ETA Learning Factory: A Holistic Concept for Teaching Energy Efficiency in Production

Abele, Eberhard; Bauerdick, Christoph; Strobel, Nina; Panten, Niklas

doi:10.1016/j.procir.2016.06.051

Cited by 37 publications

(19 citation statements)

References 10 publications

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“…Die zunehmende Verbreitung digitaler Technologien und die damit einhergehenden Veränderungen von Arbeitsanforderungen machen ein ganzheitliches Kompetenzmanagement in Unternehmen notwendig (Dombrowski und Wagner 2014) (Abele et al 2016(Abele et al , 2017, bieten neben der Vermittlung des notwendigen fachlichen Wissens auch die Chance, Methoden-, Sozial-und Selbstkompetenzen aufzubauen (für einen Überblick über bestehende Publikationen siehe Müller-Frommeyer et al 2017 (Melzer et al 2019;Metternich et al 2018). Um auch in zeitlich eng getakteten Arbeitsrealitäten wie in der industriellen Produktion digitales Lernen zu ermöglichen, können Wissensbausteinen bedarfsgerecht in Form von Lern-bzw.…”

Section: Praktische Implikationenunclassified

Kompetenzen und Wege der Kompetenzentwicklung in der Industrie 4.0

Blumberg

Kauffeld

2021

Gr Interakt Org

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ZusammenfassungDie fortschreitende Digitalisierung verändert die Arbeitswelt auch in der industriellen Fertigung nachhaltig. Digitale Werkerassistenzsysteme wie Datenbrillen und Smartwatches unterstützen Mitarbeitende mit kontextsensitiven Informationen. Die Einführung dieser Technologien und die Veränderung von Arbeitsabläufen stellen neue Kompetenzanforderungen an Beschäftigte, ermöglichen aber auch veränderte Wege des Lernens. Ziel dieses Beitrags der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) ist es, zukünftig benötigte Kompetenzen für Beschäftigte in der Produktion sowie mögliche Wege der Kompetenzentwicklung zu identifizieren. Dazu wurden 76 halbstrukturierte Interviews mit Teilnehmenden aus den Expertenclustern Wissenschaft, Politik und betriebliche Praxis durchgeführt und inhaltsanalytisch ausgewertet. Als Ergebnisse der Studie ist ein Kompetenzmodell für Beschäftigte in der Produktion entstanden, das auf der etablierten Unterscheidung in die Kompetenzfacetten Fach‑, Methoden‑, Sozial- und Selbstkompetenz aufbaut. Zusätzlich wurde die digitale Kompetenz als Querschnittskompetenz ergänzt. Besonders relevant wird über alle Expertengruppen hinweg die IT-Anwendungskompetenz eingeschätzt. Bei den identifizierten Wegen der Kompetenzentwicklung werden zunehmend selbstinitiierte Lernformate bedeutsam, die die Möglichkeiten der Digitalisierung nutzen. Die vorliegenden Ergebnisse können als Ausgangspunkt für die Entwicklung betrieblicher Kompetenzmodelle und -entwicklungsprogramme genutzt werden.

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Section: Praktische Implikationenunclassified

Kompetenzen und Wege der Kompetenzentwicklung in der Industrie 4.0

Blumberg

Kauffeld

2021

Gr Interakt Org

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“…To demonstrate how future factories can utilize energy in a smart way, the ETA-Factory on the campus of the Technical University of Darmstadt was built (Abele et al 2018). The model factory is at the same time the object of research, large-scale demonstrator and place of learning (Abele et al 2016). The systems of the case study in this work is oriented on the supply systems at the ETA-Factory.…”

Section: Energy-efficient and Flexible Control Of Industrial Energy Smentioning

confidence: 99%

Comparative study of algorithms for optimized control of industrial energy supply systems

et al. 2020

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Both rising and more volatile energy prices are strong incentives for manufacturing companies to become more energy-efficient and flexible. A promising approach is the intelligent control of Industrial Energy Supply Systems (IESS), which provide various energy services to industrial production facilities and machines. Due to the high complexity of such systems widespread conventional control approaches often lead to suboptimal operating behavior and limited flexibility. Rising digitization in industrial production sites offers the opportunity to implement new advanced control algorithms e. g. based on Mixed Integer Linear Programming (MILP) or Deep Reinforcement Learning (DRL) to optimize the operational strategies of IESS.This paper presents a comparative study of different controllers for optimized operation strategies. For this purpose, a framework is used that allows for a standardized comparison of rule-, model- and data-based controllers by connecting them to dynamic simulation models of IESS of varying complexity. The results indicate that controllers based on DRL and MILP have a huge potential to reduce energy-related cost of up to 50% for less complex and around 6% for more complex systems. In some cases however, both algorithms still show unfavorable operating behavior in terms of non-direct costs such as temperature and switching restrictions, depending on the complexity and general conditions of the systems.

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“…This is in consistent with the results of teaching factory research conducted in other countries which states that one of the main objectives of teaching factory is to enable students to develop their competence to transfer knowledge that has been learned into practical situations. [10] B. Teaching factory is arranged in school workshops through competency stages ranging from bench work, filing, welding, turning and milling.…”

Section: A the Purpose Of Teaching Factory Learning At The Technicalmentioning

confidence: 99%

“…In other words, one of the teaching factory goals is to enhance students to develop their competence in transferring or applying their learned knowledge into practical situations for problem solving or job completion. [10] Teaching factory will produce competent students, namely graduates who have qualified capability to apply knowledge, skills and attitudes to achieve observable results [11]. In short, certain knowledge, skills and abilities or so-called competencies or employability skills, can be developed through teaching factory.…”

Section: Introductionmentioning

confidence: 99%

Four Pillar Teaching Factory: A Teaching and Learning Management Model in Technical and Vocational Senior High School

Widiatna¹,

Madhakomala²,

Rugaiyah³

2019

Proceedings of the Padang International Conference on Educational Management and Administration (PICEMA 2018)

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The purpose of this study is to explore deeply teaching factory at Technical and Vocational High School. Teaching factory is the best method of teaching and learning to integrate and to bridge the process of achieving competences of the students and required skills needed by the industrial company. This unique four pillars teaching factory consist of four components, that interconnected for each other, namely block schedule, physical product, job sheet, and corporate culture. This study used the qualitative approach with case study method. Data was collected through in-depth interviews, observation, participant observation, and documentation of the research informants comprising the school principal, viceprincipal of curriculum and instruction, head expertise program. The data collected was analyzed through the process of data condensation, data display, and conclusion drawing/verification. The result of the research show that Catholic Technical High School of St. Michael Surakarta has his own unique teaching factory with certain management in order to enrich the students with competences so that they will be ready to work in the industrial company. It is expected that this research would be a meaningful reference for the relevant researchers, and educational practitioner who wants to develop the technical or vocational education.

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ETA Learning Factory: A Holistic Concept for Teaching Energy Efficiency in Production

Cited by 37 publications

References 10 publications

Kompetenzen und Wege der Kompetenzentwicklung in der Industrie 4.0

Kompetenzen und Wege der Kompetenzentwicklung in der Industrie 4.0

Comparative study of algorithms for optimized control of industrial energy supply systems

Four Pillar Teaching Factory: A Teaching and Learning Management Model in Technical and Vocational Senior High School

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