![]() This paper presents how the FactoryBricks project aims at overcoming the aforementioned issues. ![]() Further, the companies need of offering training paths for long-life learning of their employees finds several obstacles in the availability of skilled trainers and the trainee's low engagement with traditional learning models. Production planning and control of manufacturing systems is often an experience-based art. The manufacturing workforce is not ready for such disruptions due to the lack of vertical skills on digital technologies. Manufacturing industries are facing radical changes under the technological acceleration of Industry 4.0. It is applied to a learning factory for a company in the mobility industry to evaluate its superiority to an intuitive approach. This procedure extends the design approach of Abele et al. Subsequently, the best possible combination of configuration alternatives is determined algorithmically by solving an optimisation problem (step IV). The utility values of the potential configuration alternatives are determined based on an evaluation method (step III). Then, factory areas and configuration alternatives containing a combination of factory elements are derived from the products and processes (step II). For this purpose, four steps are distinguished: First, requirements for the technical configuration are derived from the primary goals of the learning factory (step I). In this paper, a method is presented that is based on solving an optimisation problem, which ensures the best possible selection of factory elements considering a target function with restrictions like the budget or the usable area. Intuitive selection has the disadvantage that the best possible selection is only achieved by chance. The selection of factory elements for learning factories usually takes place based on intuition. Our general conclusions and implications relate to these findings with a recommendation that learning factories expand their training capabilities.ĭuring the design of learning factories, the configuration of the technical system plays an important role. ![]() The results show that the majority of the use cases focus on the production life cycle phase product development, product use, and end-of-life have either not or very rarely been addressed. The use cases are evaluated on product life cycle phases and respective worker sustainability and circular economy competencies. In this context, we provide some evaluation of learning factory use cases regarding sustainability. To successfully implement measures to mitigate issues, such as climate change, product life cycle considerations-in which different phases may require different worker competencies-are indispensable. Learning factories at higher education institutions around the globe attempt to educate students and industrial workers on these topics through specially developed training modules. Sustainability and the circular economy are becoming increasingly important for industry and academia. In addition to this, the learning factory concept is also regarded as an innovative learning concept in the field of didactics. The book addresses therefore both researchers in production-related areas, that want to conduct industry-relevant research and education, as well as managers and engineers in industry, who are searching for an effective way to train their employees. While today numerous learning factories have been built in industry (big automotive companies, pharma companies, etc.) and academia in the last decades, a comprehensive handbook for the scientific community and practitioners alike is still missing. Further research priorities and innovative learning factory concepts to overcome current barriers are offered. The state of the art of learning factories curricula design and their use to enhance learning and research as well as potentials and limitations are presented. Learning factory best-practice examples are presented in detailed and structured manner. Definitions of the term learning factory and a corresponding morphological model are provided as well as a detailed overview of existing learning factory approaches in industry and academia, showing the broad range of different applications and varying contents. It outlines the motivations, historic background, and the didactic foundations of learning factories. This book presents the state of the art of learning factories.
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