1

¿Why?

Learning Factory : The path to Industry 4.0

Felipe Baenaa*, Alvaro Guarina, Julian Moraa ,Joel Sauzab Sebastian Retatc

aTechnologies for Production Research Group EAFIT University, Carrera 49#7 sur-50

Medellin , Colombia 2

Agenda

1. Introduction:Engineering Education and Engineering challenges

Learning Factories

3

2.Research processIdentification of literature

Quantitative text analysis

Qualitative text analysis

4. Conclusions

3.Transformation model: From lab to Learning Factory

The Pillars

The four transformations

Our experience

The Context : World

12 of the first 18 countries in the innovation index are from EUROPE

¿What is the role of the Engineering and Engineering Education

in a nations development?

Introduction

4

Engineers and the development of empires

First school of engineering France 1747.(Lucena & Schneider, 2008)

Engineers and the development of

independent nation-states1820 the U.S. government began training military

engineers.

(Lucena 2007)

Engineers And international

developmentThe dominant concern in the competences of engineers has

been mastery of engineering science 1945.(Lucena & Schneider, 2008)

Introduction

5

Engineering Education

Engineers and the development of empires

First school of engineering France 1747.(Lucena & Schneider, 2008)

Engineers and the development of

independent nation-states1820 the U.S. government began training military engineers.

(Lucena 2007)

Engineers andinternational development

The dominant concern in the competences of engineers has been mastery of engineering science 1945.

(Lucena & Schneider, 2008)

Introduction

And Now?

6

Engineering and Engineering Education 2017:

Introduction

The industry 4.0 The challenges Training and continuing professional development as

priority areas for actions within industry 4.0

implementation. (Kagermann,

Helbig, Hellinger, & Wahlster, 2013)

New learning approaches are needed (Abele et al., 2015)

Sustainable Development and sustainability(WFEO

2016),(UNESCO,2010)

Strong skills in human relations (Male, Bush, & Chapman,

2010) (WFEO 2016),(UNESCO,2010)7

-Sustainable Development and sustainability(WFEO 2016),(UNESCO,2010)

-New teaching-learning methods(WFEO 2016),((Abele & Reinhart, 2011), (Crawley, Malmqvist, Ostlund, &

Brodeur, 2007)

Strong skills in human relations(Male, Bush, & Chapman, 2010)

Balance between practice and

theory.(Litzinger, Lattuca, Hadgraft, &

Newstetter, 2011)

Engineering Education: Challenges

¿What initiatives have been proposed to address these challenges?

Introduction

8

Learning Factories

Introduction

9

*Highly complex learning environments that allow a high-quality, self-contained

competency development (teaching learning perspective)

Idealized replicas

learning

Introduction

10

Learning Factory Penn State University

Toyota LAB -Rochester Institute of

Technology

Center for Industrial Productivity (CiP)

Darmstadt

1995 2006 2007 2008

Tu-Dortmund Industrial Engineering-

Training centre

Lean Center Volkswagen

2008

Experimental and Digital Factory (EDF)

TU Chemnitz

20092011

McKinsey Capability Center (MCC) Atlanta

Many more

11

Learning Factory Penn State University

Toyota LAB -Rochester Institute of

Technology

Center for Industrial Productivity (CiP)

Darmstadt

1995 2006 2007 2008

Tu-Dortmund Industrial Engineering-

Training centre

Lean Center Volkswagen

2008

Experimental and Digital Factory (EDF)

TU Chemnitz

20092011

McKinsey Capability Center (MCC) Atlanta

Many more

12

¿How to build a learning factory to our university??

13

¿What?To Develop the EAFIT University Learning Factory(LF)

¿How?1.Identifying the main characteristics of the developed

Learning Factories and 2.Implementing a model to build

the main aspects of a LF.

¿For what?To develop competences through the Integration of

industrial trends, academic contents and experiential learning strategies under a didactic framework.

Project

¿What are the main characteristics of the developed learning factories?

Problem

14

Research process

¿What are the main characteristics of the developed learning factories?

Identification of literature

Quantitative text analysis

(Roberts, 2000)

Qualitative text analysis

(Marshall & Rossman, 2014)

15

• Identification of literature: Key phrases used for this search were

composed by the terms "learning factories" and "learningfactory", obtaining a result of 123 papers( July -2016).

42%

33%

7%

6%6%

6%

Country/territory

Germany

United States

62%10%

9%

8%

5%6%

Subject area

EngineeringBusiness, Management and Accounting

Social Sciences

Research process

65%30%

Documents by type

Conference PaperArticleConference Review

16

• Quantitative text analysis (Roberts, 2000):

Research process

78

46 4441 41

3733 33

30 29

0

10

20

30

40

50

60

70

80

90

Nu

mb

er

of

oc

cu

rre

nc

es

Words list: Educational purposes

Quantitative text analysis

79

65

59

48 47 45 43

2319 17

0

10

20

30

40

50

60

70

80

90

Nu

mb

er

of

oc

cu

rre

nc

es

Words list: Engineering purposes

Quantitative text analysis

17

• Quantitative text analysis:

Research process

78

46 4441 41

3733 33

30 29

0

10

20

30

40

50

60

70

80

90

Nu

mb

er

of

oc

cu

rre

nc

es

Words list: Educational purposes

Quantitative text analysis

79

65

59

48 47 45 43

2319 17

0

10

20

30

40

50

60

70

80

90

Nu

mb

er

of

oc

cu

rre

nc

es

Words list: Engineering purposes

Quantitative text analysis

Engineering Education + Manufacture

18

Cluster1: Target group

Universities

Graduates

Undergraduates

Engineering Education

19

Cluster2: Educational goal

Project development

Research

Knowledge development

Development of experience

Cluster3: Learning strategies

Based- practice

Action oriented

Active learning

Experiential learning

Cluster4: Value chain areas

Manufacture

Production

Design

Management

Logistics

Cluster5: Technologies

ICT

Software

Additive manufacturing

RFID

Cyberphysical

IoT

Cluster6: Engineering goals

Efficiency

Technologies

Sustainable

Cluster7: Strategies

Changeable systems

Management

Lean

Adaptable Manufacturing

Industry 4.0

• Qualitative text analysis(Marshall & Rossman, 2014):Research process

¿How to transform the engineering practices towards learning factory concept?

Problem

20

Tree Pillars of Transformation

Model

Did

acti

c P

illa

r

Inte

gra

tio

n P

illa

r

En

gin

eeri

ng

Pilla

r

Learning Factory EAFIT University

• Target group• Educational goal• Learning strategies

• Value chain areas

• Technologies• Engineering goals• Strategies

21

Product

Production

ICT Factory

Industry 4.0

1.Transformation: Creating Value

2.Transformation: Creation of the value chain

3.Transformation: Development of information and Communication technologies infrastructure for the Learning Factory

4.Transformation: Convergence of the real world and cyber physical systems

Learning Factory EAFIT University

Inte

gration

Pillar

Engin

ee

ring P

illar

Did

actic Pillar

Model

22

Product

• Manufacturing processes are related by the introduction of a product.

• Emphasis on evidence value added concept

• Evaluation of cost, quality and time variables individually as the set of operations

• Linking CAD, CAM and CAE tools.

Production

• Emphasis to evidence the concept of value chain.

• Linking some of the value chain activities for the Learning Factory (production planning and control, quality control, internal and external logistics, customer service, manufacturing and assembly operations)

• Related Tools: CAD, CAM, CAE, Process Simulation, ERP, PLM, Lean Manufacturing, DFX and Process Virtualization and Linking additive manufacturing

ICT Factory

• Real-time acquisition and storage of data (sensors, RFID systems, artificial vision, augmented reality, cloud)

• Automation of some production processes through industrial robotics.

• Infrastructure to control and communicate machines, operators and resources remotely. (IoT)

Industry 4.0

• Interconnection of the physical world and the cyber world

• Virtual copy of the productive systems.

• Decentralized and autonomous decisions of the productive system

• Analysis, simulation and optimization of the value chain in real time.

1.Transformation: Creating Value

2.Transformation: Creation of the value chain

3.Transformation: Development of information and communication technologies infrastructure for the Learning Factory

4.Transformation: Convergence of the real world and cyber physical systems

Did

actic Pillar

Learning Factory EAFIT University

Inte

gration

Pillar

Engin

ee

ring P

illar

Model

23

Our Experience

Our Experience

24

First Transformation: Creating ValueOur Experience

What?

• To Integrate the manufacturing resources in a didactic environment

How?

• Product introduction

• Active and experientiallearning activities

• Identifying the productive chain

• Linking CAD, CAM and CAE tools

For what?

• To develop the value added concept in a real environment

25

First Transformation: Creating Value Our Experience

26

First Transformation: Creating ValueOur Experience

27

First Transformation: Creating ValueOur Experience

28

First Transformation: FeedbackOur Experience

• Cost of the practices

• Low production rates

• Fixed production processes

29

• Realistic environment

• Hands on experience

• Course evaluations

• Integration of topics

Our Experience

What?

• Integration of real sections of the production chain in a didactic environment .

How?

• Assembly Line introduction

• Product introduction

• Active and experientiallearning activities

• Identifying the industrial chain

• Introducing value chain activities

To do what?

• To develop the value chain concept in a real environment

• Integration of value chain activities in a real environment

Second Transformation: Creation of the value chain

30

31

Chess Manufacturing

Second Transformation: Creation of the value chain

The Chess Chess Manufacturing Line

Supplier vehicle

Raw material warehouse

Finished product warehouse

Simulation workstations

Assembly work stations

Conveyor

Our ExperienceSecond Transformation: Creation of the value chain

32

Our Experience

Second Transformation: Creation of the value chain

CAD, CAM, 3D Printing and PLM

Process SimulationInbound logistic

Reconfigurable assembly line

33

Operations

Second Transformation: FeedbackOur Experience

•Low teacher training in active and experiential learning strategies.

• Integration value chain

•Flexibility

34

Third TransformationOur Experience

ICT Factory

What?

• To integrate ICT infrastructure in the LF

How?

Based on 5C architecture for implementation of Cyber-Physical System. (Lee 2015)

39

Th

e F

ou

rth

Tra

nsfo

rmati

on Our Experience

36

Th

e F

ou

rth

Tra

nsfo

rmati

on Our Experience

37

LF 4.0EAFIT University

Virtualization

IoT

Additive manufacturing

Robotics

Augmented reality

Th

e F

ou

rth

Tra

nsfo

rmati

on Our Experience

38

LF 4.0EAFIT University

Virtualization

IoT

Additive manufacturing

Robotics

Cloud Computing

Augmented reality

Artificial intelligence

CPS

?

?

??

Big Data

Cybersecurity

Conclusions of our experience

39

LF EAFIT University

M. Tisch, C. Hertle, E. Abele, J. Metternich, and R. Tenberg, “Learning factory

design: a competency-oriented approach integrating three design levels,”

Learning Factory : The path to Industry 4.0

Felipe Baenaa*,

Alvaro Guarina, Julian Moraa ,Joel Sauzab Sebastian Retatc

aTechnologies for Production Research Group EAFIT University, Carrera 49#7 sur-50

Medellin , Colombia 40

Mail: fbaenare@eafit.edu.co

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