Requirements for designing a cyber-physical system for competence development

Bauernhansl, Thomas; Tzempetonidou, Maria; Rossmeissl, Thomas; Groß, Erwin; Siegert, Jörg

doi:10.1016/j.promfg.2018.04.017

Cited by 18 publications

(6 citation statements)

References 12 publications

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“…According to Gebhardt et al (2015), in order to solve occupational tasks, which demand knowledge and skills in more than just one discipline, technical vocational schools need to integrate several other competencies that are related to general digitization rather than specifically subject-related. The literature provides many suggestions for non-subject related multidisciplinary digital competencies which university students should properly develop for Industry 4.0 with Learning Factories 4.0 (Bauernhansl et al 2018;Enke et al 2018;Pittich et al 2020;Tisch et al 2016). Unfortunately, similar studies for the technical vocational educational training are scarce.…”

Section: Competence Development Through Learning Factories 40mentioning

confidence: 99%

“…Learning Factories 4.0 simulate an Industry 4.0 production line as part of a learning environment (Scheid 2018). Initial research indicates that such interconnected model-like smart factories can foster competence development among students (Bauernhansl et al 2018;Hummel et al 2015). In addition, research suggests that Learning Factories 4.0 can help to develop not only technical, but other Industry 4.0-relevant competencies like information literacy, problem solving, or collaboration (Balve and Ebert 2019;Ifenthaler 2018;Tisch et al 2013).…”

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confidence: 99%

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Learning Factories 4.0 in technical vocational schools: can they foster competence development?

Roll

2021

Empirical Res Voc Ed Train

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Learning Factories 4.0 are thought to prepare vocational students for the challenges of Industry 4.0. The implementation of those interconnected Learning Factories 4.0 at technical vocational schools may promote the development of subject-related technical competencies as well as multidisciplinary digital competencies. Still, research is scarce with regard to the development of competencies supported through Learning Factories 4.0 in technical vocational schools. Hence this research focusses on subject-related technical and multidisciplinary digital competencies of technical vocational students change due to different levels of Learning Factory 4.0 interaction over time. Three subsequent competence tests with N = 63 technical vocational students were conducted. Findings indicate the benefits of integrating Learning Factories 4.0 for developing subject-related competencies in technical vocational schools. However, the study could not identify a positive development of multidisciplinary digital competencies. The findings of this study can help educators to further develop learning environments with support from Learning Factories 4.0 as well as preparing their learners for the demanding competencies of Industry 4.0.

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Section: Competence Development Through Learning Factories 40mentioning

confidence: 99%

mentioning

confidence: 99%

Learning Factories 4.0 in technical vocational schools: can they foster competence development?

Roll

2021

Empirical Res Voc Ed Train

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“…On individual level on the shop floor there is a high degree of pressure on employees and their managers to adapt to changing conditions. The pressure on employees to adapt their competences is primarily driven by small production lot sizes, shorter product life cycles and faster technological advancements that quickly devalue relevant knowledge, and by fundamental change in value creation processes due to the digital transformation (Bauernhansl et al 2018). Additional pressure results from a shortage of skilled workers and from challenges arising from the significant demographic and cognitive diversity of the workforce.…”

Section: Introductionmentioning

confidence: 99%

Collaborative Approaches for Self-Organized Competence Development

Matheis¹,

Lucke²,

Tilebein³

2021

Competence Development and Learning Assistance Systems for the Data-Driven Future

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The ongoing digital transformation is changing work processes and production environments. Particularly small and medium-sized enterprises (SMEs) in the European textile industry are confronted with numerous related challenges. Among these, demand-oriented development and efficient use of employee competences are becoming ever more important for success. New decentralized and situationally adaptable solutions that enable self-organized learning paths and informal competency development are becoming a necessity for the participants in production processes to acquire the essential competences. Approaches to support self-organized learning paths and dynamic, role- and actor-based models for collaborative knowledge generation already exist and have proven especially worthwhile in the SME environment of the textile industry and its innovation processes. This paper presents challenges of collaborative competence development and approaches to solve them on different levels of the organization. In addition, it explains specific implementations based on project examples from the textile industry and outlines needs for further research.

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“…Increasing uncertainty resulting from higher individualization levels, shorter product life cycles and fluctuating market demand leads to greater product and market complexity, to which companies must constantly adapt in order to survive. High dynamics and intensity of changes call for a short-term adaptability which in turn requires a holistic interoperability of production equipment, products, value chains and business processes [1][2][3]. Existing production concepts in industrial manufacturing have not yet been able to satisfy these requirements [2,4,5].…”

Section: Introductionmentioning

confidence: 99%

Business Model Innovation in Manufacturing Equipment Companies

2021

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Higher individualization levels, shorter product life cycles and fluctuating market demand influence manufacturing environments considerably, leading for example to a greater planning complexity and more frequent reconfiguration of production equipment and systems. These factors generate high nonvalue-added production costs that reduce factory adaptability.In this context, automobile manufacturers demand a reduction in installation and integration activities that allow for an increase in the versatility of their production facilities. Business model innovations are hence required for manufacturing equipment suppliers to meet their customers' demands and stay competitive in the long term.This paper identifies promising approaches for manufacturing business model innovation, including preliminary assessment within the research campus ARENA2036. The approaches lead to alternative business models that represent a possible way out of the conventional business dynamics between automobile manufacturers and their equipment suppliers, currently inhibiting innovation towards more flexible production systems.

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Requirements for designing a cyber-physical system for competence development

Cited by 18 publications

References 12 publications

Learning Factories 4.0 in technical vocational schools: can they foster competence development?

Learning Factories 4.0 in technical vocational schools: can they foster competence development?

Collaborative Approaches for Self-Organized Competence Development

Business Model Innovation in Manufacturing Equipment Companies

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