Mostla for engineering education: part 2 emerging technologies
Abstract Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities ar...
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Gespeichert in:
| Autor*in: |
Hidrogo, Irving [verfasserIn] Zambrano, David [verfasserIn] Hernandez-de-Menendez, Marcela [verfasserIn] Morales-Menendez, Ruben [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: International journal on interactive design and manufacturing - Paris : Springer, 2007, 14(2020), 4 vom: 10. Okt., Seite 1461-1473 |
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| Übergeordnetes Werk: |
volume:14 ; year:2020 ; number:4 ; day:10 ; month:10 ; pages:1461-1473 |
| Links: |
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| DOI / URN: |
10.1007/s12008-020-00729-x |
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| Katalog-ID: |
SPR041944372 |
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| 520 | |a Abstract Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities are discussed and compared. Mostla, a space devoted to exploring and working with the ETs that have the highest potential to create better educational experiences, is included in the analysis. Also, eight emerging technologies that, according to Mostla, are expected to impact education significantly are analyzed, and some examples of their practical uses are presented. Based on the experience, analysis, and review performed, we note that it is necessary to design memorable learning experiences with ETs to accomplish the development of competencies such as critical thinking, research, creativity, and innovative capacity. The acquisition of these competencies allows our future professionals to face the challenges of Industry 4.0 and confront the principal problems of society skilfully. Therefore, the development of educational strategies supported by ET is necessary to stimulate curiosity. This curiosity allows students to acquire knowledge and retain it better. Universities must keep in view that social and educational innovations should be developed collaboratively and supported by emerging technologies. They must challenge students to solve real problems; this is what develops and strengthens their competencies. Finally, universities must open their doors to society in general and offer their ET services to other public or private institutions, making these technologies accessible so that national education can be improved. | ||
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| 700 | 1 | |a Zambrano, David |e verfasserin |4 aut | |
| 700 | 1 | |a Hernandez-de-Menendez, Marcela |e verfasserin |4 aut | |
| 700 | 1 | |a Morales-Menendez, Ruben |e verfasserin |4 aut | |
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10.1007/s12008-020-00729-x doi (DE-627)SPR041944372 (SPR)s12008-020-00729-x-e DE-627 ger DE-627 rakwb eng 690 ASE Hidrogo, Irving verfasserin aut Mostla for engineering education: part 2 emerging technologies 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities are discussed and compared. Mostla, a space devoted to exploring and working with the ETs that have the highest potential to create better educational experiences, is included in the analysis. Also, eight emerging technologies that, according to Mostla, are expected to impact education significantly are analyzed, and some examples of their practical uses are presented. Based on the experience, analysis, and review performed, we note that it is necessary to design memorable learning experiences with ETs to accomplish the development of competencies such as critical thinking, research, creativity, and innovative capacity. The acquisition of these competencies allows our future professionals to face the challenges of Industry 4.0 and confront the principal problems of society skilfully. Therefore, the development of educational strategies supported by ET is necessary to stimulate curiosity. This curiosity allows students to acquire knowledge and retain it better. Universities must keep in view that social and educational innovations should be developed collaboratively and supported by emerging technologies. They must challenge students to solve real problems; this is what develops and strengthens their competencies. Finally, universities must open their doors to society in general and offer their ET services to other public or private institutions, making these technologies accessible so that national education can be improved. Educational innovation (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Emerging technology (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Zambrano, David verfasserin aut Hernandez-de-Menendez, Marcela verfasserin aut Morales-Menendez, Ruben verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 14(2020), 4 vom: 10. Okt., Seite 1461-1473 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:14 year:2020 number:4 day:10 month:10 pages:1461-1473 https://dx.doi.org/10.1007/s12008-020-00729-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 14 2020 4 10 10 1461-1473 |
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10.1007/s12008-020-00729-x doi (DE-627)SPR041944372 (SPR)s12008-020-00729-x-e DE-627 ger DE-627 rakwb eng 690 ASE Hidrogo, Irving verfasserin aut Mostla for engineering education: part 2 emerging technologies 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities are discussed and compared. Mostla, a space devoted to exploring and working with the ETs that have the highest potential to create better educational experiences, is included in the analysis. Also, eight emerging technologies that, according to Mostla, are expected to impact education significantly are analyzed, and some examples of their practical uses are presented. Based on the experience, analysis, and review performed, we note that it is necessary to design memorable learning experiences with ETs to accomplish the development of competencies such as critical thinking, research, creativity, and innovative capacity. The acquisition of these competencies allows our future professionals to face the challenges of Industry 4.0 and confront the principal problems of society skilfully. Therefore, the development of educational strategies supported by ET is necessary to stimulate curiosity. This curiosity allows students to acquire knowledge and retain it better. Universities must keep in view that social and educational innovations should be developed collaboratively and supported by emerging technologies. They must challenge students to solve real problems; this is what develops and strengthens their competencies. Finally, universities must open their doors to society in general and offer their ET services to other public or private institutions, making these technologies accessible so that national education can be improved. Educational innovation (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Emerging technology (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Zambrano, David verfasserin aut Hernandez-de-Menendez, Marcela verfasserin aut Morales-Menendez, Ruben verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 14(2020), 4 vom: 10. Okt., Seite 1461-1473 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:14 year:2020 number:4 day:10 month:10 pages:1461-1473 https://dx.doi.org/10.1007/s12008-020-00729-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 14 2020 4 10 10 1461-1473 |
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10.1007/s12008-020-00729-x doi (DE-627)SPR041944372 (SPR)s12008-020-00729-x-e DE-627 ger DE-627 rakwb eng 690 ASE Hidrogo, Irving verfasserin aut Mostla for engineering education: part 2 emerging technologies 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities are discussed and compared. Mostla, a space devoted to exploring and working with the ETs that have the highest potential to create better educational experiences, is included in the analysis. Also, eight emerging technologies that, according to Mostla, are expected to impact education significantly are analyzed, and some examples of their practical uses are presented. Based on the experience, analysis, and review performed, we note that it is necessary to design memorable learning experiences with ETs to accomplish the development of competencies such as critical thinking, research, creativity, and innovative capacity. The acquisition of these competencies allows our future professionals to face the challenges of Industry 4.0 and confront the principal problems of society skilfully. Therefore, the development of educational strategies supported by ET is necessary to stimulate curiosity. This curiosity allows students to acquire knowledge and retain it better. Universities must keep in view that social and educational innovations should be developed collaboratively and supported by emerging technologies. They must challenge students to solve real problems; this is what develops and strengthens their competencies. Finally, universities must open their doors to society in general and offer their ET services to other public or private institutions, making these technologies accessible so that national education can be improved. Educational innovation (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Emerging technology (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Zambrano, David verfasserin aut Hernandez-de-Menendez, Marcela verfasserin aut Morales-Menendez, Ruben verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 14(2020), 4 vom: 10. Okt., Seite 1461-1473 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:14 year:2020 number:4 day:10 month:10 pages:1461-1473 https://dx.doi.org/10.1007/s12008-020-00729-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 14 2020 4 10 10 1461-1473 |
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10.1007/s12008-020-00729-x doi (DE-627)SPR041944372 (SPR)s12008-020-00729-x-e DE-627 ger DE-627 rakwb eng 690 ASE Hidrogo, Irving verfasserin aut Mostla for engineering education: part 2 emerging technologies 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities are discussed and compared. Mostla, a space devoted to exploring and working with the ETs that have the highest potential to create better educational experiences, is included in the analysis. Also, eight emerging technologies that, according to Mostla, are expected to impact education significantly are analyzed, and some examples of their practical uses are presented. Based on the experience, analysis, and review performed, we note that it is necessary to design memorable learning experiences with ETs to accomplish the development of competencies such as critical thinking, research, creativity, and innovative capacity. The acquisition of these competencies allows our future professionals to face the challenges of Industry 4.0 and confront the principal problems of society skilfully. Therefore, the development of educational strategies supported by ET is necessary to stimulate curiosity. This curiosity allows students to acquire knowledge and retain it better. Universities must keep in view that social and educational innovations should be developed collaboratively and supported by emerging technologies. They must challenge students to solve real problems; this is what develops and strengthens their competencies. Finally, universities must open their doors to society in general and offer their ET services to other public or private institutions, making these technologies accessible so that national education can be improved. Educational innovation (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Emerging technology (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Zambrano, David verfasserin aut Hernandez-de-Menendez, Marcela verfasserin aut Morales-Menendez, Ruben verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 14(2020), 4 vom: 10. Okt., Seite 1461-1473 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:14 year:2020 number:4 day:10 month:10 pages:1461-1473 https://dx.doi.org/10.1007/s12008-020-00729-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 14 2020 4 10 10 1461-1473 |
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10.1007/s12008-020-00729-x doi (DE-627)SPR041944372 (SPR)s12008-020-00729-x-e DE-627 ger DE-627 rakwb eng 690 ASE Hidrogo, Irving verfasserin aut Mostla for engineering education: part 2 emerging technologies 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities are discussed and compared. Mostla, a space devoted to exploring and working with the ETs that have the highest potential to create better educational experiences, is included in the analysis. Also, eight emerging technologies that, according to Mostla, are expected to impact education significantly are analyzed, and some examples of their practical uses are presented. Based on the experience, analysis, and review performed, we note that it is necessary to design memorable learning experiences with ETs to accomplish the development of competencies such as critical thinking, research, creativity, and innovative capacity. The acquisition of these competencies allows our future professionals to face the challenges of Industry 4.0 and confront the principal problems of society skilfully. Therefore, the development of educational strategies supported by ET is necessary to stimulate curiosity. This curiosity allows students to acquire knowledge and retain it better. Universities must keep in view that social and educational innovations should be developed collaboratively and supported by emerging technologies. They must challenge students to solve real problems; this is what develops and strengthens their competencies. Finally, universities must open their doors to society in general and offer their ET services to other public or private institutions, making these technologies accessible so that national education can be improved. Educational innovation (dpeaa)DE-He213 Higher education (dpeaa)DE-He213 Emerging technology (dpeaa)DE-He213 Educational technology (dpeaa)DE-He213 Zambrano, David verfasserin aut Hernandez-de-Menendez, Marcela verfasserin aut Morales-Menendez, Ruben verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 14(2020), 4 vom: 10. Okt., Seite 1461-1473 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:14 year:2020 number:4 day:10 month:10 pages:1461-1473 https://dx.doi.org/10.1007/s12008-020-00729-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 14 2020 4 10 10 1461-1473 |
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Hidrogo, Irving |
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mostla for engineering education: part 2 emerging technologies |
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Mostla for engineering education: part 2 emerging technologies |
| abstract |
Abstract Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities are discussed and compared. Mostla, a space devoted to exploring and working with the ETs that have the highest potential to create better educational experiences, is included in the analysis. Also, eight emerging technologies that, according to Mostla, are expected to impact education significantly are analyzed, and some examples of their practical uses are presented. Based on the experience, analysis, and review performed, we note that it is necessary to design memorable learning experiences with ETs to accomplish the development of competencies such as critical thinking, research, creativity, and innovative capacity. The acquisition of these competencies allows our future professionals to face the challenges of Industry 4.0 and confront the principal problems of society skilfully. Therefore, the development of educational strategies supported by ET is necessary to stimulate curiosity. This curiosity allows students to acquire knowledge and retain it better. Universities must keep in view that social and educational innovations should be developed collaboratively and supported by emerging technologies. They must challenge students to solve real problems; this is what develops and strengthens their competencies. Finally, universities must open their doors to society in general and offer their ET services to other public or private institutions, making these technologies accessible so that national education can be improved. |
| abstractGer |
Abstract Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities are discussed and compared. Mostla, a space devoted to exploring and working with the ETs that have the highest potential to create better educational experiences, is included in the analysis. Also, eight emerging technologies that, according to Mostla, are expected to impact education significantly are analyzed, and some examples of their practical uses are presented. Based on the experience, analysis, and review performed, we note that it is necessary to design memorable learning experiences with ETs to accomplish the development of competencies such as critical thinking, research, creativity, and innovative capacity. The acquisition of these competencies allows our future professionals to face the challenges of Industry 4.0 and confront the principal problems of society skilfully. Therefore, the development of educational strategies supported by ET is necessary to stimulate curiosity. This curiosity allows students to acquire knowledge and retain it better. Universities must keep in view that social and educational innovations should be developed collaboratively and supported by emerging technologies. They must challenge students to solve real problems; this is what develops and strengthens their competencies. Finally, universities must open their doors to society in general and offer their ET services to other public or private institutions, making these technologies accessible so that national education can be improved. |
| abstract_unstemmed |
Abstract Emerging Technologies (ET), consisting of advanced digital devices, tools, and innovations, potentiate the acceleration of changes and the improvements of many educational processes. In this research, the services offered by centers devoted to promoting the use of ET in their communities are discussed and compared. Mostla, a space devoted to exploring and working with the ETs that have the highest potential to create better educational experiences, is included in the analysis. Also, eight emerging technologies that, according to Mostla, are expected to impact education significantly are analyzed, and some examples of their practical uses are presented. Based on the experience, analysis, and review performed, we note that it is necessary to design memorable learning experiences with ETs to accomplish the development of competencies such as critical thinking, research, creativity, and innovative capacity. The acquisition of these competencies allows our future professionals to face the challenges of Industry 4.0 and confront the principal problems of society skilfully. Therefore, the development of educational strategies supported by ET is necessary to stimulate curiosity. This curiosity allows students to acquire knowledge and retain it better. Universities must keep in view that social and educational innovations should be developed collaboratively and supported by emerging technologies. They must challenge students to solve real problems; this is what develops and strengthens their competencies. Finally, universities must open their doors to society in general and offer their ET services to other public or private institutions, making these technologies accessible so that national education can be improved. |
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Mostla for engineering education: part 2 emerging technologies |
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https://dx.doi.org/10.1007/s12008-020-00729-x |
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Zambrano, David Hernandez-de-Menendez, Marcela Morales-Menendez, Ruben |
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Zambrano, David Hernandez-de-Menendez, Marcela Morales-Menendez, Ruben |
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| doi_str |
10.1007/s12008-020-00729-x |
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2024-07-04T00:14:04.750Z |
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| score |
7.4007463 |