The demands which are made on engineers by enterprises are still increasing. Many new topics, interdisciplinary teamwork and the call for fast success in learning are challenges for advanced training. In order to meet all of these demands, customized products have to be developed. Consequently, any kinds of advanced training should be adapted specifically to the competences, that are to be built up. For these purposes the required competences have to be identified clearly, otherwise it is nearly impossible to define any learning objectives. However, only the combination of different learning forms, methods and tools enables a precise set-up of competences. Two projects of advanced training are presented based on simulation-games. Each one is assigned to a specific technical field.

No abstract

TRIZ provides tools and methods to meet complex challenges. Since most TRIZ-capabilities are based not only on theory but also on practical application, today's challenge is to make people not just learn about the TRIZmethod, but to learn actual skills and to get something done with them in a given time frame. Learning TRIZ needs interactive settings to quickly transfer knowledge and methods into action. TRIZ-experts usually can rely on a long-term practice. Games and cases allow to teach and multiply this experience by activating learners and emphasizing individual capabilities -even by adding a fun factor. That is why gamification actually is a recognized learning and teaching approach. The authors have compiled, reviewed and analyzed a number of games and cases that offer playful learning and teaching of a variety of different TRlZ tools. The article gives an overview about the used settings and types of games and cases.

The increasing globalisation and the change of culture and structure of enterprises cause a continuous product innovation in shorter and shorter cycles and a varied organisation. "Knowledge" and "Competence" become important competitive factors as well as decisive resources for enterprises. This will require new qualifications of the employees and lifelong learning will be an important key factor. In research and development as well as in factory planning, the intemationalisation process requires that new competences will be developed. The "Institute for Manufacturing Engineering and Production Management" (FBK) at the University of Kaiserslautem, has developed a holistic teaching concept to fulfil this demands. The total concept, ViteFBK (Virtual Teaching at the FBK), consists of different components and learning phases, which include different multimedia based teaching and learning methods. The multimedia technology offers exciting new opportunities for building up competence in international collaboration on problem solving projects.

No abstract