Learning Factories for Research, Education, and Training

Abele, Eberhard; Metternich, Joachim; Tisch, Michael; Chryssolouris, George; Sihn, Wilfried; ElMaraghy, Hoda A.; Hummel, Vera; Ranz, Fabian

doi:10.1016/j.procir.2015.02.187

Cited by 352 publications

(145 citation statements)

References 13 publications

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“…Lorenz and co-workers [11] also observed that in Industry 4.0, manual repetitive tasks and many jobs of a cognitive nature (such as production planning) will be eliminated. In addition, Abele et al [18] have discussed the effects of Industry 4.0 and noted that "the classic production job profile like industrial engineer increasingly has to dive into the world of information and communication technology to cope with the modelling of complex processes and systems".…”

Section: Industrial Engineering Education and Industry 40mentioning

confidence: 99%

Industrial Engineering Curriculum in Industry 4.0 in a South African Context

Sackey

Bester

2016

SAJIE

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With its potential to change significantly the knowledge and skillset requirements for industrial engineers (IEs), Industry 4.0 creates a need to reassess the place of IEs to avoid a greater shock than that caused by the information technology identity crisis of the 1990s. This article examines the likely impacts of Industry 4.0 on industrial engineering (IE) and proposes enhancements to IE curricula in South Africa. Research methods include a literature review, a study of IE curricula, and a questionnaire survey of IE programmes. Results indicate that several IE functions might become somewhat transformed, less visible, or downright diminished in Industry 4.0. Emphasis has shifted from traditional IE methods to data-driven functions and cyber-physical systems. The developing mismatch needs correcting by emphasising skills such as 'big data' analytics and novel human-machine interfaces in IE curricula. Only one university in South Africa has made progress towards the adoption of an Industry 4.0 infrastructure. The authors propose a set of curriculum enrichment items as the basis for reform. OPSOMMINGIndustrie 4.0 het die potensiaal om op 'n beduidende wyse die kennis en vaardigheid vereistes vir bedryfsingenieurs (BI) te verander. Dit skep ook 'n behoefte om die posisie van bedryfsingenieurs te herevalueer, om sodoende die informasie tegnologie identiteitskrisis van die 1990's te vermy. Hierdie artikel ondersoek die waarskynlike impak van Industrie 4.0 op BI met 'n voorgestelde verbeterde kurrikulum in Suid-Afrika. Navorsingsmetodes sluit in literatuuroorsig, BI kurrikulum studie, en 'n vraelys opname van BI programme. Die resultate dui daarop dat Industrie 4.0 sommige BI funksies ietwat sal transformeer, minder sigbaar maak, of selfs totaal verminder. Klem verskuif van die tradisionele BI metodes na meer data-gedrewe funksies en kuber-fisiese stelsels. Die ontwikkelingswanaanpassing vererger regstelling deur die beklemtoning van kurrikulum vaardighede soos byvoorbeeld groot datastel analise en nuwe mens-masjien koppelvlakke. Slegs een universiteit toon vordering in die aanvaarding van en implementering van Industrie 4.0 infrastruktuur. Die skrywers stel 'n stel kurrikulum verryking items as basis vir die hervorming voor.

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Section: Industrial Engineering Education and Industry 40mentioning

confidence: 99%

Industrial Engineering Curriculum in Industry 4.0 in a South African Context

Sackey

Bester

2016

SAJIE

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“…Learning by doing has been shown to lead to greater application and retention possibilities than the traditional methods of education such as lectures [7], [9]- [11]. Due to the knowledge transfer resulting from real production conditions, favoured over a purely theoretical exposition, learning factories can also be used to train employees.…”

Section: Opsommingmentioning

confidence: 99%

Metacognitive Learning: Skills Development Through Gamification at the Stellenbosch Learning Factory as a Case Study

Henning

Hagedorn-Hansen

Leipzig

2017

SAJIE

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South Africa has a high-cost, low-performance education system, which ultimately leads to unemployment and a skill shortage in the country. In order to bridge the skill shortage gap at a tertiary level, the Stellenbosch Learning Factory (SLF) was established. Learning factories involve experiential learning in a production environment through 'learning by doing'. Gamification, one of the teaching methods used in the SLF, is investigated as a possible answer to South Africa's educational problems. Learning factories can be used to train employees: the knowledge transfer resulting from real production conditions is favoured because process improvements can be implemented or practised without any real production downtime. The aim of this study was to determine the learning contribution of the games implemented at the SLF. This was accomplished by developing a three-dimensional matrix that employs a revised version of Bloom's taxonomy to measure the learning success of the educational games at the SLF. OPSOMMINGSuid-Afrika het 'n hoë koste, lae uitkoms onderwysstelsel, wat bydra tot die werkloosheid en die tekort in vaardigheid in die land. Om die vaardigheidsgaping op 'n tersiêre vlak te oorbrug, is die 'Stellenbosch Learning Factory' (SLF) gestig. Leer fabrieke behels eksperimentele onderrig in 'n produksie omgewing deur gebruik te maak van 'n 'leer deur doen' benadering. 'Gamification', een van die onderrigmetodes wat gebruik word in die SLF, word ondersoek as 'n moontlike verbetering op die onderrig probleem in Suid-Afrika. Leer fabrieke kan gebruik word om werknemers op te lei, omdat die kennisoordrag wat ontstaan vanuit die werklike produksietoestande bevoordeel word, aangesien prosesverbeteringe implementeer en beoefen kan word sonder onderbreking van produksie. Die doel van hierdie studie was om die leerbydrae van die opvoedkundige speletjies wat geïmplementeer is by die SLF te bepaal. Dit is bereik deur die ontwikkeling van 'n drie-dimensionele matriks wat die hersiende weergawe van Bloom se taksonomie gebruik om die leersukses van die opvoedkundige speletjies by die SLF te bepaal.

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“…In the teaching industry program students are given more opportunities to perform work like a worker so there is a skill improvement ( [11]; [12]; [13]; [14] [15]). Teaching industry or teaching industry not only provides benefits to students, but also provides benefits for educators ( [16]; [17]). Parties in the teaching factory that industry and academic incorporate new technology into the curriculum in education ( [18]; [19]).…”

Section: A Teaching Factorymentioning

confidence: 99%