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F A R M E R T E A C H I N G A N D T R A I N I N G L A B O R A T O R I E S
TRAINER 'S MANUAL I N T E L L E C T U A L O U T P U T 4
F A R M E R 4 . 0 E R A S M U S + P R O J E C T
2 0 1 8 - 1 - I T 0 1 - K A 2 0 2 - 0 0 6 7 7 5
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FARMER 4.0 Project Partners
Logo Name Country
Politecnico di Torino Italy
Consorzio Scuola Comunità Impresa Italy
Azienda Agricola Agrianto di Maria Consilia Antonelli Italy
Université de Technologie de Compiègne France
Institut Polytechnique Unilasalle France
Ocak Izi Dernegi Turkie
Consorci de la Ribera Spain
CONTACTS
www.farmer4.eu
https://farmer.csciformazione.it
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INDEX
FARMER 4.0 Project Partners ................................................................................................................................. 2
INDEX ..................................................................................................................................................................... 3
SUMMARY .............................................................................................................................................................. 7
ACKNOWLEDGEMENTS ........................................................................................................................................ 7
PREFACE................................................................................................................................................................ 8
GENERAL OVERVIEW ........................................................................................................................................... 9
Introduction on FARMER 4.0 philosophy ............................................................................................................... 11
Where you can find all the materials and the accessibility to the MOODLE platform ............................................ 12
How to join the FARMER 4.0 Moodle platform .................................................................................................. 13
How to view the contents of the course ............................................................................................................. 14
How to assess your acquired knowledge .......................................................................................................... 16
THE SELF-ASSESSESSMENT AND ORIENTATION IN ENTRANCE AREA....................................................... 19
Introduction ....................................................................................................................................................... 20
FARMER 4.0 system for measuring the degree of entrepreneurship ................................................................ 20
Description of the Assessment and Orientation tool ......................................................................................... 21
THE TRAINING STRUCTURE .............................................................................................................................. 22
MODULE 1: CAD/CAM/CAE/RE ........................................................................................................................... 23
Module: Why use CAD, CAE, CAM, and RE? .............................................................................................. 24
Module: CAD-Computer Aided Design .............................................................................................................. 25
Pedagogical objectives ................................................................................................................................. 25
Key points ..................................................................................................................................................... 25
Steps and duration of the session ................................................................................................................. 25
Materials and resources................................................................................................................................ 25
Sequences of the session ............................................................................................................................. 26
Supporting Material ....................................................................................................................................... 26
Face to Face ................................................................................................................................................. 26
E-learning ..................................................................................................................................................... 27
Test ............................................................................................................................................................... 28
Module: CAE-Computer Aided Engineering ...................................................................................................... 32
Pedagogical objectives ................................................................................................................................. 32
Key points ..................................................................................................................................................... 32
Steps and duration of the session ................................................................................................................. 32
Materials and resources................................................................................................................................ 32
Sequences of the session ............................................................................................................................. 33
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Face to Face ................................................................................................................................................. 33
E-learning ..................................................................................................................................................... 33
Test ............................................................................................................................................................... 34
Module: CAM-Computer Aided Manufacturing .................................................................................................. 36
Pedagogical objectives ................................................................................................................................. 36
Key points ..................................................................................................................................................... 36
Steps and duration of the session ................................................................................................................. 36
Materials and resources................................................................................................................................ 37
Sequences of the session ............................................................................................................................. 37
E-learning ..................................................................................................................................................... 37
Module: RE-Reverse Engineering ..................................................................................................................... 38
Pedagogical objectives ................................................................................................................................. 38
Key points ..................................................................................................................................................... 38
Steps and duration of the session ................................................................................................................. 38
Materials and resources................................................................................................................................ 38
Sequences of the session ............................................................................................................................. 39
Face to Face ................................................................................................................................................. 39
Supporting Material ....................................................................................................................................... 39
TEST ............................................................................................................................................................. 40
MODULE 2: Additive Manufacturing - 3D Printing ................................................................................................. 45
Lesson: What is 3D Printing .............................................................................................................................. 45
Pedagogical objectives ................................................................................................................................. 45
Key points ..................................................................................................................................................... 45
Steps and duration of the session ................................................................................................................. 45
Materials and resources................................................................................................................................ 45
Test ............................................................................................................................................................... 46
Lesson: Why 3D Printing ................................................................................................................................... 47
Pedagogical objectives ................................................................................................................................. 47
Key points ..................................................................................................................................................... 47
Steps and duration of the session ................................................................................................................. 47
Materials and resources................................................................................................................................ 47
Test ............................................................................................................................................................... 47
Lesson: How do we 3D Print ............................................................................................................................. 48
Pedagogical objectives ................................................................................................................................. 48
Key points ..................................................................................................................................................... 48
Steps and duration of the session ................................................................................................................. 48
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Materials and resources................................................................................................................................ 48
Sequences of the session ............................................................................................................................. 48
Test ............................................................................................................................................................... 48
MODULE 3: Agricultural Entrepreneurship according to the FabLab approach .................................................... 50
Pedagogical objectives ................................................................................................................................. 50
Key points ..................................................................................................................................................... 50
Steps and duration of the session ................................................................................................................. 51
Materials and resources................................................................................................................................ 51
Sequences of the lessons ............................................................................................................................. 51
Test ............................................................................................................................................................... 51
MODULE 4: Internationalization and sustainability of the Global Farm 4.0 ........................................................... 55
Pedagogical objectives ................................................................................................................................. 55
Key points ..................................................................................................................................................... 56
Steps and duration of the session ................................................................................................................. 56
Materials and resources................................................................................................................................ 56
Sequences of the lessons ............................................................................................................................. 56
Test ............................................................................................................................................................... 56
MODULE 5: Social Networking for Global Farm 4.0 .............................................................................................. 59
Pedagogical objectives ................................................................................................................................. 59
Key points ..................................................................................................................................................... 59
Steps and duration of the session ................................................................................................................. 59
Materials and resources................................................................................................................................ 60
Sequences of the lessons ............................................................................................................................. 60
Test ............................................................................................................................................................... 60
MODULE 6: On line communication tools and techniques .................................................................................... 63
Pedagogical objectives ................................................................................................................................. 63
key points ...................................................................................................................................................... 63
Steps and duration of the session ................................................................................................................. 63
Materials and resources................................................................................................................................ 64
Sequences of the lessons ............................................................................................................................. 64
Test ............................................................................................................................................................... 64
FARMER 4.0 VALIDATION, RECOGNITION AND CERTIFICATION OF THE COMPETENCES AQUIRED ....... 67
FARMER 4.0 VALIDATION AND RECOGNITION SYSTEM ............................................................................ 68
FARMER 4.0 CERTIFICATION SYSTEM – THE DIGITAL BADGES ............................................................... 68
3D SIMULATOR ENVIRONMENT .................................................................................................................... 70
Why a virtual environment for training? ............................................................................................................. 71
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Guided procedure to access the 3D Simulator and how to use it ...................................................................... 72
ANNEXES ............................................................................................................................................................. 79
Annexe I. ASSESSMENT AND ORIENTATION SYSTEM IN ENTRANCE – How the FARMER 4.0 Intellectual
Output 1 is built ................................................................................................................................................. 80
Annexe II. Job Shadowing guidelines ............................................................................................................... 81
Annexe III. Coworking guidelines ...................................................................................................................... 82
Annexe IV. Technical issues ............................................................................................................................. 83
Annexe V. Visualization of interactive 3D models and animations .................................................................... 84
Interactive 3D models ................................................................................................................................... 84
How to see the videos .................................................................................................................................. 87
How to display the external links ................................................................................................................... 88
How to download 3D Models ........................................................................................................................ 88
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SUMMARY
This manual is intended for trainers who are called upon to lead training sessions for farmers and accompany
them towards industry 4.0.
ACKNOWLEDGEMENTS
This Manual is the result of cooperation of 7 partners coming from the following contexts: Research/University and
innovative entrepreneurship FabLab (Polito, UTC, UniLaSalle), Vocational Training and community (CSCI, OCAK
IZI DERNEGI), Farming (Azienda Agricola Agrianto), public administration working on occupability/training,
sustainability and governance of the agricoltural sector (Consorci de la Ribera).
It was made possible thanks to some partners whose countries, at a regional level, have similar difficult situations
in terms of innovation (IT, ES and TR "moderate innovators ") and France from which to import best practices in
terms of innovation.
This Manual was finalized thanks to the coordination made by Institut Polytechnique UniLaSalle (FR).
As already said, the partners of the Farmer 4.0 project worked on the development of this book.
May they all be warmly thanked, and in particular:
- Nathalie Schnuriger, UniLaSalle, FR
- Maria Consilia Antonelli, Azienda Agricola Agrianto, IT
- Patrizia Coradini, Azienda Agricola Agrianto, IT
- Gema March, Consorci de la Ribera, ES
- Graciela Olvert Cerverò, Consorci de la Ribera, ES
- Barbara Tosi, Consorzio Scuola Comunità Impresa (CSCI), IT
- Alessandro Varallo, Consorzio Scuola Comunità Impresa (CSCI), IT
- Melek Ergul, Ocak Izi Dernegi, TR
- Federica Marcolin, Politecnico di Torino, IT
- Andrea Guerra, Université de Technologie de Compiègne (UTC), FR
Federica Marcolin, Maria Grazia Violante
Project Managers FARMER 4.0
Politecnico di Torino
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PREFACE
This Manual is intended to help teachers/trainers to use the Farmer4.0 training model, including the E-learning
MOODLE platform in building effective training paths.
Supporting farmers towards agriculture 4.0 is strategically important for European countries because the new Rural
Development Plan and the spread of new approaches to the agricultural world, such as social agriculture, are
rapidly transforming this sector, offering new opportunities for social inclusion. These new forms of production mean
that the agricultural sector has interesting employment opportunities: agriculture currently employs around 7.8
million workers in the EU, rising to 17 million (7.6% of total employment and 3.5% of total EU gross value added)
when it comes to agri-foodstuffs. In the current Italian (ISTAT data) and EU (EUROSTAT data) scenario, where the
unemployment situation, especially among young people (40.1% IT against 23.5% EU) and women, is becoming
more and more critical (in IT unemployment has reached the worst negative record in the last years at 13%, against
12% EU); a job-creating sector represents an opportunity to invest in. Considering that world food demand is set to
increase by 70% by 2050 (FAO data) and that the EU agricultural sector accounts for 18% of world food exports
(more than 40% of total food production in the OECD), it is clear what the employment potential of the sector could
be (Com. EU 2012/79).
Although the new CAP (Common Agricultural Policy) aims to promote the centrality of the agricultural sector by
ensuring a fair and solidarity-based development of member countries, unfortunately EU agriculture is lagging
behind in keeping up with modern technologies and skills, which would allow a greater preservation of its
competitive advantage compared to the aggression of non-EU markets.
Supported by the data "EU Skills Panorama-Cedefop" according to which in the next 5 years in the agricultural
sector about 50% of the current workforce will suffer from "obsolescence" of their skills and farmers will need the
right skills not to be overwhelmed by competition taking into account:
1) the impacts of the digital revolution in manufacturing with the advent of FabLabs;
2) the need to make the offer efficient using strategies typical of an open and innovative entrepreneurship;
3) the need to use approaches more oriented to sustainability (in terms of business model and wise use of natural
resources) and product quality in respect of consumers, ensuring a satisfactory profitability for the producers;
4) the willingness of the Rural Development Plan to vary the range of activities of a farm towards agritourism, social
agriculture, educational farms, typical handicrafts, etc.
FARMER4.0 aims to propose a new teaching model based on the digital revolution that helps farmers to approach
to the farm of the future.
The project wishes to promote entrepreneurship in the agricultural field and facilitate the transmission and adoption
of new productive processes and new business models based on concepts such as Open Source, FabLab, 3D
Printing and 3D tools, Virtual Reality, Open Innovation, Job Shadowing, Coworking.
With FARMER4.0, we foster the realization of the Global Farm 4.0, the farm of the future, in which these aspects
are merged and melted together:
- Traditional knowledge
- Innovative entrepreneurship
- Emerging technology
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GENERAL OVERVIEW
Why this trainer manual? This Manual is intended for trainers who will be called upon to conduct training sessions with FARMER 4.0 training model and tools.
The overall objective of this training is to support the reorganization
processes of the agricultural supply chain, improving the specialization and qualification of the sector, increasing the competitive and innovative capacity of European agricultural entrepreneurship, in the direction of the concept of "multifunctionality of the enterprise": producing the raw material, transforming it, ranging from the food market to green building, reusing waste from agricultural and wine production in cosmetics, or pharmaceuticals.
Target audience of this Manual Teachers/trainers who want to use the training model Farmer 4.0
Pedagogical objectives A the end of FARMER 4.0 training, learners will be able to:
a) supervise the product engineering process which, thanks to the
technologies used (e.g. 3D printers) is highly customized, unique
but at the same time scalable up to thousands of units (Modules
"CAD/CAM/CAE/RE" - borrowed from the previous WEB3D project
and adapted according to Farmer4.0 training needs - and Module
"Additive Manufacturing - 3D Printing")
b) know how to verify the technical feasibility, evaluate the costs of
realization, produce following the "just-in-time zero kilometer"
philosophy using eco-friendly materials, organize themselves in an
innovative and flexible collaborative context where the Open
Innovation is realized in the FarmerLab (Modules "Agricultural
Entrepreneurship according to the FabLab approach" and
"Internationalization and sustainability of the Global Farm 4.0")
c) organize the marketing and to sell the products using the main
social media promoting the group mentality, overcoming the
geographical boundaries of the company, absorbing information,
posting updates, sharing doubts and searching for answers ("Social
Networking for Global Farm 4.0" Module and “On-line
communication tools and techniques” Module)
d) experiment and practice in a controlled environment (simulation
environment). It will be possible to visit a 3DFablab virtually. Here
some videos will show how to design with the CAD some
“agricultural objects”, then virtual 3D printers simulate the printing
of these objects and videos show the real printing of the same
objects.
Training Methodology This training includes a variety of educational activities and tools that
can be used by trainers to support farmers in agriculture 4.0.
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The exchange of professional experience will be at the heart of this
training, and the activities planned will be defined in such a way as to be
as close as possible to the professional reality of the participants.
The agenda is based on various skills selected by the partnership on
the base of an accurate analysis of the needs.
Main content elements Introduction on FARMER 4.0 philosophy
Description and functionality of the Moodle platform
Thematic session on the following subjects:
• CAD/CAM/CAE/RE
• Additive Manufacturing - 3D Printing
• Agricultural Entrepreneurship according to the FabLab approach
• Internationalization and sustainability of the Global Farm 4.0
• Social Networking for Global Farm 4.0
¶ On-line communication tools and techniques
Duration1 MODULE 1 – 5 h 30 min of lessons (+ 10 hours of insights)
MODULE 2 – 2 h of lessons (+ 2 hours of insights)
MODULE 3 – 2 h of lessons (+ 28 hours of insights)
MODULE 4 – 1 h of lesson (+ 58 hours of insights)
MODULE 5 – 3 h 30 of lessons (+ 2 hours of insights)
MODULE 6 – 1 h 30 of lesson (+ 3 hours 30 of insights)
Material 6 modules, 20 lessons 452 pages + insights, videos, links
5 languages (English, Italian, French, Spanish, Turkish)
1 Calculated on the base of TRIO project presented inside the document https://www.slideshare.net/PortaleconsulentiSic/come-calcolare-la-durata-di-un-corso-elearning
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Introduction on FARMER 4.0 philosophy
Farmer4.0 model was born to organize:
1) traditional structured training (face-to-face) and E-learning
2) experimentation and exercise in a controlled environment (Virtual Reality simulations)
3) Deconstructed learning where the participants themselves discover how to use the available resources,
supported by mentors who act as facilitators, in the logic of Creative Learning and 4P (projects, peers, play,
passion). The support takes place in a FarmerLab workshop, a FabLab (Fabulous Laboratory or Digital Fabrication
Laboratory) dedicated to the creation of new agricultural practices closely related to the use of new information
technologies, to the just-in-time creation of innovative products in materials, shapes and applications (e.g. drones
for crop control or the creation of tools that use renewable energy sources for lighting or heating small
greenhouses).
After a personal assessment and a period of training, inside some “physical laboratories” the Farmer 4.0 will initially
work in Job Shadowing (please, see ANNEXE II) alongside:
(a) the 'traditional farmer', as a result of the experimentation in VR environment, for strengthening the knowledge
about the territorial peculiarities of insertion, taking advantage of the experience of the expert worker in an
intergenerational dialogue;
b) the digital manufacturing expert accustomed to working in a FabLab artisan context, for understanding the real
potential of the context.
In a second moment, strong of the period of "observation" in Job Shadowing, the farmer 4.0 will find himself in the
workshop to conceive, experiment, create in co-working (please, see ANNEXE III) with other learners (Peer-to-
Peer Learning) and experienced mentors.
The Farmer4.0 environment wants to be not only a place of training (thanks to the training contents provided in
blended learning) but also a place of shared participatory innovation where you can expand your knowledge, share
your experiences, learn by doing through the creation of a network that combines the particular advantage of the
individual resource to the synergies that can only be achieved by an enlarged operation at the network level.
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Where you can find all the materials and the accessibility to the MOODLE platform
The modules are reachable by FARMER 4.0 website: https://www.farmer4.eu/.
Here you can find the following modules:
¶ CAE – CAD – CAM – RE
¶ Additive Manufacturing –3D Printing
¶ Agricultural Entrepreneurship & FabLab
¶ Internationalization and sustainability of the Global Farm 4.0
¶ Social Networking for the Global Farm 4.0
¶ On line communication tools and techniques
As the Farmer4.eu website, the courses are available in the same 5 languages: English, French, Italian, Spanish
as well as Turkish language on a Moodle platform. You will choose your learning language once you’ve entered
the Moodle itself.
If you want to skip the connection to farmer 4.0 website, you can find the same modules directly going on farmer4.0
Moodle platform: https://farmer.csciformazione.eu
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How to join the FARMER 4.0 Moodle platform
To join the Farmer 4.0 Moodle platform, you just need to first click on one module you would like to follow, such as
Agricultural Entrepreneurship & Fablab, and you will see on the right side the connecting link – red oval shape:
Once you’ve chosen your language on the Moodle platform, you can either:
- Take the self-assessment & orientation test
- Start one of the 6 modules
- Enter the simulator
In order to enroll on a course and to follow your achievements on the courses, you will need to create an account-
red oval shape :
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How to view the contents of the course
You can discover a course, even if you’re not connected through your account, you will need this connection to
enroll – red oval shape:
Within the module, there will be lessons to be used in the classroom together with the teacher (Face to Face
Lessons), lessons to be used by the student online (E-learning Lessons) and in-depth material that the student
can read (Supporting Material). Face to face lessons have a maximum duration of 2 hours. E-learning lessons
have a maximum duration of 1 hour.
To access the lessons, simply select “click here to enter the course”. For example, the Module 1 is divided in 5
lessons that you can easily access from the presentation page.
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To move from one page to another within the lesson, simply click as indicated by the arrows below the slides,
design might be slightly different between modules.
For better understanding how it is possible to use the platforms as a student, please, read the Student’s manual at
the following URLs:
ENGLISH version: https://www.farmer4.eu/utils/
ITALIAN version: https://www.farmer4.eu/it/utils-it/
FRENCH version: https://www.farmer4.eu/fr/outils/
SPANISH version: https://www.farmer4.eu/es/utiles/
TURKISH version: https://www.farmer4.eu/tr/faydali-kaynaklar/
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How to assess your acquired knowledge
At the end of each module or lesson, you can access the test to evaluate your competences. To answer the test
questions, just click on "test". For some modules, test access might be restricted until you have completed the
module:
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If you stopped in the middle of a course, you can come back, and start again from where you stopped and you
will see the achievement bar:
Once the test is selected, simply answer the questions:
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Once you have answered the questions of the test, you can review your attempt or submit; you will then see your
results and access corrections:
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THE SELF-ASSESSESSMENT AND ORIENTATION IN ENTRANCE AREA
FARMER 4.0 website https://www.farmer4.eu/ in the middle of the home page of all the languages, you find a button that invites to take the assessment tests.
FARMER 4.0 MOODLE platform
ENGLISH version: https://farmer.csciformazione.eu/course/index.php?categoryid=6
ITALIAN version: https://farmer.csciformazione.eu/course/index.php?categoryid=13
FRENCH version: https://farmer.csciformazione.eu/course/index.php?categoryid=4
SPANISH version: https://farmer.csciformazione.eu/course/index.php?categoryid=5
TURKISH version: https://farmer.csciformazione.eu/course/index.php?categoryid=36
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Introduction
Before to start with the training path, the student is recommended to enter the “Self-Assessment and Orientation in
Entrance” area for understanding better what he/she need to become a “Farmer 4.0”.
He/she will assess his/her key and technical competences, as well as the soft skills needed to be an effective
entrepreneur. By the profiling, he/she will be suggested to study the most suitable modules offered by the Famer
4.0 training path.
FARMER 4.0 system for measuring the degree of entrepreneurship
The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences
for lifelong learning identifies 'initiative and entrepreneurship' (that mean to able to translate ideas into action) as
one of the eight key competences to be instilled at every stage of education and training.
The European Charter for Small Enterprises mentions that "Small enterprises must be considered the main driving
force behind innovation, employment and social and local integration in Europe .... Entrepreneurship is a valid and
productive human skill, at all levels of responsibility... We intend to encourage and promote the entrepreneurial
efforts of young people and develop appropriate training programmes for small business managers".
It is clear from these statements how important is to
talk about "entrepreneurial spirit" in the agricultural
sector, which in Europe is more represented by SMEs,
especially family micro-enterprises whose livelihood is
due to the entrepreneurial capacity of the owner.
The Farmer4.0 model uses a skills assessment tool
that measures the "degree of entrepreneurship" of the
individual. Therefore, not only the "technical" skills
related to the management of a farm that uses the
latest technologies and processes, but also and above
all those skills that identify among many candidates, those who can be considered / become capable entrepreneurs,
organized and motivated, able to successfully lead companies and/or start-ups. The tool, in addition to directing
the individual in the choice of their training path, becomes an important mean of "selection" and "identification" of
the excellence.
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The system is integrated into an "orientation" module which has the function of guiding the student in the choice of
the most suitable training area with respect to the needs to bridge any gaps between what is possessed in terms
of skills and what is deemed necessary to operate in the reference sector.
The measurement system consists of a package of tests and questionnaires developed by the partnership in a
European key (EU vision given by the synchronous work of the cross-sector and transnational partnership), gender
and multicultural.
Technical competences are measured through a self-assessment system according to the descriptors of the
European Qualifications Framework (EQF).
They will be measured those transversal competences that define the degree of entrepreneurship (entrepreneurial
culture) of an individual as identified in the annex to the Recommendation of the European Parliament and of the
Council on key competences for lifelong learning of 10 November 2005: self-efficacy; creativity; risk appetite;
control; entrepreneurial intentions, that means the intention to start a self-employed activity in the future; the ability
to identify opportunities, planning, organisation, management, leadership and delegation, analysis, communication,
giving and receiving feedback, negotiation;
teamwork, initiative, ability to anticipate
events, independence and innovation,
determination to achieve objectives.
Description of the Assessment and Orientation tool
The system for measuring the learner's 4.0
aptitude for entrepreneurship is totally innovative and is inspired by HEInnovate (https://heinnovate.eu/), a tool that
aims to help and guide universities to undertake (or strengthen) a process that, starting with self-assessment, leads
to the creation of an action plan to become an "entrepreneurial higher education institution".
It will be measured:
1) the propensity to entrepreneurship, thanks a quiz developed by the Women’s Initiative for Self-
Employment
2) the entrepreneurial experience in Agriculture, thanks a questionnaire that detects:
- the field in which candidates would like to be an entrepreneur
- the identification of their professional past experiences in the same chosen field
3) candidates’ educational level
4) candidates’ ICT competences
5) candidates’ soft skills to be successful entrepreneurs, thanks some tests that measure:
- the creativity
- the capacity of communication, that is the capacity to interact with others
- the assertiveness
- the capacity to control the situations, that is the tendency to keep something under control
At the end of the online self-assessment, the candidate is profiled. Starting from the results of this self-
assessment/measurement, he/she is guided to choose the suitable modules among those offered.
Please, refer to ANNEXE I for the insights of the ASSESSMENT and ORIENTATION tool
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THE TRAINING STRUCTURE
FARMER 4.0 website
ENGLISH version: https://www.farmer4.eu/courses-en/
ITALIAN version: https://www.farmer4.eu/it/courses-it/
FRENCH version: https://www.farmer4.eu/fr/cours/
SPANISH version: https://www.farmer4.eu/es/nuestros-socios/
TURKISH version: https://www.farmer4.eu/tr/kurslar/
FARMER 4.0 MOODLE platform
https://farmer.csciformazione.eu
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MODULE 1: CAD/CAM/CAE/RE
The CAD, CAE, CAM, RE course has the following structure:
-5 lessons
¶ Lesson Why use CAD, CAE, CAM, RE?
¶ Lesson CAD (Computer Aided Design),
¶ Lesson CAE (Computer Aided Engineering),
¶ Lesson RE (Reverse Engineering),
¶ Lesson CAM (Computer Aided Manufacturing)
-Face to Face Lessons,
-E-learning Lessons,
-Supporting material.
Course
CAD, CAE, CAM, RE
Why use CAD, CAE, CAM and RE?
E-learning Lessons
Module CAD
Face to Face Lessons
E-learning Lessons
Supporting Material
Module CAE
Face to Face Lessons
E-learning Lessons
Supporting Material
Module RE
Face to Face Lessons
Supporting Material
Module CAM E-learning Lessons
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Module: Why use CAD, CAE, CAM, and RE?
A short description that explains why CAD, CAE, CAM and RE technologies are necessary for the design of an
object is the first module that the user is ready to read once he/she has entered the Moodle platform.
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Module: CAD-Computer Aided Design
Pedagogical objectives
At the end of the training, students will be able:
1. to identify different typologies of graphical representation
2. to create 2D sketching geometry
3. to create 3D models from 2D sketches
4. to create assemblies and establish relationships between the parts
5. to make 2D multi-view drawings from 3D models
6. to insert drawing dimensions and notes
Key points
1. Knowledge of the fundamental elements to be able to use SolidWorks software or a similar 3D modeler
2. Knowledge of the fundamental commands to be able to build parametric 3D models of parts and
assemblies starting from 2D sketches and make 2D drawings applying dimensions.
3. Knowledge of the steps for design, model, validate, and communicate ideas before production and
manufacturing with additive technologies.
Steps and duration of the session
The CAD module has 9 lessons: 4 Face to Face lessons, 1 E-learning lesson, 4 lessons dedicated to deepening.
The teacher starts the module with Face to Face lessons of no more than 3 hours of duration. After these lessons,
the student can attend the E-learning lesson can be used 24h without time limits. The student will have also the
possibility to deepen the modeling thanks to the supporting material. At the end of each Face to Face lesson, the
teacher can ask to the students to answer a test for the assessment of competences.
Materials and resources
Links to documents and videos
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Sequences of the session
Supporting Material
Lesson 1: CAD generations
- Historical evolution of 3D modeling
Lesson 2: Solids representation techniques
- Wireframe representation
- B-Rep representation
- CSG representation (1 of 5)
- CSG representation (2 of 5)
- CSG representation (3 of 5)
- CSG representation (4 of 5)
- CSG representation (5 of 5)
Lesson 3: the Parametric Featured-based Representation
- The parametric feature-based representation
Lesson 4: explicit modeling
- System based on explicit modeling
Final Test for lesson 1, 2, 3, 4
Face to Face
Lesson 1: Basic part modeling
- Step 1
- Step 2
- Step 3
- Step 4
- Final Test
Lesson 2: Make drawing from part
- Step 1
- Step 2
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- Step 3
- Drawing views
- DimXpert
- Final Test
Lesson 3: Basic assembly modeling
- Introduction
- Component 1 of the assembly
- Component 2 of the assembly
- Component 3 of the assembly
- Component 4 of the assembly
- Component 5 of the assembly
- Component 6 of the assembly
- Step 1
- Step 2
- Step 3
- Step 4
- Step 5
- Step 6
- Step 7
- Final Test
Lesson 4: Make drawing from assembly
- Step 1
- Step 2
- Step 3
- Step 4
- Final Test
E-learning
Lesson: Bio degradable jars
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- Modelling of biodegradable jars with SolidWorks
Test
Final Test for lessons 1, 2, 3 and 4 of supporting material
Question 1 (True)
Feature-based modelers allow operations such as creating holes, fillets, chamfers, bosses, and pockets to be
associated with specific edges and faces.
Question 2 (True)
The wireframe is an abstraction of the solid; it is a 3D model that consists of lines representing the edges of the
model.
Question 3 (False)
In CSG representation, the topology can be represented using a win ged - e d g e data structure where the nodes are
faces and the connections represent shared edges.
Solids representation systems
Question 4 (True)
In the B-representation an object is constructed using Boolean operations
Question 5 (2)
The figure shows a group of three primitives displayed in wireframe. Indicate the objects that derive from the
Boolean operation (A ∩ B) U C
Final Test for lesson 1: Basic part modeling
Question 1 (True)
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When opening a new part document, you must create a sketch on any default plan (Front plane, Upper plane and
Right plane) or on a created plane.
Question 2 (True)
Sketch entities are dimensioned in 2D or 3D with the Smart Dimension tool. A dimension can be dragged or
dropped while the Smart Dimension tool is active.
Question 3 (False)
You cannot create features without adding dimensions to the sketches.
Question 4 (False)
You cannot create a new sketch by extracting the entities from an existing sketch.
Question 5 (True)
In a fully defined sketch, the model geometry is not displayed in black.
Final Test for Lesson 2: Make drawing from part
Question 1 (false)
A part or assembly must not be saved before creating the associated drawing.
Question 2 (true)
You can generate 2D drawings of parts and of assembly. Parts, assemblies and drawings are linked documents;
any changes made to the part or assembly involve editing the drawing document.
Question 3 (true)
Scale changes in drawings are applicable to sheets or views. A drawing can be scaled even when it is printed.
Question 4 (true)
Standard 3 views, model views (such as isometric and exploded), and relative views are created automatically
from models.
Question 5 (true)
The drafted elements follow the standard specified in Tools > Options > Document Properties > Drafting
Standard.
Final Test for Lesson 3: Basic assembly modeling
Question 1 (3)
In an assembly, which of the following statements is false:
1. A fixed component has a (f) before the name in the FeatureManager design tree
2. A sub-defined mobile component has a sign (-) before the name in the FeatureManager design tree
3. The first part placed in an assembly is fixed by default and cannot be made mobile later
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Question 2 (true)
Mates can be suspended in the same way that functions are suspended
Question 3 (true)
A coincident mate forces two planar faces to become coplanar. The faces can move along one another, but
cannot be pulled apart.
Question 4 (False)
A concentric mate forces two cylindrical faces to become concentric. The faces can move along the common
axis, and can be moved away from this axis.
Question 5 (3)
Which of these mates is not an advanced mates:
1. Limit Mates
Limit mates allow components to move within a range of values for distance and angle mates. You
specify a starting distance or angle as well as a maximum and minimum value.
2. Path Mate
A Path mate constrains a selected point on a component to a path. You define the path by selecting one
or more entities in the assembly. You can define pitch, yaw, and roll of the component as it travels along
the path.
3. Gear Mates
Gear mates force two components to rotate relative to one another about selected axes. Valid
selections for the axis of rotation for gear mates include cylindrical and conical faces, axes, and
linear edges.
4. Symmetry Mate
A symmetry mate forces two similar entities to be symmetric about a plane or planar face of a
component or a plane of the assembly.
5. Width Mates
A width mate constrains a tab between two planar faces.
Final Test for Lesson 4: Make drawing from assembly
Question 1 (true)
If you change the item number in a stacked balloon, the item number in the bill of materials also changes.
Question 2 (true)
A drawing can contain a bill of materials created on a table or a bill of materials created in Excel, but not both.
Question 3 (5)
A balloon is added to the stack for each component selected. As you add the stacked balloons, you can’t select
which of the following stack direction in the PropertyManager
1. Stack on the right
2. Stack on the left
3. Stack up
4. Stack down
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5. Stack circularly
Question 4 (true)
When creating a section (or an aligned section) of an assembly drawing, you can exclude the fasteners (leave
any item entered by SolidWorks Toolbox or designated as an uncut fastener).
Question 5 (true)
To insert a Bill of Materials into an assembly, you have to click Bill of Materials (Table toolbar) or Insert > Tables
> Bill of Materials.
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Module: CAE-Computer Aided Engineering
Pedagogical objectives
The main objective of the CAE module is to predict the behavior of a component subjected to external loads through
finite element analysis. CAE technology allows performing linear, non-linear, thermal, stress, and dynamic
analyzes, studying geometry and physical properties, to simulate product performance.
The CAE module provides the student with the tools necessary to understand and create different types of analysis:
static, thermal, peak load, and modal.
At the end of the training, students will be able:
1. the basics of structural mechanics: displacements, deformations, and tensions within the structures.
2. to know the different boundary conditions applicable to the system
3. to know the different types of mono, bi, or three-dimensional elements to discretize the domain
4. to analyze and idealize CAD geometry: defeaturing, idealization, and clean-up.
5. 2D, 3D or combined meshing of face or object
6. to demonstrate the ability to learn and apply different types of analysis: static, thermal, peak load, and
modal.
Key points
1. Knowledge of the different finite element analysis based on the type of the problem to simulate and predict
the behavior of parts or assemblies.
2. Knowledge of the fundamental elements to be able to choose the correct study, apply constraints and
external loads to the system, and create the mesh of the elements.
Steps and duration of the session
The CAE module contains 5 Face to Face lessons and 4 E-learning lessons.
The teacher starts the module with Face to Face lessons (Lessons 1,2,3,4 and 5) of no more than 3 hours of
duration. At the end of these Face to Face lessons, the student can attend the E-learning lessons (lessons 6,7,8,9)
that can be used 24h without time limits. At the end of the CAE module, the students will have a final test available
to evaluate their skills.
Materials and resources
Links to documents and videos
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Sequences of the session
Face to Face
Lesson 1
- Fundaments of structural mechanics
- Introduction to finite elements analysis (FEA)
- Types of analysis
Lesson 2
- Project and practical considerations
- Selection of the elements
Lesson 3
- Boundary conditions
- Types of elements (1 of 4)
- Types of elements (2 of 4)
- Types of elements (3 of 4)
- Types of elements (4 of 4)
- Material properties
Lesson 4
- Mesh strategies and geometry considerations
- 2D Mesh
- 3D Mesh
- Combined 2D and 3D Mesh
- Accuracy and convergence
Lesson 5
- SolidWorks analysis packages
- Static analysis: rectangular perforated plate
- Static analysis: bending of the L-shaped bracket
- Static analysis: Y-joint of a thin tube
- Static analysis: verification of a bending bracket
E-learning
Lesson 6
- Thermal analysis: bimetal beam
- Thermal analysis of a chip
Lesson 7
- Thermal analysis: microchip
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Lesson 8
- Peak load analysis: stool
Lesson 9
- Modal analysis: diapason
- Modal analysis: rod
Test
Question 1 (2)
What is the finite element analysis?
1. The stress analysis to determine the stresses and strains in materials and structures subjected to forces.
2. The simulation of structural, vibration and thermal problems using a numerical technique
3. The study of static and dynamic responses of a structure in many engineering disciplines
4. The analysis of the thermal properties of the materials, and how they change with temperature.
Question 2 (4)
What preliminary steps are necessary before executing the mesh?
1. None, you can always perform the mesh
2. Defeaturing and Idealization
3. Idealization and Clean-up
4. Defeaturing, Idealization and Clean-up
Question 3 (1)
What are Boundary Conditions?
1. BCs are forces and constraints necessary for the solution of a boundary value problem
2. BCs are internal forces exchanged by the object in the system
3. BCs are temperature and convection coefficient in static analysis
4. BCs are pressures and centrifugal forces in thermal analysis
Question 4 (3)
What is mesh in finite element method?
1. The mesh is a subdivision in triangles and other irregular shapes
2. The mesh is a non-continuous subdivision of a continuous geometric space into discrete geometric and
topological cells.
3. The mesh is a subdivision of a continuous geometric space into discrete geometric and
topological cells.
4. The mesh is the creation of triangles that increase the complexity of the object.
Question 5 (2)
In SolidWorks, the module that uses the finite element analysis method to predict physical behavior is:
1. CAD 3D SOLIDWORKS
2. SOLIDWORKS Simulation
3. SOLIDWORKS Motion
4. SOLIDWORKS Plastics
Question 6 (1)
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What are the basic steps to perform a static analysis?
1. CAD geometry analysis, creation of a "Static Analysis" study, setting of material properties and
boundary conditions, definition of the model mesh, analysis execution.
2. Creation of a "Static Analysis" study, setting of material properties and boundary conditions, definition of
the model mesh, analysis execution.
3. Creation of a "Static Analysis" study, setting of material properties and boundary conditions, definition of
the model mesh, CAD geometry analysis, analysis execution.
4. Creation of a "Static Analysis" study, setting of material properties and boundary conditions, setting of
initial temperature and convection coefficient, definition of the model mesh, application of a mesh
control, CAD geometry analysis, analysis execution.
Question 7 (3)
Indicate which of the following statements is false, regarding thermal analysis in SolidWorks:
1. It's necessary to specify the material and the thermal expansion coefficient.
2. Heat can be transferred by three methods: conduction, convection and radiation.
3. Only the stationary heat conduction can be performed.
4. A transient thermal analysis is required to analyze the change in temperature over time.
Question 8 (4)
What is Modal Analysis?
1. Modal analysis is the study of the factor of safety.
2. Modal analysis is the study of vibrations in the presence of an applied force.
3. Modal analysis is the study of the critical buckling factors and the associated buckling mode shapes.
4. Modal analysis is the study of the dynamic properties of systems in the frequency domain.
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Module: CAM-Computer Aided Manufacturing
Pedagogical objectives
The main objective of the CAM module is to obtain the instructions needed for a CNC machine tool to follow a
toolpath and create a certain part starting from a CAD project.
At the end of the training, students will be able:
1. the link between software systems for design (CAD) and manufacturing (CAM)
2. the main operations of a software CAM
3. to generate the instructions for the machine tool (ISO language code)
4. to set the process and auxiliary parameters: surface finishing, dimensional tolerance, tool size, material
removal rate, etc.
5. to calculate and simulate toolpaths in SolidWorks CAM for turning and milling
6. to transmit file into CNC machine (computer numerical control machine)
Key points
1. Knowledge of the fundamental elements to be able, starting from a CAD model, to choose the correct
machine, mill or turn, and define the type of processing that will be performed in SolidWorks CAM.
2. Knowledge of how to generate the instructions for a CNC machine tool to follow a 3D toolpath and obtain
the final model
3. Knowledge of how to take into account the dimensions of the tool insert and the tool holder, and the raw
material previously worked to avoid collisions and vacuum passes.
Steps and duration of the session
The module CAM has an E-learning lesson that the students will attend online. E-learning is structured in
substantial sub-units that can be used 24h without time limits.
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Materials and resources
Links to documents and videos
Sequences of the session
E-learning
Lesson
- Introduction to Computer-Aided Manufacturing (CAM)
- CAM in SolidWorks
- Turning
- Milling
- Exercise: milling
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Module: RE-Reverse Engineering
Pedagogical objectives
At the end of the training, students will be able:
1. the main types of 3D scanners: contact or non-contact.
2. how to scan an object.
3. to know the steps necessary to create a digital model that includes volume, texture, and color of a real
object by 3D scanning.
4. the preparation of the object for scanning: surface treatment and positioning of the reference points.
5. post-processing phase: processing of the point cloud to increase the accuracy of the acquisition,
triangulation process, formation of a polygonal mesh to obtain the CAD model.
Key points
1. Knowledge of the steps of a RE process: analyze an existing physical part to extract CAD features and to
construct a new part.
2. Knowledge of the fundamental elements to be able to perform all system calibration, scan preparation,
and post-processing steps to obtain an optimized model in a standardized format.
Steps and duration of the session
The RE module contains 3 Face to Face lessons and supporting material for further information.
The teacher starts the module with Face to Face lessons (Lessons 1,2,3) of no more than 3 hours of duration. At
the end of these Face to Face lessons, the student will have the possibility to test their competences. Moreover the
students can deepen the RE thanks to the supporting material and respond to other tests to evaluate their
competences.
Materials and resources
Links to webpages, documents and videos
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Sequences of the session
Face to Face
Lesson 1 Introduction to Reverse Engineering (RE)
- From CAD to 3D printing
Lesson 2 Structured light
- Technology
- Applications
- Systems
- Final Test
Lesson 3
- Exercise: scanning of biodegradable jars
Supporting Material
Anthropomorphic arms
- Technology
- Applications
- Systems
- Final Test
Coordinate Measure Machine (CMM)
- Technology
- Applications
- Systems
- Final Test
Photogrammetry
- Technology
- Applications
- Systems
- Final Test
Laser interferometry
- Technology
- Applications
- Systems
- Final Test
Laser scanner
- Technology
- Applications
- Systems
- Final Test
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Holography
- Technology
- Applications
- Systems
- Final Test
Time of flight
- Technology
- Applications
- Systems
- Final Test
3D ultrasound
- Technology
- Applications
- Systems
- Final Test
Magnetic acquisition systems
- Technology
- Applications
- Systems
- Final Test
TEST
Final Test for Anthropomorphic arms
Question 1 (T)
It is a manual measurement method.
Question 2 (F)
This method can be classified in the non-contact systems category.
Question 3 (T)
It is a series of transducers that determine the position of the probe.
Question 4 (F)
A sector of use of this technology is the field of architecture for the detection of large building areas.
Question 5 (2)
The accuracy of this category is around:
1. 0.00005 - 0.0001 mm
2. 0.005 - 0.01 mm
3. 0.0005 - 0.001 mm
4. 0.1 - 0.5 mm
5. 1 - 5 mm
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Final Test for Coordinate Measure Machine (CMM)
Question 1 (F)
It is a manual measurement method.
Question 2 (F)
This method can be classified in the non-contact systems category.
Question 3 (V)
The rigidity of the structure guarantees a good precision to this technology.
Question 4 (F)
This system is independent of the thermal conditions of the environment.
Question 5 (V)
This technology is used in the quality control process.
Final Test for Photogrammetry
Question 1 (T)
This method can be classified in the non-contact systems category.
Question 2 (F)
This method exploits the so-called interference phenomena.
Question 3 (F)
It is the optimal system to obtain a point cloud representing the object.
Question 4 (T)
Aesthetic surgery is a field of application of this technology.
Question 5 (F)
This technology is characterized by a quick setup.
Final Test for lesson 2: Structured light
Question 1 (F)
This is a manual measurement method.
Question 2 (T)
This method can be classified in the non-contact systems category.
Question 3 (T)
This technology is suitable for reproducing parts of the human body.
Question 4 (F)
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These systems are independent of lighting.
Question 5 (T)
This technology is characterized by a slow setup.
Final Test for Laser interferometry
Question 1 (F)
This method can be classified in the contact systems category.
Question 2 (T)
This technology is independent of the thermal conditions of the environment.
Question 3 (T)
It is a series of transducers that determine the position of the scanned points.
Question 4 (T)
The control of aerodynamic profiles is a field of application of this technology.
Question 5 (F)
This technology is characterized by a slow setup.
Final Test for Laser scanner
Question 1 (T)
This technology is based on laser triangulation.
Question 2 (F)
This method can be classified in the contact systems category.
Question 3 (T)
In the automotive sector this technology is used to detect small components such as printed circuits.
Question 4 (F)
These systems are independent of lighting.
Question 5 (F)
These systems are characterized by a large volume of work.
Final Test for Holography
Question 1 (F)
This method can be classified in the contact systems category.
Question 2 (T)
It is an optical technology.
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Question 3 (T)
This technology is based on interferometry.
Question 4 (T)
An application field of this technology is the modeling of statues.
Question 5 (F)
This technology is independent of lighting.
Final Test for: Time of flight
Question 1 (F)
This method can be classified in the contact systems category.
Question 2 (T)
This technology is based on the reflective characteristic of the object under examination.
Question 3 (T)
It is a system used in the field of civil protection.
Question 4 (T)
These systems have the characteristic of being able to work on large volumes.
Question 5 (3)
The precision of this technology is around:
1. 0.1 - 0.5 mm
2. 0.5 - 10 mm
3. 10 - 100 mm
4. 0,002 - 0,025 mm
5. 0.01 - 2 mm
Final Test for: 3D ultrasound
Question 1 (T)
This method can be classified in the non-contact systems category.
Question 2 (T)
This technology is based on the calculation of flight time.
Question 3 (F)
This technique is used in the railway field for the control of the rails.
Question 4 (T)
This technology is independent of lighting.
Question 5 (5)
The precision of this technology is around:
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1. 0.1 - 0.5 mm
2. 0.5 - 10 mm
3. 10 - 100 mm
4. 0,002 - 0,025 mm
5. 0.01 - 0.1 mm
Final Test for Magnetic acquisition systems
Question 1 (F)
This method can be classified in the contact systems category.
Question 2 (T)
The main parameter of this method is the resonance frequency.
Question 3 (T)
This technology is applied in the study of materials.
Question 4 (T)
This technology is independent of lighting.
Question 5 (1)
The precision of this technology is around:
1. 0.05 - 1 mm
2. 1 - 10 mm
3. 10 - 100 mm
4. 0.002 – 0.025 mm
5. 0.001 - 0.005 mm
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MODULE 2: Additive Manufacturing - 3D Printing
The 3D printing course has the following structure:
-3 lessons
¶ What is 3D Printing
¶ Why 3D printing
¶ How do we print in 3D
-Face to Face Lessons,
-E-learning Lessons,
-Supporting material.
Lesson: What is 3D Printing
Pedagogical objectives
The module presents an historical overview about 3D printing, the main technologies used and outlines the most
common materials used in the 3D printing process.
At the end of lesson, students should know:
1. the origin of 3D printing techniques 2. what is currently used as a material during a 3D printing 3. what are the main technologies behind this printing process.
Key points
1. Knowledge of 3D printing
2. Knowledge of the processes involved
Steps and duration of the session
For this Module is suggested to start and close the activities with a face-to-face lesson of no more than 2 hours of
duration.
E-learning is structured in substantial sub-units that can be used 24h without time limits.
Materials and resources
Links to webpages, documents and videos
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Test
IN WHICH YEAR THE CONCEPT OF 3D PRINTING APPEREAD ON THE JOURNAL NEW SCIENTIST? A. 1935 B. 1956 C. 1974 D. 1993 E. 2002 F .2014 ANSWER: C IN WHICH COUNTRY CHARLES HULL OBTAINED THE FIRST PATENT FOR THE STEREOLITHOGRAPHY TECHNOLOGY in 1986? A. Japan B. France C. U.R.S.S D. Sweden E. USA F. Israel ANSWER: E WHICH OF THE FOLLOWING IS NOT A 3D PRINTING TECHNOLOGY? (Multiple answers possible) A. Stereolithography (SLA) B. Nuclear Based Addition (NBA) C. Thrilithium Resin Phaser (TRP) D. Fused Deposition Modelling (FDM) E. Selective Laser Sintering (SLS) F. Polymeric Laser Addition (PLA) ANSWER: A ANSWER: D ANSWER: E WHAT IS THE MOST DIFFUSED 3D PRINTING TECHNOLOGY? A. FDM B. SLS C. SLA ANSWER: A WHAT ARE 3D PRINTING MATERIALS? (Multiple answers possible)
1. Thermoplastic polymers 2. Food pastes 3. Biological Materials 4. Metals 5. Ceramic and clays 6. Polymer Matrix Composites
ANSWER: A ANSWER: B ANSWER: C ANSWER: D ANSWER: E ANSWER: F
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Lesson: Why 3D Printing
Pedagogical objectives
This lesson presents the advantages and disadvantages of 3D printing, compared to traditional techniques. At the end of the training, students will be able:
1. To understand the benefits and the downsides of using 3D printing. 2. To assess whether a problem can be solved using 3D printing or not. 3. To know situation where 3D printing is a viable solution.
Key points
3. Knowledge of criterias to choose adequate 3D printing
4. Knowledge of viability of 3D printing
Steps and duration of the session
For this Module is suggested to start and close the activities with a face-to-face lesson of no more than 2 hours of
duration.
E-learning is structured in substantial sub-units that can be used 24h without time limits.
Materials and resources
Links to webpages, documents and videos
Test
3D PRINTING IS A GOOD WAY TO PERFORM RAPID PROTOTYPING? A. True B. False ANSWER: A
IS ACCESSIBILITY A BENEFIT OF 3D PRINTING? A. True B. False ANSWER: A 3D PRINTING CAN HELP SMALL FARMERS IN REMOTE AREAS? A. True B. False ANSWER: A 3D PRINTING PRODUCES MORE OR LESS WASTES THAT SUBTRACTIVE MANUFACTURING? A. Less B. More ANSWER: A
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WHAT ARE POSSIBLE SCENARIOS OF USE FOR 3D PRINTING IN AGRICOLTURE? (Multiple answers possible) A. To recycle plastic or metal laying around the farm to create new tools. B. To print spare parts for farming machines. C. To print complex farming machines. ANSWER: A ANSWER: B
Lesson: How do we 3D Print
Pedagogical objectives
This lesson presents the basic manual for printing a part with a 3D printer. It explains step by step the procedure
to go from CAD model to 3D printed prototype.
At the end of the training, students will be able:
1. to export the required file from the CAD software,
2. to fix the different parameters in the 3D printer software
3. to upload the file to the 3D printer and start printing the part.
Key points
5. Knowledge of how a printer works
6. Knowledge of how to print a piece
Steps and duration of the session
For this Module is suggested to start and close the activities with a face-to-face lesson of no more than 2 hours of
duration.
E-learning is structured in substantial sub-units that can be used 24h without time limits.
Materials and resources
Links to webpages, documents and videos
Sequences of the session
2.1 What is 3D Printing
2.2 Why 3D printing
2.3 How do we print in 3D
Test
WHAT STEPS ARE REQUIRED TO START A PRINTING SESSION? (Multiple answers possible) A. A photo of the object B. A CAD model of the object C. An STL file D. Some paper for the printer E. A 3D printer F. A Slicer software
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ANSWER: B ANSWER: C ANSWER: E ANSWER: F WHAT OF THE FOLLOWING ARE 3D PRINTING PARAMETERS? (Multiple answers possible) A. Material B. Layer Thickness C. Meteo D. Paper format E. Infill density F. Raft ANSWER: A ANSWER: B ANSWER: E ANSWER: F CAN YOU PRINT DIRECTLY A CAD MODEL? A. True B. False ANSWER: B DO THE USER HAS TO PERIODICALLY CHECK THE PRINTING PROGRESS? A. True B. False ANSWER: A DO THE Z-ZUITE IS THE ONLY SLICER THAT CAN BE USED? A. Yes, I can use it for all 3D printers B. No, others slicers as CURA can be used ANSWER: B
E-learning sessions are on FARMER 4.0 website: www. https://www.farmer4.eu/
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MODULE 3: Agricultural Entrepreneurship according to the FabLab approach
Pedagogical objectives
At the end of the training, students will be able:
1. To know what is a FARM 4.0 and to understand the importance of technological innovation in agriculture
2. To understand how it is possible to work for creating a network of “digital farmers”, exchanging good
practices and implementing activities at international level, starting from the transformation of the farm into
a "Farm 4.0"
3. To understand how to compile a simple business plan
4. To understand the importance for a farm to adopt an appropriate governance model
5. To know the main points of the EU Data Protection Regulation GDPR
Key points
1. Knowledge of the benefits of the farm-tech revolution
2. Knowledge of the connection among entrepreneurship techniques, 4.0 Industry technologies and the
agricultural world
3. Knowledge of the steps for filling up a simple business plan
4. Knowledge of the fundamental elements to be able to implement and manage a successful governance
system for your company
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5. Knowledge of how to manage your customer data, website and other social platforms in accordance with
GDPR 2016/679
Steps and duration of the session
For this Module is suggested to start and close the activities with a face-to-face lesson of no more than 3 hours of
duration.
E-learning is structured in substantial sub-units that can be used 24h without time limits.
Materials and resources
Links to webpages, documents and videos
Sequences of the lessons
3.1 Introduction to the Farm 4.0
3.2 Agricultural entrepreneurship and fablabs
3.3 The Business Plan
3.4 Farm 4.0 governance
3.5 Privacy management in accordance with GPDR
E-learning sessions are on FARMER 4.0 website: www. https://www.farmer4.eu/
Test
Final test for Agricultural entrepreneurship and fablabs
Question 1 (1)
In addition to the cultivation, processing and sale of agricultural products, farms may engage in other activities
TRUE
FALSE
Question 2
Information on climate change is not essential to understand all the variables that directly affect farmers
TRUE
FALSE
Question 3 (2)
There are no sources of funding dedicated to farms
TRUE
FALSE
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Question 4 (1)
The brand describes the identity of the company, representing the quality of its products and the uniqueness of its
characteristics
TRUE
FALSE
Question 5 (1)
FabLab means “Fabrication Laboratory”
TRUE
FALSE
Final test for The Business Plan
Question 1 (2)
The Business Plan is not for farmers
TRUE
FALSE
Question 2 (2)
The business plan is easy to implement
TRUE
FALSE
Question 3(2)
The business plan must not specify the origin of the company's financing
TRUE
FALSE
Question 4 (1)
The business plan must include the projected income statement for at least 5 years.
TRUE
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FALSE
Question 5 (1)
The annexes are useful to clarify what has been said in the various sections
TRUE
FALSE
Final test for Farm 4.0 governance
Question 1 (2)
WHO'S THE FARM MANAGER?
1. He is the professional called to resolve legal and tax issues
2. It is the person who manages the farm financially and organisationally
3. He's the person who delegates everything to others and just leads the way
Question 2 (2)
WHAT IS MEANT BY GOVERNANCE?
1. Governance is the set of rules dictated by stakeholders
2. Governance is the management and control model chosen by the company's top management
3. Governance is the set of contracts signed with customers
Question 3 (2)
WHAT ARE THE ELEMENTS OF GOVERNANCE?
1. Economic stability, very high turnover
2. Tools, rules, relationships, processes aimed at a correct and efficient management of the
company
3. Ability to manage financial risk
Question 4 (1)
WHAT ARE THE MAINSTAYS OF AN ORGANIZATION?
1. Ethics, change and innovation, business risk assessment and identification of winning
strategies, highly flexible organisational structures
2. Ethics, organizational structures and budget
3. Change, innovation and human resources
Question 5 (2)
IS THERE EQUAL GOVERNANCE FOR ALL COMPANIES?
1. Yes, I do. It is always valid the same model of governance
2. No. There is not a single model of governance
3. Could be. Depends on the number of employees
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Final test for Privacy management in accordance with GPDR
Question 1 (3)
WHAT IS THE GENERAL EUROPEAN REGULATION ON DATA PROCESSING?
1. PPE (Privacy Protection of Europe) n. 2018/474
2. PER (Privacy European Regulation) n. 2019/575
3. GDPR (General Data Protection Regulation) n. 2016/679
Question 2 (1)
WHAT IS THE PRIVACY POLICY
1. It is the document that informs the user about how his data will be treated
2. Indicates the data of the operator of the site that are not immediately available from the web pages
3. It is the section of the site that contains the curriculum of the webmaster
Question 3 (2)
DOES THE LEGISLATION REQUIRE THE WEBSITE OPERATOR TO PROVIDE FOR A PROCEDURE FOR
THE DELETION AND PORTABILITY OF DATA BY THE USER?
1. No
2. Yes
3. Yes, only for public company sites
Question 4 (1)
WHAT IS THE COOKIE POLICY
1. This is the document that informs the user about how to manage cookies on this site
2. It is the document that informs the user on how to manage the images on the site
3. This is the section of the site that contains the references to the privacy policy
Question 5 (2)
IN SUBSCRIBING TO THE NEWSLETTER IS IT MANDATORY TO REQUEST THE USER'S CONSENT TO
THE PROCESSING OF DATA?
1. No, never
2. Yes, always
3. Only in exceptional cases
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MODULE 4: Internationalization and sustainability of the Global Farm 4.0
Pedagogical objectives
At the end of lesson 1, students will be able:
1. To demonstrate understanding of internationalization concept 2. To articulate some processes such as
a. Knowledge exploration b. International leadership
At the end of lesson 2, students will be able:
1. To demonstrate understanding of the key elements to sustainability definition 2. To consider the various option and become able to make relevant choices for oneself 3. To articulate some processes such as:
o Protection of resources o Resource seeking
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Key points
These lessons will provide an opportunity:
1. To reflect on the internationalization of Agriculture as a continuous historical process 2. To consider the different aspects of the internationalization processes in order to make conscious
choices 3. To articulate the key elements of definition of sustainability in the Agriculture sector 4. To reflect on the various issues such as:
a. Environmental entry key – ie, resources protection – soils, water, biodiversity b. Economic entry key, ie, cost reduction by fertilizer reduction c. Social entry key, ie farmer’s network, community approach of agriculture, digital maker posture d. Cross sectorial approach, ie climate change, researches
Steps and duration of the session
For this Module is suggested to start and close the activities with a face-to-face lesson of no more than 3 hours of
duration.
E-learning is structured in substantial sub-units that can be used 24h without time limits.
Materials and resources
Links to webpages, documents and videos
Sequences of the lessons
- 4.1 Internationalization in agriculture
- 4.2 About sustainability in agriculture
Test
Lesson 1 – Internationalization
INTERNATIONALIZATION, STRATEGIC ALLIANCES OR NEW MARKET ORIENTATION RESPOND TO THE
NEED FOR FINDING NEW MARKETS, REDUCING OPERATING COSTS, IMPROVING POWER POSITIONS,
AND DIVERSIFYING THE GEOGRAPHIC RISK OF THE ACTIVITIES ENGAGED IN BY THE COOPERATIVES.
A. Right
B. Wrong
ANSWER: A
Cooperatives internationalize in order:
- To not increase the firm’s market share,
- To enhance average sale price,
- To not reduce or diversify risk.
ANSWER: B
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THE COMPANY CHOOSES TO ENTER INTO A FOREIGN MARKET MIGHT BE USEFUL FOR ACQUIRING
NEW RESOURCES AND SKILLS NEEDED TO INNOVATE PRODUCTS AND PROCESSES, THUS LAYING
THE GROUNDWORK FOR ACQUIRING NEW ADVANTAGES OR FOR EXPANDING THE BUSINESS -
PRODUCT/PROCESS INNOVATION
A. Right
B. Wrong
ANSWER: A
LOGISTICS COST SAVINGS CONSISTS IN REDUCING LOGISTICAL COSTS AND CREATING ONSITE
CENTERS FOR STOCKING RAW MATERIALS OR FINISHED PRODUCTS, IF THE TARGET COUNTRIES
ARE CLOSER TO THE PROCUREMENT OR DISTRIBUTION MARKETS
A. Right
B. Wrong
ANSWER: A
A COMPANY CAN CHOOSE TO INTERNATIONALIZE TO MAINTAIN RELATIONSHIP, FOLLOWING THEIR
CUSTOMER OR SUPPLIER IN ORDER TO DEFEND THE ADVANTAGES OF THE INTER-ORGANIZATIONAL
RELATIONSHIPS THAT HAVE BEEN CREATED
A. Right
B. Wrong
ANSWER: A
Lesson 2 – About sustainability
SUSTAINABILITY APPROACH INCLUDES TO TAKE INTO ACCOUNT ECONOMIC IMPERATIVES, SOCIAL
CONCERNS AND ENVIRONMENTAL PREOCCUPATIONS
A. Right
B. Wrong
ANSWER: A
CHOOSE THE RIGHT PROPOSITION
A. Sustainable agriculture is an activity that permanently gives up on fertilizers and pesticides
B. Sustainable agriculture is an activity that permanently satisfies a given set of conditions for an indefinite period
of time
C. Sustainable agriculture is an activity that permanently allows the farmer to increase its income
ANSWER: B
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ENVIRONMENTAL SUSTAINABILITY SEEKS TO PROTECT THE SOURCES OF RAW MATERIALS
ENSURING THAT
A. The sinks for human wastes are not exceeded to prevent harm to humankind
B. The need for an increasing population will always be satisfied
C. The water resources keeps a reasonable quality to water the crops with clean water
ANSWER: A
AN EFFICIENT COST MANAGEMENT – USUALLY COST REDUCTION IS THE MAIN PRACTICAL WAY TO
REACH SUSTAINABILITY
A. Right
B. Wrong
ANSWER: B
SOCIAL SUSTAINABILITY IS ABOUT SOCIAL VALUES, IDENTITIES, RELATIONSHIPS, AND INSTITUTIONS
A. Right
B. Wrong
ANSWER: A
E-learning sessions are on FARMER 4.0 website: www. https://www.farmer4.eu/
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MODULE 5: Social Networking for Global Farm 4.0
Pedagogical objectives
At the end of the training, students will be able:
1. To understand the extent of the spread of digital tools (internet, mobile, social networks, ecommerce) to
be able to design their own business strategy online
2. To design the contents of a website and develop an effective SEO (Search Engine Optimization) strategy
to improve the positioning and visibility of your website in search engines
3. To learn the potentialities and the operative modalities for using Facebook, Pinterest, Instagram, YouTube
for the social media marketing activities of your company
4. To be able to write contents online according to the rules of web-writing
5. To know what an editorial plan is and to know the phases of implementation of an editorial plan
Key points
1. Knowledge of the digital scenario in the world and of the digital scenario with particular reference to Italy,
France, Denmark, Turkey and Spain
2. Presentation of the basic design elements of a website optimization activities aimed at improving its
ranking in search engine results
3. Knowledge of the main social networks used to plan a social media marketing strategy
4. Knowledge of the basic rules of netiquette and web-writing techniques
5. Knowledge of how to design an editorial plan
Steps and duration of the session
For this Module is suggested to start and close the activities with a face-to-face lesson of no more than 3 hours of
duration.
E-learning is structured in substantial sub-units that can be used 24h without time limits.
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Materials and resources
Links to webpages, documents and videos
Sequences of the lessons
5.1 A social vision in the world (face-to-face lesson)
5.2 Defining an online strategy: create a competitive Website (E-learning)
5.3 Defining an online strategy: Social Networks (E-learning)
5.4 Writing for the Web and Social Media (E-learning)
5.5 Designing and editorial plan (face-to-face lesson)
Test
Final test for: “Define an online strategy: create a competitive Website"
Question 1 (3)
PLEASE, INDICATES THE CORRECT MEANING OF THE ACRONYM SEO
1. SEO is the acronym for Service Employ Optimization and indicates the optimization of employees who
deal with web services
2. SEO is the acronym for Super Ecology Optimization and indicates the use of ecological servers.
3. SEO is the acronym for Search Engine Optimization that indicates the improvement of the
positioning and visibility of the site in search engines
Question 2 (1)
WHAT IS E-COMMERCE?
1. E-commerce is the web management of the sale of goods and services using your site
2. E-commerce is the virtualization of payments through the web
3. E-commerce indicates sales relationships with the interface of a robot
Question 3 (2)
WHAT IS A BLOG?
1. The blog is a website with very confusing content and little access to it
2. The blog is a diary on the net where you can update content
3. The blog is a website where authors maintain their anonymity
Question 4 (3)
WHAT THE TERM "DOMAIN" MEANS
1. Indicates the name of the owner of the registered web space
2. Indicates the nationality in which the site was registered
3. Enter the address of the website
Question 5 (2)
WHAT IS MEANT BY KEYWORD SET
1. It is the set of keywords to be inserted in the web address of your site to be visible in the results of
search engines
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2. It is the set of keywords to be inserted in the contents of the site to be visible among the results
of the search engines
3. It is the set of keywords to be included in the purchase documents of the web address of your site to be
visible in the results of search engines
Final test for: Defining an online strategy: Social Networks
Question 1 (2)
WHAT IS SOCIAL MEDIA MARKETING?
1. Social media marketing is a European agency that monitors internet advertising
2. Social media marketing is a form of marketing that uses the web as the main channel in its
communication strategy
3. Social media marketing is the person who manages the communication budget
Question 2 (1)
WHAT DOES FACEBOOK NEED?
1. Facebook is the first social media and is designed to put individuals and companies in
relationships
2. Facebook is a service dedicated to university students
3. Facebook is a collection of books published on the internet with the face of the author of the book
Question 3 (2)
WHAT ARE THE DISTINCTIVE FEATURES OF INSTAGRAM?
1. Instagram is a social network for celebrities only
2. Istagram is a social network that focuses on images: photos and videos
3. Instagram is a program for creating photos
Question 4 (3)
WHAT'S A YOUTUBE CHANNEL?
1. The YouTube channel is the space available for television broadcasters to be present on the web
2. The YouTube channel defines the points of georeferencing of those who intend to propose their videos
3. The YouTube channel is the space that the user creates within YouTube to post their videos
Question 5 (2)
WHAT IS FACEBOOK INSIGHT?
1. It's a tool provided by Facebook that allows you to publish multimedia posts on your page
2. It's an analysis tool provided by Facebook that allows you to analyze the progress of your page
3. It's a tool provided by Facebook that allows you to automatically respond to posts posted by your
followers
Final test for: Writing for the Web and Social Media
Question 1 (2)
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WHAT IS MEANT BY ONLINE REPUTATION
1. The digital document issued by the government indicating the absence of convictions of the site operator
2. It is the collection and monitoring of what is said online by an individual person or company
3. It is the certificate issued by the operator of the site certifying that there are no fake news on the site
Question 2 (3)
WHAT IS MEANT BY THE TERM TROLL ON THE WEB?
1. Remember the character of the Nordic forests that in the web collects malicious viruses
2. In the dark web are the operators of pirate sites
3. The behaviour of a user who interacts with provocative, irritating or completely out of context
messages
Question 3 (1)
IS IT POSSIBLE TO BLOCK A TROLL FROM YOUR OWN PAGE OR FORUM?
1. Yes. Each social network has blocking functions
2. No. You can't
3. Yes, I am in case the troll is subscribed to a newsletter
Question 4 (1)
WHAT IS THE FUNCTION OF WEB REVIEWS?
1. They allow you to convey a positive image of your company and create a channel of direct
communication with the customer
2. Allow you to publish your company's costs and services
3. Allow you to collect the personal data of your customers
Question 5 (3)
DO NEGATIVE REVIEWS HAVE TO BE DELETED?
1. YES. Always
2. No, but they must be ignored
3. No, but they have to be handled correctly
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MODULE 6: On line communication tools and techniques
Pedagogical objectives
At the end of the training, students will be able:
1. to write the contents of a newsletter, to know the most important web platforms for the systematic sending
of the newsletters, to use the operating procedures according to the current legislation for finding
subscribers
2. to use storytelling as a social media marketing tool to promote your company
3. to know the tools to be adopted for building the web reputation of your company and the strategies to
effectively manage online conversations with particular attention to critical one
key points
1. Presentation of the operational modalities for the management of the newsletter
2. Presentation of the main features of storytelling and its use in web marketing
3. Presentation of strategies to build the web reputation of your company and effectively manage online
conversations
Steps and duration of the session
This module is suggested for those who already know what social networking is and want to deepen tools and
techniques to be more effective in online communication.
E-learning is structured in substantial sub-units that can be used 24h without time limits.
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Materials and resources
Links to webpages, documents and videos
Sequences of the lessons
3.1 The Newsletter (E-learning)
3.2 A Social Media marketing tool to promote your company: the Storytelling (E-learning)
3.3 Management of online conversations and corporate reputation (E-learning)
Test
Final test for: The Newsletter
Question 1 (1)
WHAT IS A NEWSLETTER?
1. It is a periodic informative update sent via the web
2. The communication that takes place in an exceptional way to inform about a novelty via the web
3. It is the new form of communication used by governments to send information electronically to citizens
Question 2 (2)
ARE ALL THE PLATFORMS FOR SENDING NEWSLETTERS PAID FOR?
1. Yes, they are all subject to payment
2. No. There are some platforms that can also be used free of charge with limited functionality
3. There are no platforms for sending newsletters
Question 3 (2)
WHAT IS MEANT BY THE BODY OF A NEWSLETTER?
1. The content of the newsletter consists exclusively of text
2. The content of the newsletter consists of text, images, videos
3. The format of the newsletter
Question 4 (1)
WHAT ARE CALL TO ACTION?
1. Buttons or images that invite the reader to take immediate action
2. Multimedia movies
3. Advertisements
Question 5 (3)
THE NEWSLETTER MUST HAVE A RESPONSIVE LAYOUT. WHAT DOES THIS MEAN?
1. A layout that allows you to automatically respond to messages sent by newsletter recipients
2. A layout that allows you to insert multimedia movies into your newsletter
3. A layout that automatically adjusts itself graphically to the device with which the newsletter is
displayed (computer, tablet, smartphone)
Final test for: A Social Media marketing tool to promote your company: the Storytelling
Question 1 (3)
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WHAT IS MEANT BY THE TERM STORYTELLING?
1. Storytelling is the ability to not tell the truth about your company
2. Storytelling is a person who tells stories about farms
3. The skills and techniques to tell a story that attracts the attention of a specific audience
Question 2 (1)
CAN STORYTELLING BE CONSIDERED A MARKETING STRATEGY?
1. Yes
2. No
3. Partly yes and partly no, depending on the type of company
Question 3 (2)
WHAT IS THE STRENGTH OF STORYTELLING?
1. Graphic study of characters and environments
2. The emotional involvement of the public
3. The possibility of using public figures as actors
Question 4 (2)
CAN STORYTELLING BE WRITTEN WITH DIFFERENT OBJECTIVES?
1. No, storytelling can only be written to tell the story of your company
2. Yes, storytelling can be written with different objectives
3. No, storytelling is never written with a goal in mind
Question 5 (1)
WHAT IS MEANT BY “SOCIAL STORYTELLING”?
1. The use of storytelling in social media
2. The analysis of society through storytelling
3. Storytelling with customers
Final test for: Management of online conversations and corporate reputation
Question 1 (2)
WHAT IS MEANT BY ONLINE REPUTATION
1. The digital document issued by the government indicating the absence of convictions of the site operator
2. It is the collection and monitoring of what is said online by an individual person or company
3. It is the certificate issued by the operator of the site certifying that there are no fake news on the site
Question 2 (3)
WHAT IS MEANT BY THE TERM TROLL ON THE WEB?
1. Remember the character of the Nordic forests that in the web collects malicious viruses
2. In the dark web are the operators of pirate sites
3. The behaviour of a user who interacts with provocative, irritating or completely out of context
messages
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Question 3 (1)
IS IT POSSIBLE TO BLOCK A TROLL FROM YOUR OWN PAGE OR FORUM?
1. Yes. Each social network has blocking functions
2. No. You can't
3. Yes, I am in case the troll is subscribed to a newsletter
Question 3 (1)
WHAT IS THE FUNCTION OF WEB REVIEWS?
1. They allow you to convey a positive image of your company and create a channel of direct
communication with the customer
2. Allow you to publish your company's costs and services
3. Allow you to collect the personal data of your customers
Question 4 (3)
DO NEGATIVE REVIEWS HAVE TO BE DELETED?
1. YES. Always
2. No, but they must be ignored
3. No, but they have to be handled correctly
E-learning sessions are on FARMER 4.0 website: www. https://www.farmer4.eu/
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FARMER 4.0 VALIDATION, RECOGNITION AND CERTIFICATION OF THE COMPETENCES AQUIRED
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FARMER 4.0 VALIDATION AND RECOGNITION SYSTEM
At the end of every lesson, students can have a test: partners have established the learning outcomes in terms of
knowledge, abilities and competences. Tests are made for measuring how much knowledge, abilities and
competences have been acquired.
Partnership recognize the competences acquired and, throughout the signature of Memorandum of Understanding,
these competences are recognized by the signatory organizations too.
FARMER 4.0 CERTIFICATION SYSTEM – THE DIGITAL BADGES
By correctly answering the test at the end of each module (at least 80% of correct answers), as certification, the
student receives a progress badge.
Each badge is downloadable to students’ PCs, tablets, smartphones.
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Here below, it is possible to understand where and how to download them
And here below you can see the FARMER 4.0 Digital Badges
At the end of each module and after passing the test, it is possible to gain a digital badge that certificates the
competences acquired. When the student pass all the tests of all the modules, he/she gains a “super badge”.
If you want to get in deep about FARMER 4.0 validation, recognition and certification system, you are invited to
visit the following URLs:
ENGLISH version: https://www.farmer4.eu/about-us/
ITALIAN version: https://www.farmer4.eu/it/about-us-it/
FRENCH version: https://www.farmer4.eu/fr/qui-nous-sommes/
SPANISH version: https://www.farmer4.eu/es/sobre-nosotros/
TURKISH version: https://www.farmer4.eu/tr/hakkimizda/
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3D SIMULATOR ENVIRONMENT
FARMER 4.0 website https://www.farmer4.eu/ at the bottom of the home page of all the languages, you
find a button that invites to take the assessment tests.
FARMER 4.0 MOODLE platform
ENGLISH version: https://farmer.csciformazione.eu/course/index.php?categoryid=43
ITALIAN version: https://farmer.csciformazione.eu/course/index.php?categoryid=44
FRENCH version: https://farmer.csciformazione.eu/course/index.php?categoryid=45
SPANISH version: https://farmer.csciformazione.eu/course/index.php?categoryid=46
TURKISH version: https://farmer.csciformazione.eu/course/index.php?categoryid=47
FARMER 4.0 POLITECNICO DI TORINO platform
https://www.3dlab.polito.it/projects/simulator/
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Why a virtual environment for training?
There are two main reasons to use a virtual environment for training. The first one is to increase users’ engagement
by interactions because they play a crucial role in learner engagement. Students’ simultaneous physical and virtual
co-location can result in the elimination of the weaknesses of each environment and, at the same time, enhance
their strengths. The second one is to increase experiential learning, the process of learning through experience or
learning by doing. Virtual Reality environments, simulating real-life situations, are the most engaging way of
learning.
In support of these claims there are the 70:20:10 Learni ng and Dev elopment Model and the Cone of Ex perienc e of
Dale.
The 70:20:10 Learnin g and Dev el opment Mode l shows people learn best if:
¶ the 70% of learning comes from job-related experience. This type of learning allows you to find out: what
skills you have, what skills need to be developed, make decisions, and problem-solving.
¶ 20% of learning comes from interactions with other people through a range of activities, such as mentoring,
coaching, and group learning. Support and feedback are the main benefits of this approach.
¶ 10% of learning comes from formal educational events, such as training courses.
Virtual Reality (VR) fits into the experiential part of the 70-20-10 learning model, making it an efficient way to learn
new skills and processes.
The Cone of Ex perienc e of Dale confirms the theory that student learning is more efficient if the experiential channel
is stimulated. Technology, and in particular VR, can give advantages that traditional teaching based on lectures
and memory cannot offer. If we have a passive involvement, the percentage that we remember what we read, hear,
or see is very low. But, if we participate in a discussion, we do a presentation, we simulate the real experience, in
summary, we have active involvement, the % increases.
The virtual environment is a 3D simulator, included in the E-learning path to allow users to approach 3D modeling
software and 3D printing, directly interacting with objects in the room of the FabLab, stimulating the experiential
channel of learning.
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Guided procedure to access the 3D Simulator and how to use it
To access the 3D Simulator, use Mic rosoft Edge o Firefox as browser, and connect to the page
https://www.3dlab.polito.it/projects/simulator/
1. Select the language and press the START button
2. Enter and discover the virtual environment. It consists of two main parts: a PC, located on the left, and a
3D printer, located on the right.
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3. Move left and click on the PC to start the learning activity on 3D modeling. Here it will possible to learn
how to model an agricultural object with the use of CAD.
4. Select one of the three proposed objects to model and print.
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The objects to model are:
¶ irrigation Water Tube
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¶ blade of the hay-cutting tool
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¶ agricultural scissors
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5. For each object it is possible to see the video of the 3D modeling realized with SolidWorks CAD and
download the pdf file with the step-by-step explanation to learn how to model it.
6. At the end of this learning phase, move right and click on the 3D printer to start the learning activity on
3D printing with the Fused Deposition Modeling (FDM) additive manufacturing technology.
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7. For each object (the irrigation Water Tube, the blade of the hay-cutting tool and the agricultural scissors
it is possible to see the virtual 3D printer fabricating the chosen object and the video recording the real
fabrication with a voice explaining the fabrication.
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ANNEXES
Annexe I. Insights the ASSESSMENT and ORIENTATION tool
Annexe II. Job Shadowing guidelines
Annexe III. Coworking guidelines
Annexe IV. Technical issues
Annexe V. Visualization of interactive 3D models and animations
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Annexe I. ASSESSMENT AND ORIENTATION SYSTEM IN ENTRANCE – How the FARMER 4.0 Intellectual Output 1 is built
You can find the report (English version) about the FARMER 4.0 Assessment and Orientation tool at the following
URLs:
ENGLISH version: https://www.farmer4.eu/about-us/
ITALIAN version: https://www.farmer4.eu/it/about-us-it/
FRENCH version: https://www.farmer4.eu/fr/qui-nous-sommes/
SPANISH version: https://www.farmer4.eu/es/sobre-nosotros/
TURKISH version: https://www.farmer4.eu/tr/hakkimizda/
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Annexe II. Job Shadowing guidelines
You can find the Job Shadowing guidelines at the following URLs:
ENGLISH version: https://www.farmer4.eu/wp-content/uploads/2020/10/Farmer-4.0-Jobshadowing-guidelines.pdf
ITALIAN version:
FRENCH version: https://www.farmer4.eu/wp-content/uploads/2021/04/Farmer-4.0-Jobshadowing-
guidelines_FR.pdf
SPANISH version: https://www.farmer4.eu/wp-content/uploads/2021/04/Farmer-4.0-Jobshadowing-
guidelines_ES.pdf
TURKISH version: https://www.farmer4.eu/wp-content/uploads/2021/03/Farmer-4.0-Jobshadowing-
guidelines_TR.pdf
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Annexe III. Coworking guidelines
You can find the Coworking guidelines at the following URLs:
ENGLISH version: https://www.farmer4.eu/wp-content/uploads/2020/10/Farmer-4.0-Coworking-guidelines.pdf
ITALIAN version:
FRENCH version: https://www.farmer4.eu/wp-content/uploads/2021/03/Farmer-4.0-Coworking-guidelines-FR.pdf
SPANISH version: https://www.farmer4.eu/wp-content/uploads/2021/04/Farmer-4.0-Coworking-guidelines_ES.pdf TURKISH version: https://www.farmer4.eu/wp-content/uploads/2021/03/Farmer-4.0-Coworking-guidelines_TR.pdf
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Annexe IV. Technical issues
So most of the course's pages of CAD, CAE, CAM, and RE are usable with any browser and operating system.
In addition to the textual descriptions, 2D images, videos, external links and interactive 3D models and animations
have been added to the training contents of the CAD, CAE, CAM and RE course, useful for promoting and
increasing the understanding of user content. Interactive 3D models and animations can be rotated, translated and
zoomed to better observe all the details and understand how they work. These interactive 3D models and
animations are visible on the browser, without having to download any files. You don't need to have any specific
search engine on your PC, but viewing them is only possible if a version of the SolidWorks Composer software is
included on your computer.
So the pages that contain the interactive 3D models and animations work correctly only if:
we use a PC with Windows
SOLIDWORKS Composer Player for Windows is installed on the computer
we use Internet Explorer as a browser
SOLIDWORKS Composer Player can be downloaded for free from the solidworks.com website:
¶ connect to the page https://www.solidworks.com/sw/support/downloads.htm
¶ click on FREE TOOLS
¶ download SOLIDWORKS Composer Player
Internet Explorer is present in all PCs with Windows operating system.
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Annexe V. Visualization of interactive 3D models and animations
Interactive 3D models
In the following example, you will realize what an interactive 3D model is. So Ctrl+click on the image. To rotate the
3D model, hold left mouse button down and move your mouse.
A PDF file in Adobe Acrobat Reader will appear. In order to see this 3D model, sometime it is necessary to Click
Options -> Trust this document always.
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Once the SolidWorks Composer Player software is installed, you will be able to interact with the 3D models present
in the course CAD, CAM, CAE, RE. To see the interactive 3D animation, simply click on the commands below the
window as indicated by the arrow.
If you would like to experiment the rotation, please, go to the Students’ Manual where it is possible to find some
rotating models:
ENGLISH version: https://www.farmer4.eu/utils/
ITALIAN version: https://www.farmer4.eu/it/utils-it/
FRENCH version: https://www.farmer4.eu/fr/outils/
SPANISH version: https://www.farmer4.eu/es/utiles/
TURKISH version: https://www.farmer4.eu/tr/faydali-kaynaklar/
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To rotate, zoom or translate the interactive 3D model, simply click with the mouse on the graphics area according
to the indications given by the arrows. The right mouse button allows you to rotate the model, the mouse wheel
allows you to zoom while pressing the middle mouse button you can move the model.
To change the type of 3D animation to be displayed in the window, simply double-click on the images indicated on
the left area of the window (as indicated by the arrow).
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How to see the videos
In the training contents there are also videos. For the correct execution of the videos, simply click directly on the
video as indicated by the arrow in the following images.
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How to display the external links
In the training contents, there are also external references. In order to access this material, simply click directly on
the link.
How to download 3D Models
In some lessons, there are exercises that require download the 3D model in order to perform the exercise itself as
indicated by the arrow.
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This document was funded by the European Erasmus+ Programme (2014-2020).
The content of this document represents the views of the Authors only is their sole responsibility.
The European Commission does not accept any responsibility for use that may be made of the information it contains.