The virtual FMS – an engineering education environment

Nylund, Hasse; Valjus, Veikko; Toivonen, Ville; Lanz, Minna; Nieminen, Harri

doi:10.1016/j.promfg.2019.03.040

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…In addition, high-quality educational video games can be used as simulators and training platforms as a virtual educational environment [15]. The use of this method significantly increases the interest in the educational process among students and at the same time, significantly reduces the labor intensity of conducting classes with a teacher.…”

Section: Virtual Learning Environmentsmentioning

confidence: 99%

Technology of personnel training for the transport industry

Vinichenko¹

2021

SHS Web Conf.

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The paper is devoted to the study of modern educational technologies used to train specialists in the transportation industry. The prerequisites for updating and supplementing existing educational technologies are considered. Critical skills for various modes of transport are identified. The challenges of the global socio-economic architecture that dictate updated requirements to the educational environment are defined. A review of the world practice in training personnel for the transportation industry was carried out, and a comparative analysis of the technologies used in a number of countries was conducted. As a result, we have obtained a set of best practices used for training specialists in the field of transport. The comparative analysis shows that some practices are equally and successfully applied both in Russia and abroad. There are also specified some trends in the influence of processes occurring in transport on the further transformation of the industry’s human resources. The direction for future research has been determined.

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Section: Virtual Learning Environmentsmentioning

confidence: 99%

Technology of personnel training for the transport industry

Vinichenko¹

2021

SHS Web Conf.

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“…The history of suitable mitigation measures reaches back to years before the pandemic-earlier alternatives include tangible equipment scaled to portable dimensions [5], or made suitable for reproduction using local/home resources. Interactive virtual environments [6] present another alternative, potentially serving as platforms for remote teamwork. Remote connection is also fundamental in the Teaching Factory paradigm, connecting real-life processes with students [7].…”

Section: Introductionmentioning

confidence: 99%

Preserving Hands-On Learning Experience with Physical Equipment in Distance Learning—Findings of a Course Pilot

et al. 2022

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“…Riemann et al [7] compared physical and virtual learning factory counterparts, while Brinson [5] pointed out that in certain branches and skill types, remote or virtual didactic solutions may even perform better than traditional hands-on work. Examples for the use of virtual components have recently been presented by Nylund et al [8] (an entirely virtual flexible manufacturing environment); Grube et al [9] and Jara et al [10] (digital twins with physical counterparts); Gong et al [11] (extended reality, also in conjunction with physical hands-on activity); or García-Vela et al [12] (comparable virtual vs. physical considerations in geosciences).…”

Section: Introductionmentioning

confidence: 99%

Enabling Distance Learning and Remote Collaboration in Layout and Process Planning

et al. 2021

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Focusing on layout and process planning in collaborative environments, the development of infrastructure and didactic content for hands-on courses has been in progress for years at SZTAKI, with the inclusion of two sites in Budapest and Győr, respectively. Since 2019, a summer school program has been in preparation involving the Pilot Factory in Vienna, maintained by Fraunhofer Austria and TU Wien. While the pandemic has forced on-site education to be postponed, it also raised a lasting need for enabling distance learning and remote collaboration for a learning factory infrastructure which has hitherto been developed for on-site, hands-on activities as the primary consideration. The paper presents extensions addressing these needs in three different dimensions: tailoring task complexity by adequate shaping of free decision spaces, improving transferability of the problems to virtual or off-site solution platforms, and reorganization of work and cross-site collaboration. The concepts are illustrated by the example of a summer school course in layout and process planning for collaborative assembly stations, planned to take place in July/August 2021.

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The virtual FMS – an engineering education environment

Cited by 6 publications

References 7 publications

Technology of personnel training for the transport industry

Technology of personnel training for the transport industry

Preserving Hands-On Learning Experience with Physical Equipment in Distance Learning—Findings of a Course Pilot

Enabling Distance Learning and Remote Collaboration in Layout and Process Planning

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