INTEGRATION OF LEARNING AND RESEARCH IN A MULTI-PERSPECTIVE LEARNING FACTORY

INTEGRATION OF LEARNING AND RESEARCH IN A MULTI-PERSPECTIVE LEARNING FACTORY

E. Lutters, J. Massa, R. Damgrave, S. Thiede, L. Gommer (2022).  INTEGRATION OF LEARNING AND RESEARCH IN A MULTI-PERSPECTIVE LEARNING FACTORY. 551-562.

Many technical universities and polytechnics have manufacturing environments or learning factories to teach students about production and assembly processes. The University of Twente currently establishes a new workshop, including a specific learning factory. In this learning factory, design choices are made in such a way that the organisation, appearance and comportment of the learning factory can be harmonised with the learning intent, the learning path and the levels of experience and expertise of the learners or trainees involved. The learning factory serves different levels of learning simultaneously. To this end, a recursive master-apprentice model is ingrained in its design. This approach aids in implicitly blurring the distinction between ‘learning’ and ‘research’. Although all participants have their own interests and goals, they strengthen each other’s learning and research. The learning factory caters for addressing multiple perspectives simultaneously, ranging from e.g., a production process and quality monitoring, via logistics and real-time location systems to workplace ergonomics. This is only possible if a flexible and versatile architecture underpins the learning factory, based on serious gaming and digital twinning. In the learning factory, research initiatives thrive on the activities of learners; concurrently, learners benefit from the research initiatives and underlying systems – interfaced by e.g., serious games and digital twinning. The learning factory is under development, in which the paradigms of the learning factory are applied: it is infused by students and researchers working on prototype projects/solutions; this allows them to study the topics involved, while anticipating the structure and working of the learning factory in a way that vouches for the envisaged openness, flexibility, and manageable indeterminacy.

Authors (New): 
Eric Lutters
Janneke Massa
Roy Damgrave
Sebastian Thiede
Lisa Gommer
Pages: 
551-562
Affiliations: 
University of Twente, Netherlands
Keywords: 
Learning factory
recursive master-apprentice approach
serious gaming
digital twinning
integration of education and research
CDIO Standard 3
CDIO Standard 5
CDIO Standard 6
CDIO Standard 8
CDIO Standard 9
Year: 
2022
Reference: 
Abele, E., Chryssolouris, G., Sihn, W., Metternich, J., ElMaraghy, H., Seliger, G., Sivard, G., ElMaraghy, W., Hummel, V., Tisch, M., & Seifermann, S. (2017). Learning factories for future oriented research and education in manufacturing. CIRP Annals, 66(2), 803-826.: 
Abele, E., Metternich, J., & Tisch, M. (2019). Learning Factories; Concepts, Guidelines, Best-Practice Examples. Springer.: 
Abele, E., Metternich, J., Tisch, M., Chryssolouris, G., Sihn, W., ElMaraghy, H., Hummel, V., & Ranz, F. (2015). Learning Factories for Research, Education, and Training. Procedia CIRP, 32, 1-6.: 
Biggs, J., & Tang, C. (2011). Teaching For Quality Learning At University. McGraw-Hill Education.: 
Damgrave, R., Slot, M., Thiede, S., & Lutters, E. (2021). Reality-infused simulations for dashboarding potential realities. Procedia CIRP, 100, 882-887.: 
Damgrave, R. G. J., & Lutters, E. (2016). Designing Individual Education in a Group Setting. Procedia CIRP, 50, 733-738.: 
Dankers, W., Schuurman-Hemmer, H. M., Boomgaard, A. v. d., & Lutters, E. (2013, 14-17 May 2013). Bringing practice to the theory: Project-led education in Industrial Design Engineering DRS//CUMULUS, Oslo.: 
Fresemann, C., Stark, R., Damgrave, R., Bekkering, N., & Lutters, E. (2018). Distributed Product Design in Educational Programs. Procedia CIRP, 70, 344-349.: 
Kreimeier, D., Morlock, F., Prinz, C., Krückhans, B., Bakir, D. C., & Meier, H. (2014). Holistic Learning Factories – A Concept to Train Lean Management, Resource Efficiency as Well as Management and Organization Improvement Skills. Procedia CIRP, 17, 184-188.: 
Loyer, S., & Maureira, N. (2014, 15-19 June 2014). A Faculty Teaching Competence Enhancement Model: A Mentoring Approach 10th International CDIO Conference, Barcelona (ES).: 
Lutters, E. (2018). Pilot Production Environments driven by Digital Twins. South African Journal of Industrial Engineering, 29(3), 14.: 
Lutters, E., & Damgrave, R. (2019). The development of Pilot Production Environments based on Digital Twins and Virtual Dashboards. Procedia CIRP, 84, 94-99.: 
Luttikhuis, E. J. O., de Lange, J., ten Klooster, R., & Lutters, E. (2014). Project-led Education in Packaging Development and Management. Procedia CIRP, 21, 348-353.: 
Thiede, S., Juraschek, M., & Herrmann, C. (2016). Implementing Cyber-physical Production Systems in Learning Factories. Procedia CIRP, 54, 7-12.: 
Thiede, S., Sullivan, B., Damgrave, R., & Lutters, E. (2021). Real-time locating systems (RTLS) in future factories: technology review, morphology and application potentials. Procedia CIRP, 104, 671-676.: 
Tisch, M., & Metternich, J. (2017). Potentials and Limits of Learning Factories in Research, Innovation Transfer, Education, and Training. Procedia Manufacturing, 9, 89-96.: 
Tomiyama, T., Gu, P., Jin, Y., Lutters, D., Kind, C., & Kimura, F. (2009). Design methodologies: Industrial and educational applications. CIRP Annals, 58(2), 543-565.: 
Von Leipzig, T., Lutters, E., Hummel, V., & Schutte, C. (2022). An Architecture for Bidirectional Learning Games. International Journal of Game-Based Learning (IJGBL), 12(1), 1-22.: 
Go to top
randomness