Teaching Industrie 4.0 technologies in a learning factory through problem-based learning: case study of a semi-automated robotic cell design

Louw, Louis; Deacon, Quintus

doi:10.1016/j.promfg.2020.04.105

Cited by 27 publications

(17 citation statements)

References 7 publications

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“…It is supported by Louw & Deacon [14], which revealed that the teaching factory effectively increased students' productive competence. Some of the competencies expected through this teaching factory's application include expertise in psychomotor, affective/attitude, and the ability to think critically and solve problems [12], [14]. So, it is hoped that vocational high schools will produce competent graduates in terms of skills, productive, and have a good attitude.…”

Section: Introductionmentioning

confidence: 87%

“…It can strengthen industrial competitiveness and reduce the gap between workers and industry [13]. It is supported by Louw & Deacon [14], which revealed that the teaching factory effectively increased students' productive competence. Some of the competencies expected through this teaching factory's application include expertise in psychomotor, affective/attitude, and the ability to think critically and solve problems [12], [14].…”

Section: Introductionmentioning

confidence: 94%

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The Effectiveness of Teaching Factory Implementation in Vocational Education: Case Studies in Indonesia

Saputro¹,

Soenarto²,

Sofyan³

et al. 2021

ujer

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Section: Introductionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 94%

The Effectiveness of Teaching Factory Implementation in Vocational Education: Case Studies in Indonesia

Saputro¹,

Soenarto²,

Sofyan³

et al. 2021

ujer

View full text Add to dashboard Cite

“…The empirical findings of scientists agree that the human worker will continue to be an important part of the organization and the link between real and virtual assets [94][95][96][97][98]. Digital and smart factories continue to depend on people as key operators rather than becoming unmanned autonomous factories [94,97]. Nevertheless, the focus of the work is changing from the active part towards more passive work such as observation and supervising data and information flows [99].…”

Section: The Human Rolementioning

confidence: 99%

“…In order to prepare employees on those upcoming challenges, researchers developed so-called learning factories for practical training [50,51,[97][98][99][101][102][103][104][105][106][107][108][109][110]. Their aim is to transfer the knowledge of theoretical research into the shop floor and to prepare workers and students.…”

Section: Learning Factoriesmentioning

confidence: 99%

Industry 4.0: A Technological-Oriented Definition Based on Bibliometric Analysis and Literature Review

Rupp

Schneckenburger

Merkel

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

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Industry 4.0 was introduced in 2011 and since then has been perceived in multiple ways such as a vision, a paradigm, a scenario or as a digital revolution in production and service organizations. Even though Industry 4.0 is associated with great improvements for companies, there is still a lack of a uniform definition of the term Industry 4.0, especially when it comes to the transfer of knowledge from theoretical research to the implementation in organizations, which leads to confusion and disaffirmation. The lack of a clear structure and a holistic definition of the research topic Industry 4.0 inhibits the development of new business areas and new research approaches. To target this fundamental gap, a methodology is developed and the 338 most relevant publications are analyzed in the database of ScienceDirect starting from 2015. Based on those publications, the field of Industry 4.0 is structured. A consistent and comprehensive definition for Industry 4.0 is introduced by using a bibliometric analysis. Therefore, existing descriptions are decomposed into word fragments and analyzed. It is shown that this novel approach to find a definition for the term “Industry 4.0” does not yet exist. The aim is to provide a purely objective definition based on a statistical evaluation, without restricting the selection of publications to a specific research or business area. Based on those data, a new and ubiquitous definition of Industry 4.0 is formed, discussed and validated on practical examples.

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“…The era of the industrial revolution 4.0 in the learning process must adapt to using information technology and to improve the quality of learning [1]- [3]. Students should be facilitated to explore the learning resources obtained and discuss them while the teacher facilitates them during the learning process, such as encouraging students to look for teaching materials, discussing, and concluding the results of their discussions.…”

Section: Introductionmentioning

confidence: 99%

Learning Media of Canva Based on Flipbook in the Subjects of Creative Products and Entrepreneurship to Improve Students’ Digital Technopreneurship Competence

Rahayu¹,

Zutiasari²,

Munadhiroh³

2021

Proceedings of the Sixth Padang International Conference on Economics Education, Economics, Business and Management, Accounting

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The purpose of this research and development was to produce valid and feasible canva learning media based on the flipbook maker according to the demands of student competencies in the digital era. The assignments are given in the form of making promotional media using social media Instagram and Pinterest. The research and development design used the model from Borg & Gall. In producing the product the researcher conducted material validation, media validation, and limited trials. Material validation was carried out by 2 people (1 lecturer and 1 teacher), media validation by 1 lecturer, and limited trials with 12 students. Data analysis was performed by using percentage, descriptive analysis, and analysis of the sample paired test. The results of validation and media testing were the percentage of media expert validation 93.19%, material expert validation 92.06%, limited trial results in 86.36%, and field implementation test results of 89.85%. The results of the validation and testing indicate the criteria were "very feasible". The results of the analysis of the independent samples test showed the Sig value. (2-tailed) of 0.00 <0.05, indicating that there was a significant difference between the experimental class that uses learning media and the control class that does not use media. The result of research and development was a product of Canva learning media based on the flipbook maker that was valid and feasible and can improve students' digital technopreneurship competence.

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Teaching Industrie 4.0 technologies in a learning factory through problem-based learning: case study of a semi-automated robotic cell design

Cited by 27 publications

References 7 publications

The Effectiveness of Teaching Factory Implementation in Vocational Education: Case Studies in Indonesia

The Effectiveness of Teaching Factory Implementation in Vocational Education: Case Studies in Indonesia

Industry 4.0: A Technological-Oriented Definition Based on Bibliometric Analysis and Literature Review

Learning Media of Canva Based on Flipbook in the Subjects of Creative Products and Entrepreneurship to Improve Students’ Digital Technopreneurship Competence

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