Transformation or evolution?: Education 4.0, teaching and learning in the digital age

Figures & data

Table 1. Key Education 4.0 challenges and emergent technologies based on report by JISC (2019b)

Key Challenge	Emergent Technologies
Student Experience	AI, Chatbots, Learning Analytics
Skills Gap	Immersive Technologies, Simulations, AI
Data and Estates	Big Data, Robotics, Smart Library Management
Innovations in Teaching and Learning	AI, Personalised Learning Environments, Chatbots, Immersive Technologies
Metrics	Data Analytics
Open Science and Research Infrastructure	AI, Machine Learning, Robotics, Automated Experimentation, Knowledge Discovery, Connected Research Equipment
Cyber Security	IoT (Security Risks)

Table 2. Scenario method and eight-step approach (Benammar et al., 2006, p. 4)

Phase	Step	Description
	0	Facilitator selects theme and timeline
I (Analysis)	1	Brainstorm visions of the future
	2	Investigate trends
	3	Chose driving force
II (Developing and Presentation of the Scenarios)	4	Form a scenario template
	5	Develop the scenarios
	6	Present the scenarios
III (Reflection)	7	Evaluate the scenarios
	8	Formulate recommendations

Table 3. Scenario planning schedules, scope and corresponding scenario method step

Meetings	When	Who	Action	Steps
Face-to-Face	January 2019	CB and MS	Deciding time frame, scope and theme	Step 0
E-Mail	April 2019	CB and MS	Apply for, and awarded, an International Research Funding grant from the University of Bath (visit to Singapore and Australia)	N/A
E-Mail	April–November 2019	All	(1) Sharing ideas, expertise and drivers for change; (2) expanding the literature review using a collaborative Zotero reference database; (3) identify range of Push and Pull factors and forces	Steps 1–3
MS Teams Meeting	November 2019	CB, MS and AL (representing Deakin University)	(1) Discussed and agreed distinct, but complementary, approaches to Education 4.0 to be explored; discuss and agree scenarios and quadrants (See Table 4); (2) agree scenario format and template	Steps 3 & 4
Face-to-Face	November 2019	CM and MS (along with colleagues at Nanyang Technological University’s Centre for Professional and Continuing Education – Singapore)	Flesh out Nanyang’s approach, generally, to Education 4.0 and discuss curricula offered to inform Scenario 4 (supplemented by online resources and research)	Steps 5 & 6
Face-to-Face	December 2019	All – in Melbourne, Australia	(1) Series of meetings to discuss Scenarios 1–3; (2) technical discussions around data and system integrations (3) pedagogical debates around use of student data and affordances of digital assistants in enabling autonomous learning	Steps 5 & 6
E-Mail and MS Word Online	December 2019–March 2020	All	Reflection on the scenarios and evaluation of the four scenarios and future directions for research	Steps 7–8

Table 4. The four scenarios

Smart Campus Design and Chatbots	Online Learning and Skills for the Future
Scenario 1: Smart Campus Programme (Deakin University)	Scenario 3: Online Postgraduate Degrees (Deakin University) and Individual MOOCs (University of Bath)
Scenario 2: Deakin Genie Digital Assistant (Deakin University)	Scenario 4: Lifelong Learning and SkillsFuture Courses (Nanyang Technological University, Singapore)

Table 5. Sample of short and semester-long courses at PaCE@NTU

Short Course Themes	Examples of Courses
Software Engineering	(D7) Industrial Internet of Things for Advanced Manufacturing
Civil and Environmental Engineering	(E3) Managing a Smart City with Business Intelligence
Mechanical and Aerospace Engineering	(E7) Introduction to 3D Printing
Specialist Certificate in Intelligent Systems	(CZ4041) Machine Learning
Specialist Certificate in Robotics Software	(EE4268) Robotics and Automation
Graduate Certificate in Automation	(EE6221) Robotics and Intelligent Censors

Figure 1. Enabling a Smart Campus (illustration by Alan Longmuir)

Figure 2. A screenshot from Genie showing assignment due dates, personalised to the user

Figure 3. The student’s weekly calendar is displayed in an easy to understand format

Figure 4. Genie links through to Deakin’s learning management system to provide access to course and subject information

Figure 5. Simple ‘onboarding’ questions such as locating WiFi can be resolved by Genie

Figure 6. Genie dialogue engine operates as a workflow tool and can be configured to provide quizzes and answers to specific questions

JISC. (2019b). NATALIE_4.0 demo. Retrieved from https://www.youtube.com/watch?time_continue=11&v=gs3wMix-egA&feature=emb_logo

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Benammar, K., Dale, L., Poortinga, J., Schwab, H., & Snoek, M. (2006). The scenario method for education: Facilitator manual (Version 6.2). Retrieved from https://www.karimbenammar.com/images/english/articles/Benammar-Snoek-ScenarioMethodFacilitatorManual-2006.pdf

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