New Challenges for Remote Experiment Design in the Digitalization Era (Industry 4.0)

Abstract

AbstractCONTEXT. A very careful analysis shows that many of the current digital technologies and current trends in digitalization are not found in remote experiments already created. So, it is necessary to rethink their design principles.PURPOSE OR GOAL. Digitization is related to computer science and its tools. Digitalization is related to the improvement of processes through digital technologies. Digitization transfers information from the analog to the digital environment, which allows faster access to information and reduced access and archiving costs. Digitalization allows the improvement of the monitoring and control of industrial, economic, and/or social processes, another decision-making system, and a better consideration of the clients regarding the accessibility of the final products of the processes.APPROACH. Remote experiment (RE) is a technology that has gone through almost necessary stages through digitization and digitalization and can be one of the important poles of digital transformation in education. A global understanding of this process implies that emerging technologies in the field of IT allow the construction of another system of knowledge transfer and evaluation. It is obvious, from this stage of setting the transformation goals, that the road to digital transformation is not linear (as it was and still is the road to digitization). The non-linear character is given by the need to change the organizational culture in education and, as always when the change of people is included in a process, a non-linear component is added immediately. The process of digital transformation must include the relationship of education with industry. It does not have a separate phase, one in education and one in industry. These phases must be intertwined so that graduates can be prepared for their future careers and the industry can use them from the faculty benches. As a result of this principle, the remote experiment must have the same characteristics regardless of the field to which it applies, education or industry.ACTUAL OR ANTICIPATED OUTCOMES. Because the remote experiment is geared toward the application side of learning, it requires a pragmatic approach to the phases it must go through to align with the demands of digitalization and digital transformation. These phases are Monitoring which involves learning at a medium level the measurement, transfer processing, and storage of data, Warning, Remote Control, Optimization, Prediction, and Intelligent Response.CONCLUSIONS/RECOMMENDATIONS/SUMMARY. Many researchers say that the hard part of the digital transformation in Industry 4.0 is not the digital part but the conceptual and adaptive transformation of people. The effects on mentality and culture are not obtained by buying technologies, and software or accumulating data. There is a need for retraining based on the new skills created by digitalization and digital transformation. As expected, effects for teachers for example it improves the balance between school and life and the school's orientation towards social needs, it creates more learning styles to which students adapt according to their own personality, they give up penalizing mistakes and move on to learning through mistakes, a complex environment of teacher-student, student-student, student-industry, teachers-industry collaboration is created;KeywordsDigitizationDigitalizationDigital transformationRemote experiment designIndustry 4.0