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Increasingly volatile market conditions and manufacturing environments combined with a rising demand for highly personalized products, the emergence of new technologies like cyber-physical systems and additive manufacturing as well as an increasing cross-linking of different entities (Industrie 4.0) will result in fundamental changes of future work and logistics systems. The place of production, the logistical network and the respective production system will underlie the requirements of constant changes and therefore sources and sinks of logistical networks have to obey the versatility of (cyber-physical) production systems. To cope with the arising complexity to control and monitor changeable production and logistics systems, decentralized control systems are the mean of choice since centralized systems are pushed to their limits in this regard. This paradigm shift will affect the overall concept under which production and logistics is planned, managed and controlled and how companies interact and collaborate within the emerging value chains by using dynamic methods to generate and execute the created network and to allocate available resources to fulfill the demand for customized products. In this field of research learning factories, like the ESB Logistics Learning Factory at ESB Business School (Reutlingen University), provide a great potential as a risk free test bed to develop new methods and technical solutions, to investigate new technologies regarding their practical use and to transfer the latest state of knowledge and specific competences into the training of students and professionals. Keeping with these guiding principles ESB Business School is transferring its existing production system into a cyber-physical production system to investigate innovative solutions for the design of human-machine collaboration and technical assistance systems as wells as to develop decentralized control methods for intralogistics systems following the requirements of changeable work systems including the respective design of dynamic inbound and outbound logistic networks.
During the first years of their employment, the graduates are a liability to industry. The employer goes an extra mile to bridge the gap between university-exiting and profitable employment of engineering graduates. Unfortunately some cannot take this risk. Given this scenario, this paper presents a learning factory approach as a platform for the application of knowledge so as to develop the required engineering competences in South African engineering graduates before they enter the labour market. It spells out the components of a Stellenbosch University Learning Factory geared towards production of engineering graduates with the required industrial skills. It elaborates on the didactics embedded in the learning factory environment, tailor-made to produce engineers who can productively contribute to the growth of the industry upon exiting the university.
Gamification, the use of game elements for non-gaming purposes, may just make a huge impact on education, a contribution the world in general and South Africa in particular, desperately needs. In today’s fast-paced work environment, there is not only a severe skills shortage, but also a great need for graduates with practical knowledge - students that are not purely “book smart”. Didactic teaching habits have created an education realm in which reciting facts is more often than not what gets students to pass. Learning factories are physical, operational factories that serve as exemplary and realistic hands-on learning environments and provide an important step towards more industry-prepared graduates. Top universities around the world are establishing such environments and are showing superb results. This paper explores the potential benefit of applying gamification in such a setting to enhance the learning environment even further, and provide opportunities for training otherwise difficult to teach topics, such as shop floor management.
Decreasing batch sizes in production in line with Industrie 4.0 will lead to tremendous changes of the control of logistic processes in future production systems. Intelligent bins are crucial enablers to establish decentrally controlled material flow systems in value chain networks as well as at the intralogistics level. These intelligent bins have to be integrated into an overall decentralized monitoring and control approach and have to interact with humans and other entities just like other cyber-physical systems (CPS) within the cyber-physical production system (CPPS). To realize a decentralized material supply following the overall aim of a decentralized control of all production and logistics processes, an intelligent bin system is currently developed at the ESB Logistics Learning Factory. This intelligent bin system will be integrated into the self developed, cloud-based and event-oriented SES system (so-called “Self Execution System”) which goes beyond the common functionalities and capabilities of traditional manufacturing execution systems (MES).
To ensure a holistic integration of the intelligent bin for different material types into the SES framework, the required hard- and software components for the decentrally controlled bin system will be split into a common and an adaptable component. The common component represents the localization and network layer which is common for every bin, whereas the flexible component will be customizable to different requirements, like to the specific characteristics of the parts.
Learning factories present a promising environment for education, training and research, especially in manufacturing related areas which are a main driver for wealth creation in any nation. While numerous learning factories have been built in industry and academia in the last decades, a comprehensive scientific overview of the topic is still missing. This paper intends to close this gap establishing the state of the art of learning factories. The motivations, historic background, and the didactic foundations of learning factories are outlined. Definitions of the term learning factory and the corresponding morphological model are provided. An overview of existing learning factory approaches in industry and academia is provided, showing the broad range of different applications and varying contents. The state of the art of learning factories curricula design and their use to enhance learning and research as well as potentials and limitations are presented. Conclusions and an outlook on further research priorities are offered.
The high system flexibility necessary for the full automation of complex and unstructured tasks leads to increased technological complexity, thus to higher costs and lower performance. In this paper, after an introduction to the different dimensions of flexibility, a method for flexible modular configuration and evaluation of systems of systems is introduced. The method starts from process requirements and, considering factors such as feasibility, development costs, market potential and effective impact on the current processes, enables the evaluation of a flexible systems of systems equipped with the needed functionalities before its actual development. This allows setting the focus on those aspects of flexibility that add market value to the system, thus promoting the efficient development of systems addressed to interested customers in intralogistics. An example of application of the method is given and discussed.
Technologies for mapping the “digital twin“ have been under development for approximately 20 years. Nowadays increasingly intelligent, individualized products encourages companies to respond innovatively to customer requirements and to handle the rising product variations quickly.
An integrated engineering network, spanning across the entire value chain, is operated to intelligently connect various company divisions, and to generate a business ecosystem for products, services and communities. The conditions for the digital twin are thereby determined in which the digital world can be fed into the real, and the real world back into the digital to deal such intelligent products with rising variations.
The term digital twin can be described as a digital copy of a real factory, machine, worker etc., that is created and can be independently expanded, automatically updated as well as being globally available in real time. Every real product and production site is permanently accompanied by a digital twin. First prototypes of such digital twins already exist in the ESB Logistics Learning Factory on a cloud- and app based software that builds on a dynamic, multidimensional data and information model. A standardized language of the robot control systems via software agents and positioning systems has to be integrated. The aspect of the continuity of the real factory in the digital factory as an economical means of ensuring continuous actuality of digital models looks as the basis of changeability.
For the indoor localization sensor combinations that in addition to the hardware already contain the software required for the sensor data fusion should be used. Processing systems, scenario-live-simulations and digital shop floor management results in a mandatory procedural combination. Essential to the digital twin is the ability to consistently provide all subsystems with the latest state of all required information, methods and algorithms.
Close and safe interaction of humans and robots in joint production environments is technically feasible, however should not be implemented as an end in itself but to deliver improvement in any of a production system’s target dimensions. Firstly, this paper shows that an essential challenge for system integrators during the design of HRC applications is to identify a suitable distribution of available tasks between a robotic and a human resource. Secondly, it proposes an approach to determine task allocation by considering the actual capabilities of both human and robot in order to improve work quality. It matches those capabilities with given requirements of a certain task in order to identify the maximum congruence as the basis for the allocation decision. The approach is based on a study and subsequent generic description of human and robotic capabilities as well as a heuristic procedure that facilities the decision making process.
Future intralogistics systems need to adapt flexibly to changing material flow requirements in line with future versatile factory environments, producing personalized products under the performance and cost conditions of today's mass production. Small batch sized down to a batch size of "1" lead to a high complexity in the design and economical manufacturing of these customized products. Intralogistics systems are integrated into higher-level areas (segment level) as well as into upsteam and downstream performance units (system-wide areas). This includes the logistic activities relevant for the system (organized according to storage, picking, transport) such as transportation or storage tasks of tools, semi-finished products, components, assemblies and containers, and waste. Today's centralized material flow control systems, which work based on predefined processes, are not capable and more specifically not suitable to deal with the arising complexity of changeable intralogistics systems. Autononomous, decentralized material flow control systems distribute the required decision-making and control processes on intelligent logistic entities. A major step for the development of an autonomous control method for hybrid intralogistics systems (manual, semi-automated and automated) is the development of a generic archetype for intralogistics systems regarding the system boundaries, elements and relations resulting in a descriptive model taking into account amongst others the time of demand, availability of resources, economic efficiency and technical performance parameters. The ESB Logistics Learning Factory at ESB Business School (Reutlingen University) serves for this as a close-to-reality development and validation environment.
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.
