scholarly journals DIGITALISASI POLA PAKAIAN MELALUI CLO3D

2020 ◽  
Vol 1 (2) ◽  
pp. 22-26
Author(s):  
Susi Hartanto
Keyword(s):  
Business Cycle ◽  
Product Design ◽  
Key Words ◽  
Industry 4.0 ◽  
Human Error ◽  
Clothing Industry ◽  
Clothing Design ◽  
Skill Requirement ◽  
Digital Competencies ◽  
Traditional Process

Moving towards industry 4.0, one of five sectors in Indonesia to be planned as implementation pioneer is textile and clothing industry. Digital competencies have become skill requirement found most in fashion work vacancies. One of common digital method applied in clothing design and production is Clo3D. This article results from a co-creation activity between UPH Product Design, LPK Nadya Jaya, and brand partner (Lovadova); taking Clo3D as a tool to produce 3D patterns, reducing human error, saving time & costs. There are 16 patterns produced, 7 among them are mass-produced. As the result, Clo3D helps in terms of design, revise, simulate clothes in 3D; allowing the clothing business cycle from design to selling a lot faster than traditional process. Key words : Digitalization, Pattern, Clothing, Clo3D      

scholarly journals Learning Factories 4.0 in technical vocational schools: can they foster competence development?

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Michael Roll ◽  
Dirk Ifenthaler
Keyword(s):  
Learning Environments ◽  
Industry 4.0 ◽  
Positive Development ◽  
Vocational Schools ◽  
Vocational Students ◽  
Technical Competencies ◽  
Digital Competencies ◽  
Development Of Competencies ◽  
Different Levels ◽  
Over Time

AbstractLearning Factories 4.0 are thought to prepare vocational students for the challenges of Industry 4.0. The implementation of those interconnected Learning Factories 4.0 at technical vocational schools may promote the development of subject-related technical competencies as well as multidisciplinary digital competencies. Still, research is scarce with regard to the development of competencies supported through Learning Factories 4.0 in technical vocational schools. Hence this research focusses on subject-related technical and multidisciplinary digital competencies of technical vocational students change due to different levels of Learning Factory 4.0 interaction over time. Three subsequent competence tests with N = 63 technical vocational students were conducted. Findings indicate the benefits of integrating Learning Factories 4.0 for developing subject-related competencies in technical vocational schools. However, the study could not identify a positive development of multidisciplinary digital competencies. The findings of this study can help educators to further develop learning environments with support from Learning Factories 4.0 as well as preparing their learners for the demanding competencies of Industry 4.0.

scholarly journals Challenges and Potentials of Digital Twins and Industry 4.0 in Product Design and Production for High Performance Products

Procedia CIRP ◽  
2019 ◽  
Vol 84 ◽  
pp. 88-93 ◽  
Author(s):  
Raphael Wagner ◽  
Benjamin Schleich ◽  
Benjamin Haefner ◽  
Andreas Kuhnle ◽  
Sandro Wartzack ◽  
...  
Keyword(s):  
Product Design ◽  
Industry 4.0 ◽  
High Performance ◽  
Digital Twins ◽  
Design And Production

scholarly journals Digitalni dvojčki v ergonomskih ureditvah delovnih mest

2021 ◽  
Author(s):  
Zvone Balantič ◽  
Branka Balantič ◽  
Branka Jarc Kovačič
Keyword(s):  
Product Design ◽  
Industry 4.0 ◽  
Job Design ◽  
Modern World ◽  
Preliminary Design ◽  
Real Solution ◽  
Assembly Lines ◽  
Virtual Workplace ◽  
Digital Twins ◽  
User Friendly

t The approach to designing assembly lines and jobs in the modern world of Industry 4.0 is still too spontaneous. If we want to create a user-friendly workplace, it is necessary to include a myriad of variables with all the ergonomic principles. It is necessary to get involved in the process of progressive and holistic job design already in the phase of product design and the process of production and job design. Inadequate job planning can cause downtime in workflow engineering. If we want to be more efficient in product design, then we need to use the good experience of using digital twins. The experience of these and similar planning can be used for the preliminary design of a virtual workplace, where we can simulate the workload of employees, identify overloads and eliminate them already in the design phase. In this way, we are taking a big step towards streamlining jobs. In doing so, we avoid ergonomic slips, which are difficult to repair later. We are helped by modern tools, such as Tecnomatix JACK, ViveLab Ergo, NAWO ergo simulation, ..., with which we can generate, optimize, rationalize and implement a virtual solution in the marginal framework of a real solution.

scholarly journals Analysis and study of low-carbon clothing design and fashion lifestyle

2016 ◽  
Vol 5 (10) ◽  
pp. 23
Author(s):  
Yan Zhang ◽  
Rong-rong Xu
Keyword(s):  
Costume Design ◽  
Clothing Industry ◽  
Low Carbon ◽  
Rational Thinking ◽  
Clothing Design ◽  
Global Action ◽  
Subjective Aspect ◽  
Slow Fashion ◽  
Analysis And Study

<p>Low-carbon is not only a slogan, but also a global action to protect the environment. In the clothing industry, low-carbon clothing design has drawn public focus and it also conveyed the notion that we should respect for nature and advocate the concept of conservation. Through the analysis and study of low-carbon clothing design, it comes to two conclusions: On the subjective aspect, low-carbon design consciousness of designers which humanization of costume design, design clothing beyond beauty, thinking and caring about people; on the objective aspects, low-carbon clothing design is analyzed in three main aspects: fabric, color and styling. It is necessary to put low-carbon concept into people’s behavior consciousness and let the slow fashion environmental concept return back to people’s fashion lifestyle, so that consumers can look for their self-positioning and rational thinking. Therefore, the design of low-carbon clothing should be raised to the design of humanistic care to ensure that low-carbon concept is a global need and responsibility.</p>

The Future of Product Design Education Industry 4.0

2019 ◽  
pp. 164-182 ◽  
Author(s):  
Jennifer Loy ◽  
James I. Novak
Keyword(s):  
Product Design ◽  
Industry 4.0 ◽  
Design Education ◽  
Industrial Revolution ◽  
Transformational Change ◽  
Digital Revolution ◽  
Future Of Work ◽  
The Future ◽  
Challenges And Opportunities ◽  
Perspective Planning

When a society is undergoing transformational change, it is a challenge for all involved to step outside their immediate context sufficiently to evaluate its implications. In the current digital revolution driving Industry 4.0, the pace of change is rapid, and its scale and complexity can inhibit a proactive, rather than reactive, response. Yet if it were possible to return to the first industrial revolution, armed with twenty-first century knowledge and historical perspective, planning for a healthy society and the future of work could have been very different. This chapter aims to support educational leadership in the development of proactive strategies to respond to the challenges and opportunities of Industry 4.0 to inform the future of work, industry, and society. This is framed through the lens of product design, with its unique position at the nexus of engineering and the humanities, and directly tied to changes affecting manufacturing in the fourth industrial revolution.

scholarly journals Multidisciplinary digital competencies of pre-service vocational teachers

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Michael J. J. Roll ◽  
Dirk Ifenthaler
Keyword(s):  
Cognitive Abilities ◽  
Industry 4.0 ◽  
Structural Equation ◽  
Equation Modeling ◽  
Fit Indices ◽  
Vocational Teachers ◽  
Virtual Collaboration ◽  
Digital Competencies ◽  
Competence Test ◽  
Security Standards

AbstractDevelopments of Industry 4.0 require a set of multidisciplinary digital competencies for future vocational teachers, consisting of specific knowledge, motivational aspects, cognitive abilities and skills to fulfill the demands of digitally interconnected work situations. The competence model that is adapted from future work scenarios of vocational apprentices in Industry 4.0 includes attitudes towards digitization and handling of digital devices, information literacy, application of digital security standards, virtual collaboration, digital problem solving as well as a demonstration of reflective judgment of one’s actions in an interconnected and digital environment. Structural equation modeling was used to assess N = 205 pre-service vocational teachers between 18 and 35 years of age. The findings indicate the relationship of the proposed dimensions, measured through external- and self-assessments validate the proposed structure of the multidisciplinary digital competencies. However, attitude towards digitization can predict the self-efficacy of the relevant Multidisciplinary Digital Competencies but not the actual achievement in an external assessed scenario. Nevertheless, this study confirms that self-assessed multidisciplinary digital competencies can predict achievement in an external and qualitative-assessed competence test. Fit indices show an acceptable model conception, the reliability and construct validity of the model were confirmed. Findings suggest that the attitude towards digitization and the application of digital security standards are important, whereas the ability to solve digital problems seems to have a weak relation to the general multidisciplinary digital competencies of pre-service vocational teachers.

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