Ontology-based Interactive Learning Approach for Transdisciplinary Teaching in Learning Factory

Gillani, Syed Abreez, Abbasi, Rabiya, Martinez Rodriguez, Pablo and Ahmad, Rafiq (2022) Ontology-based Interactive Learning Approach for Transdisciplinary Teaching in Learning Factory. SSRN Electronic Journal. pp. 1-6. ISSN 1556-5068

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Official URL: https://doi.org/10.2139/ssrn.4071925


Interactive learning provides a pedagogical approach to acquire skills and develop knowledge regarding transdisciplinary areas, especially in the burgeoning engineering sciences domain. In fact, learning factories have been shown to provide the appropriate environment for transdisciplinary teaching. Exposure to different knowledge domains is desired, but students face difficulties understanding complex foreign concepts over limited periods of time. As an example, the AllFactory at the University of Alberta is a unique facility that encompasses agricultural and biological sciences along with Industry 4.0 technologies. Aquaponics 4.0 mediates the growth of various plant and fish species while using engineering concepts to control the environment and ensure maximum quality control and high throughput. This paper proposes a digital interactive approach to present and teach complex foreign knowledge to students in time-constrained environments. A graphical user interface is designed to provide a step-by-step guide on developing the hydroponic and aquaculture component to investigate Aquaponics 4.0 systems, where all the required knowledge is extracted from a predefined ontology model.

Item Type: Article
Additional Information: 12th Conference on Learning Factories 2022 (CLF), Singapore, 11-13 Apr 2022
Uncontrolled Keywords: Learning Factories, Transdisciplinary teaching, aquaponics 4.0, Knowledge Modeling
Subjects: X900 Others in Education
Department: Faculties > Engineering and Environment > Mechanical and Construction Engineering
Depositing User: John Coen
Date Deposited: 25 Apr 2022 08:27
Last Modified: 10 May 2022 15:15
URI: http://nrl.northumbria.ac.uk/id/eprint/48965

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