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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

FARMER4.0 Erasmus+ Project 2018-1-It01-KA202-006775

TRAINER’S MANUAL ─ Intellectual Output 4

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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

http://www.farmer4.eu/

https://farmer.csciformazione.it/



3

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


Key points ..................................................................................................................................................... 32






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Face to Face ................................................................................................................................................. 33

E-learning ..................................................................................................................................................... 33

Test ............................................................................................................................................................... 34

Module: CAM-Computer Aided Manufacturing .................................................................................................. 36


Key points ..................................................................................................................................................... 36




E-learning ..................................................................................................................................................... 37

Module: RE-Reverse Engineering ..................................................................................................................... 38


Key points ..................................................................................................................................................... 38




Face to Face ................................................................................................................................................. 39

Supporting Material ....................................................................................................................................... 39

TEST ............................................................................................................................................................. 40

MODULE 2: Additive Manufacturing - 3D Printing ................................................................................................. 45

Lesson: What is 3D Printing .............................................................................................................................. 45


Key points ..................................................................................................................................................... 45



Test ............................................................................................................................................................... 46

Lesson: Why 3D Printing ................................................................................................................................... 47


Key points ..................................................................................................................................................... 47



Test ............................................................................................................................................................... 47

Lesson: How do we 3D Print ............................................................................................................................. 48


Key points ..................................................................................................................................................... 48




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Test ............................................................................................................................................................... 48

MODULE 3: Agricultural Entrepreneurship according to the FabLab approach .................................................... 50


Key points ..................................................................................................................................................... 50



Sequences of the lessons ............................................................................................................................. 51

Test ............................................................................................................................................................... 51

MODULE 4: Internationalization and sustainability of the Global Farm 4.0 ........................................................... 55


Key points ..................................................................................................................................................... 56




Test ............................................................................................................................................................... 56

MODULE 5: Social Networking for Global Farm 4.0 .............................................................................................. 59


Key points ..................................................................................................................................................... 59




Test ............................................................................................................................................................... 60

MODULE 6: On line communication tools and techniques .................................................................................... 63


key points ...................................................................................................................................................... 63




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



7

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

https://www.utc.fr/



8

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

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.



12

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

https://www.farmer4.eu/

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/

https://www.farmer4.eu/utils/

https://www.farmer4.eu/it/utils-it/

https://www.farmer4.eu/fr/outils/

https://www.farmer4.eu/es/utiles/

https://www.farmer4.eu/tr/faydali-kaynaklar/



16

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:



17

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:



18

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:



19

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


https://farmer.csciformazione.eu/course/index.php?categoryid=6







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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.



21

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/


https://farmer.csciformazione.eu

https://www.farmer4.eu/courses-en/

https://www.farmer4.eu/it/courses-it/

https://www.farmer4.eu/fr/cours/

https://www.farmer4.eu/es/nuestros-socios/

https://www.farmer4.eu/tr/kurslar/

https://farmer.csciformazione.eu/



23

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


E-learning Lessons

Supporting Material

Module RE


Supporting Material

Module CAM E-learning Lessons



24

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.



25

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



26

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)





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



27

- Step 3

- Drawing views

- DimXpert

- Final Test

Lesson 3: Basic assembly modeling

- Introduction

- Component 1 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



28

- 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)



29

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



30

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



31

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.



32

Module: CAE-Computer Aided Engineering


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.


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.


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.





33


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)




- 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



34

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)



35

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.



36

Module: CAM-Computer Aided Manufacturing


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.


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.


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.



37




E-learning

Lesson

- Introduction to Computer-Aided Manufacturing (CAM)

- CAM in SolidWorks

- Turning

- Milling

- Exercise: milling



38

Module: RE-Reverse Engineering



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.


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.


Links to webpages, documents and videos



39


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



40

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



41

Final Test for Coordinate Measure Machine (CMM)

Question 1 (F)

It is a manual measurement method.

Question 2 (F)


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)


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)


Question 3 (T)

This technology is suitable for reproducing parts of the human body.

Question 4 (F)



42

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)


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)


Question 2 (T)

It is an optical technology.



43

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)


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)


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)


Question 5 (5)




44

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)


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)


Question 5 (1)


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



45

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


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


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.





46

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



47

Lesson: Why 3D Printing


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



duration.




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



48

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


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.


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



duration.





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



49

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/




50

MODULE 3: Agricultural Entrepreneurship according to the FabLab approach



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



51

5. Knowledge of how to manage your customer data, website and other social platforms in accordance with

GDPR 2016/679



duration.




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


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




52

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



53

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



54

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



55

MODULE 4: Internationalization and sustainability of the Global Farm 4.0


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



56

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



duration.





- 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



57

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



58

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





59

MODULE 5: Social Networking for Global Farm 4.0



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



duration.




60




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



61

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)



62

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



63

MODULE 6: On line communication tools and techniques



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


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.




64




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)



65

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



66

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





67

FARMER 4.0 VALIDATION, RECOGNITION AND CERTIFICATION OF THE COMPETENCES AQUIRED



68

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.



69

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/

https://www.farmer4.eu/about-us/

https://www.farmer4.eu/it/about-us-it/

https://www.farmer4.eu/fr/qui-nous-sommes/

https://www.farmer4.eu/es/sobre-nosotros/

https://www.farmer4.eu/tr/hakkimizda/



70

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.


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/










71

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.



72

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


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.




73

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.



74

The objects to model are:

¶ irrigation Water Tube



75

¶ blade of the hay-cutting tool



76

¶ agricultural scissors



77

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.



78

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.



79

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



80

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/

https://www.farmer4.eu/about-us/

https://www.farmer4.eu/it/about-us-it/

https://www.farmer4.eu/fr/qui-nous-sommes/

https://www.farmer4.eu/es/sobre-nosotros/

https://www.farmer4.eu/tr/hakkimizda/



81

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

https://www.farmer4.eu/wp-content/uploads/2020/10/Farmer-4.0-Jobshadowing-guidelines.pdf

https://www.farmer4.eu/wp-content/uploads/2021/04/Farmer-4.0-Jobshadowing-guidelines_FR.pdf

https://www.farmer4.eu/wp-content/uploads/2021/04/Farmer-4.0-Jobshadowing-guidelines_FR.pdf

https://www.farmer4.eu/wp-content/uploads/2021/04/Farmer-4.0-Jobshadowing-guidelines_ES.pdf

https://www.farmer4.eu/wp-content/uploads/2021/04/Farmer-4.0-Jobshadowing-guidelines_ES.pdf

https://www.farmer4.eu/wp-content/uploads/2021/03/Farmer-4.0-Jobshadowing-guidelines_TR.pdf

https://www.farmer4.eu/wp-content/uploads/2021/03/Farmer-4.0-Jobshadowing-guidelines_TR.pdf



82

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

https://www.farmer4.eu/wp-content/uploads/2020/10/Farmer-4.0-Coworking-guidelines.pdf

https://www.farmer4.eu/wp-content/uploads/2021/03/Farmer-4.0-Coworking-guidelines-FR.pdf

https://www.farmer4.eu/wp-content/uploads/2021/03/Farmer-4.0-Coworking-guidelines_TR.pdf



83

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.

https://www.solidworks.com/sw/support/downloads.htm



84

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.



85

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/

https://www.farmer4.eu/utils/

https://www.farmer4.eu/it/utils-it/

https://www.farmer4.eu/fr/outils/

https://www.farmer4.eu/es/utiles/

https://www.farmer4.eu/tr/faydali-kaynaklar/



86

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).



87

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.



88

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.



89

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.

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