A Framework of Drone-based Learning (Dronagogy) for Higher Education in the Fourth Industrial Revolution

 
 
 
  • Abstract
  • Keywords
  • References
  • Abstract


    The fourth industrial revolution is impacting the world in three megatrends which include physical, digital, and biological trends. Drone technology is gaining more interest from all sectors including the education sector. Drones is one of the technologies in the physical world that has the potential for redesigning education in the fourth industrial revolution. Yet, as the technology is newly made for the public, its’ affordances in educational environments are still not fully understood. Hence, the study investigates dronagogy for higher education and develops a framework for dronagogy a learning strategy. The study applies a case study using small autonomous drone integration in using problem-based learning and MOOCs using the pedagogy-space-technology framework. Learning analytics are used for assessment of learning in terms of active learning time while dronagogy was applied as learning tasks. The findings revealed that that dronagogy could be used as a learning strategy in different learning contexts and dronagogy could be used to guide integration of drone-based learning in higher educational settings for the fourth industrial revolution.

     

     


  • Keywords


    Drone-based learning, fourth industrial revolution, pedagogy-space-technology framework, 4IR learning strategy, higher education

  • References


      [1] Appelbaum D, Nehmer RA. Using Drones in Internal and External Audits: An Exploratory Framework. Journal of Emerging Technologies in Accounting. 2017 Feb;14(1):99-113.

      [2] BBC. Dubai test drone taxi service. Accessed on 6 December 2017 at http://www.bbc.com/news/technology-41399406. 2017.

      [3] Dabbagh N, Kitsantas A. Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education. 2012 Jan 31;15(1):3-8.

      [4] DJI. Spark: Seize the moment. Accessed on 18 December 2017 at https://www.dji.com/spark. 2017.

      [5] Floreano D, Wood RJ. Science, technology and the future of small autonomous drones. Nature. 2015 May;521(7553):460.

      [6] Fung FM, Watts, S. The Application of Drones in Chemical Education for Analytical Environmental Chemistry. In Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for Chemistry Education (pp. 155-169). American Chemical Society. 2017.

      [7] Gernez E, Harada CM, Bootsman R, Chaczko Z, Levine G, Keen P. Protei open source sailing drones: A platform for education in ocean exploration and conservation. InInformation Technology Based Higher Education and Training (ITHET), 2012 International Conference on 2012 Jun 21 (pp. 1-7). IEEE.

      [8] Hosseinpoor HR, Samadzadegan F, DadrasJavan F. Pricise Target Geolocation and Tracking Based on UAV Video Imagery. The International Archives of Photogrammetry, Remote Sensing and Spatial Information Sciences. 2016;41:243.

      [9] Jacques S, Bissey S, Martin A. Multidisciplinary Project Based Learning Within a Collaborative Framework: A Case Study on Urban Drone Conception. International Journal of Emerging Technologies in Learning (iJET). 2016 Dec 8;11(12):36-44.

      [10] Marron MB. Drones in jouralism education. Journalism & Mass Communication Educator 2013;68(2).

      [11] Mirot A, Klein J. Using the AR. Drone to Implement Model-Based Learning. Journal of Applied Learning Technology 2014;4(2).

      [12] Nagi J, Giusti A, Di Caro GA, Gambardella LM. Human control of UAVs using face pose estimates and hand gestures. InProceedings of the 2014 ACM/IEEE international conference on Human-robot interaction 2014 Mar 3 (pp. 252-253). ACM.

      [13] Nneji, V.C., Stimpson, A., Cummings, M. and Goodrich, K.H., 2017. Exploring Concepts of Operations for On-Demand Passenger Air Transportation. In 17th AIAA Aviation Technology, Integration, and Operations Conference (p. 3085).

      [14] Norman H, Nordin N, Din R, Ally M, Dogan H. Exploring the roles of social participation in mobile social media learning: A social network analysis. The International Review of Research in Open and Distributed Learning. 2015 Nov 2;16(4).

      [15] Norman H, Nordin N, Yunus M, Sham FM, Zaidi MAS, Ally M. Online Collaborative Mind-mapping in Multidisciplinary Research Teams for Eliciting Bottom 40 Transdisciplinary Community Issues. In IABL 2017: 2nd World Conference on Blended Learning 2017 (p. 103-107).

      [16] Radcliffe, D., 2009. A pedagogy-space-technology (PST) framework for designing and evaluating learning places. In Learning spaces in higher education: Positive outcomes by design. Proceedings of the Next Generation Learning Spaces 2008 Colloquium, University of Queensland, Brisbane (pp. 11-16).

      [17] Ramadan ZB, Farah MF, Mrad M. An adapted TPB approach to consumers’ acceptance of service-delivery drones. Technology Analysis & Strategic Management. 2017 Aug 9;29(7):817-28.

      [18] Ryberg T, Glud LN, Buus L, Georgsen M. Identifying differences in understandings of PBL, theory and Interactional interdependencies. In Proceedings of the 7th International Conference on Networked Learning 2010 (pp. 943-951).

      [19] Sattar F, Tamatea L, Nawaz M. Droning the Pedagogy: Future Prospect of Teaching and Learning. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering. 2017 Aug 4;11(6):1632-7.

      [20] Schwab K. The fourth industrial revolution. Crown Business; 2017.

      [21] Souter K, Riddle M, Sellers W, Keppell M. Spaces for knowledge generation. Final report. 2011.

      [22] Tesolin A, Tsinakos A. Opening real doors: Strategies for using mobile augmented reality to create inclusive distance education for learners with different-abilities. In Mobile and Ubiquitous Learning 2018 (pp. 59-80). Springer, Singapore.

      [23] Torres-Sánchez J, López-Granados F, Serrano N, Arquero O, Peña JM. High-throughput 3-D monitoring of agricultural-tree plantations with unmanned aerial vehicle (UAV) technology. PloS one. 2015 Jun 24;10(6):e0130479.

      [24] Wilson H. The process of creating learning space, in: D. Radcliffe, H. Wilson, D. Powell & B. Tibbetts (Eds) Proceedings of the Next Generation Learning Spaces 2008 Colloquium.

      [25] World Economic Forum. The fourth industrial revolution: What it means and how to respond. Accessed on 18 December 2017 at https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/

      [26] Zapata García DF, Garzón Oviedo MA, Pereira Valente JR, Barrientos A. QuadLab: a Project-Based Learning Toolkit for Automation and Robotics Engineering Education.

      [27] Nordin, N., Norman, H., Embi, M. A., Mansor, A. Z., & Idris, F. (2016). Factors for Development of Learning Content and Task for MOOCs in an Asian Context. International Education Studies, 9(5), 48-61.

      [28] Andersen BL, Na-songkhla J, Hasse C, Nordin N, Norman H. Perceptions of authority in a massive open online course: An intercultural study. International Review of Education. 2018 Apr 1;64(2):221-39.

      [29] Nordin N, Norman H, Hamdan F. Quality Education with Instructional Design via Massive Open Online Courses. Advanced Science Letters. 2018 Apr 1;24(4):2541-5.


 

Article ID: 21605
 
DOI: 10.14419/ijet.v7i4.21.21605




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.