Keynote at the 3rd Annual International Conference of the Immersive Learning Research Network, iLRN 2017
Today’s shop floor, the area of a factory where operatives assemble products, is a complex and demanding work environment. The employed and produced technology becomes ever more complex, and employees are responsible for an increasing amount of tasks. As a consequence, the employee is under constant pressure to solve problems occurring on the shop floor as fast as possible, and simultaneously to improve his work-related knowledge, skills, and capabilities. This keynotes presents the outcome of the APPsist project, which investigated how adaptive technology can support the employee on the shop floor in this challenging environment.
Meetup #3 - Cyber-physical view of the Internet of EverythingFrancesco Rago
The Internet of Everything (IoE) is built on the connections among people, processes, data, and internet of things. However, it is not about these four dimensions in isolation. Each amplifies the capabilities of the other three. It is in the intersection of all of these elements that the true power of Internet of Everything is realized.
We will examine the Cyber-physical view to explore Specification, Hybrid and Heterogeneous Models, Conceptual frameworks, Multiform Time, and much more.
Do you know what is Industry40 and what can it bring to the business? Some companies miss out on huge opportunities and stay behind the competition, ignoring technological trends and innovations. Don't stay away, this presentation will show you the opportunities that the 4th industrial revolution brings to business!
If you are ready to know more – check out our article about Industry 4.0! Follow the link - https://bit.ly/2LH3yag
Meetup #3 - Cyber-physical view of the Internet of EverythingFrancesco Rago
The Internet of Everything (IoE) is built on the connections among people, processes, data, and internet of things. However, it is not about these four dimensions in isolation. Each amplifies the capabilities of the other three. It is in the intersection of all of these elements that the true power of Internet of Everything is realized.
We will examine the Cyber-physical view to explore Specification, Hybrid and Heterogeneous Models, Conceptual frameworks, Multiform Time, and much more.
Do you know what is Industry40 and what can it bring to the business? Some companies miss out on huge opportunities and stay behind the competition, ignoring technological trends and innovations. Don't stay away, this presentation will show you the opportunities that the 4th industrial revolution brings to business!
If you are ready to know more – check out our article about Industry 4.0! Follow the link - https://bit.ly/2LH3yag
Digital technologies will play crucial roles in enhancing societies and economies. As the pandemic continues to push the world to do physical distancing, digital transformations are happening across multiple industries. Here's how intelligent connectivity transforms the journey of digital society and pushes the Industry 4.0 agenda.
Industry 4.0 Walk Through - Accialini Training & ConsultingNicola Accialini
Accialini Training & Consulting provides support in Industry 4.0. Please visit our website www.accialiniconsulting.com or send us an email at info@accialiniconsulting.com for additional info.
Please don't forget to subscribe to our newsletter!
PROSTEP experts describe the challenges posed by Industry 4.0 when it comes to PLM processes and systems. This whitepaper gives you possible approaches for mastering these challenges.
The Fourth Industrial Revolution is here. Smart Factories are here. Smart Production systems are here.
Does it mean that jobs will reduce or will there be an increase in jobs.
Are we going towards a Knowledge economy.
Will technology become complex or will it become easy for a layman to understand.
Will working in a tech intensive factory become easy or will it become complex.
Industry 4.0 is the current trend of automation and data exchange in manufacturing technologies. It includes cyber-physical systems, the Internet of things and cloud computing. Industry 4.0 creates what has been called a “smart factory
An introduction to Industrie 4.0(Internet of Things), and its Potential impact on Supply Chain. Industrie 4.0, touted as the Game changer and a seed for next industrial revolution. Funded by German Bundes Ministerium fur Education & Technologie.
Industry 4.0 Training Certification Course - Tonex TrainingBryan Len
Length : 2 days
Industry 4.0 Training course covers key ideas of future smart industrial facilities, the cyber-physical systems and physical procedures inside these processing plants and the virtualization strategies and clever basic leadership abilities which would bolster chiefs in driving these activities.
Other benefits from IoT-infused Industry 4.0, include:
Richer and more timely analytics
Digitizing and making sense of information
Improving customer satisfaction and customer experience
Improving product quality or keeping product quality intact
Boost efficiency and profitability across the entire organization
Real-time insights that lead to better, faster decisions
Providing all team members with up-to-date, relevant views of production and business processes
Learn about:
The program intends to enable members to imagine and lead key and
specialized components of Industry 4.0-based authoritative changes.
The course will:
Demystify key Industry 4.0 and the biological system of partners included.
Survey test guides for this present reality use of Industry 4.0 over a scope of associations, and its business and mechanical effects.
Interface its members with pioneers and supervisors from assorted jobs and associations and comprehend their chances and difficulties.
Give utilize instances of effective Industry 4.0 usage on a progressing premise.
Interface its graduated class with one another in network, at their choice.
Affirmation of coursework and training gotten by one of the world's driving training foundations.
Course Modules:
Demystifying Industry 4.0
Leading Industry 4.0
Leadership Industry 4.0 Capabilities
Key Industry 4.0 Technologies
Aligning Industry 4.0 and Strategies
The Automation Pyramid and New Business Models in Industry 4.0
The Building Blocks of Industry 4.0: Cyber Physical Systems
Industry 4.0 and Technologies
Industry 4.0 Design Principles
Optional Workshop: Tonex Industry 4.0 Road maps for Your Organization
Request more information regarding industry 4 training certification online. Visit tonex.com for course and workshop detail.
Industry 4.0 Training Certification Course - Tonex Training
https://www.tonex.com/training-courses/industry-4-0-training-industries-4-0-crash-course/
Industry 4.0 Implementation, Challenges And Opportunities Of Industry 4.0 : C...Deepak Dudhate
Implementation, Challenges And Opportunities Of Industry 4.0 :
Case Studies From Automotive & Chemical Industry
Applications in Chemical industry and Automobile industry.
This is a description of the IBM Industrie 4.0 Zone @ CeBIT 2015, comprised of 10 live demonstration points with real scenarios created for and with our clients and partners.
Join the IBM Industrie 4.0 Core Tech Team on your journey through the zone!
This proposal outlines the major workflows needed to build out an Industry 4.0 Assessment. The Assessment would leverage Strategic Doing as a collaboration operating system and platform across the enterprise.
Digital technologies will play crucial roles in enhancing societies and economies. As the pandemic continues to push the world to do physical distancing, digital transformations are happening across multiple industries. Here's how intelligent connectivity transforms the journey of digital society and pushes the Industry 4.0 agenda.
Industry 4.0 Walk Through - Accialini Training & ConsultingNicola Accialini
Accialini Training & Consulting provides support in Industry 4.0. Please visit our website www.accialiniconsulting.com or send us an email at info@accialiniconsulting.com for additional info.
Please don't forget to subscribe to our newsletter!
PROSTEP experts describe the challenges posed by Industry 4.0 when it comes to PLM processes and systems. This whitepaper gives you possible approaches for mastering these challenges.
The Fourth Industrial Revolution is here. Smart Factories are here. Smart Production systems are here.
Does it mean that jobs will reduce or will there be an increase in jobs.
Are we going towards a Knowledge economy.
Will technology become complex or will it become easy for a layman to understand.
Will working in a tech intensive factory become easy or will it become complex.
Industry 4.0 is the current trend of automation and data exchange in manufacturing technologies. It includes cyber-physical systems, the Internet of things and cloud computing. Industry 4.0 creates what has been called a “smart factory
An introduction to Industrie 4.0(Internet of Things), and its Potential impact on Supply Chain. Industrie 4.0, touted as the Game changer and a seed for next industrial revolution. Funded by German Bundes Ministerium fur Education & Technologie.
Industry 4.0 Training Certification Course - Tonex TrainingBryan Len
Length : 2 days
Industry 4.0 Training course covers key ideas of future smart industrial facilities, the cyber-physical systems and physical procedures inside these processing plants and the virtualization strategies and clever basic leadership abilities which would bolster chiefs in driving these activities.
Other benefits from IoT-infused Industry 4.0, include:
Richer and more timely analytics
Digitizing and making sense of information
Improving customer satisfaction and customer experience
Improving product quality or keeping product quality intact
Boost efficiency and profitability across the entire organization
Real-time insights that lead to better, faster decisions
Providing all team members with up-to-date, relevant views of production and business processes
Learn about:
The program intends to enable members to imagine and lead key and
specialized components of Industry 4.0-based authoritative changes.
The course will:
Demystify key Industry 4.0 and the biological system of partners included.
Survey test guides for this present reality use of Industry 4.0 over a scope of associations, and its business and mechanical effects.
Interface its members with pioneers and supervisors from assorted jobs and associations and comprehend their chances and difficulties.
Give utilize instances of effective Industry 4.0 usage on a progressing premise.
Interface its graduated class with one another in network, at their choice.
Affirmation of coursework and training gotten by one of the world's driving training foundations.
Course Modules:
Demystifying Industry 4.0
Leading Industry 4.0
Leadership Industry 4.0 Capabilities
Key Industry 4.0 Technologies
Aligning Industry 4.0 and Strategies
The Automation Pyramid and New Business Models in Industry 4.0
The Building Blocks of Industry 4.0: Cyber Physical Systems
Industry 4.0 and Technologies
Industry 4.0 Design Principles
Optional Workshop: Tonex Industry 4.0 Road maps for Your Organization
Request more information regarding industry 4 training certification online. Visit tonex.com for course and workshop detail.
Industry 4.0 Training Certification Course - Tonex Training
https://www.tonex.com/training-courses/industry-4-0-training-industries-4-0-crash-course/
Industry 4.0 Implementation, Challenges And Opportunities Of Industry 4.0 : C...Deepak Dudhate
Implementation, Challenges And Opportunities Of Industry 4.0 :
Case Studies From Automotive & Chemical Industry
Applications in Chemical industry and Automobile industry.
This is a description of the IBM Industrie 4.0 Zone @ CeBIT 2015, comprised of 10 live demonstration points with real scenarios created for and with our clients and partners.
Join the IBM Industrie 4.0 Core Tech Team on your journey through the zone!
This proposal outlines the major workflows needed to build out an Industry 4.0 Assessment. The Assessment would leverage Strategic Doing as a collaboration operating system and platform across the enterprise.
Rules for Adaptive Learning and Assistance on the Shop FloorCarsten Ullrich
Today’s shop floor, the area of a factory where operatives assemble products, is a complex and demanding work environment. The employed and produced technology becomes ever more complex, and employees are responsible for an increasing amount of tasks. As a consequence, the employee is under constant pressure to solve problems occurring on the shop floor as fast as possible, and simultaneously to improve his work-related knowledge, skills, and capabilities.
This paper gives an account how adaptive technology can support the employee on the shop floor in these respects. It describes the organizational requirements to take into consideration and describes a set of rules that support the employee in problem solving and knowledge acquisition.
An Ontology for Learning Services on the Shop FloorCarsten Ullrich
An ontology expresses a common understanding of a domain that serves as a basis of communication between people or systems, and enables knowledge sharing, reuse of domain knowledge, reasoning and thus problem solving. In Technology-Enhanced Learning, especially in Intelligent Tutoring Systems and Adaptive Learning Environments, ontologies serve as the basis of adaptivity and personalization. For mathematics learning and similarly structured domains, ontologies and their usage for adaptive learning are well understood and established. This contribution presents an ontology for the industrial shop floor (the area of a factory where operatives assemble products) and illustrates its usage in several learning services.
Geen industrie 4.0 zonder onderhoud 4.0
Wim Vancauwenberghe - Directeur BEMAS (BELGIAN MAINTENANCE ASSOCIATION)
de cruciale rol van onderhoud in Industrie 4.0
onderhoud 4.0: wat, hoe en waarom?
enkele praktische voorbeelden en cases van onderhoud 4.0
we present
a modular ontology that we engineered in order to support the collection,
extraction and structuring of relevant information for industrial operators
in a “knowledge hub” (K-Hub).
Industry 4.0 training, Industrie 4.0 crash course : Tonex TrainingBryan Len
Price: $1,899.00
Length: 2 Days
Industry 4.0 Training course covers key ideas of future "savvy production lines", the cyber-physical systems and physical procedures inside these manufacturing plants, and the virtualization systems and canny basic leadership abilities which would bolster administrators and in driving these activities.
Industry 4.0 is an elective term utilized for the German expression “Industrie 4.0" initially restored in 2011 at the Hannover Fair, Germany with usage and proposals started by the German government. Recognized as one of 10 the "Future Projects" for the German government's High-Tech Strategy 2020, with gigantic potential effect on assembling biological communities and associated undertakings.
You'll Walk Away with:
The program expects to enable members to imagine and lead key and specialized components of Industry 4.0-based hierarchical changes. The course will:
Demystify key Industry 4.0 and the biological community of partners included.
Audit test guides for this present reality use of Industry 4.0 over a scope of associations, and its business and mechanical effects.
Associate its members with pioneers and supervisors from differing jobs and associations and comprehend their chances and difficulties.
Give utilize instances of fruitful Industry 4.0 executions on a continuous premise.
Interface its graduated class with one another in network, at their alternative.
Affirmation of coursework and training gotten by one of the world's driving training establishments.
Course Modules:
Demystifying Industry 4.0
Leading Industry 4.0
Leadership Industry 4.0 Capabilities
Key Industry 4.0 Technologies
Aligning Industry 4.0 and Strategies
The Automation Pyramid and New Business Models in Industry 4.0
The Building Blocks of Industry 4.0: Cyber Physical Systems
Industry 4.0 and Technologies
Industry 4.0 Design Principles
Optional Workshop: TONEX Industry 4.0 Roadmaps for Your Organization
Request more information. Visit Tonex course link below
https://www.tonex.com/training-courses/industry-4-0-training-industries-4-0-crash-course/
The developing countries have to evaluate the existing vocational education programs against the needs of Industry 4.0 and improve them to meet the job specification. There is a need for cooperation and collaboration with the industries in the industrial corridor and hubs.
ACTIVE Project - Summer School - Aachen, October 2010cruiz
These are my slides at the 2nd Summer School in Aachen, Germany. The course was organized by FIR and JSI, and is mainly on how some of the ACTIVE members deal with knowledge processes. For more information, please check the project web site out!
www.active-project.eu
The labor productivity is a key success factor for your company. QuiXilver creates the framework conditions to increase the labor productivity in your enterprise and as a result of that achieve a competitive advantage.
Industry 4.0 (IR4.0) & Teaching New Trends in Education with HOTS.Timothy Wooi
Objectives
The main objective of the seminar is to understand how Educational sector can respond to and prepare for educating the 4th Industrial Revolution;
using technological strategies of CHANGE in skills & work,
To prepare Students to be competitive & current to fit in the emerging 4th Industrial Revolution Workforce.
Assistance- and Knowledge-Services for Smart ProductionCarsten Ullrich
The transformation towards Smart Manufacturing results in machines that are increasingly complex to use and to maintain, as well as in ever-complicated production processes. Coupled with a continuing reduction of staff, this leads to an increasing demand for information needs and work expertise. At the same time, these challenges offer the opportunity to enhance the employee’s leeway with respect to designing and organizing their work. The project APPsist focuses on how this transformation can be supported technically and organizationally. This paper presents the technical approach: an architecture for intelligent-adaptive assistance and knowledge services. The paper describes how process mapping identified the requirements of the APPsist system, and presents the identified services and their communication, as well as the intelligent-adaptive functionality of the services.
Similar to Workplace-based Learning in Industry 4.0 -- Multi-perspective approaches and solutions for the shop floor (20)
A description of work done by our lab for the seminar "Sharing Inspiration in Higher Education" at the Finland Pavilion on the World Expo site in Shanghai.
Slides presented at a keynote at the Bayer Innovation Fair in Singapore.
The slides give a high-level introduction into the concepts and motivations of the Semantic Web, including lots of examples.
A large part was shown live during the keynote and thus is not properly rendered in the slides.
See <a></a> for more details.
Slides for our talk at Barcamp Shanghai 2009. The talk was mostly a discussion between us, our Australian partner and the audience, so you won't get much from the slides :(
Opportunities for AI in Intelligent Web-based Technology-Supported LearningCarsten Ullrich
Talk I gave at WISM’09-AICI'09 (2009 International Conference on Web Information Systems and Mining and the 2009 International Conference on Artificial Intelligence and Computational Intelligence) where I describe research opportunities offered by today's Web 2.0 and Semantic Web.
Microblogging for Language Learning: Using Twitter to Train Communicative and...Carsten Ullrich
Our work analyzes the usefulness of microblogging in second language learning using the example of the social network Twitter. Most learners of English do not require even more passive input in form of texts, lectures or videos, etc. This input is readily available in numerous forms on the Internet. What learners of English need is the chance to actively produce language and the chance to use English as tool of communication. This calls for instructional methods and tools promoting ‘active’ learning that present opportunities for students to express themselves and interact in the target language. In this paper we describe how we used Twitter with students of English at the Distant College of Shanghai Jiao Tong University. We analyze the students’ messages and show how the usage of Twitter trained communicative and cultural competence.
Paper: http://www.carstenullrich.net/pubs/Borau09Microblogging.pdf
Video killed the radiostar, but will Web 3.0 kill the teacher?Carsten Ullrich
Slides from a presentation given at Spark09.
Technology disrupts. The WWW makes established business models and institutions obsolete, often almost overnight. Nobody foresaw that the proud Encyclopaedia Britannica would be replaced by Wikipedia, a Website to which everyone can contribute.
But what about schools and education? Will teachers by succeeded by avatars living in virtual worlds? Or will their role change, from an instructor to a moderator, from a know-it-all to a mediator of knowledge?
Web technology, from the collaborative and user-driven world of the Web 2.0 to the Web 3.0, the machine-understandable Semantic Web transforms education.
Supporting Active Learning and Education by Artificial Intelligence and Web 2.0Carsten Ullrich
At lecture for fresh(wo)men on learning theories, learning theories and language learning, using Twitter for language learning, building a personal learning environment in 10 minutes, building a personal learning environment in 10 seconds, Artificial Intelligence for learning support.
At lecture for fresh(wo)men on learning theories, learning theories and language learning, using Twitter for language learning, building a personal learning environment in 10 minutes, building a personal learning environment in 10 seconds, Artificial Intelligence for learning support.
In this version, there are problems with the images. Please use the pdf version for online viewing
http://www.slideshare.net/ullrich/sjtu221107-176532
The ppt download is better for the animations, though.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Workplace-based Learning in Industry 4.0 -- Multi-perspective approaches and solutions for the shop floor
1. Workplace-based Learning
in Industry 4.0
Multi-perspective approaches and solutions
for the shop floor
Carsten Ullrich
Associate Head
Educational Technology Lab (EdTec),
German Research Center for Artificial
Intelligence (DFKI GmbH)
2. Deutsches Forschungszentrum für Künstliche Intelligenz
German Research Center for Artificial Intelligence
• One of the largest research institutes in the field
of innovative software technology based on AI
methods
• Focusing on complete cycle of innovation - from
world-class basic research through prototypes
to product functions and commercialization.
• Research and development projects are
conducted in 10 research departments, 10
competence centers and 5 living labs
• Educational Technology Lab
– Support of education and qualification processes
through innovative software technologies
– Research, development and consulting
– Focus on technologies that intelligently adapt and
adjust learning environments and learning materials
to individual learners
– http://edtec.dfki.de/
Carsten Ullrich, Workplace-based Learning in Industry 4.0
3. Towards Industry 4.0
tEnd of
18th Century
Start of
20th Century
First
Mechanical
Loom
1784
1. Industrial Revolution
through introduction of
mechanical production
facilities powered by
water and steam
2. Industrial Revolution
through introduction of mass
production based on the division
of labor powered by
electrical energy
Start of
70ies
4. Industrial Revolution
based on Cyber-Physical
Production Systems
today
010001101
001010100
100101010
010010101
Industry 1.0
Industry 2.0
Industry 3.0
Industry 4.0
DegreeofComplexity
3. Industrial Revolution
electronics and IT and heavy-
duty industrial robots for a
further automation
of production
Wahlster, 2012
Carsten Ullrich, Workplace-based Learning in Industry 4.0
4. The Workplace is
Transforming
• Challenges for Europe's manufacturing industry:
– Accelerating innovation
– Shorter product cycles
– Ever increasing number of
product variants
– Smaller batch sizes
(batch size 1)
– … while keeping/increasing level
of competitiveness
– … with fewer and fewer employees
Carsten Ullrich, Workplace-based Learning in Industry 4.0
5. Human Operators at
Tomorrow’s Workplace
• Despite the increasing automation, human operators have
place on shop floor with changed roles
• Contradictory predictions:
"Optimistic view"
– Job losses compensated by new jobs
– “Better” work, increased qualifications
– Higher autonomy and self-organization
"Pessimistic" view
– Major job losses
– Polarization as middle layer disappears
– Advanced control
Carsten Ullrich, Workplace-based Learning in Industry 4.0
(Source: Hirsch-Kreinsen, 2017)
What do we want?
What does our
technology enable?
6. Sociotechnical Perspective
• Technological innovation cannot be considered in isolation, but
requires an integrated approach drawing from technical,
organizational and human aspects.
Carsten Ullrich, Workplace-based Learning in Industry 4.0
Technology
OrganizationHuman
7. Assistance- and Knowledge-Services
for Smart Production
• Challenges
– Industry 4.0 increases complexity on the shop floor
– Employee under constant pressure
• to solve problems occurring on the shop floor as fast as possible,
• to improve work-related knowledge, skills, and capabilities
• Chances
– Industry 4.0: sensors, actors, data
• Opportunity to build tools that
– adapt themselves intelligently to the knowledge level and tasks of the
human operators
– integrate and connect the knowledge sources available in the company
– generate useful recommendations of actions
– enable recording of work processes and applied knowledge
– support the migration towards smart manufacturing
Carsten Ullrich, Workplace-based Learning in Industry 4.0
11. Partly automated assembly
line
Support for maintenance
5-axis drill
Support for machine usage
Pilot Scenarios
Partner
Pilot Area
Pilot Scenario
Production line
Support for failure detection
Carsten Ullrich, Workplace-based Learning in Industry 4.0
12. 3 manual assembly
stations
Main host computer
Monitoring and analysis
SPS
Controlling the machines
Coarse control and
monitoring granularity
System detects status and
faults
Classification on level of
stations, not components
Activities
Preventive maintenance
Resolving disabled states
and faults
Manual assembly
Goal
Increase scope of actions of
workers
Increase workers’
understanding of process,
product, manufacturing
Automated processes
Machine user
Machine operator
(plus)
Machine operator
Competence
Pilot Study: Festo
Carsten Ullrich, Workplace-based Learning in Industry 4.0
13. Pilot study Festo: Refill Loctite
Carsten Ullrich, Workplace-based Learning in Industry 4.0
14. Characteristics of Support
Carsten Ullrich, Workplace-based Learning in Industry 4.0
MENSCH-
MASCHINE-
INTERAKTION
• Knowledge discovery:
Recommend relevant
information
• Notification: Inform
employee that relevant
information is available
For the employee:
• Support work
procedures
• Widen range of actions
• Gain experience
• Gain insights
• Make work meaningful
Company:
• Increase flexibility
• Increase productivity
Translation into concrete
requirements: joint work
with work council and I4
experts from union
Control lies in hands of employee
15. APPsist‘s Assistance- and
Knowledge Services
• APPsist: First general applicable service-oriented architecture, with company specific
specializations
– Machinery, job profiles, learning materials, documents, ...
Smart Services: Use of existing infrastructure to implement new functionalities
• User-centered: Focus on support, qualification, further training of the employee
• User-adaptive, context-based support through formalized expert knowledge
Carsten Ullrich, Workplace-based Learning in Industry 4.0
Databases
Machinery Employees
Devices
AR
Smart Services
Basic
Services
16. Assistance in
carrying out activities
• Objective: Perform work activities as efficient and effective as possible
– Achieve production targets (OEE, Overall Equipment Effectiveness)
• Contextual recommendations by displaying
– Relevant work activities
– Relevant information (circuit diagrams, construction blueprints, manuals, ...)
• Assistance during activity
– Display of the individual steps of an action (step-by-step instructions)
– Augmented Reality: superimposition of information in the field of vision
– Adaptation using sensor data
Carsten Ullrich, Workplace-based Learning in Industry 4.0
17. Supporting Learning
• Performing a work procedures does not automatically
lead to learning
• Goal: Support targeted knowledge acquisition
– Display relevant work procedures
– Display of relevant content and information (learning materials,
manuals, ...)
• product
• production
• process
• Taking into account
– Performed work procedures
– Development goals
Carsten Ullrich, Workplace-based Learning in Industry 4.0
22. Artificial Intelligence in Education
• Intelligent Tutoring Systems and
Adaptive Learning Environments
provide adaptive and
contextualized support of learners
• Significant body of research on
adaptive support in university and
highly structured domains such
as mathematics, physics and
computer science
• Methods
– Knowledge-based systems:
Modelling human experts
– Statistical approaches
Carsten Ullrich, Workplace-based Learning in Industry 4.0
Domain
Model
Learner
Model
Pedagogical
Model
23. APPsist Ontology
• Describes relevant
concepts for and their
relationships
• User
• Content
• Manufacturing
• Representation in
OWL (Semantic Web
standard)
• Used for
communication
between services and
for reasoning by
intelligent services
Carsten Ullrich, Workplace-based Learning in Industry 4.0
24. User Model
• Connection to domain-model concepts
• Concepts from domain-model are enriched with user specific
values
– Number of executions (for process-steps)
– Number of views (for contents/documents)
– Number of usages (manufacturing/production objects)
• Relevant user properties
• Workplace-groups
• Permissions
• “State“: main activity (KPI), secondary activities
• Development goals
• Mastered measures
Carsten Ullrich, Workplace-based Learning in Industry 4.0
25. Adaptivity in Smart
Manufacturing
• Main activity: Fulfill Key Performance Indicators (KPI)
Assistance: Depending on the context
a) Reacting to the current situation on the shop floor, e.g.,
Loctite is empty
• Secondary activity: Time for Learning
Learning: Depending on the employee
b) Reacting to recently occurring events (e.g., a large number
of correctly or incorrectly performed measures)
c) Long-term development goals (e.g., working towards a
new job position)
Carsten Ullrich, Workplace-based Learning in Industry 4.0
26. If employee is in state “main work activity” and asks for assistance, then
select work procedures relevant for current station und machine state:
1. WU = workplace unit to which employee is assigned to.
Determined through request to user-model-service.
2. S = sort(stations ∪ installation) of AG. Determined by querying
domain model: There, each workplace unit is assigned to work with
specific installations. An installation consists of stations. Sort the
stations according to priority of each station.
3. MS = machine state of S, sorted according to priority of machine
state. Determined through request to machine-information-service.
4. P = Procedures for MS. Determined through query of domain
model: Procedures are applicable to machine states.
5. P_a = those procedures of M the employee is authorized to
perform (with or without assistance). Determined through request
to user model.
Result: P_a
Select Measures, Main Activity
Examples
1. WU = (Production
of standard
cylinders)
2. I =
(DNC_DNCB_DSB
C, …) . Stations =
(S10, S20, …).
Pri(DNC)=8
3. MS = (LociteEmpty,
GreaseFew, …)
4. P = (ChangeLoctite,
ChangeGrease, …)
5. P_a =
(ChangeLoctite)
Carsten Ullrich, Workplace-based Learning in Industry 4.0
27. If the employee is in state secondary activity (“time for learning”) and asks for
procedures, then select procedures relevant to development goals (content C_A,
and/or position PO, and/or production items PI_A).
1. PO = agreed future position of employee. Determined by query to user model.
2. P = relevant work procedures for PO. Determined through query to domain
model: Each position has tasks, and work procedures perform tasks.
3. P_U = P without mastered procedures. Determined through query to user model
(which keeps track of mastered procedures).
Result = P_U.
Select Measures, Secondary Activity
Carsten Ullrich, Workplace-based Learning in Industry 4.0
28. If the employee is in state “main work activity” and asks for information, then select
content relevant for the stations assigned to and their machine states:
1. WU = workplace unit to which employee is assigned to; P = position of
employee. Determined through request to user-model-service.
2. S, MS = Machine states and stations/installations relevant for WU (see
previous rule)
3. I = Content about S∪MS for target-group = P or without target-group.
Determined by querying domain model, which contains metadata that relates
content to domain model entities and specifies its target-groups, if any.
Result = Content I.
For instance: operation manuals, circuit diagrams, and other content that provides
information about the current situation enabling the employee to overcome
occurring problems.
Select Content, Main Activity
Carsten Ullrich, Workplace-based Learning in Industry 4.0
29. If employee is in state secondary activity (“time for learning”) and asks for content, then select
content relevant to current work history (machines and procedures worked with). Development
goals: content C_A, and/or position PO, and/or production items PI_A.
1. PI = production items with which employee has worked with in the last four weeks, P_S the
procedures that she performed successfully and P_N those not performed successfully.
This information is stored in the learner-record-service.
2. C_P_N = content about P_N and production items used by P_N, with already seen content
sorted to the back (this information is stored in the learner-record-service).
3. C_P_S = content about P_S or about production items used by P_S or about PI.
4. C_P = Content that covers one/several of the following: position PO, tasks of PO, or
production entities PI_A.
5. C_PI_PO = Content that describes production entities relevant for PO.
6. C_P_PO = Content that describes production entities used for performing procedures
relevant for PO.
7. C_T = C_P_S ∪ C_P ∪ C_PI_PO ∪ C_P_PO, with already seen content sorted to the
back.
Result: Content C_P_N + C_A + C_T, with duplicates removed.
Select Content, Secondary Activity
Carsten Ullrich, Workplace-based Learning in Industry 4.0
30. ?? State of the Art ??
Carsten Ullrich, Workplace-based Learning in Industry 4.0
Are rule-based
systems state of the
art?
31. AIED in Industrial Production
• AIED in Mathematics / Physics: More than 30 years of research
– Principles well understood
– Proven architectures
• Learning at the industrial workplace:
– Multitude of single systems, no common basis
• APPsist:
– First general ontology (domain description) with focus on learning in
production environments
– First general rules to support the employees
• Rule-based systems have proven themselves, well-understood for
which problems they are suitable
• Statistical approaches require data…
Carsten Ullrich, Workplace-based Learning in Industry 4.0
32. Digital Education Space
• Learning systems can easily
capture actions of the learner
• Data is simple but usable (click
data, performance)
• Learning Analytics:
Real-time recognition of
learning progress, motivation,
correlations between
navigation behavior and
learning success
Update of learner model
Feedback to learners and
teachers through a pedagogical
model
Carsten Ullrich, Workplace-based Learning in Industry 4.0
33. Analogue Education and
Work-Spaces
Analogue Spaces out of reach
for learning systems
No learner modelling and
adaptive reactions possible
Carsten Ullrich, Workplace-based Learning in Industry 4.0
34. Stepping from the
Analogue into the Digital
• APPsist:
– First steps towards the
use of data signals from
"analogue" world (sensor
data of the production
plants),
– their interpretation
regarding the actions of
the employees,
– and their usage for
automated support
Carsten Ullrich, Workplace-based Learning in Industry 4.0
35. Internet of Things for the
Digitization of Existing Spaces
• Increasing penetration
of environments with
sensors / actors
– Smart Factory
– Smart City
– Smart Home
– Smart Energy
• Usage of Smart Data
also for user-centered
support
• Coupling between
work- and education
spaces
Carsten Ullrich, Workplace-based Learning in Industry 4.0
36. Coupling between Work- and
Education Spaces
• In the education space:
learning adapted to
activity and goals
• In the workspace: during
the execution of activities
references to relevant
training materials
• Authoring support (EdTec
Project DigiLernPro)
• Data collection
statistical methods!
Smart Training Services
Carsten Ullrich, Workplace-based Learning in Industry 4.0
Required:
• privacy and data
protection
• design principles:
enable good work
and good learning
Sociotechnical
Perspective!