Cyber- Physical Systems and Education 4.0 –The Teaching Factory 4.0 Concept

Mourtzis, Dimitris; Vlachou, Ekaterini; Dimitrakopoulos, Giorgos; Zogopoulos, Vasilios

doi:10.1016/j.promfg.2018.04.005

Cited by 174 publications

(101 citation statements)

References 14 publications

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“…Certainly, they are not fully prepared and capable of translating technologies into design and operational solutions. With these factors in mind, it is crucial to transform the existing manufacturing education, primarily to prevent the deficit of well-trained workforce as well as make them proficient to cope with technological advancements [11]. Numerous efforts have been initiated to fill the existing gap in education system and adopt pragmatic teaching and training approaches.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The development of virtual systems fulfilling the requirements of engineering education has been attracting more and more research interest. Certainly, Industry 4.0 is a current trend and it requires prompt, effective, and efficient maintenance and training to acquire advanced solutions and thrive in highly competitive markets [11,30,31]. After analyzing the literature and studying various computer-based teaching techniques, the concept of VLF in the manufacturing education domain has been introduced in this paper.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The engineers or the operators can interact with the manufacturing set ups, practice on them, and analyze their performance in a more intuitive and comprehensive manner with the digital environment offered by VR. Within the ideology of Industry 4.0 sustained by ingenious technologies such as the Internet of Things and Cloud technology, VR can contribute significantly in manufacturing education [11,12]. Therefore, the adoption of new teaching methods such as LF and VR are necessary to enhance the capabilities and skills of young engineers in addition to integrating knowledge from various modular courses.…”

Section: Introductionmentioning

confidence: 99%

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Virtual Reality-Based Engineering Education to Enhance Manufacturing Sustainability in Industry 4.0

et al. 2019

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Many advanced product manufacturing approaches have been introduced in the market in recent years. Thus, it is critical to develop modern techniques which can effectively familiarize budding minds with the latest manufacturing procedures. In fact, the contemporary training methods and advanced education practices are crucial to uphold the interest of the new generation as well as to equip them with state-of the art systems. There is a need for innovative ideas and effective methodologies to inculcate the desired competency and prepare students for prospective manufacturing set ups. In the latest Industry 4.0 paradigm, visualization technologies, especially virtual reality, have been emphasized to sustainably train and educate young students. This work presents a technique for utilizing the leading visualization method based on virtual reality in product manufacturing. It aims to acquaint students with the prominent concept of Industry 4.0, the reconfigurable manufacturing system (RMS). The RMS has been a demanding topic for the novice and, most often, amateurs are not able to grasp and interpret it. Therefore, this paper outlines the various steps that can be useful for students in order to anticipate the RMS design, interact with it, understand its operation, and evaluate its performance.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Virtual Reality-Based Engineering Education to Enhance Manufacturing Sustainability in Industry 4.0

et al. 2019

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“…This makes CPS exceedingly discrete from just an embedded system [149]. Lately, CPS frameworks have been congruously utilized in various fields including manufacturing [150], laboratory and teaching factory [151,152]. The latest development of CPS is the Mobile CPS that extend CPS application domains [153].…”

Section: Cyber Physical System (Cps)mentioning

confidence: 99%

Exponential Disruptive Technologies and the Required Skills of Industry 4.0: A Review

Bongomin¹,

Ocen²,

Nganyi³

et al. 2019

Preprint

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The 21st century has witnessed precipitous changes spanning from the way of life to the technologies that emerged. We have entered a nascent paradigm shift (industry 4.0) where science fictions have become science facts, and technology fusion is the main driver. Thus, ensuring that any advancement in technology reach and benefit all is the ideal opportunity for everyone. In this study, disruptive technologies of industry 4.0 was explored and quantified in terms of the number of their appearances in published literature. The study aimed at identifying industry 4.0 key technologies which have been ill-defined by previous researchers and to enumerate the required skills of industry 4.0. Comprehensive literature survey covering the field of engineering, production, and management was done from multidisciplinary databases: Google scholar, ScienceDirect, Scopus, Sage, Taylor & Francis and Emerald insight. Results of the electronic survey showed that 35 disruptive technologies were quantified and 13 key technologies: Internet of things, Big data, 3D printing, Cloud computing, Autonomous robots, Virtual and Augmented reality, Cyber physical system, Artificial intelligence, Smart sensors, Simulation, Nanotechnology, Drones and Biotechnology were identified. Both technical and personal skills to be imparted into the human workforce for industry 4.0 were reported. The study identified the need to investigate the capability and the readiness of developing countries in adapting industry 4.0 in terms of the changes in the education systems and industrial manufacturing settings. The study proposes the need to address integration of industry 4.0 concepts into the current education system.

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“…By taking fast action in order to solve the problem, the costs on the long term of the companies will drop and the quality of their products will rise. Also, a simulation of a different process can be performed with live data from production system, thus enabling a dynamic production planning [1]. With all these, IoT has some disadvantages as well.…”

Section: Introductionmentioning

confidence: 99%

Main Requirements of a Cyber Physical Production System Demonstrator

Petruse

Bondrea

Nicolae

2019

Acta Universitatis Cibiniensis. Technical Series

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The paper is focused on identifying the main requirements for developing a CPPS demonstrator prototype. This research aims to categorize the main components and interactions within a new manufacturing system which are required to accommodate a CPPS. The proposed CPPS demonstrator also includes the preliminary requirements identified from the discussions with the regional industry, so that the prototype of the production system could be easily understood and also be the basis for further collaborations. The identified requirements were structured according to the top-down principle focusing on accomplishing the major objectives to be achieved through the prototype of the production system but also on the detailed concepts of the product and the production stations, thus preparing the choice for a concrete technical solution.

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Cyber- Physical Systems and Education 4.0 –The Teaching Factory 4.0 Concept

Cited by 174 publications

References 14 publications

Virtual Reality-Based Engineering Education to Enhance Manufacturing Sustainability in Industry 4.0

Virtual Reality-Based Engineering Education to Enhance Manufacturing Sustainability in Industry 4.0

Exponential Disruptive Technologies and the Required Skills of Industry 4.0: A Review

Main Requirements of a Cyber Physical Production System Demonstrator

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