Teaching maintenance plan development in a learning factory environment

Jooste, Johannes L.; Louw, Louis; Leipzig, Konrad von; Conradie, Pieter; Asekun, Olabanji Olumuyiwa; Lücke, Dominik; Hagedorn-Hansen, Devon

doi:10.1016/j.promfg.2020.04.040

Cited by 12 publications

(13 citation statements)

References 4 publications

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“…However, the requirements for the planning, implementation, and operation of an academic LF vary depending on the specific area of the respective institution [211]. For instance, the use of LFs differs for education in maintenance, manufacturing, production design, and technology adoption [212]. To this end, several learning factory concepts have been developed including game-based learning or gamification for manufacturing education [213] and Internet of ings laboratory (IoT lab) [214].…”

Section: Learning Factorymentioning

confidence: 99%

Industry 4.0 Disruption and Its Neologisms in Major Industrial Sectors: A State of the Art

Bongomin

Yemane

Kembabazi

et al. 2020

Journal of Engineering

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Very well into the dawn of the fourth industrial revolution (industry 4.0), humankind can hardly distinguish between what is artificial and what is natural (e.g., man-made virus and natural virus). Thus, the level of discombobulation among people, companies, or countries is indeed unprecedented. The fact that industry 4.0 is explosively disrupting or retrofitting each and every industrial sector makes industry 4.0 the famous buzzword amongst researchers today. However, the insight of industry 4.0 disruption into the industrial sectors remains ill-defined in both academic and nonacademic literature. The present study aimed at identifying industry 4.0 neologisms, understanding the industry 4.0 disruption and illustrating the disruptive technology convergence in the major industrial sectors. A total of 99 neologisms of industry 4.0 were identified. Industry 4.0 disruption in the education industry (education 4.0), energy industry (energy 4.0), agriculture industry (agriculture 4.0), healthcare industry (healthcare 4.0), and logistics industry (logistics 4.0) was described. The convergence of 12 disruptive technologies including 3D printing, artificial intelligence, augmented reality, big data, blockchain, cloud computing, drones, Internet of Things, nanotechnology, robotics, simulation, and synthetic biology in agriculture, healthcare, and logistics industries was illustrated. The study divulged the need for extensive research to expand the application areas of the disruptive technologies in the industrial sectors.

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Section: Learning Factorymentioning

confidence: 99%

Industry 4.0 Disruption and Its Neologisms in Major Industrial Sectors: A State of the Art

Bongomin

Yemane

Kembabazi

et al. 2020

Journal of Engineering

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“…There are many ways to improve these skills, one of which is through learning media that is attractive and able to stimulate student skills (Albina & Sumagaysay, 2020;Burbules, Fan, & Repp, 2020;Haubold, Mathai, & Pyenson, 2020). However, on the other hand, a different opinion was argued by Jooste et al (2020) which stated that the success of educational programs is through material content and massive training adjusted to the world of work. Besides, the results of a study from Scott (2009) concluded that the use of IT does not seem to have a substantive effect on student performance, in this case, it means that the use of technology has not fully been able to improve the students' learning and innovation skills.…”

Section: Discussionmentioning

confidence: 99%

“…The relationship between these three variables is expected to interact with each other and improve educational output in the form of learning and innovation skills. However, different opinions were expressed by Jooste et al (2020) who stated that the success of educational programs is through material content adjusted to the world of work. This study tried to confirm whether the learning media in the form of videos that have been developed by the researcher that are integrated with online learning can improve students' learning and innovation skills.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Archiving Videos and Online Learning on Student’s Learning and Innovation Skills

Indrawati¹

2021

INT J INSTRUCTION

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This study to analyze the level of relationship and the effect of archiving video media and online learning on students' learning and innovation skills. The research method used was a quantitative approach with a questionnaire instrument. The questionnaire was distributed to vocational students who attended the archiving subject using archiving video media that had been previously developed by the researcher. The data analysis involved prerequisite test analysis including validity and reliability tests. Furthermore, the data had to meet one of the assumption tests, which was normality. The data were analyzed using a multiple linear regression model. The results showed that (1) the use of archiving video media and online learning had a positive and significant effect on students' learning and innovation skills simultaneously, (2) the use of archiving video media had a positive and significant effect on students' learning and innovation skills, and (3) online learning had a positive and significant impact on students' learning and innovation skills. These results showed that the use of archiving video media and online learning was proven to be able to affect students' learning and innovation skills so that they can become a reference for further research.

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“…Among the three scientific models (modes), Cada and Ptácková (2013) proclaims that mode 2 is more responsive to social and economic development and best suitable for exploring and developing indigenous and tacit knowledge and can be best forum for implementing through LF in HEIs or for developing liaison for Living labs (Jooste et al , 2020; Maraghy et al , 2017). Likewise, The co-production of knowledge model, mode 3, further enlarge the venues for the scientists and local knowledge worker collaboration with active participation and empowerment, to gives new directions and philosophies to knowledge workers for sustainable development.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning factories and living labs projects for sustainable educational development

Turi

Imtiaz

Sorooshain

2021

WJSTSD

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PurposeThis technical note aimed to assess critically the need of the learning factories and living labs for sustainable educational and social development.Design/methodology/approachThe study implied systematic research review and opinions of the expert to critically analyze the meaning and application of learning factory and living labs for social and educational development.FindingsThe study concluded that there is an urgent need for the collaboration among the entire stakeholder for establishing learning factory and living labs for social and educational development.Originality/valueThe technical study provides a unique perspective to educational and social development. It added to the traditional learning system by enlarging the venue of learning through stabling learning factories and living labs and insisted the higher educational institutions (HEIs) to open their door for general public for the inclusive development at national and international horizons.

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Teaching maintenance plan development in a learning factory environment

Cited by 12 publications

References 4 publications

Industry 4.0 Disruption and Its Neologisms in Major Industrial Sectors: A State of the Art

Industry 4.0 Disruption and Its Neologisms in Major Industrial Sectors: A State of the Art

The Effectiveness of Archiving Videos and Online Learning on Student’s Learning and Innovation Skills

Learning factories and living labs projects for sustainable educational development

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