Study on Action-Oriented Learning with a Learning Factory Approach

Cachay, Jan; Wennemer, Jan; Abele, Eberhard; Tenberg, Ralf

doi:10.1016/j.sbspro.2012.09.608

Cited by 96 publications

(38 citation statements)

References 7 publications

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“…This ability of the company is highly dependent on the ability of employees on all hierarchy levels to act self-organized in unknown situations and to find creative solutions [1,2]. For developing employees' competencies for manufacturing environments, traditional teaching methods show limited effects [3]. Therefore, new learning approaches are needed that allow training in realistic manufacturing environments that modernize the learning process and bring it closer to the industrial practice that leverage industrial practice through the adoption of new manufacturing knowledge and technology that boost innovation in manufacturing by improving capabilities of young engineers, e.g.…”

Section: Motivationmentioning

confidence: 99%

Learning Factories for Research, Education, and Training

et al. 2015

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Acknowledgements The research team acknowledges the assistance of Frances Plummer and Kevin Bradburn, NSW DET; the teachers of the nine case study schools who were welcoming, open and supportive of this research; the many teachers in Quality Teaching Action Learning projects, who responded to surveys or took the time to engage in conversations with the researchers; Kate Aubusson for research assistance; and the support staff at the Faculties of Education at the University of Technology, Sydney and the University of Wollongong.

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Section: Motivationmentioning

confidence: 99%

Learning Factories for Research, Education, and Training

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“…They point to the inefficiencies inherent in traditional teaching and learning approaches, the complexity and dynamics of today's products and processes, and the individualisation of products in industrial customised mass production (the very characteristics of Industry 4.0) as some of the reasons for this. Cachay, Wennemer, Abele and Tenberg [13], arguing in support of this position, cite the well-known fact, proven by research, that learning by doing leads to greater retention and application possibilities than do traditional methods such as lectures, which are known to show limited effects.…”

Section: The Place Of a Learning Factory In Industry 40mentioning

confidence: 98%

Industry 4.0 Learning Factory Didactic Design Parameters for Industrial Engineering Education in South Africa

Sackey

Bester²,

Adams³

2017

SAJIE

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To manage the impact of Industry 4.0 on industrial engineering (IE) education curriculum requirements, realistic teaching and learning infrastructure such as a learning factory are required. This paper scans the literature to determine Industry 4.0's principles and interactions with IE and a learning factory, surveys relevant universities by questionnaire to determine its current status and practices, and formulates didactic design parameters for an Industry 4.0 learning factory to support IE education in South Africa, making use of existing models of cyber-physical systems and learning factory morphology. In other results, the technical universities are discovered to be more positively disposed, in general terms, to developing an Industry 4.0 learning factory than are the traditional programmes which, with one exception, prefer computational facilities. Of ten universities that offer IE, only one -a traditional programme -has made significant progress towards creating an Industry 4.0 learning factory. OPSOMMINGOm die impak van Industrie 4.0 op die bedryfsingenieurswese (BI) kurrikulum te bestuur vereis realistiese onderrig en leer infrastruktuur, soos 'n "leer-fabriek". In hierdie artikel is 'n literatuur studie uitgevoer om die beginsels van Industrie 4.0 te bepaal en die interaksies daarvan met BI en ŉ "leer-fabriek", ŉ vraelys is aan relevante universiteite gerig om die universiteit se huidige status en praktyke in hierdie verband te bepaal, en didaktiese ontwerp parameters vir ŉ Industrie 4.0 "leer-fabriek" word geformuleer binne die Suid-Afrikaanse konteks. Hierdie formulering maak gebruik van bestaande modelle van kuber-fisiese stelsels en "leer-fabriek" morfologie. Verdere resultate toon dat universiteite van tegnologie meer positief gesind is as tradisionele universiteite, wat (met die uitsondering van een geval) berekeningsfasiliteite verkies. Van die tien universiteite wat BI aanbied, het slegs een (ŉ tradisionele universiteit) noemenswaardige vordering gemaak tot die oprig van ŉ Industrie 4.0 "leer-fabriek".

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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%

“…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. As opposed to real production sites, the process improvements can be practised without cost pressure and in a lower risk environment [7], [9], [11].…”

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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Study on Action-Oriented Learning with a Learning Factory Approach

Cited by 96 publications

References 7 publications

Learning Factories for Research, Education, and Training

Learning Factories for Research, Education, and Training

Industry 4.0 Learning Factory Didactic Design Parameters for Industrial Engineering Education in South Africa

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

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