XIII GUIDE Conference
The Education in the Fourth Industrial Revolution

The Conference

XIII INTERNATIONAL GUIDE CONFERENCE

After the upcoming of internet, computers and networks as consequence of the third industrial revolution, schools, colleges and Universities must be prepared to face the challenges coming from a new industrial revolution that differs from all the previous ones and requires more institutional engagement.

The Fourth Industrial Revolution is characterized by the new role acquired by machines, capable to do what was considered before only possible in humans. This affects all the aspects of life, society, economy, culture, education and the job market and requires universities to adapt to the new changes and create an adequate contexts to prepare the students for the future jobs.

The purpose of the XIII GUIDE conference is, in consequence, to provide an academic platform for researchers, scientist, professors and institutions to analyze the impact of new technologies such as: digital ubiquity, cyber-physical systems, and artificial intelligence, 3D printing, robotics, Big Data, Internet of Things (IOT), virtual and augmented reality, genomics and Mobile Computing in the education strategies, processes and systems.

In this framework the research carried out in the Universities play a central role in transferring students the ability to use and apply different knowledge in diversified contexts, in learning how to collaborate with their colleagues and their teachers and how to use new ways of communicating and the adequate skills to solve complex situations.

The congress aims to push for the creation of communities of experts sharing information and best practices. Particular attention will be given to case studies and practical experiences.

CONFERENCE TOPICS

Didactics for the digital age

In recent decades, educational activity has been essentially focused on the epistemology of "constructivism" and its evolution. The centrality of the student was the basis of the methodologies in the subsequent teaching. Today the sciences of complexity, neuroscience and social sciences based on biology make it possible a great  advance in the teaching, both in traditional and in distance learning. The theories of "enactivism", not new, but unexplored in the 1980s and 1990s, due to the close connection between sensory-motor perceptions and conscious experience, are capturing the attention of virtual worlds builders for didactics (pedagogues, teachers, engineers, computer scientists, etc.). At this point it seems necessary to carefully consider the transition from "learner-centered education" to "multilevel interactions" between teacher, learner and the environment in which interaction takes place.

Educational robotics: the future of mediation

Educational Robotics have reached so sophisticated application levels as to be a true point of strength in the interaction-based learning process. The potential of e-learning is enriched by (real or virtual) laboratories that are dealing with experiments in the fields of the: "Augmented Reality", "Multiplayer Virtual Worlds", or "Simulation Game". Based on the " Technology Enhanced Learning " methodologies, educational robotics seems to be inspired by the thinking  of Seymour Papert, aimed to make the students "….independent, responsible for their learning ..." but also supported by educational artifacts, such as those mentioned.

Educational strategies for smart manufacturing: preparing for future growth and innovation

Manufacturing remains a critical force in both advanced and developing economies. Over the last decade, the sector has drastically changed bringing an enormous chance in terms of jobs, growth and people’s lives improvement. New and emerging technologies are key drivers for the development of innovative products, processes and services and offer significant opportunities for both small and large enterprises. This changes will have a profound impact on the employment over the coming years. Is therefore crucial to enable the existing workforce and rising generations to acquire the necessary skills that industry needs now and in the future. In this framework, education has to adapt to the changed conditions re-thinking the current model of pedagogy. The new paradigm needs a change not only in the competences of managers, employees and workers operating in the future smart factories but also in the cultural approach of people of all ages thus encompassing all levels of education, from university to secondary and even primary school.

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