Advances in Science and Technology Vol. 131

Abstract: Education and Training represent the principal means through which individuals acquire skills and competences. And it is through participation in continuous professional development and learning that adults will access, on an ongoing basis, the upskilling and reskilling necessary to adapt to the continuous changes. The paper analyses the gathered information (Delphi analysis using specific surveys) that is necessary for the harmonization of the knowledge involved in the transition to the digital and green manufacturing. The analysis was applied to information received from specialists in fabrication from 5 EU countries, with different levels of industrial development: Belgium, Poland, Portugal, Romania, and Slovenia. According to the analysis, the majority of the responders (75%) did not receive training in digital and green activities in the past 6 months, 69% have participated in digital training. The companies which started the transformation to digital fabrication, use CAD-CAM followed by Enterprise resource planning (ERP), Production and Quality Management systems, communications tools and in a minor scale Robotic production technology, simulation tools and virtual programming digital monitoring. One of the problems identified with this survey was related to lack of digital skills experienced by the surveyed participant (44%) and lack of knowledge in digital training on the part of withe and blue co-workers (almost 80% in total). In terms of the use different digital technologies for the part of the companies it is equilibrated in terms of social media and Collaborative Technologies (30%); Data and Analytics (26%); Mobile Technologies (27%) and Cloud Computing Services (17%). The second part of the Delphi analysis was related on how to engage learners and help them to meet course and programme learning outcomes. Engagement entails includes mindfulness, intrinsic motivation, cognitive effort, and attention. To start with it was important to understand the way teaching/learning should be carried out, and the majority of the participants believed that Hybrid, online and face to face combined lectures are the best learning method, in terms of type of lesson, the short courses between 30-45 min were the most voted option (55%), followed by traditional 45 min lessons (30%).

Abstract: This article consists in an analysis of different training methodologies obtained through research and evaluating the main methodologies in use in the field of steel structures. It starts with a state-of-the-art of to the cutting-edge digital teaching and learning techniques and tools for delivering innovative higher education and training in steel structures. A balance analysis was performed, with pros and cons being considered, to select the best methodologies for microlearning. It is also aim of this task to evaluate the requirements on digital tools and digital training methodologies in the field of steel structures. Also, it aims at collecting feedback on expectations and future career perspectives from teachers and trainers on the possible improvements they can get with the application of Digital Training Methodologies. To start, it is important to understand which tools are the most relevant to give high quality digital teaching. For almost all teachers and trainers the presentation instruments and online communication tools are considered the most important tools. In term of the topics that are important to address in terms of digital training the results have indicated the following: the identification of online fake content and information as well as cybersecurity matters, the ability to respect the others in a “always connected environment”, creation of digital content and the use of digital tools to solve the problems. Additionally, to the previous identified topics, and in order to improve the learning process and making it faster it is important to understand what makes online learning resources and content useful, for that, and through the analysis of the questionnaires results, it was observed that having interactive resources, easy to use, with high quality and relevant contents, that are designed to address the needs of the learners, it can be obtain a better learning process. The analysis of research carried out for this article, allowed to conclude that having interactive resources, easy to use, with high quality and relevant contents, that are designed to address the needs of the learners, it can be obtain a better and fast learning process.

Abstract: The research for this article consists in analysis of some questionnaire distributed among different higher education institutions and VET centers in the different EU countries. First, it was made a characterization of the target group involved in the questionnaires, which is important to evaluate the real situation of the teachers and trainer and to understand what can be done in terms of teaching and training in the future. The study consists in analysis of the main characteristics of the participants, namely country, type of organization, position and age of the participants. To understand the major needs and expectation of digital education, and particularly in what micro-learning is concerns, as it was verified that the Lack of time is one of the main obstacles to learning and training. Other questions aimed at having a broader overview of the expectations and needs in terms of digital Learning in Europe. Based on the analysis of these results it was verified that, as in most of the fields, socio-economic inequalities between learners continue to be the biggest challenge, followed by the lack of plan and vision for integrating digital technologies in education and training in terms of Digital Learning in Europe; Lack of European high-quality online learning content and lack of availability of suitable digital tools and technologies.