TY - GEN
T1 - Integration of learning and research in a multi-perspective learning factory
AU - Lutters, Eric
AU - Massa, Janneke
AU - Damgrave, Roy
AU - Thiede, Sebastian
AU - Gommer, Lisa
N1 - Funding Information:
The authors received no financial support for this work.
Publisher Copyright:
© CDIO 2022.All rights reserved.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Learning factory
KW - Recursive master-apprentice approach
KW - Serious gaming
KW - Digital twinning
KW - Integration of education and research
KW - Standards: 3, 5, 6, 8, 9
UR - http://www.scopus.com/inward/record.url?scp=85145913405&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85145913405
T3 - Proceedings of the International CDIO Conference
SP - 551
EP - 562
BT - 18th CDIO International Conference, CDIO 2022
A2 - Gudjonsdottir, Maria Sigridur
A2 - Audunsson, Haraldur
A2 - Donoso, Arkaitz Manterola
A2 - Kristjansson, Gudmundur
A2 - Saemundsdottir, Ingunn
A2 - Foley, Joseph Timothy
A2 - Kyas, Marcel
A2 - Sripakagorn, Angkee
A2 - Roslof, Janne
A2 - Bennedsen, Jens
A2 - Edstrom, Kristina
A2 - Kuptasthien, Natha
A2 - Lyng, Reidar
PB - Reykjavík University
CY - Reykjavík
T2 - 18th International CDIO Conference, CDIO 2022
Y2 - 13 June 2022 through 15 June 2022
ER -