8.7.1 Lack of State-of-the-Art Infrastructure
142(1)
8.7.2 Poor Exposure to the Effective Use of IT among Students and Teachers
142(1)
8.7.3 Chance for Content Misuse
142(1)
8.7.4 Screen Distractions of Students
142(1)
8.7.5 Students with Disabilities
142(1)
8.7.6 Lack of Quality and Practical Learning through MOOCs
142(1)
8.8 Conclusion
142(3)
References
143(2)
9 Homework Tools
145(14)
Win Mathew John
9.1 Homework
145(1)
9.2 Different Types of Homework
146(1)
9.3 Advantages of Homework
146(1)
9.3.1 Children Can Develop Time Management Skills
146(1)
9.3.2 Students Can Be Busy with Their Studies
146(1)
9.3.3 Teachers Can Track the Progress of Students
146(1)
9.4 Disadvantages of Homework
147(1)
9.4.1 Homework Eats Up Free Ti me
147(1)
9.4.2 Excess Homework Causes Children to Feel "Burnt Out"
147(1)
9.4.3 Homework Is Rarely Valuable
147(1)
9.5 Effects of Technology in Homework
147(1)
9.5.1 Research Has Become Easier
147(1)
9.5.2 Scheduling and Planning is Efficient and Fast
147(1)
9.5.3 Encourages Active Participation
147(1)
9.5.4 Study Groups Connectedness
148(1)
9.6 Transition to Online Homework
148(11)
9.6.1 Seneca
148(1)
9.6.1.1 Seneca Learning
148(3)
9.6.2 Google Classroom
151(3)
9.6.2.1 How to Create a Class
154(1)
9.6.3 Show My Homework
155(2)
References
157(2)
10 Online Content Creation Tools
159(18)
Kochumol Abraham
10.1 Introduction
160(1)
10.1.1 Relevance of Online Content Creation
160(1)
10.1.1.1 Expanding the Reach of Information
160(1)
10.1.1.2 Flexibility
160(1)
10.2 Online Education
160(1)
10.3 Collaborative Learning
160(1)
10.3.1 Computer-Supported Collaborative Learning
161(1)
10.4 Open Education
161(1)
10.5 Tools for Online Education
161(12)
10.5.1 Zoom
161(1)
10.5.1.1 Install Zoom
161(1)
10.5.1.2 Sign Up
161(1)
10.5.1.3 Sign In
162(1)
10.5.1.4 Using Zoom
163(1)
10.5.1.5 New Meeting
164(1)
10.5.1.6 Join
165(1)
10.5.1.7 Schedule
165(1)
10.5.1.8 Share Screen
166(1)
10.5.1.9 Chat
167(1)
10.5.1.10 Meetings
168(1)
10.5.1.11 Contacts
168(1)
10.5.2 Loom
169(1)
10.5.2.1 Install Loom
169(1)
10.5.2.2 Record Video Using Loom Desktop Client
169(1)
10.5.3 Screencastify
170(1)
10.5.3.1 Install Screencastify
170(1)
10.5.3.2 Create and Start a Recording
171(1)
10.5.3.3 Desktop Recording
172(1)
10.5.4 Record a Browser Tab
172(1)
10.5.4.1 Start a Tab Recording
172(1)
10.5.4.2 Steps to Record Webcam
173(1)
10.5.4.3 Toggle the Annotation Tools
173(1)
10.6 Conclusion
173(4)
References
173(4)
11 Moodle: Teaching, Learning, and Evaluation Tool
177(14)
Binu Thomas
11.1 Introduction
177(1)
11.2 Learning Management System
178(1)
11.3 Uploading and Sharing of Materials
178(1)
11.4 Discussion Forums and Chats
179(1)
11.5 Moodle as a Learning Management System
180(1)
11.6 Features of Moodle
180(2)
11.7 Advantages of Moodle
182(1)
11.8 Popularity of Moodle
183(1)
11.9 Advantages of the Latest Release of Moodle
184(2)
11.10 Activities in Moodle
186(1)
11.11 Resources in Moodle
187(1)
11.12 Conclusion
188(3)
References
188(3)
12 Learning Management Tools
191(20)
Dr. Juby George
12.1 Introduction
192(1)
12.2 Usageof Learning Management Tools
192(16)
12.2.1 Mentimeter
192(1)
12.2.1.1 Step 1: Create an Account and Get Started
193(1)
12.2.1.2 Step 2: Create an Event (Create Our Own Presentation/Quiz)
193(1)
12.2.1.3 Step 3: Running the Presentation/Poll
194(1)
12.2.1.4 Results
195(1)
12.2.2 Plickers
195(1)
12.2.2.1 Step 1: App Downloading
195(1)
12.2.2.2 Step 2: Account Creation
195(1)
12.2.2.3 Step 3: Print Cards
196(1)
12.2.2.4 Step 4: Adding Classes and Students
196(1)
12.2.2.5 Step 5: Add Questions
196(1)
12.2.2.6 Step 6: Stay Organized
197(2)
12.2.2.7 Step 7: Implementing Real-Time Assessment
199(1)
12.2.2.8 Step 8: View Results
199(2)
12.2.3 uReply
201(1)
12.2.3.1 Distributing Homework to Students Using uReply
201(1)
12.2.3.2 uReply Interface
201(3)
12.2.3.3 Taking Students' Attendance Using uReply
204(4)
12.3 Psychological Impact and Learning Experience Using Online Learning Management Tools
208(1)
12.4 Conclusion
208(3)
References
208(3)
13 Industry 4.0 and Jobs 2030
211(12)
Italia Joseph Maria
T. Devi
P. Kaliraj
13.1 Introduction
211(3)
13.1.1 Industry 4.0
212(1)
13.1.1.1 The Nine Technologies Driving Industry 4.0
212(1)
13.1.2 Mission 2030
213(1)
13.2 Education 4.0
214(1)
13.3 Curriculum 4.0
214(1)
13.4 Faculty Development
215(1)
13.5 Skills Required in the Future
216(1)
13.6 Contributions of Retired Teachers
216(1)
13.7 Challenges of Mission 2030
216(1)
13.8 Jobs in 2030
217(3)
13.8.1 Artificial Intelligence Jobs in 2030
217(1)
13.8.1.1 Jobs 2030
218(2)
13.9 Summary
220(3)
References
221(2)
14 Gamification: A Boon for Higher Education
223(10)
G. Singaravelu
P. Janardhanakumar Reddy
14.1 Introduction
224(1)
14.2 Concept of Garni fication
224(1)
14.3 Purpose or Uamincauon
224(1)
14.4 Gamification Theory and Learning
225(1)
14.5 Gamification Eliminates Hurdles in Learning
225(1)
14.6 Benefits of Gamification
225(2)
14.6.1 Gamification in Higher Education
226(1)
14.6.2 Importance of Gamified Curriculum
226(1)
14.7 Impact of Gamification in Higher Education
227(1)
14.8 Gamification in the Classroom
227(1)
14.8.1 Gamification in MOOCs
228(1)
14.9 Gamification Software and Apps
228(1)
14.10 Implementing Gamification in Online Learning
229(1)
14.10.1 Inducing Out-of-the-Box Thinking
229(1)
14.10.2 Elaborating Span of Attention
229(1)
14.10.3 Encouraging Accomplishment
229(1)
14.10.4 Creating a Healthy Competition
230(1)
14.11 Gamification Blogs for Teaching and Learning
230(1)
14.11.1 Games and Learning
230(1)
14.11.2 TeachThought
230(1)
14.11.3 Game Learn
231(1)
14.12 McDonald's Gamification Features
231(2)
References
231(2)
15 Curriculum 4.0 for Incorporating Industry 4.0 Tools in Higher Education
233(24)
P. Kaliraj
T. Devi
V. Bhuvaneswari
T. Amudha
R. Rajeswari
J. Satheeshkumar
M. Punithavalli
S. Sarala
15.1 Introduction
235(1)
15.2 Tools of Industry 4.0
235(2)
15.2.1 Big Data and Data Analytics
236(1)
15.2.2 Artificial Intelligence (AI)
236(1)
15.2.3 Automation
237(1)
15.2.4 Robotic Process Automation
237(1)
15.2.5 Internet of Things (IoT)
237(1)
15.3 Learning
237(3)
15.3.1 Lecture Listening
238(1)
15.3.2 Demonstration Learning
238(1)
15.3.3 Heuristic Learning
238(1)
15.3.4 Flipped Classroom
238(1)
15.3.5 Kinaesthetic Learning
238(1)
15.3.6 Discussion
238(1)
15.3.7 Team Teaching
239(1)
15.3.8 Open Learning
239(1)
15.3.9 Project/Activity-Based Learning
239(1)
15.3.10 Panel Discussion
239(1)
15.3.11 Brainstorming
239(1)
15.3.12 Programmed Instruction
239(1)
15.3.13 Role Playing
239(1)
15.3.14 Simulation
239(1)
15.3.15 Computer-Assisted Learning
239(1)
15.3.16 Game-Based Learning
240(1)
15.3.17 Seminars
240(1)
15.3.18 Tutorials
240(1)
15.3.19 Assignments
240(1)
15.3.20 Case Studies
240(1)
15.4 Digital Classroom and E-Learning Tools
240(3)
15.4.1 Socrative
240(1)
15.4.2 Scratch
240(1)
15.4.3 Prezi
241(1)
15.4.4 SelfCAD
241(1)
15.4.5 Quizlet
241(1)
15.4.6 Google Classroom
241(1)
15.4.7 Adobe Spark Video
241(1)
15.4.8 Khan Academy
241(1)
15.4.9 SeeSaw
241(1)
15.4.10 ClassDojo
241(1)
15.4.11 MOOCs
242(1)
15.4.12 Swayam
242(1)
15.4.13 Swayam Prabha
242(1)
15.4.14 CEC
242(1)
15.4.15 ePathshala
242(1)
15.4.16 Nptel
242(1)
15.4.17 ICT-Based tools
242(1)
15.4.18 Audio-Visual Aids
242(1)
15.5 New Degree Programmes and Courses
243(2)
15.5.1 New Courses
243(1)
15.5.1.1 General Courses on Industry 4.0
243(1)
15.5.1.2 Big Data and Data Analytics Courses
244(1)
15.5.1.3 Artificial Intelligence Courses
244(1)
15.5.1.4 Robotic Process Automation (RPA) Courses
245(1)
15.5.1.5 Internet of Things (IoT) Courses
245(1)
15.5.1.6 Creativity, Design Thinking, and Problem Solving Courses
245(1)
15.6 Learning Path--Industry 4.0 Skill Sets--Scheme
245(4)
15.6.1 UG--Commerce and Management
246(1)
15.6.2 PG--Commerce and Management
246(1)
15.6.3 PG--Social Science, Sociology, Social Work, Psychology, Women's Studies
246(1)
15.6.4 Linguistics, English
247(1)
15.6.5 Physics, Chemistry
247(1)
15.6.6 Life Sciences: Botany, Zoology, Textiles
248(1)
15.6.7 Biotechnology, Environmental Sciences, Human Genetics, Bio-Informatics
248(1)
15.6.8 Physical Education
248(1)
15.6.9 Mathematics, Applied Mathematics, Statistics
249(1)
15.7 Syllabi for New Courses--Syllabi 4.0
249(4)
15.7.1 Introduction to Industry 4.0
249(1)
15.7.1.1 Objectives
249(1)
15.7.1.2 Syllabus
249(1)
15.7.2 Advancements in Industry 4.0
250(1)
15.7.2.1 Unit I: Machine Learning
250(1)
15.7.2.2 Unit II: Robotic Process Automation (RPA)
250(1)
15.7.2.3 Unit III: Cloud Computing
250(1)
15.7.2.4 Unit IV: Cybersecurity
250(1)
15.7.2.5 Unit V: Virtual Reality
251(1)
15.7.2.6 Unit VI: Augmented Reality
251(1)
15.7.3 R Programming for Social Science
251(1)
15.7.3.1 Unit I: Introduction to R Language
251(1)
15.7.3.2 Unit II: Data Wrangling
251(1)
15.7.3.3 Unit III: Data Manipulation
251(1)
15.7.3.4 Unit IV: Data Visualization
251(1)
15.7.3.5 Unit V: Reporting Tool
251(1)
15.7.4 Artificial Intelligence and Robotic Process Automation for Biological Sciences
252(1)
15.7.4.1 Objectives
252(1)
15.7.4.2 Syllabus
252(1)
15.8 Guidelines for Framing New Courses in Industry 4.0
253(1)
15.9 Skill Development
253(2)
15.9.1 Design Thinking
254(1)
15.9.1.1 Course Objectives
254(1)
15.9.1.2 Unit 1: Definition and the Perspective on Design Thinking Process
254(1)
15.9.1.3 Unit 2: Formation of Complexities and Building Strategy for Organizations
254(1)
15.9.1.4 Unit 3: Problem Solving by Exploring Tools
254(1)
15.9.1.5 Unit 4: Idea Generation and Development of Concepts
254(1)
15.9.1.6 Unit 5: Design Thinking Setup within Firm and Development Service
254(1)
15.10 Conclusions
255(2)
References
255(2)
16 Curriculum for Education 4.0: A Design Thinking Approach
257(18)
V. Saravanan
M. Daniel
K. Prem Nazeer
16.1 Introduction
257(1)
16.2 Design Thinking
258(1)
16.2.1 Empathize
258(1)
16.2.2 Definition
258(1)
16.2.3 Ideate
258(1)
16.2.4 Prototype
258(1)
16.2.5 Test
258(1)
16.3 An Institution Moving toward World-Class Curriculum under Education 4.0
259(2)
16.3.1 Overall Structure of the Curriculum
259(1)
16.3.2 Discipline-Based Core Curriculum
260(1)
16.4 Outcome-Based Curriculum
261(2)
16.4.1 Graduate Attributes (GAs)
261(1)
16.4.2 Program Educational Objectives (PEOs)
262(1)
16.4.3 Program Outcomes (POs)
262(1)
16.4.4 Program-Specific Outcomes (PSOs)
262(1)
16.5 Course Outcomes and Attainment
263(1)
16.6 Designing Curriculum Based on Design Thinking Approach for the Core and Elective Domains
264(1)
16.7 Scope of the Programs
265(1)
16.8 Distribution of Courses and Credits across Breadths
266(1)
16.9 Distribution of Tracks under Breadths
267(1)
16.10 Selections of Types of Courses under Core and Elective to Fit in Tracks
268(1)
16.11 Distribution of Courses with Knowledge, Skills, and Professionalism
269(1)
16.12 Distribution of Courses with Opportunities in Employment, Entrepreneurship, and Higher Studies
270(2)
16.13 Distribution of Teaching Pedagogies and Learning Pattern for the Topics in Courses
272(1)
16.14 Conclusion
273(1)
16.15 Acknowledgments
273(2)
References
274(1)
17 Education 4.0: Curriculum Development for the Educational Framework
275(18)
D. Napoleon
V. Ramanujam
17.1 Introduction
276(1)
17.2 The Effect on Education
276(3)
17.2.1 Industry 4.0 and Its Burden on Education
276(1)
17.2.2 Education 4.0 Requires a Move to Industry 4.0
277(1)
17.2.3 Education 4.0: The Sunrise of Digital Technology
278(1)
17.2.4 Education 4.0 amid Industry 4.0
279(1)
17.3 The Divergence in Education 1.0, 2.0, and 3.0
279(3)
17.3.1 Education 1.0
279(1)
17.3.2 Education 2.0
279(1)
17.3.3 Education 3.0
280(2)
17.4 Is Education 4.0 the Ultimate Vista of Learning?
282(3)
17.4.1 How Do We Adapt to The Fourth Industrial Revolution?
282(1)
17.4.2 Embedding Industry 4.0 in Higher Education Institutions
282(1)
17.4.3 Education 4.0 for Teachers
282(1)
17.4.4 Education 4.0 for Students
283(1)
17.4.5 The Role of Qualitative Research in Education 4.0
284(1)
17.4.6 The Effects of Education 4.0 in Industry 4.0
284(1)
17.5 Education 4.0: Is India Ready?
285(5)
17.5.1 Education 4.0: A New Paradigm in Changing the Prospect of Education in India
285(1)
17.5.1.1 Augmented Reality (AR)
285(1)
17.5.1.2 Cloud Computing
286(1)
17.5.1.3 Virtual Reality (VR)
286(1)
17.5.1.4 Holograms
286(1)
17.5.1.5 Biometrics
286(1)
17.5.1.6 Internet of Things (IoT)
286(1)
17.5.1.7 Artificial Intelligence (AI)
287(1)
17.5.1.8 Big Data
287(1)
17.5.1.9 QR Codes
287(1)
17.5.2 University: The Prospect of an Open System
287(1)
17.5.3 Application Intensification of Learning Analytics at the University Level
288(1)
17.5.4 Strategy for Curriculum Development: A Simplified Framework
288(2)
17.6 Conclusion
290(1)
17.7 Acknowledgement
290(3)
References
290(3)
18 Industry 4.0 for Service 4.0 through Research 4.0: A Framework for Higher Education Institutions
293(10)
Italia Joseph Maria
T. Devi
18.1 Introduction
293(1)
18.2 Industry 1.0 to Industry 4.0
294(1)
18.3 The Core of Industry 4.0
295(1)
18.4 Education 4.0 Using Curriculum 4.0
295(1)
18.4.1 What is Curriculum 4.0?
295(1)
18.5 Faculty 4.0 for Student 4.0
296(2)
18.5.1 Faculty 4.0 Profile
297(1)
18.5.2 Student 4.0 Profile
298(1)
18.6 Research 4.0: To Take Education 4.0 to the Forefront
298(1)
18.7 The Big Question: Jobs 4.0
299(1)
18.7.1 Skills Needed
299(1)
18.7.2 Prominent Job Sectors
299(1)
18.8 Service 4.0: The Framework for HEIs
300(1)
18.9 Conclusion
301(2)
References
301(2)
19 Electronics in 2030
303(22)
S. R. Vijayalakshmi
S. Muruganand
19.1 Introduction
304(1)
19.2 Semiconductors
304(5)
19.2.1 Chip Resistors
306(1)
19.2.2 Light-Emitting Diodes (LEDs)
306(1)
19.2.3 Transistors
307(1)
19.2.4 Integrated Circuits
308(1)
19.2.4.1 Disruptive Technologies in ICs
309(1)
19.3 Microcontrollers
309(4)
19.3.1 Microcontroller Generation
309(1)
19.3.2 Open-Source Hardware and Software
310(1)
19.3.3 Internet of Things
310(1)
19.3.4 Sensors
311(1)
19.3.5 Wireless Sensor Network
312(1)
19.4 Artificial Intelligence
313(4)
19.4.1 Web Technology 2030
315(2)
19.5 Communication
317(7)
19.5.1 Space Tourism
317(1)
19.5.2 Optical Fiber for Future Data Centers
318(1)
19.5.3 Wireless Power Transfer
318(1)
19.5.3.1 Induction Method
319(1)
19.5.3.2 Microwave Power Transmission
319(1)
19.5.3.3 Laser Beam Power Transmission
320(1)
19.5.4 Seventh Sense in Communication
320(1)
19.5.5 Flying Electric Taxis
321(1)
19.5.6 Implantable and Edible Electronics
322(1)
19.5.7 Network
322(2)
19.6 Conclusion
324(1)
References
324(1)
20 Framework for Academic Writing and Product Naming through Software Assistance
325(16)
V. M. Subramanian
20.1 Introduction
326(1)
20.2 Writing and Emotional Instinct
327(1)
20.3 Aspects and Mechanics of Writing Skills
328(3)
20.3.1 Spelling
329(1)
20.3.2 Vocabulary
329(1)
20.3.3 Punctuation
329(1)
20.3.3.1 Hyphens
329(1)
20.3.3.2 Apostrophes
329(1)
20.3.3.3 Quotation Marks
329(1)
20.3.3.4 Parentheses
329(1)
20.3.3.5 Colons
330(1)
20.3.3.6 Semicolons
330(1)
20.3.3.7 Commas
330(1)
20.3.3.8 Dashes
330(1)
20.3.3.9 Capitalization
330(1)
20.3.3.10 Full Stops
330(1)
20.3.4 Grammar
330(1)
20.3.5 Syntax
331(1)
20.3.6 Semantics
331(1)
20.3.7 Pragmatics
331(1)
20.3.8 Style
331(1)
20.3.9 Fluency
331(1)
20.4 Planning an Essay
331(2)
20.4.1 Planning
332(1)
20.4.2 Shaping
332(1)
20.4.3 Writing
333(1)
20.4.4 Revising
333(1)
20.4.5 Editing
333(1)
20.4.6 Proofreading
333(1)
20.5 Research in Social Sciences and Science
333(2)
20.5.1 Research Question
333(1)
20.5.2 Revisiting of Earlier Literature and Material Collections
334(1)
20.5.3 Framing Hypothesis
334(1)
20.5.4 Data Collection
334(1)
20.5.5 Data Analysis
334(1)
20.5.6 Conclusion
334(1)
20.5.7 Writing and Publication
334(1)
20.6 The Framework of Writing Research Papers through Software Support
335(1)
20.7 Writing Style of the Research Paper
335(2)
20.7.1 Title
336(1)
20.7.2 Name and Address Details
336(1)
20.7.3 Abstract
336(1)
20.7.4 Key Words
336(1)
20.7.5 Introduction
336(1)
20.7.6 Research Methods
336(1)
20.7.7 Results
336(1)
20.7.8 Discussion
336(1)
20.7.9 Conclusions
337(1)
20.7.10 Acknowledgments
337(1)
20.7.11 References
337(1)
20.7.12 Tables and Figures
337(1)
20.8 Naming the New Products
337(2)
20.8.1 Descriptive Method
338(1)
20.8.2 Associative Forms
338(1)
20.8.3 Irregular Selection
338(1)
20.8.4 New Coinage
338(1)
20.8.5 Compounds
338(1)
20.8.6 Affixes
338(1)
20.8.7 Metaphorical Forms
338(1)
20.8.8 Phonic Choice
338(1)
20.8.9 Acronyms
338(1)
20.8.10 Name of the Inventor
338(1)
20.9 The Framework for Developing `Product Name Generator' through Software Support
339(1)
20.10 Conclusion
340(1)
References
340(1)
21 Perception of Industry 4.0 and Education in Teaching and Learning
341(18)
P. Janardhanakumar Reddy
G. Singaravelu
21.1 Introduction
342(1)
21.2 Industry 4.0
342(1)
21.3 Artificial Intelligence
343(1)
21.4 Arti ficial Intel ligence in Education
344(1)
21.5 Application of AI in Higher Education
344(1)
21.5.1 Deep Learning Applications in AI
344(1)
21.6 Merits of AI in Education
344(1)
21.7 Augmented Reality
345(1)
21.8 Augmented Reality in Education
346(1)
21.8.1 Merits of Augmented Reality in Education
346(1)
21.9 Cloud Computing
347(4)
21.9.1 Cloud Computing in Education
348(1)
21.9.1.1 Cloud Computing Applications in the Education Sector
348(1)
21.9.1.2 Merits of Cloud Computing in Education
349(1)
21.9.2 Cyber security
350(1)
21.9.2.1 Cyber security in Education
350(1)
21.9.2.2 Cybersecurity in the Education Sector
350(1)
21.9.2.3 Cyber security Tips for Students and Teachers
351(1)
21.9.2.4 Some Cyber security Apps in Education
351(1)
21.10 Big Data Analysis
351(1)
21.11 Data Science i n Education
352(1)
21.12 Big Data Analysis in the Education Sector
353(1)
21.12.1 Studying and Research
353(1)
21.12.2 In the Classroom
353(1)
21.12.3 Advantages of Big Data in Education
353(1)
21.13 Mobile Learning
353(3)
21.13.1 Importance of M-Learning in Education
354(1)
21.13.2 Mobile Learning in Education
354(1)
21.13.2.1 Mobile Learning Apps for Education
355(1)
21.13.3 Benefits of M-Learn i ng i n Education
355(1)
21.14 Internet of Things (IoT)
356(3)
21.14.1 IoT in Education
356(1)
21.14.2 IoT Applications in Education
356(1)
21.14.2.1 Interactive Learning
357(1)
21.14.2.2 Security
357(1)
21.14.2.3 Increasing Efficiency
357(1)
21.14.2.4 Smart Boards
357(1)
21.14.3 Merits of IoT in Education
357(1)
References
358(1)
22 Education 4.0: Revisiting Contemporary Paradigms in Social Work Education
359(10)
F.X. Lovelina Little Flower
J. Tresa Sugirtha
22.1 Introduction
359(1)
22.2 Correlation between the Industry 4.0 Technological Revolution and Education 4.0
359(1)
22.3 Recent Trends in Social Work
360(1)
22.4 Technology in Social Work Education
360(1)
22.5 Technological Advancements and Their Application in Social Work
361(3)
22.5.1 Big Data and Data Analytics
361(2)
22.5.2 Internet of Things (IoT)
363(1)
22.5.3 Virtual Reality
363(1)
22.6 Revisiting Social Work Education
364(1)
22.7 SWOC
365(1)
22.8 Conclusion
366(3)
References
366(3)
23 Fintech Application in Commerce
369(12)
Sumathy Mohan
23.1 Introduction
370(1)
23.2 Definition of Fintech
370(1)
23.3 Motives of Fintech Innovation
371(1)
23.4 Digitization of Finance
371(1)
23.4.1 High Standardization
371(1)
23.4.2 Highly Automated Functions
371(1)
23.4.3 Insight-Driven Functions
372(1)
23.4.4 Improved Customer Experience
372(1)
23.4.5 Better Service Delivery
372(1)
23.5 Innovations in Financial Service Space
372(1)
23.6 What Is Industry 4.0?
372(2)
23.6.1 Compatibi lity
373(1)
23.6.2 Transparency of Information
373(1)
23.6.3 Assistance with Technical Matters
373(1)
23.6.4 Decentralized Alternatives
374(1)
23.7 Innovative Breakthroughs
374(3)
23.7.1 Computer-Aided Intelligence
374(1)
23.7.2 Blockchain Technology
374(1)
23.7.3 Information Security
375(1)
23.7.4 Cloud Computing
376(1)
23.7.5 Big Data Analytics and Data Mining
376(1)
23.7.6 Internet of Things
376(1)
23.7.7 Automation of Robotic Processes
376(1)
23.8 Pragmatic Evaluation of the Potential for Disruption in the Financial Services Sector
377(1)
23.8.1 The Rise of Platforms
377(1)
23.8.2 Financial Regionalization
377(1)
23.8.3 Critical Technologies for the System
377(1)
23.9 Disruptive Forces That May Alter the Competitive Environment of the Financial Ecosystem
377(1)
23.9.1 Commoditization of Costs
377(1)
23.9.2 Redistribution of Profits
377(1)
23.9.3 Possess Ownership Experience
377(1)
23.9.4 The Rise of Platforms
378(1)
23.9.5 Monetization of Data
378(1)
23.9.6 A Workforce That Is Bionic
378(1)
23.9.7 Critical Technologies for the System
378(1)
23.9.8 Financial Regionalization
378(1)
23.10 Why Fintech in Commerce?
378(1)
23.11 Fintech Course Description
378(1)
23.12 Opportunities for Students
379(1)
23.13 Teaching Methodology
379(1)
23.14 Learning Objectives and Outcomes
379(1)
23.15 Learning Outcomes
380(1)
23.16 Conclusion
380(1)
References
380(1)
24 Mobile Cloud Computing in Healthcare
381(12)
Varshini Neethi Mohan
Thomas Alexander
24.1 Introduction
381(1)
24.2 The History of Cloud Computing
382(1)
24.3 Mobile Cloud Computing
382(1)
24.4 Applications of Mobile Cloud Computing in Healthcare
383(3)
24.4.1 Bio-Signal Monitoring
383(1)
24.4.2 Teleconsultations
384(1)
24.4.3 Electronic Health Records
385(1)
24.4.4 Systems of Care
386(1)
24.5 Case Study--The STEMI India Model
386(2)
24.5.1 Measurement of ECG and Vitals
387(1)
24.5.2 Tele-ECG and Tele-CCU
387(1)
24.5.3 STEMI Patient Records
388(1)
24.5.4 Analytics and Audit for the System of Care
388(1)
24.6 Challenges
388(2)
24.6.1 Data Interoperability
389(1)
24.6.2 Privacy and Authentication
389(1)
24.6.3 Security
389(1)
24.7 Conclusion
390(3)
References
390(3)
25 Eye-Tracking Technology for Education 4.0
393(26)
Antony William Joseph
Ramaswamy Murugesh
25.1 Introduction
394(1)
25.2 Denning Eye-Tracking
394(1)
25.3 History of Eye-Tracking
395(1)
25.4 Eye-Tracking in HCI
396(1)
25.5 Eye-Tracking in Educational Research
397(1)
25.6 Cognitive Load in Learning
398(1)
25.7 Eye-Based Techniques for Education 4.0
399(2)
25.7.1 Videooculography (VOG)
399(1)
25.7.2 Video-Based Infrared Pupil-Corneal Reflection (IR-PCR)
400(1)
25.7.3 Electrooculography (EOG)
400(1)
25.8 Types of Eye-Trackers
401(3)
25.8.1 Screen-Based Eye-Trackers
401(1)
25.8.2 Wearable Eye-Trackers
401(2)
25.8.3 Webcam Eye-Trackers
403(1)
25.9 Eye-Tracking Metrics and Indicators
404(6)
25.9.1 Eye-Tracking Visualization
404(2)
25.9.2 Fixation
406(1)
25.9.3 Saccade
406(1)
25.9.4 Scan Path
407(1)
25.9.5 Pupil Dilation
408(1)
25.9.6 Blinking
409(1)
25.10 Eye-Tracking for Industry 4.0
410(1)
25.11 Application of Eye-Tracking in Education 4.0
411(1)
25.12 Summary
412(1)
25.13 Ack nowledgements
413(6)
References
413(6)
26 Mobile Applications for Industrial Use
419(10)
Devaraj Sambandan
T. Devi
26.1 Mobile Communication in Industry 4.0
419(2)
26.2 Mobile Communication Technology
421(2)
26.2.1 4GLTE
421(1)
26.2.2 5G
421(1)
26.2.2.1 Enhanced Mobile Broadband
421(1)
26.2.2.2 Massive Machine-Type Communications
422(1)
26.2.2.3 Ultra-Reliable and Low-Latency Communications (URLLC)
422(1)
26.2.2.4 Private LTE/5G Deployments
422(1)
26.3 Mobi le Application Development Platform
423(1)
26.3.1 iOS
423(1)
26.3.2 Android
423(1)
26.4 Mobile Application for Industrial Use Cases
424(2)
26.4.1 Electronic Documentation/Paperwork Elimination
424(1)
26.4.2 Employee Tracking
424(1)
26.4.3 Inventory/Asset and Supply Chain Management
424(1)
26.4.4 Mobi le Work Order Management
425(1)
26.4.5 Quality Assurance and Quality Control
425(1)
26.4.6 Remote Monitoring and Diagnosis
425(1)
26.4.7 Employee Health and Workplace Safety
425(1)
26.4.8 Automation of Company Processes
426(1)
26.5 Advantages of Mobile Applications in Industry 4.0
426(1)
26.5.1 Mobility
426(1)
26.5.2 Instantaneous Access to Information and Processes
426(1)
26.5.3 Workforce Productivity
426(1)
26.5.4 Precision Monitoring
426(1)
26.5.5 Operational Benefits
427(1)
26.6 Summary
427(2)
References
427(2)
27 Cognitive Flexibility: Know-How
429(10)
Sadhasivam Subramaniam
27.1 Definition and Overview of Cognitive Flexibility
429(1)
27.2 Cognitive Flexibility Theory
430(1)
27.2.1 Cognitive Flexibility Theory--Application and Case Study
431(1)
27.3 Factors Influencing Cognitive Flexibility
431(2)
27.3.1 Stream of Consciousness and Multi-Perspective Analysis
431(1)
27.3.2 Rigid Thinking and Deconstruction
431(1)
27.3.3 Cognitive Domains
432(1)
27.3.4 Genetic Basis of Cognitive Flexibility
432(1)
27.3.5 Latent Inhibition
432(1)
27.4 Neural Mechanism of Cognitive Flexibility
433(1)
27.5 Improving Cognitive Flexibility--Implications and Suggestions
434(1)
27.5.1 Revise or Alter Your Day-to-Day Routine
434(1)
27.5.2 Do Things Innovatively and Practice Knowledge Transfer
434(1)
27.5.3 Engage in New Activities and Socialize More
434(1)
27.5.4 Videogames
434(1)
27.5.5 Physical Exercise
435(1)
27.6 Significance of Cognitive Flexibility in Academia
435(1)
27.7 Summary
436(3)
References
436(3)
28 Education 4.0: Cognitive Flexibility
439(12)
N. P. Komala Raveendra
R. K. Gowthami
28.1 Introduction
439(1)
28.2 What Does "Cognitive Flexibility" Mean?
440(1)
28.3 Definition
440(1)
28.4 What Is Cognitive Flexibility?
440(1)
28.5 Neural Mechanisms of Cognitive Flexibility
440(1)
28.6 Cognitive Flexibility Theory
441(1)
28.7 Aspects of Cognitive Flexibility (List of Possibilities)
441(1)
28.7.1 Switch/Shift Attention/Transition "Stream-of-Thoughts"
442(1)
28.7.2 Reprogramming/Updating Beliefs and Cognition
442(1)
28.7.3 Divergent Thinking/Observation in Multiple Facets
442(1)
28.7.4 Deconstruction of Thoughts
442(1)
28.7.5 Extension or Expansion in Awareness
442(1)
28.8 A Few Available Testing Tools to Measure and Monitor Flexibility in Cognition
442(3)
28.8.1 Piaget's A-Not-B Task
442(1)
28.8.2 Dimensional Change Card Sorting Task
443(1)
28.8.3 Multiple Classification Card Sorting Task
443(1)
28.8.4 Wisconsin Card Sorting Task
443(1)
28.8.5 Stroop Color-Word Test
443(1)
28.8.6 Age and Cognitive Flexibility
444(1)
28.8.7 Cognitive Flexibility Blocks
444(1)
28.8.7.1 Biased Conformity
444(1)
28.8.7.2 Flooded Information/Bottleneck
445(1)
28.8.7.3 Stay in Comfort Zone/Reinforcement
445(1)
28.9 Why Is Cognitive Flexibility Important for Everyone?
445(3)
28.10 The Various Approaches and Methods of Developing Cognitive Flexibility
448(2)
28.11 Conclusion
450(1)
28.12 Acknowledgments
450(1)
References
450(1)
29 Tone of Cognition and Metacognition in Digital Learning Environments
451(24)
N. Subramanian
29.1 Introduction
452(1)
29.2 Digital Learning Environment
452(1)
29.2.1 Metacognitive Knowledge in E-Learning Environments
453(1)
29.3 Cognition
453(1)
29.4 Metacognition
453(1)
29.5 Cognition and Metacognition in Comprehension
454(1)
29.6 Strategic Knowledge Metacognition for Teachers
454(1)
29.7 Metateaching for Teachers
455(1)
29.8 Cognitive Presence in Online Communities
455(1)
29.9 Metaliteracy, Multiliteracies, and Digital Metaliteracies
455(2)
29.9.1 Metacognition and Information Literacy
456(1)
29.9.2 Metacognition and Metaliteracy
456(1)
29.9.3 Metacognition and Metaliteracy in Social Learning Environments
457(1)
29.10 Self-Directed Learning
457(2)
29.10.1 Self-Regulation and Metacognition
457(1)
29.10.2 Challenge with Social Models of Self-Regulated Learning
458(1)
29.10.3 Development of Shared Metacognition Construct
458(1)
29.11 Shared Metacognition
459(1)
29.12 Digital Learning Technologies
459(1)
29.12.1 Cognitive and Metacognitive Processes in Digital Content
460(1)
29.13 Web-Based Learning Environments (WBLE)
460(3)
29.13.1 WBLE and Self-Regulated Learning
461(1)
29.13.2 Metacognition in Online Learning Experiences
462(1)
29.14 Blended Learning
463(1)
29.14.1 Cognitive Presence in Blended Learning
463(1)
29.15 Massive Open Online Courses (MOOCs)
464(1)
29.15.1 Metacognition in MOOC
464(1)
29.16 Gamification
464(2)
29.16.1 Cognitive Engagement and Metacognition in Gamification
465(1)
29.17 Mobile Learning
466(1)
29.17.1 Metacognition in Mobile Learning
467(1)
29.18 Personalized E-Learning Environment (PELE)
467(1)
29.18.1 Metacognition in PELE
468(1)
29.19 Augmented Reality (AR)
468(2)
29.19.1 Metacognition in Augmented Reality
469(1)
29.20 Artificial Intelligence (AI)
470(1)
29.20.1 Human Cognition in AI
470(1)
29.20.2 Metacognition in AI
471(1)
29.21 Conclusion
471(4)
References
472(3)
30 The Role of the IoT in Teaching and Learning: Challenges and Issues
475(12)
S. Sharmila
S. Vijayarani
30.1 Introduction
475(1)
30.2 Internet of Things (IoT) Layered Architecture
476(1)
30.3 Characteristics of IoT
477(2)
30.4 Impact and Role of IoT in Education
479(2)
30.4.1 Students
480(1)
30.4.2 Instructors
480(1)
30.4.3 Administration
481(1)
30.5 IoT-Based Applications for Education
481(1)
30.6 Challenges in the Deployment of IoT in Education
481(2)
30.7 Conclusion
483(4)
References
484(3)
31 Integrative Analysis of Host-Microbiota-Based Multi-Omics Data: A Novel Path toward Precision Medicine
487(12)
Ganesan Velmurugan
Krishnan Swaminathan
31.1 Introduction
487(1)
31.2 Human Biology Can No Longer Concern Itself Only with Human Cells
487(1)
31.3 Host-Microbiota-Based Multi-Omics Data
488(2)
31.4 Integrated Multi-Omics Analysis
490(3)
31.5 Challenges and Limitations
493(2)
31.6 Conclusion
495(1)
31.7 Acknowledgments
495(4)
References
495(4)
32 Emotional Intelligence: The Complex Innate Traits of Humankind
499(12)
Sadhasivam Subramaniam
32.1 Introduction
499(1)
32.2 Origin and Developments of Emotional Intelligence
500(1)
32.3 Emotional Intelligence Framework
500(2)
32.3.1 The Mayer-Salovey Model
500(1)
32.3.2 Attributes of EI: Daniel Goleman
500(2)
32.4 Tests to Measure EQ
502(1)
32.4.1 Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)
503(1)
32.4.2 Bar-On's Emotional Quotient Inventory (EQ-i)
503(1)
32.4.3 Emotional and Social Competency Inventory (ESCI) and Test of Emotional Intelligence (TIE)
503(1)
32.5 Personality Traits in Low EQ vs. High EQ
503(1)
32.6 Gender-based EQ
504(1)
32.7 EI: An Innate and Learned Skill
505(1)
32.7.1 Improving EI in the Classroom
505(1)
32.8 EI and Industry 4.0
506(1)
32.9 Limitations of Implementing EI
506(1)
32.10 Summary
506(5)
References
507(4)
Appendix A 511(14)
Index 525
Prof. P. Kaliraj is Vice Chancellor at Bharathiar University, Coimbatore, India.

Prof. T. Devi is Head of the Department of Computer Applications, Bharathiar University, Coimbatore, India.