Mit der Industrie 4.0 wandeln sich die Anforderungen an Ingenieurinnen und Ingenieure: Neue Möglichkeiten durch Entwicklungen in der Künstlichen Intelligenz erfordern neben lebenslangem Lernen auch ein hohes Maß an Kreativität.Die Autoren geben neue Impulse für die Gestaltung einer Industrie-4.0-orientierten Ingenieursausbildung, die Kompetenzen für die Arbeitswelt von morgen vermittelt. Aufbauend auf grundlegenden Informationen zur Industrie 4.0 werden u. a. Konzepte der Problemlösung, des Wissensmanagements, des lebenslangen Lernens und der Kreativitätsforschung vorgestellt und ihr Nutzen…mehr
Mit der Industrie 4.0 wandeln sich die Anforderungen an Ingenieurinnen und Ingenieure: Neue Möglichkeiten durch Entwicklungen in der Künstlichen Intelligenz erfordern neben lebenslangem Lernen auch ein hohes Maß an Kreativität.Die Autoren geben neue Impulse für die Gestaltung einer Industrie-4.0-orientierten Ingenieursausbildung, die Kompetenzen für die Arbeitswelt von morgen vermittelt. Aufbauend auf grundlegenden Informationen zur Industrie 4.0 werden u. a. Konzepte der Problemlösung, des Wissensmanagements, des lebenslangen Lernens und der Kreativitätsforschung vorgestellt und ihr Nutzen für eine zukunftsorientierte Ingenieursausbildung überprüft. Der Band richtet sich unter anderem an Lehrende und Studierende, aber auch an Forschende sowie Praktiker:innen.With Industry 4.0, the demands on engineers are changing: new opportunities arising from developments in artificial intelligence require not only lifelong learning but also a high degree of creativity.The authors provide new impulses for the design of an Industry 4.0-oriented engineering education that promotes the growth of competencies for the working world of tomorrow. Building on basic information on Industry 4.0, concepts from areas such as problem solving, knowledge management, lifelong learning and creativity research are presented and their usefulness for future-oriented engineering education reviewed. The volume is aimed not only at teachers and students, but also at researchers and practitioners.
IntroductionCHAPTER 1 Engineering: The Open-Ended ProfessionThe Emerging Era of Industry 4.0What is "Industry 4.0"?Industry 4.0 in manufacturing and productionIndustry 4.0 in the broader senseCyber-PsychologyEducational cyber-psychologyEngineers in the World of Industry 4.0The capability-focused, technology-fluent mindset (CFTF)Capability vs. skillTechnology fluency (TF) alone is not enoughUniversity Teaching and Industry 4.0The meta-competency "lifelong learning"The meta-competency "creativity"Dual-track teachingThe Organisation of this BookCHAPTER 2 Problem Solving in the Industry-4.0 EraProblem Solving in EngineeringFunctional problem solvingThe new situationChange, Needs, and SolutionsChange as a driverGenesis and impetusProblem SolvingProblem solving and Industry 4.0The Four Phases of Problem Solving1. Recognising problems2. Idea generation3. Idea evaluation4. Solution validationGeneral Models of Problem SolvingOther models of problem solvingThe Extended Phase ModelCHAPTER 3 Knowledge and Industry-4.0 CapabilityKnowledge in EngineeringEthics as a new domain of engineering knowledgeKnowledge ManagementKnowledge and LLLKnowledge as the basis for knowledge acquisitionThe knowledge base of problem solvingKnowledge in Industry 4.0Knowledge is the source of ideasKnowledge defines what a solution isKnowledge guides solution findingConverting knowledge into solutionsThe Dark Side of KnowledgeThe over-specialisation problemAdaptive expertiseAdaptive Expertise and Knowledge ManagementCHAPTER 4 Lifelong Learning and Industry-4.0 CapabilityLLL and Industry-4.0 CapabilityLLL and ideals of democracy, equality and inclusionLLL as knowledge managementManaging knowledge for employabilityWhat is LLL?Life-wide learningProactive LLLIs proactive LLL really possible?Age differencesBlocks to LLLThe social paradox of LLLThe organisational paradox of LLLPromoting the "Well-Made Head"CHAPTER 5 Thinking and Industry-4.0 CapabilityCreativity Research and Industry-4.0 CapabilityCyber-psychology and creativity researchIndustry 4.0-Capable ThinkingIndustry 4.0-capable thinking tacticsIndustry 4.0-Capable Cognitive StylesLucky hitsMeta-cognitionThe continuing contribution of convergent thinkingThe Paradoxes of Industry 4.0-Capable CognitionThe cognitive paradoxesResolving the paradoxes - the phase approachCHAPTER 6 The Prepared Mind for Industry 4.0Beyond Knowledge and SkillThe prepared mindOpenness: The Key to Industry-4.0 CapabilityMotivationIntrinsic motivationSelf-efficacyPreference for complexityFeelings, emotions, and moodsIntentionPromoting development of the prepared mindThe Prepared Mind as a "Style"The paradoxical personalityThe Prepared Mind as a SystemCause and effectThe social environmentPsychological Mechanisms in the Unprepared SocietyThe impact of stereotypesCHAPTER 7 Developing Industry 4.0-Capable LearnersPsychological Aspects of Lifelong LearningKnowledge and skillsNon-cognitive aspects of proactive LLLThe Lifelong LearnerLearning to LearnPromoting LLL in Engineering EducationLearning differences between adults and childrenCharacteristics of a LLL CurriculumIntegration of curriculumHorizontally and vertically integrated proactive LLLCHAPTER 8 Developing Industry 4.0-Capable ThinkersNovelty-Producing Thinking in EngineersIndustry 4.0-Capable ThinkingCan Industry 4.0-capable thinking be fostered?What needs to be fostered?Why is there a problem?Promoting Industry 4.0-Capable ThinkingOvercoming blockers of Industry 4.0-capable thinkingActively promoting Industry 4.0-capable thinkingImplementing an Industry 4.0-Oriented CurriculumKinds of knowledgeAssessing instructors' behaviourAssessing students' behaviourThe CFDSConcluding Remarks: The Art of EngineeringPostscriptHedy Lamarr and the Radio-Controlled TorpedoHow Creative was the Radio-Controlled Torpedo?ReferencesList of FiguresList of TablesIndexAuthors
IntroductionCHAPTER 1 Engineering: The Open-Ended ProfessionThe Emerging Era of Industry 4.0What is "Industry 4.0"?Industry 4.0 in manufacturing and productionIndustry 4.0 in the broader senseCyber-PsychologyEducational cyber-psychologyEngineers in the World of Industry 4.0The capability-focused, technology-fluent mindset (CFTF)Capability vs. skillTechnology fluency (TF) alone is not enoughUniversity Teaching and Industry 4.0The meta-competency "lifelong learning"The meta-competency "creativity"Dual-track teachingThe Organisation of this BookCHAPTER 2 Problem Solving in the Industry-4.0 EraProblem Solving in EngineeringFunctional problem solvingThe new situationChange, Needs, and SolutionsChange as a driverGenesis and impetusProblem SolvingProblem solving and Industry 4.0The Four Phases of Problem Solving1. Recognising problems2. Idea generation3. Idea evaluation4. Solution validationGeneral Models of Problem SolvingOther models of problem solvingThe Extended Phase ModelCHAPTER 3 Knowledge and Industry-4.0 CapabilityKnowledge in EngineeringEthics as a new domain of engineering knowledgeKnowledge ManagementKnowledge and LLLKnowledge as the basis for knowledge acquisitionThe knowledge base of problem solvingKnowledge in Industry 4.0Knowledge is the source of ideasKnowledge defines what a solution isKnowledge guides solution findingConverting knowledge into solutionsThe Dark Side of KnowledgeThe over-specialisation problemAdaptive expertiseAdaptive Expertise and Knowledge ManagementCHAPTER 4 Lifelong Learning and Industry-4.0 CapabilityLLL and Industry-4.0 CapabilityLLL and ideals of democracy, equality and inclusionLLL as knowledge managementManaging knowledge for employabilityWhat is LLL?Life-wide learningProactive LLLIs proactive LLL really possible?Age differencesBlocks to LLLThe social paradox of LLLThe organisational paradox of LLLPromoting the "Well-Made Head"CHAPTER 5 Thinking and Industry-4.0 CapabilityCreativity Research and Industry-4.0 CapabilityCyber-psychology and creativity researchIndustry 4.0-Capable ThinkingIndustry 4.0-capable thinking tacticsIndustry 4.0-Capable Cognitive StylesLucky hitsMeta-cognitionThe continuing contribution of convergent thinkingThe Paradoxes of Industry 4.0-Capable CognitionThe cognitive paradoxesResolving the paradoxes - the phase approachCHAPTER 6 The Prepared Mind for Industry 4.0Beyond Knowledge and SkillThe prepared mindOpenness: The Key to Industry-4.0 CapabilityMotivationIntrinsic motivationSelf-efficacyPreference for complexityFeelings, emotions, and moodsIntentionPromoting development of the prepared mindThe Prepared Mind as a "Style"The paradoxical personalityThe Prepared Mind as a SystemCause and effectThe social environmentPsychological Mechanisms in the Unprepared SocietyThe impact of stereotypesCHAPTER 7 Developing Industry 4.0-Capable LearnersPsychological Aspects of Lifelong LearningKnowledge and skillsNon-cognitive aspects of proactive LLLThe Lifelong LearnerLearning to LearnPromoting LLL in Engineering EducationLearning differences between adults and childrenCharacteristics of a LLL CurriculumIntegration of curriculumHorizontally and vertically integrated proactive LLLCHAPTER 8 Developing Industry 4.0-Capable ThinkersNovelty-Producing Thinking in EngineersIndustry 4.0-Capable ThinkingCan Industry 4.0-capable thinking be fostered?What needs to be fostered?Why is there a problem?Promoting Industry 4.0-Capable ThinkingOvercoming blockers of Industry 4.0-capable thinkingActively promoting Industry 4.0-capable thinkingImplementing an Industry 4.0-Oriented CurriculumKinds of knowledgeAssessing instructors' behaviourAssessing students' behaviourThe CFDSConcluding Remarks: The Art of EngineeringPostscriptHedy Lamarr and the Radio-Controlled TorpedoHow Creative was the Radio-Controlled Torpedo?ReferencesList of FiguresList of TablesIndexAuthors
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