scholarly journals Digital Transformation of Engineering Education - Empirical Insights from Virtual Worlds and Human-Robot-Collaboration

2016 ◽  
Vol 6 (4) ◽  
pp. 23 ◽  
Author(s):  
Anja Richert ◽  
Mohammad Shehadeh ◽  
Freya Willicks ◽  
Sabina Jeschke
Keyword(s):  
Engineering Education ◽  
Virtual Worlds ◽  
Industry 4.0 ◽  
Engineering Students ◽  
Team Building ◽  
Physical Systems ◽  
Work Spaces ◽  
Team Working ◽  
Hybrid Teams ◽  
Human Robot Collaboration

Cyber-physical systems and “Industry 4.0” will require future engineers to handle big data and complex, multidisciplinary problems as well as to collaborate with machines in “hybrid teams”. As some work spaces will be virtualized or remotely controllable new communication skills and the knowledge of virtual worlds are necessary. Furthermore, working as a team with machines demands not only knowledge of mechanical engineering and machines but also an extended understanding of team working. To meet such challenges future engineers need to acquire new skills and qualification. This task does not only concern engineering students and trainees but also teachers for engineering. Questions about how to prepare for newly needed engineering competencies for the age of Industry 4.0, how to assess them and how to teach and train e.g. human-robot-teams have to be tackled in future engineering education. The paper presents theoretical aspects and empirical results of a series of studies, which were conducted to investigate engineering education in virtual worlds as well as different aspects about team building in hybrid teams.

scholarly journals Development of Final Projects in Engineering Degrees around an Industry 4.0-Oriented Flexible Manufacturing System: Preliminary Outcomes and Some Initial Considerations

2018 ◽  
Vol 8 (4) ◽  
pp. 214 ◽  
Author(s):  
Isaías González ◽  
Antonio Calderón
Keyword(s):  
Flexible Manufacturing ◽  
Industry 4.0 ◽  
Engineering Students ◽  
Manufacturing System ◽  
Flexible Manufacturing System ◽  
Physical Systems ◽  
Industrial Internet ◽  
Academic Year ◽  
Educational Field ◽  
And Robotics

New paradigms such as the Industry 4.0, the Industrial Internet of Things (IIoT), or industrial cyber-physical systems (ICPSs) have been impacting the manufacturing environment in recent years. Nevertheless, these challenging concepts are also being faced from the educational field: Engineering students must acquire knowledge and skills under the view of these frameworks. This paper describes the utilization of an Industry 4.0-oriented flexible manufacturing system (FMS) as an educational tool to develop final projects (FPs) of engineering degrees. A number of scopes are covered by an FMS, such as automation, supervision, instrumentation, communications, and robotics. The utilization of an FMS with educational purposes started in the academic year 2011–2012 and still remains active. Here, the most illustrative FPs are expounded, and successful academic outcomes are reported. In addition, a set of initial considerations based on the experience acquired by the FP tutors is provided.

scholarly journals Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0

2020 ◽  
Vol 8 (Special issue) ◽  
pp. 93-101
Author(s):  
Zhanna Mingaleva ◽  
Natalia Vukovic
Keyword(s):  
Engineering Education ◽  
Industry 4.0 ◽  
Professional Training ◽  
Engineering Students ◽  
Soft Skills ◽  
University Education ◽  
Modern Education ◽  
Market Requirements ◽  
The University

Industry 4.0 and Society 5.0 concepts are actively developing all over the world. The accelerating transition to Industry 4.0 and Society 5.0 sets new requirements for the university education system in qualifications and competencies of engineering universities graduates. The article reveals the possibilities of using cognitive models in the professional training of research engineers for new industries. Authors used the modeling method for creating a cognitive and metacognitive model of the process. It can be used for the development of forming the optimal structure of higher professional engineering education. The article substantiates that the main tasks of modernization of pedagogical approaches in modern education, is to establish the compliance of educational products with the labor market requirements and transform the structure of vocational education, providing training for professional specialists required by specific employers. Conclusions are drawn about the important role of soft skills for engineering education in Industry 4.0. The results obtained in the study can be used for the engineering category of students.

scholarly journals The challenges, approaches, and used techniques of CPS for manufacturing in Industry 4.0: a literature review

2021 ◽  
Vol 113 (7-8) ◽  
pp. 2395-2412
Author(s):  
Baudouin Dafflon ◽  
Nejib Moalla ◽  
Yacine Ouzrout
Keyword(s):  
Internet Of Things ◽  
Industry 4.0 ◽  
Cyber Physical Systems ◽  
Review Literature ◽  
Comprehensive Understanding ◽  
Physical Systems ◽  
Fine Grained ◽  
Key Technologies ◽  
Granularity Level ◽  
Human Component

AbstractThis work aims to review literature related to the latest cyber-physical systems (CPS) for manufacturing in the revolutionary Industry 4.0 for a comprehensive understanding of the challenges, approaches, and used techniques in this domain. Different published studies on CPS for manufacturing in Industry 4.0 paradigms through 2010 to 2019 were searched and summarized. We, then, analyzed the studies at a different granularity level inspecting the title, abstract, and full text to include in the prospective study list. Out of 626 primarily extracted relevant articles, we scrutinized 78 articles as the prospective studies on CPS for manufacturing in Industry 4.0. First, we analyzed the articles’ context to identify the major components along with their associated fine-grained constituents of Industry 4.0. Then, we reviewed different studies through a number of synthesized matrices to narrate the challenges, approaches, and used techniques as the key-enablers of the CPS for manufacturing in Industry 4.0. Although the key technologies of Industry 4.0 are the CPS, Internet of Things (IoT), and Internet of Services (IoS), the human component (HC), cyber component (CC), physical component (PC), and their HC-CC, CC-PC, and HC-PC interfaces need to be standardized to achieve the success of Industry 4.0.

scholarly journals Using Digital Twin Technology in Engineering Education – Course Concept to Explore Benefits and Barriers

2020 ◽  
Vol 10 (1) ◽  
pp. 377-385 ◽  
Author(s):  
Antti Liljaniemi ◽  
Heikki Paavilainen
Keyword(s):  
Engineering Education ◽  
Industry 4.0 ◽  
Digital Technologies ◽  
Digital Twin ◽  
New Knowledge

AbstractDigital Twin (DT) technology is an essential technology related to the Industry 4.0. In engineering education, it is important that the curricula are kept up-to-date. By adopting new digital technologies, such as DT, we can provide new knowledge for students, teachers, and companies. The main aim of this research was to create a course concept to research benefits and barriers of DT technology in engineering education. The research confirmed earlier findings concerning digitalization in engineering education. DT technology can increase motivation for studying and improve learning when applied correctly.

scholarly journals Vidyasetu - A Digital Disruption In Engineering Education System In India As An Impact Of Industry 4.0

2021 ◽  
Vol 1797 (1) ◽  
pp. 012061
Author(s):  
P Das ◽  
R Sarkar ◽  
S Mallik ◽  
S Majumder ◽  
K Das ◽  
...  
Keyword(s):  
Engineering Education ◽  
Education System ◽  
Industry 4.0 ◽  
Digital Disruption

Bridging Psychology and Engineering: Undergraduate Conceptions of Human Systems Engineering

2020 ◽  
Vol 64 (1) ◽  
pp. 510-514
Author(s):  
Rod D. Roscoe ◽  
Samuel T. Arnold ◽  
Ashley T. Clark
Keyword(s):  
Engineering Education ◽  
Systems Engineering ◽  
Engineering Students ◽  
Introductory Courses ◽  
Knowledge And Beliefs ◽  
The People ◽  
Human Systems

Instruction and coursework that link engineering and psychology may enable future engineers to better understand the people they are engineering for (e.g., users and clients) and themselves as engineers (e.g., teammates). In addition, human-centered engineering education may empower engineering students to better solve problems at the intersection of technology and people. In this study, we surveyed students’ conceptions and attitudes toward human systems engineering. We aggregate responses across three survey iterations to discuss students’ knowledge and beliefs, and to consider instructional opportunities for introductory courses.

scholarly journals Design Framework Based on TEC21 Educational Model and Education 4.0 Implemented in a Capstone Project: A Case Study of an Electric Vehicle Suspension System

2021 ◽  
Vol 13 (11) ◽  
pp. 5768
Author(s):  
Hugo A López ◽  
Pedro Ponce ◽  
Arturo Molina ◽  
María Soledad Ramírez-Montoya ◽  
Edgar Lopez-Caudana
Keyword(s):  
Electric Vehicle ◽  
Industry 4.0 ◽  
Engineering Students ◽  
Traditional Education ◽  
Educational Model ◽  
Capstone Project ◽  
Future Challenges ◽  
Vehicle Suspension System ◽  
Competencies Development

Nowadays, engineering students have to improve specific competencies to tackle the challenges of 21st-century-industry, referred to as Industry 4.0. Hence, this article describes the integration and implementation of Education 4.0 strategies with the new educational model of our university to respond to the needs of Industry 4.0 and society. The TEC21 Educational Model implemented at Tecnologico de Monterrey in Mexico aims to develop disciplinary and transversal competencies for creative and strategic problem-solving of present and future challenges. Education 4.0, as opposed to traditional education, seeks to provide solutions to these challenges through innovative pedagogies supported by emerging technologies. This article presents a case study of a Capstone project developed with undergraduate engineering students. The proposed structure integrates the TEC21 model and Education 4.0 through new strategies and laboratories, all linked to industry. The results of a multidisciplinary project focused on an electric vehicle racing team are presented, composed of Education 4.0 elements and competencies development in leadership, innovation, and entrepreneurship. The project was a collaboration between academia and the productive sector. The results verified the students’ success in acquiring the necessary competencies and skills to become technological leaders in today’s modern industry. One of the main contributions shown is a suitable education framework for bringing together the characteristics established by Education 4.0 and achieved by our educational experience based on Education 4.0.

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