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Digitisation forms a part of Industrie 4.0 and is both threatening, but also providing an opportunity to transform business as we know it; and can make entire business models redundant. Although companies might realise the need to digitise, many are unsure of how to start this digital transformation. This paper addresses the problems and challenges faced in digitisation, and develops a model for initialising digital transformation in enterprises. The model is based on a continuous improvement cycle, and also includes triggers for innovative and digital thinking within the enterprise. The model was successfully validated in the German service sector.
Today's logistics systems are characterized by uncertainty and constantly changing requirements. Rising demand for customized products, short product life cycles and a large number of variants increases the complexity of these systems enormously. In particular, intralogistics material flow systems must be able to adapt to changing conditions at short notice, with little effort and at low cost. To fulfil these requirements, the material flow system needs to be flexible in three important parameters, namely layout, throughput and product. While the scope of the flexibility parameters is described in literature, the respective effects on an intralogistics material flow system and the influencing factors are mostly unknown. This paper describes how flexibility parameters of an intralogistics system can be determined using a multi-method simulation. The study was conducted in the learning factory “Werk150” on the campus of Reutlingen University with its different means of transport and processes and validated in terms of practical experiments.
The paper describes a new stimulus using learning factories and an academic research programme - an M.Sc. in Digital Industrial Management and Engineering (DIME) comprising a double degree - to enhance international collaboration between four partner universities. The programme will be structured in such a way as to maintain or improve the level of innovation at the learning factories of each partner. The partners agreed to use Learning Factory focus areas along with DIME learning modules to stimulate international collaboration. Furthermore, they identified several research areas within the framework of the DIME program to encourage horizontal and vertical collaboration. Vertical collaboration connects faculty expertise across the Learning Factory network to advance knowledge in one of the focus areas, while Horizontal collaboration connects knowledge and expertise across multiple focus areas. Together they offer a platform for students to develop disciplinary and cross-disciplinary applied research skills necessary for addressing the complex challenges faced by industry. Hence, the university partners have the opportunity to develop the learning factory capabilities in alignment with the smart manufacturing concept. The learning factory is thus an important pillar in this venture. While postgraduate students/researchers in the DIME program are the enablers to ensure the success of entire projects, the learning factory provides a learning environment which is entirely conducive to fostering these successful collaborations. Ultimately, the partners are focussed on utilising smart technologies in line with the digitalization of the production process.
The use of learning factories for education in maintenance concepts is limited, despite the important role maintenance plays in the effective operation of organizational assets. A training programme in a learning factory environment is presented where a combination of gamification, classroom training and learning factory applications is used to introduce students to the concepts of maintenance plan development, asset failure characteristics and the costs associated with maintenance decision-making. The programme included a practical task to develop a maintenance plan for different advanced manufacturing machines in a learning factory setting. The programme stretched over a four-day period and demonstrated how learning factories can be effectively utilized to teach management related concepts in an interdisciplinary team context, where participants had no, or very limited, previous exposure to these concepts.
Rapidly changing market conditions and global competition are leading to an increasing complexity of logistics systems and require innovative approaches with respect to the organisation and control of these systems. In scientific research, concepts of autonomously controlled logistics systems show a promising approach to meet the increasing requirements for flexible and efficient order processing. In this context, this work aims to introduce a system that is able to adjust order processing dynamically, and optimise intralogistics transportation regarding various generic intralogistics target criteria. The logistics system under consideration consists of various means of transport for autonomous decision-making and fulfilment of transport orders with defined source-sink relationships. The context of this work is set by introducing the Learning Factory Werk 150 with its existing hardware and software infrastructure and its defined target figures to measure the performance of the system. Specifically, the important target figures cost and performance are considered for the transportation system. The core idea of the system’s logic is to solve the problem of order allocation to specific means of transport by linking a Genetic Algorithm with a Multi-Agent System. The implementation of the developed system is described in an application scenario at the learning factory.
The world is becoming increasingly digital. People have become used to learning and interacting with the world around them through technology, accelerated even further by the Covid-19 pandemic. This is especially relevant to the generation currently entering education systems and the workforce. Considering digital aids and methods of learning are important for future learning. The increasing online learning needs open the case for integrating digital learning aspects such as serious gaming within education and training systems. Learning factories fall amongst the education and training systems that can benefit from integration with digital learning extensions. Digital capabilities such as digital twins and models further enable the exploration of integrating digital serious games as an extension of learning factories. Since learning factories are meant for a range of different learning, training, and research purposes, such serious games need to be adaptable across stakeholder perspectives to maximize the value gained from the time and cost invested into such design and development. Research into the development of adaptive serious games for multiple stakeholder perspectives must first determine whether such development can be developed that reaches the objectives set for different included stakeholder perspectives. The purpose of this research is to investigate this at the hand of the practical development of a digital adaptive serious game for stakeholder perspectives.
Product engineering and subsequent phases of product lifecycles are predominantly managed in isolation. Companies therefore do not fully exploit potentials through using data from smart factories and product usage. The novel intelligent and integrated Product Lifecycle Management (i²PLM) describes an approach that uses these data for product engineering. This paper describes the i²PLM, shows the cause-and-effect relationships in this context and presents in detail the validation of the approach. The i²PLM is applied and validated on a smart product in an industrial research environment. Here, the subsequent generation of a smart lunchbox is developed based on production and sensor data. The results of the validation give indications for further improvements of the i²PLM. This paper describes how to integrate the i²PLM into a learning factory.