Refine
Has Fulltext
- no (7)
Document Type
- Other (7) (remove)
Is part of the Bibliography
- yes (7)
Keywords
- Industry 4.0 (2)
- Audit (1)
- Augmented reality (1)
- CPPS (1)
- CPS (1)
- Digital Learning Factory (1)
- Digitization (1)
- Enterprise-Resource-Planning (1)
- Generalized knowledge constructin axiom (1)
- Industrial IoT Competences (1)
The collaboration during the modeling process is uncomfortable and characterized by various limitations. Faced with the successful transfer of first process modeling languages to the augmented world, non-transparent processes can be visualized in a more comprehensive way. With the aim to rise comfortability, speed, accuracy and manifoldness of real world process augmentations, a framework for the bidirectional interplay of the common process modeling world and the augmented world has been designed as morphologic box. Its demonstration proves the working of drawn AR integrations. Identified dimensions were derived from (1) a designed knowledge construction axiom, (2) a designed meta-model, (3) designed use cases and (4) designed directional interplay modes. Through a workshop-based survey, the so far best AR modeling configuration is identified, which can serve for benchmarks and implementations.
Lately, first implementation approaches of Internet of Things (IoT) technologies penetrate industrial value-adding processes. Within this, the competence requirements for employees are changing. Employees’ organization, process, and interaction competences are of crucial importance in this new IoT environment, however, in students and vocational training not sufficiently considered yet. On the other hand, conventional learning factories evolve and transform to digital learning factories. Nevertheless, the integration of IoT technology and its usage for training in digital learning factories has been largely neglected thus far. Existing learning factories do not explicitly and properly consider IoT technology, which leads to deficiencies regarding an appropriate development of employees’ Industrial IoT competences. The goal of this contribution is to point out a didactic concept that enables development and training of these new demanded competences by using an IoT laboratory. For this purpose, a design science approach is applied. The result of this contribution is a didactic concept for the development of Industrial IoT competences in an IoT laboratory.
Künstliche Intelligenz (KI) gewinnt in zahlreichen Branchen rasant an Bedeutung und wird zunehmend auch in Enterprise Resource Planning (ERP)-Systemen als Anwendungsbereich erschlossen. Die Idee, dass Maschinen die kognitiven Fähigkeiten des Menschen imitieren können, indem Wissen durch Lernen auf Basis von Beispielen in Daten, Informationen und Erfahrungen generiert wird, ist heute ein Schlüsselelement der digitalen Transformation. Jedoch charakterisiert der Einsatz von KI in ERP-System einen hohen Komplexitätsgrad, da die KI als Querschnittstechnologie zu verstehen ist, welche in unterschiedlichen Unternehmensbereichen zum Einsatz kommen kann. Auch die Anwendungsgrade können sich dabei erheblich voneinander unterscheiden. Um trotz dieser Komplexität den Einsatz der KI in ERP-Systemen erfassen und systembezogen vergleichen zu können, wurde im Rahmen dieser Studie ein Reifegradmodell entwickelt. Dieses bildet die Ausgangsbasis zur Ermittlung der KI-Reife in ERP-Systemen und grenzt dabei die folgenden vier KI- bzw. systembezogenen Ebenen voneinander ab: 1) Technische Möglichkeiten, 2) Datenreife, 3) Funktionsreife und 4) Erklärfähigkeit des Systems.
Modern production infrastructures of globally operating companies usually consist of multiple distributed production sites. While the organization of individual sites consisting of Industry 4.0 components itself is demanding, new questions regarding the organization and allocation of resources emerge considering the total production network. In an attempt to face the challenge of efficient distribution and processing both within and across sites, we aim to provide a hybrid simulation approach as a first step towards optimization. Using hybrid simulation allows us to include real and simulated concepts and thereby benchmark different approaches with reasonable effort. A simulation concept is conceptualized and demonstrated qualitatively using a global multi-site example.
Audit - and then what?
(2019)
Current trends such as digital transformation, Internet of Things, or Industry 4.0 are challenging the majority of learning factories. Regardless of whether a conventional learning factory, a model factory, or a digital learning factory, traditional approaches such as the monotonous execution of specific instructions don‘t suffice the learner’s needs, market requirements as well as especially current technological developments. Contemporary teaching environments need a clear strategy, a road to follow for being able to successfully cope with the changes and develop towards digitized learning factories. This demand driven necessity of transformation leads to another obstacle: Assessing the status quo and developing and implementing adequate action plans. Within this paper, details of a maturity-based audit of the hybrid learning factory in the Research and Application Centre Industry 4.0 and a thereof derived roadmap for the digitization of a learning factory are presented.
Subject-oriented learning
(2019)
The transformation to a digitized company changes not only the work but also social context for the employees and requires inter alia new knowledge and skills from them. Additionally, individual action problems arise. This contribution proposes the subject-oriented learning theory, in which the employees´ action problems are the starting point of training activities in learning factories. In this contribution, the subject-oriented learning theory is exemplified and respective advantages for vocational training in learning factories are pointed out both theoretically and practically. Thereby, especially the individual action problems of learners and the infrastructure are emphasized as starting point for learning processes and competence development.