فناوری‌های صنعت 4.0 برای آموزش: فناوری‌ها و کاربردهای تحول‌آفرین

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 them in 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 Higher,education;,Virtual,learning;,Education,4.0;,Internet,of,Things;,IoT;,Virtual,classroom Higher education,Virtual learning,Education 4.0,Internet of Things,IoT,Virtual classroom 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 Introducti