The fourth industrial revolution, also known as Industry 4.0, has already begun enabling technological innovations in various domains, especially in the manufacturing and service industry. The conditions of the disruptive new product‐service emergence and quickly changing work environments require cultivating a competitive workforce that is equipped with essential knowledge and skills in Industry 4.0. The work presented herein identifies key competencies required for engineers in Industry 4.0 from the extant literature and offers a mechanism to facilitate knowledge and skills acquisition. Specifically, an automated planning software tool, iCoursePlanner, is proposed to recommend an optimized pathway to attain the identified competencies through not only offline courses in a college but also Massive Open Online Courses. This tool is based on a mobile app system in a cloud environment integrated with an optimization model for automated planning. iCoursePlanner uses the initial knowledge and goal knowledge of a learner to suggest a customized course plan. Case studies are conducted for industrial and manufacturing engineering students at Iowa State University and Bradley University to demonstrate how it can be used to help a student to acquire key competencies for Industry 4.0. The originality of the proposed automated course planning tool is rooted in the personalized course plan for each student that considers individual educational background and goal knowledge.

中文翻译：

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通过自动计划的工业4.0智能学习框架

第四次工业革命，也称为工业4.0，已经开始推动各个领域的技术创新，尤其是在制造业和服务业。颠覆性的新产品服务的出现以及快速变化的工作环境的条件要求培养一支具有工业4.0必不可少的知识和技能的竞争性劳动力。本文介绍的工作从现有文献中确定了工业4.0中工程师所需的关键能力，并提供了促进知识和技能获取的机制。具体来说，是一种自动计划软件工具iCoursePlanner提出了一种建议的优化途径，不仅可以通过大学的离线课程，而且可以通过大规模开放在线课程来获得已确定的能力。该工具基于云环境中的移动应用程序系统，并集成了用于自动计划的优化模型。iCoursePlanner使用学习者的初步知识和目标知识来建议定制的课程计划。在爱荷华州立大学和布拉德利大学为工业和制造工程专业的学生进行了案例研究，以展示如何利用它来帮助学生获得工业4.0的关键能力。所提出的自动化课程计划工具的独创性植根于针对每个学生的个性化课程计划，这些课程考虑了个人的教育背景和目标知识。