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The paradigmatic shift of production systems towards Cyber-Physical Production Systems (CPPSs) requires the development of flexible and decentralized approaches. In this way, such systems enable manufacturers to respond quickly and accurately to changing requirements. However, domain-specific applications require the use of suitable conceptualizations. The issue at hand, when using various conceptualizations is the interoperability of different ontologies. To achieve flexibility and adaptability in CPPSs though requires overcoming interoperability issues within CPPSs. This paper presents an approach to increase flexibility and adaptability in CPPSs while addressing the interoperability issue. In this work, OWL ontologies conceptualize domain knowledge. The Intelligent Manufacturing Knowledge Ontology Repository (IMKOR) connects the domain knowledge in different ontologies. Testing if adaptions in one ontology within the IMKOR provide knowledge to the whole IMKOR. The tests showed, positive results and the repository makes the knowledge available to the whole CPPS. Furthermore, an increase in flexibility and adaptability was noticed.
Modern production systems are characterized by the increasingly use of CPS and IoT networks. However, processing the available information for adaptation and reconfiguration often occurs in relatively large time cycles. It thus does not take advantage of the optimization potential available in the short term. In this paper, a concept is presented that, considering the process information of the individual heterogeneous system elements, detects optimization potentials and performs or proposes adaptation or reconfiguration. The concept is evaluated utilizing a case study in a learning factory. The resulting system thus enables better exploitation of the potentials of the CPPS.
The imparting of knowledge and skills in STEM education, especially under the influence of the Covid-19 pandemic, is increasingly taking place online and through digital formats. The partially asynchronous instruction eliminates, on the one hand, the social relation in the learning process and, on the other hand, the direct experience with physical objects. Here, the digital learning systems provide learning tools and controls to support the learning process on a general basis. Existing methods for simulating physical objects (digital twins) are also used to a minimal extent. The following approach presents a learning system framework that enables individualized learning, including all dimensions (social, physical). Implementing a concept that uses a personalized assistance system to orchestrate the individual learning steps enables efficient and effective learning. Applying the learning system framework exemplifies the STEM education at Reutlingen University in the logistics learning factory Werk150.