Skill-based System Research Articles

Designing a Skill-Based Education Model in Schools Based on the Real Needs of Society Using Grounded Theory

Objective: This study aims to design an appropriate model in the field of skill-based education based on the real needs of society using grounded theory. Methods and Materials: The method of this research is grounded theory with a qualitative approach. Data were analyzed using MaxQDA software. The sampling method was purposive, reaching saturation after conducting 10 interviews with professors and experts in the fields of educational management and skill-based education. Findings: The research results showed that the central phenomenon of skill-based education consists of three components: facilitating personal and social life; value-creating and wealth-generating skills; and human-developing skills. The causal conditions of the research that lead to the phenomenon of the skill-based education model in schools based on the real needs of society were categorized into four groups: pressures of the new age for change; societal needs pressure; poor performance of the non-skill-based educational system compared to the skill-based system; and cultural beliefs of society. Contextual conditions consisted of five main components: policy-making for modern educational systems; enhancing skill-based human resources; providing physical facilities and infrastructure; suitable environment for skill-based education completers; and cultural beliefs of society and families. Conclusion: Appropriate strategies for achieving skill-based education based on the real needs of society were categorized into six groups: correcting government's wrong processes and comprehensive government support; comprehensive culture-building at all levels of society; strengthening and enriching skill-based human resources at the societal level; changing procedures and processes in education; fundamental change in educational policies; and attracting support from effective supplements in the area. The outcomes of implementing these strategies were categorized into four components: economic outcomes and benefits; positive social and cultural outcomes; positive personal outcomes; and educational outcomes.

Training Evaluation Models for Skill-Based E-learning System: A Systematic Literature Review

Training evaluation can be defined as a way of measuring how well users learn and adapt to a system or software. Various methods have been developed to carry out training evaluations of systems or software over the past few decades. A systematic literature review report on the assessment training model was conducted to give different views on the usability aspects of the proposed approach. This study provides a current systematic review of training evaluation on skill-based system or software. The particular purpose of the review is to explore the research as preliminary step that helps in choosing the right type of training evaluation model for skill-based E-learning system or software. There is a lack of appropriate models available through the specific gaps in literature and finding especially for skill-based E-learning system evaluation.

Conceptual framework of a skill-based interactive employee engaging system: In the Context of Upskilling the present IT organization

Skills form an integral part of an organization for its efficient functioning. This research study investigates mechanisms to actively persuade employees and organizations to change their attitudes and perspectives towards skills through the design and implementation of a skill-based system. The aim of the project is to know if we can create a skill-focused climate in a software organization through a software system proposed by the researcher and if such a system will help in utilizing in-house employees for new opportunities rather than hiring new employees. Feedback was collected on the proposed skill-based system from software professionals and human resource managers through an online survey. Findings reveal that the proposed skill-based system will create a skill-focused climate in a software organization and also help in better utilization of internal employees for new skill requirements rather than directly hiring external employees.

Skill-based instruction of collaborative robots in industrial settings

During the past decades, the increasing need for more flexible and agile manufacturing equipment has spawned a growing interest in collaborative robots. Contrary to traditional industrial robots, collaborative robots are intended for operating alongside the production personnel in dynamic or semi-structured human environments. To cope with the environment and workflow of humans, new programming and control methods are needed compared to those of traditional industrial robots. This paper presents a task-level programming software tool allowing robotic novices to program industrial tasks on a collaborative robot. The tool called Skill Based System (SBS) is founded on the concept of robot skills, which are parameterizable and task-related actions of the robot. Task programming is conducted by first sequencing skills followed by an online parameterization performed using kinesthetic teaching. Through several user studies, SBS is found to enable robotic novices to program industrial tasks. SBS has further been deployed and tested in two manufacturing settings demonstrating its applicability in real industrial scenarios.

Integration of a Skill-based Collaborative Mobile Robot in a Smart Cyber-physical Environment

The goal of this paper is to investigate the benefits of integrating collaborative robotic manipulators with autonomous mobile platforms for flexible part feeding processes in an Industry 4.0 production facility. The paper presents Little Helper 6 (LH6), consisting of a MiR100, UR5, a Robotiq 3-Finger Gripper and a task level software framework, called Skill Based System (SBS). The preliminary experiments performed with LH6, demonstrate that the capabilities of skill-based programming, 3D QR based calibration, part feeding, mapping and dynamic collision avoidance are successfully executed and strategies for further expansion of the operational capabilities of the system are discussed.

Qualified People—It is a Safety and Skill Set Thing

In 2011, Company A decided to re-engineer the entire maintenance system from a knowledge-based system to a skill-based system that would allow an individual to continuously improve, become highly trained, and qualified for the job, and advance in pay. This new system was applied to all electrical and mechanical maintenance positions. In addition, all of the operating jobs were also re-engineered to be skills based along the same lines as the maintenance jobs. All of these qualifications were documented and stored in the individuals training records in the Human Resource Department. The end result was a clear definition of being qualified for all jobs that resulted in an incremental increase in safety. Then, in October of 2014, Company A was acquired by Company B. This happened right in the middle of Company A making a transition from the old structure to the new structure. The concepts that were implemented in the new structure for Company A were then mapped over to the existing structure that was present in Company B. This then demonstrated that the concepts presented in this paper can be applied to any company structure. This paper reflects the strategy and structure behind these changes in Company A and the application to Company B. So it is actually a tale of two companies. This paper is adapted from a paper originally presented at the IEEE Electrical Safety Workshop in January, 2015, in Louisville, KY, USA.

Modeling development process of skill-based system for human-like manipulation robot

The importance of system integration is widely recognized in robotics. This motivates the application of Model-Based Systems Engineering (MBSE) approaches to improve the development process of robot systems. This paper models a development process to achieve given task goals using a human-like upper body robot based on MBSE approach. For this purpose, we focus on the domain knowledge of tasks and skills in robotics. Since MBSE is a general methodology, there is a lot of flexibility on the way of proceeding with the analysis and design, and how to utilize models there. Using the concept of tasks and skills is helpful for better uderstanding of the development process. Our process is based on three main concepts: (1) stakeholders of User and Developer, (2) coordination between User and Developer using skills as communication interface, (3) extension development. Making the process explicit helps many stakeholders such as robot makers, system integrators, and engineers in various application domains to join the system development. It is also effective for accumulating experiences and work products of the development. In addition, we can expect that better understanding of the engineering process results in the improvement of the process performed by automation tools and humans cooperatively.

The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction

ity coexist? This question addresses the dilemma regarding the current state of education. In a world where standards and high-stakes testing define the success of the school, teacher, and individual child, how are instructional practices affected? In particular, is there a conflict regarding the needs of gifted students with the sequential, skill-based system presently in place? How might one prevent standards from overshadowing creativity and yet balance a knowledge base with creative thinking skills? Can a reconstruction of linear teaching occur in order to nurture creativity in our brightest minds? As one considers the possibility of an instructional balance, it is evident that the topic of standards and creativity offers two opposite spectrums of thinking. When determining how to equalize standards and creativity, it is essential to examine each component in relation to the needs of gifted learners. Whereas standards are a black and white concept, consisting of clearly stated objectives with aligned assessments, creativity is a difficult term to define. Narrow definitions of creativity result in a restricted vision of the concept. Creativity is often scrutinized as an intangible component. Conflict regarding whether or not creativity can be taught or is innate is greatly debated (Murdock, 2003). Likewise, creativity is often undervalued as a nonproductive characteristic and is looked upon as too subjective to validate (Plucker, Beghetto, & Dow, 2004). When evaluating standards and creativity, it is evident that both concepts guide students in different ways and offer a variety of tools for learning. Creative thinking is distinctively separate from sequential, analytical thinking associated with standards and traditional education (Sternberg, 2003). If only one of these learning components is utilized, a balance in thinking styles may be affected. The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction

HERMES - a versatile personal robotic assistant

We have developed a humanoid robot, HERMES, to study several key technologies that are important for personal robots, such as robot design, sensors and perception, locomotion, localization and navigation, manipulation, human-robot communication and interaction, adaptability and learning, system architecture and integration, and dependability. The robot's skill-based system architecture was derived from a qualitative model of human information processing and insights gained from psychological literature dealing with skill acquisition, human performance and motor learning. HERMES' system architecture, several of its skills and the design principles are introduced, and some experiments carried out with the real robot are presented, including a long-term test where HERMES served in a museum, far away from its home laboratory, for more than six months up to 12 hours per day. During this period the robot and its skills were regularly demonstrated to the public by nonexpert presenters. Also, HERMES interacted with the visitors, chatted with them in English, French and German, answered questions and performed services as requested by them.

Skill set analysis in knowledge structures.

We extend the theory of knowledge structures by taking into account information about the skills a subject has. In the first part of the paper we exhibit some structural properties of the skill-problem relationship and consequences for the interpretation of concurrent theories in terms of the skill theory. The second part of the paper offers a test theory based on skill functions: we present measurements for the data consistency of the skill-problem relationship, and estimate abilities in terms of lower and/or upper boundaries of problem states and skills, given a special instance of the skill-problem relationship. Some practical considerations are discussed, which enable the user of a skill-based system to optimize a partial theory about the skill-based behaviour of subjects based on empirical results.