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Planning of available resources considering ergonomics under deterministic highly variable demand
(2020)
In this paper, a method for hybrid short- to long-term planning of available resources for operations is presented, which is based on a known or deterministically forecasted but highly variable demand. The method considers quantitative measures such as the performance and the availability of resources, ergonomically relevant KPI and ultimately process costs in order to serve as a pragmatic planning tool for operations managers in SMEs. Specifically, the method enables exploiting the ergonomic advantages of available flexible automation technology (e.g. AGVs or picking robots), while assuring that these do not represent a capacity bottleneck. After presenting the method along with the necessary assumptions, mainly concerning the availability of data for the calculations, we report a case study that quantifies the impact of throughput variability on the selection of different process alternatives, where different teams of resources are used.
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.
Development of an easy teaching and simulation solution for an autonomous mobile robot system
(2019)
With mass customized production becoming the mainstream, industries are shifting from large-scale manufacturing to flexible and customized production of small batch sizes. Agile manufacturing strategies adopted by SMEs are driving the usage of collaborative robots in today's factories. Major challenges in the adoption of cobots in the industry are the lack of a highly trained workforce to program the robot to perform complex tasks and integration of robot systems to other smart devices in the factory. In addition, the teaching and simulation by non-robotics experts of many industrial collaborative robot systems like the KUKA LBR iiwa is a major challenge, since these systems are designed to be programmed by robot experts and not by shop floor workers or other non-experts. This paper describes the research and development activities done for reducing the barriers in operation and ensure holistic integration of LBR iiwa cobot in the assembly on the example of the ESB Logistics Learning Factory. These include a visual programming solution for the easy teaching of various tasks. Robotic tasts are classified based on common robotics applications and application-specific blocks abstracting specific actions are implemented. A factory worker with no programming competency cour create robot programs by combining these blocks using a Graphical User Interface. In addition, a simulation solution was developed to visualized, analyse, and optimize robotic workflow before deployment. an autonomous mobile robot is integrated with the LBR iiw to improve reconfigurability and thus also the productivity. The system as a whole is controlled using an event-driven distributed control system. Finally, the capabilities of the system are analysed based on the design principles of Industrie 4.0 and potential future research ideas are discussed to further improve the system.
The persistent development towards decreasing batch sizes due to an ongoing product individualization, as well as increasingly dynamic market and competitive conditions lead to new changeability requirements in production environments. Since each of the individualized products mgith require different base materials or components and manufacturing resources, the paths of the products giong through the factory as well as the required internal transport and material supply processes are going to differ for every product. Conventional planning and control systems, which rely on predifined processes and central decision-making, are not capable to deal with the arising system's complexity along the dimensions of changing goods, layouts and throughput requirements. The concepts of "self-organization" in combination with "autonomous ocntrol" provide promising solutions to solve these new requirements by using among other things the potential of autonomous, decentralized and target-optimized logistical objects (e.g. smart products, bins and conveyor systems) wich are able to communicate and interact with each other as well as with human wokers. To investigate the potential of automation and human-robot collaboration for intralogistics, a research project for the development of a collaborative tugger train has been started at the ESB Logistics Learning Factory in lin with various student projects in neighboring research areas. This collaboraive tugger train system in combination with other manual (e.g. handcarts) and (semi-) automated conveyoer systems (e.g. automated guided forklift) will be integrated into a dynamic, self-organized scenario with varying production batch sizes to develop a method for target-oriented sefl-organization and autonomous control of intralogistics systems. For a structured investigation of self-organized scenarios a generic intralogistics model as well as a criteria cataloghe has been developed. The ESB Logistics Learning will serve as a practice-oriented research, validation and demonstration environment for these purposes.
Global, competitive markets which are characterised by mass customisation and rapidly changing customer requirements force major changes in production styles and the configuration of manufacturing systems. As a result, factories may need to be regularly adapted and optimised to meet short-term requirements. One way to optimise the production process is the adaptation of the plant layout to the current or expected order situation. To determine whether a layout change is reasonable, a model of the current layout is needed. It is used to perform simulations and in the case of a layout change it serves as a basis for the reconfiguration process. To aid the selection of possible measurement systems, a requirements analysis was done to identify the important parameters for the creation of a digital shadow of a plant layout. Based on these parameters, a method is proposed for defining limit values and specifying exclusion criteria. The paper thus contributes to the development and application of systems that enable an automatic synchronisation of the real layout with the digital layout.
Teaching at assembly workstations in production in SMEs (small and medium sized companies) often does not take place at all or only insufficiently. In addition to the lack of technical content, there are also aggravatingly incorrect movement sequences from an ergonomic point of view, which "untrained" people usually automatically acquire. An AI based approach is used to analyze a definite workflow for a specific assembly scope regarding the behavior of several employees. Based on these different behaviors, the AI gives feedback at which points in time, work steps and movement’s particularly dangerous incorrect postures occur. Motion capturing and digital human model simulation in combination with the results of the AI define the optimized workflow. Individual employees can be trained directly due to the fact that AI identifies their most serious incorrect postures and provide them with a direct analogy of their “wrong” posture and “easy on the joints posture”. With the assistance of various test persons, the AI can conduct a study in which the most frequently occurring incorrect postures can be identified. This could be realized in general or tailored to specific groups of people (e.g. "People over 1.90m tall must be particularly careful not to make the following mistake...). The approach will be tested and validated at the Werk150, the factory of the ESB Business School, on the campus of the Reutlingen University. The new gained knowledge will be used subsequently for training in SMEs.
Mastering of complex systems and interfaces, idea and innovation management as well as virtually integrated product and process planning are essential competences to be developed and fostered to cope with the changing role of the workforce in a future industry 4.0 work system. Learning factories, like the Logistics Learning Factory at Reutlingen University, which are equipped with state-of-the-art infrastructure, offer a high potential to decidedly address these competences.
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.