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The development of new and better optimization and approximation methods for Job Shop Scheduling Problems (JSP) uses simulations to compare their performance. The test data required for this has an uncertain influence on the simulation results, because the feasable search space can be changed drastically by small variations of the initial problem model. Methods could benefit from this to varying degrees. This speaks in favor of defining standardized and reusable test data for JSP problem classes, which in turn requires a systematic describability of the test data in order to be able to compile problem adequate data sets. This article looks at the test data used for comparing methods by literature review. It also shows how and why the differences in test data have to be taken into account. From this, corresponding challenges are derived which the management of test data must face in the context of JSP research.
Lernen mit Assistenzsystemen
(2020)
Der Beitrag beschreibt die Konzeption und Durchführung und bietet einen Einblick in die ersten Ergebnisse einer Untersuchung mit experimentellem Design in einer simulierten Prozessumgebung im Forschungs- und Anwendungszentrum Industrie 4.0 in Potsdam. Im Mittelpunkt stehen Anlernprozesse im Bereich der Einfacharbeit (Helfertätigkeiten) und ihre Gestaltung durch den Einsatz digitaler Assistenzsysteme. In der Arbeitsforschung finden sich Hinweise darauf, dass mit dem Einsatz dieser Systeme Prozesswissen verloren geht, im Sinne einer guten Kenntnis des gesamten Arbeitsprozesses, in den die einzelnen Tätigkeiten eingebettet sind. Das kann sich als Problem erweisen, vor allem wenn unvorhersehbare Situationen oder Fehler eintreten. Um die Rolle von Prozesswissen beim Einsatz von digitalen Assistenzsystemen zu untersuchen, wird im Experiment eine echte Fabriksituation simuliert. Die Probanden werden über ein Assistenzsystem Schritt für Schritt in ihre Aufgabentätigkeit angelernt, einem Teil der Probanden wird allerdings am Anfang zusätzlich Prozesswissen im Rahmen einer kurzen Schulung vermittelt.
In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice.
Assistenzsysteme finden im Kontext der digitalen Transformation immer mehr Einsatz. Sie können Beschäftigte in industriellen Produktionsprozessen sowohl in der Anlern- als auch in der aktiven Arbeitsphase unterstützen. Kompetenzen können so arbeitsplatz- und prozessnah sowie bedarfsorientiert aufgebaut werden. In diesem Beitrag wird der aktuelle Forschungsstand zu den Einsatzmöglichkeiten dieser Assistenzsysteme diskutiert und mit Beispielen illustriert. Es werden unter anderem auch Herausforderungen für den Einsatz aufgezeigt. Am Ende des Beitrags werden Potenziale für die zukünftige Nutzung von AS in industriellen Lernprozessen und für die Forschung identifiziert.
This paper presents an exploratory study investigating the influence of the factors (1) intermediary participation, (2) decision-making authority, (3) position in the enterprise, and (4) experience in open innovation on the perception and assessment of the benefits and risks expected from participating in open innovation projects. For this purpose, an online survey was conducted in Germany, Austria and Switzerland. The result of this paper is an empirical evidence showing whether and how these factors affect the perception of potential benefits and risks expected within the context of open innovation project participation. Furthermore, the identified effects are discussed against the theory. Existing theory regarding the benefits and risks of open innovation is expanded by (1) finding that they are perceived mostly independently of the factors, (2) confirming the practical relevance of benefits and risks, and (3) enabling a finer distinction between their degrees of relevance according to respective contextual specifics.
The increasing demand for software engineers cannot completely be fulfilled by university education and conventional training approaches due to limited capacities. Accordingly, an alternative approach is necessary where potential software engineers are being educated in software engineering skills using new methods. We suggest micro tasks combined with theoretical lessons to overcome existing skill deficits and acquire fast trainable capabilities. This paper addresses the gap between demand and supply of software engineers by introducing an actionoriented and scenario-based didactical approach, which enables non-computer scientists to code. Therein, the learning content is provided in small tasks and embedded in learning factory scenarios. Therefore, different requirements for software engineers from the market side and from an academic viewpoint are analyzed and synthesized into an integrated, yet condensed skills catalogue. This enables the development of training and education units that focus on the most important skills demanded on the market. To achieve this objective, individual learning scenarios are developed. Of course, proper basic skills in coding cannot be learned over night but software programming is also no sorcery.
Die teilweise sehr kurzfristig notwendige Reaktion auf Veränderungen erfordert von Unternehmen ein hohes Maß an Flexibilität und Reaktionsgeschwindigkeit. Anwendungssystemarchitekturen, die im Wesentlichen aus alten und selbst entwickelten Systemen bestehen, erfüllen häufig diese Anforderungen nicht. Investitionsmittel für neue Software sind jedoch begrenzt, daher müssen Prioritäten in der Ablösung von Altsystemen gesetzt werden. Eine effiziente Analysemethode zur Planung der Erneuerung der Anwendungssystemlandschaft stellt die Wandlungsfähigkeitsanalyse dar. Dieser Beitrag beschreibt Vorgehen und Ergebnisse am Beispiel eines international tätigen Automobilzulieferers.
The implementation of learning scenarios is a diversely challenging, frequently purely manual and effortful undertaking. In this contribution a process based view is used in scenario generation to overcome communication, coordination and technical gaps. A framework is provided to identify, define and integrate technological artefacts and learning content as modular, reusable building blocks along a modeled production process. The specific contribution is twofold: 1) the theoretical framework represents a unique basis for modularization of content and technology in order to enhance reusability, 2) the model based scenario definition is a starting point for automated implementation of learning scenarios in industrial learning environments that has not been created before.