Learning Factory : The path to Industry 4.0

Transcription

1 Why? 1

2 Learning Factory : The path to Industry 4.0 Felipe Baena a *, Alvaro Guarin a, Julian Mora a,joel Sauza b Sebastian Retat c a Technologies for Production Research Group EAFIT University, Carrera 49#7 sur-50 Medellin, Colombia 2

3 Agenda 1. Introduction: Engineering Education and Engineering challenges Learning Factories 3.Transformation model: From lab to Learning Factory The Pillars The four transformations Our experience 2.Research process Identification of literature Quantitative text analysis Qualitative text analysis 4. Conclusions 3

4 Introduction The Context : World What is the role of the Engineering and Engineering Education in a nations development? 12 of the first 18 countries in the innovation index are from EUROPE 4

5 Introduction Engineers and the development of independent nation-states 1820 the U.S. government began training military engineers. (Lucena 2007) Engineers and the development of empires First school of engineering France (Lucena & Schneider, 2008) Engineers And international development The dominant concern in the competences of engineers has been mastery of engineering science (Lucena & Schneider, 2008) 5

6 Introduction Engineering Education Engineers and the development of independent nation-states 1820 the U.S. government began training military engineers. (Lucena 2007) And Now? Engineers and the development of empires First school of engineering France (Lucena & Schneider, 2008) Engineers and international development The dominant concern in the competences of engineers has been mastery of engineering science (Lucena & Schneider, 2008) 6

7 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

8 Engineering Education: Challenges Introduction -Sustainable Development and sustainability (WFEO 2016),(UNESCO,2010) -New teaching-learning methods (WFEO 2016),((Abele & Reinhart, 2011), (Crawley, Malmqvist, Ostlund, & Brodeur, 2007) What initiatives have been proposed to address these challenges? Strong skills in human relations (Male, Bush, & Chapman, 2010) Balance between practice and theory. (Litzinger, Lattuca, Hadgraft, & Newstetter, 2011) 8

9 Introduction Learning Factories 9

10 Introduction *Highly complex learning environments that allow a high-quality, self-contained competency development (teaching learning perspective) Idealized replicas learning 10

11 Learning Factory Penn State University Toyota LAB - Rochester Institute of Technology Center for Industrial Productivity (CiP) Darmstadt Tu-Dortmund Industrial Engineering- Training centre Many more McKinsey Capability Center (MCC) Atlanta Experimental and Digital Factory (EDF) TU Chemnitz Lean Center Volkswagen 11

12 Learning Factory Penn State University Toyota LAB - Rochester Institute of Technology Center for Industrial Productivity (CiP) Darmstadt Tu-Dortmund Industrial Engineering- Training centre How to build a learning factory to 2011 our university?? Many more McKinsey Capability Center (MCC) Atlanta Experimental and Digital Factory (EDF) TU Chemnitz Lean Center Volkswagen 12

13 Project 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. 13

14 Problem What are the main characteristics of the developed learning factories? 14

15 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

16 Identification of literature: Key phrases used for this search were composed by the terms "learning factories" and "learning factory", obtaining a result of 123 papers( July -2016). Research process Documents by type Conference Paper Article Conference Review Country/territory Germany United States Subject area Engineering Business, Management and Accounting Social Sciences 30% 65% 7% 6% 6% 6% 33% 42% 5% 6% 8% 9% 10% 62% 16

17 Number of occurrences Number of occurrences Research process Quantitative text analysis (Roberts, 2000): Quantitative text analysis Words list: Educational purposes Quantitative text analysis Words list: Engineering purposes

18 Number of occurrences Number of occurrences Research process Quantitative text analysis: Quantitative text analysis Quantitative text analysis Words list: Educational purposes 90 Words list: Engineering purposes Engineering Education 50 + Manufacture

19 Qualitative text analysis(marshall & Rossman, 2014): Research process Cluster1: Target group Universities Graduates Undergraduates Engineering Education 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 Cluster5: Technologies Cluster6: Engineering goals Manufacture Production Design Management Logistics ICT Software Additive manufacturing RFID Cyberphysical IoT Efficiency Technologies Sustainable Cluster7: Strategies Changeable systems Management Lean Adaptable Manufacturing Industry

20 Problem How to transform the engineering practices towards learning factory concept? 20

21 Didactic Pillar Integration Pillar Engineering Pillar Model Tree Pillars of Transformation Learning Factory EAFIT University Target group Educational goal Learning strategies Value chain areas Technologies Engineering goals Strategies 21

22 Model Product 1.Transformation: Creating Value Production ICT Factory 2.Transformation: Creation of the value chain 3.Transformation: Development of information and Communication technologies infrastructure for the Learning Factory Didactic Pillar Integration Pillar Engineering Pillar Industry Transformation: Convergence of the real world and cyber physical systems Learning Factory EAFIT University 22

23 Product 1.Transformation: Creating Value 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. 2.Transformation: Creation of the value chain Model Production ICT Factory 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 3.Transformation: Development of information and communication technologies infrastructure for the Learning 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) Didactic Pillar Integration Pillar Engineering Pillar 4.Transformation: Convergence of the real world and cyber physical systems 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. Learning Factory EAFIT University 23

24 Our Experience Our Experience 24

25 First Transformation: Creating Value Our Experience What? To Integrate the manufacturing resources in a didactic environment How? Product introduction Active and experiential learning activities Identifying the productive chain Linking CAD, CAM and CAE tools For what? To develop the value added concept in a real environment 25

26 First Transformation: Creating Value Our Experience 26

27 First Transformation: Creating Value Our Experience 27

28 First Transformation: Creating Value Our Experience 28

29 First Transformation: Feedback Our Experience Realistic environment Hands on experience Course evaluations Integration of topics Cost of the practices Low production rates Fixed production processes 29

30 Second Transformation: Creation of the value chain Our Experience What? Integration of real sections of the production chain in a didactic environment. How? Assembly Line introduction Product introduction Active and experiential learning 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 30

31 Second Transformation: Creation of the value chain The Chess Chess Manufacturing Chess Manufacturing Line 31

32 Second Transformation: Creation of the value chain Raw material warehouse Our Experience Supplier vehicle Finished product warehouse Conveyor Assembly work stations Simulation workstations 32

33 Second Transformation: Creation of the value chain Our Experience CAD, CAM, 3D Printing and PLM Operations Reconfigurable assembly line Inbound logistic Process Simulation 33

34 Second Transformation: Feedback Our Experience Integration value chain Flexibility Low teacher training in active and experiential learning strategies. 34

35 Our Experience Third Transformation How? ICT Factory What? To integrate ICT infrastructure in the LF Based on 5C architecture for implementation of Cyber-Physical System. (Lee 2015) 39

36 The Fourth Transformation Our Experience 36

37 The Fourth Transformation Robotics Our Experience Virtualization IoT Additive manufacturing LF 4.0 EAFIT University Augmented reality 37

38 The Fourth Transformation Robotics Our Experience Virtualization Cloud Computing? IoT Additive manufacturing LF 4.0 EAFIT University Augmented reality Big Data Cybersecurity??? Artificial intelligence CPS 38

39 Conclusions of our experience 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, 39

40 Learning Factory : The path to Industry 4.0 Felipe Baena a *, Alvaro Guarin a, Julian Mora a,joel Sauza b Sebastian Retat c Mail: fbaenare@eafit.edu.co a Technologies for Production Research Group EAFIT University, Carrera 49#7 sur-50 Medellin, Colombia 40

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