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FabLabStudio2023
from FabLabStudio2023
Research background and problem awareness
The modern society is rapidly changing due to the Fourth Industrial Revolution. Society 5.0, advocated by the Cabinet Office, suggests that advanced technologies such as artificial intelligence (AI), big data, Internet of Things (IoT), and robotics are being integrated into various industries and social life, leading to a dramatic change in the very nature of society, which can be described as 'discontinuous.' [...]
In the traditional construction industry, skills such as design, construction, and safety management have been sought after. However, in the society that students will live in, beyond these aforementioned skills, the ability to create new value by leveraging advanced technologies is also required. Therefore, even in technical high schools, in addition to traditional technical education, there is a need to cultivate students who can utilize advanced technologies to tackle problems and engage in manufacturing using AI, virtual reality (VR), augmented reality (AR), and other technologies. [...]
In our school's architecture department, we introduced 3D laser scanners in the fiscal year 2022 to aim at nurturing students capable of engaging in manufacturing by leveraging cutting-edge technologies. However, there is currently no established effective teaching model for fostering students who can acquire advanced technological skills and concretely conceptualize how to utilize them to solve various problems.
The objective of the research
Building upon the aforementioned problem awareness, the objective of this research is to elucidate a teaching model aimed at nurturing students who actively engage in problem-solving utilizing advanced technologies. Furthermore, the practical aim is to foster DX literacy by comprehending the background and significance of DX, understanding the utilization of data and digital technologies, and acquiring advanced technologies applicable to real-world challenges.
Development of teaching model
The Ministry of Economy, Trade and Industry has set a goal of ‘each business person acquiring DX literacy, enabling them to perceive DX as their own concern and take action toward transformation’, and has established the 'DX Literacy Standard' to achieve this. Furthermore, DX literacy is represented as a collective of four elements, as shown in Figure 1.
Implementation of the teaching model
Reflection on Classroom Practice
The "Mindset" is defined as the awareness, attitude, and behavior necessary to create new value. We have summarized the results of the questionnaire based on this perspective.
How can the knowledge gained from this year's efforts in digitizing cultural heritage be applied in the future?
When we created VR of the Edo-era house located in our local area and donated it to the city, the city officials who experienced the VR were amazed and found it "interesting". It's my pride that this VR will continue to exist in the future. However, at this point, I cannot specifically envision which cutting-edge technologies to utilize to solve local issues. Nevertheless, I hope to contribute to the local community by leveraging the cutting-edge technologies learned here. (Student A)
Have you researched the application methods and examples of advanced technologies in the construction industry outside of class?
Yes: 1 student (Student B), No: 7 students (Students A, C-H)
In the response from Student A, a positive attitude towards a practical project, involving digitizing local cultural heritage and donating it to the city, suggests an increased willingness to contribute to the community using advanced technology. However, only one student, apart from the classroom, researched the application methods and examples of advanced technology. The remaining seven students did not. This indicates that, despite students showing interest in advanced technology, they did not engage in self-directed learning. This suggests that the cultivation of "Mindset" was insufficient.
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Research Achievements and Challenges
The developed teaching model has been shown to significantly foster the ability to tackle challenges using advanced technology. Additionally, based on the analysis indicating insufficient development in fostering the "Mindset" aspect, there is a proposal to introduce a reflection unit at the end of the lesson plan. This is aimed at nurturing the ability of more students to adapt to societal changes, engage in self-directed learning, acquire new knowledge and digital skills, and conceive concrete solutions to problems. [...]
In the next project, we aim to demonstrate that by adding a unit for reflection to the teaching model, students can acquire the ability to utilize advanced technologies to address real local challenges while flexibly adapting to the rapid changes in society.
