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8th Conference on Learning Factories 2018 - Advanced Engineering Education & Training for
8th Conference on Learning Factories 2018 - Advanced
Manufacturing Engineering Education & Training for
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© 2018 The Authors.
contributions from both Published by Elsevier
the practical and B.V.
theoretical perspectives. This paper presents and discusses a mathematical
©
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Thecapacity
Authors. Published
Published by by
Elsevier B.V.B.V.
Elsevier
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model review under responsibility of the scientific committee
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value. The trade-off capacity maximization vs operational efficiency is highlighted and it is shown that capacity
Keywords: Training; Digitalization; Energy Efficiency; Industry 4.0
optimization might hide operational inefficiency.
Keywords: Training; Digitalization; Energy Efficiency; Industry 4.0
© 2017 The Authors. Published by Elsevier B.V.
Peer-review under responsibility of the scientific committee of the Manufacturing Engineering Society International Conference
2017.

Keywords: Cost Models; ABC; TDABC; Capacity Management; Idle Capacity; Operational Efficiency

* Corresponding author. Tel.: +49-531-391-7634; fax: +49-531-391-5842

1.Corresponding
Introduction
* E-mail address:author. Tel.: +49-531-391-7634; fax: +49-531-391-5842
L.bueth@tu-braunschweig.de
E-mail address: L.bueth@tu-braunschweig.de
The cost
2351-9789 of idle
© 2018 Thecapacity is a fundamental
Authors. Published by Elsevier information
B.V. for companies and their management of extreme importance
in modern
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2018 systems.
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The management of -the idle capacity
Advanced Engineering
* Paulo Afonso. Education
Tel.: +351 & Training
253 510 761; fax: +351for
253Manufacturing
604 741 Innovation
E-mail address: psafonso@dps.uminho.pt

2351-9789 © 2017 The Authors. Published by Elsevier B.V.

Peer-review
2351-9789 © under
2018responsibility
The Authors. of the scientificbycommittee
Published Elsevier of the Manufacturing Engineering Society International Conference 2017.
B.V.
Peer-review under responsibility of the scientific committee of the 8th Conference on Learning Factories 2018 - Advanced Engineering
Education & Training for Manufacturing Innovation.
10.1016/j.promfg.2018.04.012
172 Lennart Büth et al. / Procedia Manufacturing 23 (2018) 171–176
L. Büth et al. / Procedia Manufacturing 00 (2017) 000–000

1. Effects of digitalization on operation and qualification of energy transparency systems for industry

Digitalization has been called out as the most promising enabler for increasing the overall performance of
production systems in the last years [1, 2]. However, digitalization must not serve its own ends. As a human-centered
approach, it must serve to increase effectiveness of operative management and the efficiency of manufacturing and
supporting processes. In this paper, the authors raise the hypothesis that in the context of a more sustainable production
digitalization has a positive effect on the operation of energy transparency tools (transparency referring to the visibility
of energy demand [3]) and also on the qualification and training of professionals on utilizing such tools to foster
energy efficiency. Energy transparency is the necessary foundation to identify potential to increase the energy
efficiency of production systems [3]. As indicated in Fig.1, there is an economic limit to the energy transparency
degree until potential benefits are outrun by necessary efforts for implementation of data acquisitioning, analysis and
evaluation systems and their operation and maintenance.

Fig. 1. Hypothesis – positive effect of digitalization on the effectiveness of energy transparency tools [3] (extended).

The authors expect the increasing pervasiveness of digitalization technologies to effectively reduce operational
costs for manual data acquisition as well as their recurring analysis and evaluation, as indicted by the lowered dotted
line in Fig. 1. In this case, even a higher degree of transparency can be realized with the same efforts, as the area of
positive difference between potential benefits and necessary efforts is increased.
Additionally, we expect that digitalization can enable a more intensive test treatment within productive systems
such as learning factories representing near-industrial teaching and learning environments. By trial treatment outside
of classrooms, the attainable knowledge of professionals during training sessions is increased. One of the biggest
dangers of digitalization is that learners tend only to learn how to use a software interface, but loose the competencies
of method-based acting and of questioning the effectiveness and validity of applied measurement and analysis actions.
In such a case, the trained professionals will soon be distressed as used tools cannot be adopted when the boundary
conditions change. Hence, a holistic concept for the design of continuing education programs for the skills of the 21st
century in combination with the domain competencies of energy management (technological basis as well as
methodological thinking) is proposed. In extension, the supporting tools can also be used in productive environments
for digitally-supported energy management.

2. Trend for digitalization in learning factories as training environments

Learning factories as training environments have been applied for several years to impart knowledge and
competences to both academia and industry. Traditionally, most learning factories concentrated on process related
learning, covering lean manufacturing, energy & resource efficiency or logistics [4–6]. In recent years, a growing
number of learning factories also address the emerging topic of digitalization beyond conventional automation and
they have been successfully used to demonstrate the benefits of Industry 4.0 for SMEs [7]. In teaching and training,
digitalization has evolved to be a direct learning objective, e.g. the integration and utilization of new information and
communication technologies (ICT) is demonstrated and their potential are discussed. As an example, Bester et al.
describe a training concept aiming at the integration of sensor devices in order to convert the conventional production
system into cyber physical production systems (CPPS) [8]. Simons presents a teaching approach in the AutFab as
 Lennart Büth et al. / Procedia Manufacturing 23 (2018) 171–176 173
L. Büth et al. / Procedia Manufacturing 00 (2017) 000–000

fully automated Industry 4.0 learning factory, using CPPS to teach methodologies of digitalization [9]. Erol et al.
describe scenario based learning in the Industry 4.0 Pilot Factory (I40PF), teaching specific competencies for workers
in Industry 4.0 environments [10]. Gronau et al. developed teaching-learning-scenarios within the Application Center
Industrie 4.0 (ACI), which enable students to experience Internet of Things (IoT) technologies [11]. Reuter et al.
present the didactic concept Technology-organization-personnel (T-O-P), which allows participants to explore the
potential of digital assistance systems [12]. Apart from training concepts considering digitalization as main learning
objective, it can also serve as enabler to impart other kinds of knowledge and competencies. Using digital tools and
models, decisions made by the learners can be carried out easier and the consequences of their actions become directly
visible. Hence, cause-effect relations are better tangible, resulting in higher learning success. Innovative hardware and
software solutions like Tec2Screen specifically designed for teaching-learning-environments can be integrated as
digital enablers into didactical concepts as described by Pitschellis [13]. In the ETA Learning Factory, digital
educational elements such as simulation tools for ad-hoc evaluation of energy efficiency measures have already been
established [14]. A concept described by Faller & Feldmüller targets an energy-oriented improvement of the
production system using energy monitoring systems to directly assess changes in the system setup [15]. Thiede et al.
built up a lecture to demonstrate the application of CPPS in Die Lernfabrik, emphasizing their benefits to increase
energy efficiency of production systems [16]. Krückhans et al. present an approach for teaching methodological
competences, using both “analogous” methods, but also digital factory simulation models to increase energy and
resource efficiency [17]. Tab. 1 summarizes the described teaching and training concepts, target groups and focus.

Table 1. Selection of learning factories focusing on digitalization for energy efficiency training for industry and academia [8-17]
target group digitalization as learning factory
energy and
enabler for

efficiency
academia

objective

resource
industry

learning

author operator name

Abele et al. 2016 x x TU Darmstadt (PTW) ETA Fabrik (former LEP)

Bester et al. 2017 x x x Stellenbosch University Learning Factory
Erol et al. 2016 x TU Wien Industry 4.0 Pilot Factory (I40PF) (conceptual)
Faller & Feldmüller 2015 x x x x HS Bochum Industry 4.0 Learning Factory Velbert/H.
Gronau et al. 2017 x x Universität Potsdam Anwendungszentrum Industrie 4.0
Krückhans et al. 2015 x x x Ruhr Universität Bochum LPS Lernfabrik Bochum
Pitschellis 2015 x x Festo AG Transfer Factory (conceptual)
Reuter et al. 2017 x x Ruhr Universität Bochum LPS Lernfabrik Bochum
Simons et al. 2017 x x HS Darmstadt AutFab-fully automated learning factory
Thiede et al. 2016 x x TU Braunschweig Die Lernfabrik

The overview reveals that only few concepts for teaching energy and resource efficiency exist that use digitalization
as an enabler, most of them aiming at academic learners. Those concepts rather put the general focus on the description
of the learning objectives and infrastructure than on the didactical learning concepts. A seamless didactical concept
covering both the teaching of underlying methods but also their application in a digitalized production system has not
been identified yet. However, the authors consider this as requirement to allow learners to experience the benefits of
digital support, without depending on its availability or blindly trusting its results. In the following, the authors strive
to close this gap by presenting a training concept for professionals to achieve energy transparency and increase energy
efficiency in production systems. The aspired goal is to cover both manual but also highly automated method
applications by means of digitalization (using sensors, databases, digital models, mobile devices etc.), while using
new digital tools to improve training experience and effectiveness.

3. Training concept for digitalization within learning factories

In the following, a training concept for digitalization is presented, based on goals derived from the prior sections:
 Imparting the basics of energy flows within factories and how to measure them
 Imparting a systematical approach to reach energy transparency
 Imparting the benefits and the application of digitalization/Industry 4.0 (object) for energy transparency
 Exploiting the benefits of digitalization (enabler) to increase the training effectiveness
174 Lennart Büth et al. / Procedia Manufacturing 23 (2018) 171–176
L. Büth et al. / Procedia Manufacturing 00 (2017) 000–000

The target group of the training are employees of producing SME. More specifically, the concept should address a
broad range of producing SME stakeholders, i.e. executives, energy managers, facility managers.

3.1. Training concept for energy efficiency in manufacturing systematically expanded by digitalization

The training consists of three main parts, each part is divided into theoretical input and practical exercises. The
first part imparts technological basics and includes basics about industrial sources of energy and flows within factories
as well as basics regarding metering technologies and measuring strategies. By applying the theory to a general case
(a semi-automatic coffee machine), the acquired knowledge is put into practice. Subsequently, the knowledge is
transferred into the industrial context by measuring a machine tool. Following, a systematic strategical approach to
creating energy transparency in factories [3] is taught. The detailed steps of the basic module are indicated in yellow
in Fig. 2a. The systematic approach is applied in the top down factory analysis, including the methods: macro load
curve analysis, load duration curve analysis, machine lists, pareto analysis, Sankey diagrams, energy portfolio, energy
value stream analysis and energy break down analysis. These techniques as well as the basic measuring techniques
are then applied manually by the trainees on a scaled, modular production line (see section 3.2).

Fig. 2. (a) Training concept “Energy transparency and efficiency in manufacturing”, modules within training; (b) energy efficiency
improvement circle based on [18].
In the third part, techniques to digitalize the tool chain (commonly used in Industry 4.0 approaches for energy
transparency/efficiency) from measuring to analysis and evaluation including the methodological approaches (Fig. 2
(a), blue) are imparted. The trainees use a mobile application to measure the energy demands and indicate machine
states as well as other features within the recorded load profiles; this is considered as a partially automated solution.
The manually qualified data is automatically passed to a digitalized method toolbox. The trainees continue with the
assessment of the results, designing and implementing improvement measures in the learning factory setup. This circle
(Fig. 2b) is repeated three times, analyzing the energy efficiency performance indicators and deriving improvement
measures every time. In the last repetitions, the trainees use an assistant system that automatically qualifies the data,
accelerating the learning process and demonstrating the effects of digitalization at the same time. Thus, enabled
through the digitalized tools, the positive effect of increased pervasiveness of digitalization described in Fig. 1 can be
achieved and made comprehensible.

3.2. IT architecture and mobile application of the teaching and learning system
To enable the third part (digitalization) of the training approach, an IT backbone is needed. A general idea how
industrial IT architectures are designed is imparted during the training. As an example, the IT architecture of the
learning factory Die Lernfabrik is given. Trainees gain an impression of PLCs, energy meters and the graphical
user interface of the SCADA system. Fig. 3a schematically illustrates the IT architecture used in the learning
factory. On the hardware level a customized modular production system from FESTO has been adapted to suit the
demands for training energy efficiency in production systems. Depending on the number of participants, the size
of the adaptable process chain ranges from four to ten production system modules. Each module is equipped with
an energy and process data acquisitioning system containing a PLC, multiple energy meters, compressed air flow
and pressure sensors, enabling energy transparency on component level. As a middleware or communication layer,
 Lennart Büth et al. / Procedia Manufacturing 23 (2018) 171–176 175
L. Büth et al. / Procedia Manufacturing 00 (2017) 000–000

a SCADA system from Siemens (WinCC) is used, enabling a central data aggregation via the PLCs. On the top
layer, different tools, services and databases are connected. The productive energy monitoring application used in
the training has been implemented as a native Android app and uses WebSocket and REST to communicate with the
SCADA system. The app (see Fig. 3b) includes the option to acquire load curves on aggregated and component
level of each production process module, aggregating qualified data to different views (e.g. energy value stream
mapping and pareto analysis). This setup allows multiple trainees to work alone on machine level and combine
their data to collaborate on process chain level. Further, a gamification approach is used, introducing round-based
intermediate result saves to compare implemented measures to previous results and analysis process chain effects
(increasing the awareness for potential problem shifting).

Fig. 3. (a) Hardware and software architecture of the learning environment: scaled, modular production system; (b) tablet based
energy transparency application.

3.3. Generalized concept for the integration of digitalization as a capability and means for technical and
methodological training.

In order to enable the transfer of the development to further manufacturing related subjects, the training concept is
abstracted (Fig. 4). The training concept using digitalization as training object and as enabler consists of three basic
modules, each including a theory and an application part. The learned elements of the preceding module are always
part of the practical part of the actually trained module, continuously increasing the complexity of the exercises. The
basic module and the systematical module are taught manually, using pen and paper to conduct analysis, not supported
by ICT on purpose. This is supposed to ensure that the trainees gain an important understanding of the theory behind
modern industry solutions, as outlined in the introduction. Continuing, the digitalization modules introduce Industry
4.0 hardware and software step by step. The trainees gain an understanding of the benefits of ICT-supported tools
without compromising the knowledge on method-based step sequences running in the background; as the manual
application and iteration of the step sequences is time consuming. Further, digitalized solutions are exploited to
accelerate the learning process by automating the previously imparted techniques allowing several iterations of trial
treatment implementing and evaluating improvement measures in the physical learning setup.

Fig. 4. Generalized training approach for digitalization topics in manufacturing.

176 Lennart Büth et al. / Procedia Manufacturing 23 (2018) 171–176
L. Büth et al. / Procedia Manufacturing 00 (2017) 000–000

4. Evaluation and outlook

The described training had already taken place four times with a group sizes between 2 and 7 trainees, by the time
this work was published, each training was evaluated. Fig. 5 illustrates the results from this evaluation. Overall, a
positive feedback can be noticed, all objects were agreed or strongly agreed on with the one exception of outliers in
the fourth object. Of special importance is the high motivation for transferring what the trainees have learned in their
daily practice.
In the future, the general training approach might be transferred to further subjects. In the context of digitalization
within manufacturing, the topics of cyber physical production systems, maintenance or scheduling could be areas of
interest. The concept could be further developed utilizing digitalization as enabler for effectiveness even more. One
approach are intelligent teaching-learning environments as described in [19], this approach can be used to automate
the concept, as the practice-oriented case study concept is resource intensive for trainers. Further, the structured
validation of the effectiveness of the approach is a future research object.

Fig. 5. Evaluation results of four conducted trainings.

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