Open Access

After the initiator of the ESB Logistics Learning Factory, Prof. Vera Hummel had made experience in developing and implementing a concept for a Learning Factory for Advanced Industrial Engineering (aIE) at the University of Stuttgart, Institute IFF between 2005 and 2008, she was appointed as a full professor at ESB Business School, a faculty of Reutlingen University in March 2010. Lacking a realistic, hands on learning and teaching environment of industrial scale for its industrial engineering students, first ideas for a Learning Factory that would strongly focus on all aspects of production logistics were drafted in 2012. Already back then, a strong integration of virtual and physical factory was desired: While the Learning Factory itself would be physical, the neighboring partners along the supply chain, such as suppliers or distribution warehouses, could be added in a fully virtual way. Considering implementation of the ESB Logistics Learning Factory a strategic initiative of the university, initial funding was provided by the faculty ESB Business School itself. Following its own creed, to provide future-oriented training for the region, also primarily local suppliers and manufacturers were selected as equipment providers to the new Learning Factory. During the initialization phase, 2014, a total of three researchers and nine students worked approximately four months to set up a first assembly line, storage racks, AGVs, or pick-by-light systems in conjunction with the underlying didactical concept. Since then, several hundred of students have participated in trainings and lectures held in the ESB Logistics Learning Factory, several research projects were carried out, and multiple high-level politicians and industry executives have been touring the shop floor. Also, more than EUR 2 million in research and infrastructure funds could be secured for expansion and upgrade — allowing the ESB Logistics Learning Factory today to represent many core aspects of an Industrie 4.0 production environment.

In recent years, the numer of hybrid work systems using human robot collaboration (HRC) increased in industrial production environments - enhancing productivity while reducing work-related burden. Despite growing availability of HRC-suitable manipulation and safety technology, tools and techniques facilitating the design, planning and implementation process are still lacking. System engineers who strive to implement technically feasible, ergonomically meaningful and economically beneficial HRC application need to make design and technology decisions in various subject areas, whereas the design alternatives per morphological analysis is applied to establish a description model that can serve as both a supporting design guideline for future HRC application of value-adding, industrial quality as well as a tool to characterize and compare existing applications. It focuses on HRC within assembly processes, and illustrates the complexity of HRC applications in a comprehensible manner through its multi-dimensional structure. The morphology has been validated through its application on various existing industrial HRC applications, research demonstrators and interviews of experts from academia.

In the last decade, numerous learning factories for education, training, and research have been built up in industry and academia. In recent years learning factory initiatives were elevated from a local to a European and then to a worldwide level. In 2014 the CIRP Collaborative Working Group (CWG) on Learning Factories enables a lively exchange on the topic "Learning Factories for future oriented research and education in manufacturing". In this paper results of discussions inside the CWG are presented. First, what is meant by the term Learning Factory is outlined. Second, based on the definition a description model (morphology) for learning factories is presented. The morphology covers the most relevant characteristics and features of learning factories in seven dimensions. Third, following the morphology the actual variance of learning factory manifestations is shown in six learning factory application scenarios from industrial training over education to research. Finally, future prospects of the learning factory concept are presented.

Shorter product life cycles and emerging technologies in the field of industrial equipment are changing the prerequisites and circumstances under which the design of assembly and logistics systems take place. Planners have to adapt the production in accordance with the underlying product at a higher pace, oversee a more complex system and - most importantly - find the ideal solution for functional as well as social interaction between humans and machines in a cyber-physical system. Such collaborative work systems consider the individual capabilities and potentials of humans and machines to combine them in a manner that assists the operator during his daily work routine towards more productive, less burdening work. To be able to design work systems which act on that maxim, specific competences such as the ability of integrated process and product planning as well as systems and interface competence are required. The ESB Logistics Learning Factory trains students as well as professionals to gain such qualification by providing a close-to-reality learning environment based on a didactical concept which covers all relevant methods for ergonomic work system design and a state-of-the-art infrastructure composed of a manual assembly system, service robots, visual assistance systems, sensor-based work load monitoring and logistical resources. Group-based, activity oriented scenarios enable the participants to put the learnings into practice within their professional environments. By this, learning factories have an indirect impact on the transfer of proven best practices to the industry and thereby on the diffusion of the idea of human-centric working environment.

Shorter product life cycles and emerging technologies are changing the circumstances under which the design of assembly and logistics systems has to be carried out. Engineers are in charge of adapting the production in accordance with the underlying product at a higher pace, oversee a more complex system and find the ideal solution for a functional work system design as well as social interactions between humans and machines in cyber-physical systems. Such collaborative work systems consider the individual capabilities and potentials of humans and machines to combine them in a manner that assists the operator during his daily work routine. To be able to design such work systems, specific competences such as the ability of integrated process and product planning as well as systems and interface competence are required. Learning factories train students as well as professionals to gain such qualifications by providing a close-to-reality learning environment based on a didactical concept which covers all relevant methods for ergonomic work system design and a state-of-the-art infrastructure. Group-based, activity oriented scenarios enable the participants to put the learnings into their everyday work life. Thereby, learning factories have an indirect impact on the transfer of proven best practices to the industry.