Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.

1. Implementing Education 4.0 in Higher Education: lessons learned from Computer Science
Igor Balaban1, Bart Rienties2, Rebecca Ferguson2, Francisco Iniesto2, Christothea Herodotou2, Julia Sargent2,
1University of Zagreb 2The Open University

2. What is Edu 4.0?
Getting ready for Industry 4.0
Professor Rebecca Ferguson
The Open University, Milton Keynes

3. 3
Our world is changing
2019
2016
2014
2019
Chat.openai.com
2022
2012

4. 4
Our future is changing
careers2030.cst.org/jobs
• Cyber security expert
• Esports coach
• Epidemiologist
• Smart meter fitter
• CGI expert
• Flood risk engineer
• Personal data broker
• Augmented reality builder
• Data detective

5. 5
Our challenges are changing

6. What is
Education for?

7. 7
Human right

8. 8
Taking our
place in society

9. 9
Building our community

10. 10
Healthy mind, healthy body

11. 11
Questioning and learning

12. 12
Moving from learner to earner

13. H
Discussion point
• Human right
• Taking our place in society
• Building our community
• Healthy mind, heathy body
• Questioning and learning
• Learner to earner
Which are important in your
institution? Which are most
important to you / your learners?

14. What is
Education 4.0?

15. Four industrial revolutions
Industrialisation; Mechanisation; Digitalisation

16. 40 years of Industry 4.0
Rostow, W.W., 1983. Technology and unemployment in the Western world.
Challenge, 26(1), pp.6-17.

17. Web 4.0

18. Implications for learners
Learners will benefit from being:
• Entrepreneurial
• Resilient
• Managers of complex information
• Autonomous thinkers
• Creative thinkers
• Smart users of resources
• Effective communicators
• Independent learners

19. Education 4.0
• An approach to learning and teaching that emphasises the
development of skills and competences necessary in a modern
workplace using up-to-date technology.
• The skills and competences developed may relate directly to
the technology, or they may be the softer skills (such as team-
working and creativity) that are needed to work effectively in
such an environment.
• The approach involves the use of technology and/or pedagogy
that is innovative in the context, and therefore requires flexible
and creative approaches to its implementation.

20. Nine Edu 4.0 trends
Learning any time / anywhere Students able to learn where and
when they choose.
Personalised learning Study tools adapt to student capabilities.
Choice how to learn Students able to modify their learning process.
Project-based learning Students learn to apply skills in a variety of situations.
Hands-on learning Authentic experiences and real-world skills.
Data interpretation Students learn to interpret and reason with data.
Assessed differently Knowledge and skills assessed in new ways.
Student ownership of curriculum Students have critical input into their courses.
More independent Students become more independent.
Hussin, A. A. (2018). Education 4.0 made simple: Ideas for teaching.
International Journal of Education and Literacy Studies, 6(3), 92-98.

21. H
Discussion point
Which of the nine Edu
4.0 trends are already
in place at your
institution?
Which would you like
to see in place?

22. Investigating
‘What is Education 4.0?’

23. • Which pedagogic approaches are
used to support the teaching of
Computer Science to undergraduate
and postgraduate students in
Europe?
• Which of these approaches align
with Education 4.0?

24. Keywords had to include:
Computer Science
Undergraduate and/or postgraduate
Education and/or teaching and / or pedagogy
Papers excluded if:
Focus on primary / secondary education
Focus on subject other than Computer Science
Focus on learners rather than teaching
Study was conducted outside European continent
Papers included if:
Innovative application in a Computer Science course
Used technology / pedagogy in an innovative way

25. Three approaches

26. Edu 4.0 light
Project-based / hands-on
Edu 4.0
Learning anytime anywhere
More independent learning
Hands-on learning
Personalised learning
Choice in how to learn
Hands-on learning
Becoming more independent
Learning anytime anywhere
Project-based learning
Assessed differently

27. Examples
of Education 4.0

28. EDU4.0 light: Teaching C++
Schäfer, U. (2019). Teaching Modern C++ with flipped
classroom and enjoyable IoT hardware. EDUCON19.
Goals
• Increase time for practical programming tasks.
• Prepare students for autonomous, potentially lifelong learning.
Method
• Use flipped classroom to guide students to a lifelong
learning mode and increase time to practise software
development in the presence of a trainer.
• Use attractive hardware (in this case, Raspberry Pi
with a SenseHAT) to increase student motivation.

29. Flipped classroom
If you are repeatedly
explaining basic
concepts that could be
better covered via
online instruction, it
makes sense to flip and
apply a more engaging
style for the face-to-face
element.
Using technology to take resources home to study

30. Flipped classroom
• Learners study resources (such as
books, manuals and examples) at home
• Computer labs are used as spaces for
dynamic, interactive learning
• Can reflect a shift towards
collaboration and groupwork
Teachers who flip are enthusiastic –
96% say they would recommend it,
71% report an increase in grades,
85% report an increase in student
engagement and classroom
participation.
Photo by Van Tay Media on Unsplash
flippedlearning.org

31. Peer instruction
Schäfer, U. (2019). Teaching Modern C++ with flipped
classroom and enjoyable IoT hardware. EDUCON19.
Process
• Students consider question
individually, then select answer
• Voting results are shared
• Students discuss with neighbour
• Students vote again
Benefits
Immediate feedback, correcting misunderstanding, identifying
misconceptions. Answers improve; students report they enjoy the activity.

32. Project-based learning
Fagerholm, F., Hellas, A., Luukkainen, M., Kyllönen, K., Yaman, S., & Mäenpää, H. (2018).
Designing and implementing an environment for software start-up education: patterns and anti-
patterns. Journal of Systems and Software, 146, 1-13.
Problems
• Abilities needed in start-ups are not
traditionally taught in universities.
• Entrepreneurship should be taught
alongside computer science.
• Students need opportunities to
relate their actions to real-life
outcomes.
• Lecturers often lack recent
experience of industry.
Solutions
• The Software Factory, an
educational environment for
experiential, project-based learning.
• A collection of patterns and anti-
patterns that help educational
institutions to design, implement
and operate physical environments,
curricula and teaching materials.

33. Project-based learning
Pattern 1: Team Room
• Have a team room and equip it
properly for start-up education.
• Allocate valuable space, showing
university values this activity.
• Resembles a real workplace –
increasing student ambition.
• Functional, aesthetic interior
design.
• Whiteboards for communication
and co-creation.
• Layout encourages breaks and
casual communication.
Avoid: the pointless
corner – a team room no
one wants to visit.
Photo by Jason Goodman on Unsplash

34. Project-based learning
Pattern 2: Studying is like work
• Create realism by simulating
working life.
• Require working hours following
local conventions.
• Support a regular schedule.
• Students should be present in all
meetings.
• Cooperation and asking for help
are recognized as valuable.
Avoid: rules for the sake of rules.
Each rule should be motivated by
a project need.
Photo by Samantha Gades on Unsplash

35. Project-based learning
Pattern 13: Kick-off!
• Focus on igniting students’
entrepreneurial spirit and starting
team building.
• An early and easy opportunity to
enhance students’ self-efficacy
beliefs.
• Organise a pre-meeting with
students to focus on team
building before meeting the
customer.
• Combine team-building with a
dry run of the development
Avoid: disconnected customers
who feel their only role is to
attend meetings.
Photo by LinkedIn Sales Solutions on Unsplash

36. Full EDU4.0: Remote laboratory
Benefits of a remote laboratory
• Can be used across multiple institutions.
• Offers a wide range of equipment.
• Accessible at any time or location.
• Large amounts of data can be analysed.
• Longer interaction time with apparatus.
• More chances to develop deeper understanding.
• Data and conclusions can be available to all.
• Students can build on the work of others.
Broisin, J., Venant, R., & Vidal, P. (2017). Lab4CE: a remote laboratory for computer education.
International Journal of Artificial Intelligence in Education, 27(1), 154-180.

37. Online laboratories
• Interactive screen experiments
• Simulations of experiments
• Real data eg microscope slides to view at
different magnifications
• Remote access to analytical instruments
• Remote control of robots
• Virtual reality field trips
• Live labcasts using web streaming
learn5.open.ac.uk

38. Online laboratories
• Enable students to understand concepts
and carry out investigations
• Support students to design meaningful
experiments, make sense of their data,
relate the data to their questions, and
decide what to do next
• Provide feedback to guide learning
• Give access to dangerous or rare materials
• Prepare for careers as scientists
www.golabz.eu

39. Edu 4.0 trends
Learning any time / anywhere
Students able to learn where and when they choose.
Personalised learning Study tools adapt to student capabilities.
Choice how to learn Students able to modify their learning process.
Project-based learning Students learn to apply skills in a variety of situations.
Hands-on learning Authentic experiences and real-world skills.
Data interpretation Students learn to interpret and reason with data.
Assessed differently Knowledge and skills assessed in new ways.
Student ownership of curriculum Students have critical input into their courses.
More independent Students become more independent.