Search Results

Now showing 1 - 4 of 4

Some of the metrics are blocked by your
consent settings
Network Architecture of ETAT Education and Training Centers for Automation 4.0
(2022-01-01)
De Marchi, Matteo
;
Jitngernmadan, Prajaks
;
Singsri, Pongpat
;
Putpuek, Narongsak
;
Kumpakeaw, Saman
Automation 4.0 comprises the latest technologies that enhance classic automation to communicate with machines in a connected manner and to enable more flexible and more intelligent automation in smart factories. Industry 4.0 has become a global trend over the past ten years to combine the benefits of automation with the needs for flexible production. This trend has reached, in addition to industrialized countries, also newly industrialized countries like Thailand, with the aim to strengthen the global competitiveness. In the ETAT project, partners from Europe as well as Thailand combine their competences to build up a network of so-called Smart Labs around Bangkok area and thus take an important step towards Automation 4.0 in Thailand. Using Thailand as an example, this work shows how industrially emerging countries can sustainably strengthen their qualification with regard to Automation 4.0 by setting up such networks of education and training centers. In addition to explaining the general architecture of the network, the specific characteristics of all six established ETAT Smart Labs are presented and discussed.
1
Some of the metrics are blocked by your
consent settings
Engineering educators’ perspectives on the feasibility of fostering sustainability through the internet of things
(2021-01-01)
Sunthonkanokpong, Wisuit
;
Murphy, Elizabeth
The purpose of this study was to identify the feasibility of integrating the internet of things (IoT) in engineering education (EE) to promote environmental, social and economic sustainability. This purpose is explored through self-report surveys with 113 engineering educators in Thailand. Analysis relied on descriptive statistics and two-way ANOVA. Results revealed high feasibility of integration with less feasibility for social sustainability. There were no significant differences in relation to feasibility and demographic factors such as educators’ years of experience and type of EE. Respondents identified factors that can promote the integration. These were grouped into the following categories: curricula and programs, instructor and student-related factors, administrative and policy factors and technology-related factors.
Some of the metrics are blocked by your
consent settings
A Model of Engineering Education for Innovation
(2018-09-17)
Sunthonkanokpong, Wisuit
;
Murphy, Elizabeth
;
Tuntrakool, Sunti
The purpose of this paper is to present implications of innovation for Engineering Education (EE) and research. The specific objectives are as follows: Analyze innovation policies from India, Malaysia, Thailand, Korea and the Association of South-East Nations (ASEAN): Identify common themes between policies; determine implications for EE for Innovation (EEFI); create a model of EEFI; determine implications for EEFI research. Analysis of the policies led to the identification of seven themes: prosperity, humanity, inclusivity, capacity, sustainability, inquiry, and community. These themes guided the creation of a model of EEFI. The model consists of four principal bases: learner-based; STEM + AE-based, problem-based and; project-based. Learner-based focuses on what engineers are in terms of their personal and professional competencies. STEM + AE are a reminder that engineers must be more than technicians, well-versed in STEM. Their education needs to include the arts and entrepreneurship. The problem base refers to EEFI activity being driven by complex, authentic, ill-structured challenges, problems and issues that have a social as well as a technical character. The project-base involves collaborative efforts to find answers to questions and create solutions to problems and challenges. Implications for research highlight a range of approaches to researching EEFI from quantitative surveys of perceptions of participants to complex research designs whereby engineers in training are collaboratively solving real problems in communities.
2
Some of the metrics are blocked by your
consent settings
Future global visions of engineering education
(2011-05-02)
Sunthonkanokpong, Wisuit
This article presents the future global visions of engineering education. Due to the socio-technological challenges, engineering education must anticipate and adapt to dramatic changes in terms of engineering practice and instruction. In the future, the roles of engineers must change along with the following aspects: the globalization of industry and engineering practice, the shift of engineering employment from large companies to small and medium-sized companies, the growing emphasis on entrepreneurialism, the growing share of engineering employment in nontraditional, less-technical engineering work, the shift to a knowledge-based "services" economy, and increasing opportunity for using technology in the education and work of the engineering. This study found that successful attributes for the engineering education graduates in 2020 must be at strong level. They are as follows: lifelong learners, ability to frame problems, putting them in a socio-technical and operational context, dynamic/agile/resilient/flexible, high ethical standards and a strong sense of professionalism, good communication skills with multiple stakeholders, possess strong analytical skills, exhibit practical ingenuity; posses creativity, and business and management skills; leadership abilities. Moreover, the study found that the problems which engineering education graduates in 2020 encounter and have strong ability to solve. They are as follows: maintaining technical currency & life long learning, environmental and energy related problems, managing globalization, problems related to population growth, ultra-nanoscale, miniaturization, and bioengineering and medical problems.
1

KMITL

Browse

Filters

Settings

Sort By

Results per page

Search Results