Abstract
Current industrial transformation processes in the field of automation technology entail new learning media if the teaching is intended to take place in a practice-oriented and industry-oriented manner. Immersive learning environments offer the opportunity not only to adopt new methods for knowledge transfer but also to use training scenarios that would be difficult or impossible to depict in laboratory environments:
Actions that involve high costs or even danger in the event of misconduct (such as incorrect control of a machine), understanding of the sequence of individual production steps in large industrial plants.
In addition, an important aspect of virtual learning environments is that process knowledge can be made accessible to students. Virtual teaching media and hybrid training devices can thus contribute to the democratization of education by making it possible to acquire practical knowledge without the hurdle of large investments in industrial technology.
Finally, virtual teaching media enable technical qualification in state-of-the-art technologie. The virtual learning environments can be adapted to technological leaps with significantly less effort, and due to advancing digitization high-quality data sets for generating 3D models are available anyway.
In order to be able to generate advantages of virtual worlds in the area of teaching media for automation technology in a success-oriented manner, concepts and technological arrangements are required. These must precisely capture and describe the current industrial status, anticipate technological trend topics and accompany the teaching person into new learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
Kolb defines a learning cycle that starts from concrete experience through critical observation and analysis. Here, things that the learner cannot (yet) explain to himself have a special meaning. The existing (theoretical) concept is adapted by insights of the reflection of the concrete experience and is finally applied.
- 2.
Cf. iLernfabrik christiani.
- 3.
In the company Phoenix Contact, AR applications are primarily used in the areas of sales and marketing, sporadically in the area of production and in the area of building automation.
- 4.
Compare google result “shark” which can be projected as a 3D AR model in the living room.
- 5.
Except for motion sickness in VR environments.
- 6.
Here is the restriction related to the necessary computing power depending on the design of the 3D models.
- 7.
There are numerous teaching aids in the field of automotive, welding.
- 8.
Unlike VR, which requires special glasses.
- 9.
The first level includes the task of being able to work with a technical system. The second level deals in greater depth with the question of how a technical system works exactly in order to be able to solve more complex tasks.
- 10.
Phoenix Contact operates a university network and provides eduline starter kits free of charge to universities as part of its membership. Currently, 140 universities in 30 countries are members of the Edunet network.
- 11.
Company-owned knowledge base for universities and vocational schools.
- 12.
Modular structure, via UI web browser, app can be downloaded from Technology Hub via QR code (on package insert), learning scenarios are individually selectable.
- 13.
On the PLCnext Community of the company Phoenix Contact.
- 14.
Compliant with data protection (BYOD, IOS and Android capable).
- 15.
- 16.
AI = artificial intelligence.
- 17.
Currently, there are numerous textbooks in Germany for machine learning, deep learning, AI, etc. but no special textbooks for the training area.
References
Jolie S, Katzky, U, Bredl, K, Kappe F, Krause D (2011) Simulationen und simulierteWelten. In: Ebner M, Schön S (Hrsg.) Lehrbuch für Lernen und Lehren mit Technologien. epuli GmbH, Berlin
Kolb DA (1984) Experiential learning: experience as the source of learning and development. Prentice Hall, Upper Sadle River
Shapiro B, Norvig P, Fiebrink R (2018) How machine learning impacts the undergraduate computing curriculum. Commun ACM 61:27–29
Zinke G, Schenk H, Wasiljew E (2014) Berufsfeldanalyse zu industriellen Elektroberufen als Voruntersuchung zur Bildung einer möglichen Berufsgruppe (Abschlussbericht). BiBB, Bonn
Olivé DM, Huynh DQ, Reynolds M, Dougiamas M (2018) Wiese D A supervised learning framework for learning management systems. Commun. ACM 8:631–652
du Boulay B (2019) Escape from the Skinner Box: The case for contemporary intelligent learning environments. Br J Edu Technol 50(6):2902–2919. https://doi.org/10.1111/bjet.12860
de la Higuera, C (2019) A report about education, training teachers and learning artificial intelligence: overview of key issues. https://www.k4all.org/wp-content/uploads/2019/11/Teaching_AI-report_09072019.pdf
Potkonjak V, Vukobratovic M, Jovanovic K, Medenica M (2010) Virtual mechatronic/robotic laboratories-a step further in distance learning. Comput Educ 55(2):465–475
Pedro F, Subosa, M (2019) Artificial intelligence in education: Challenges and opportunities for sustainable development (Working Papers on Education Policy Nr. 07). UNESCO, Paris
Acknowledgements
Thanks to all the colleagues who shared their experiences in different technology areas with me and who supported me during the preparation of this paper.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Schaffrath, J. (2022). Concept for a Teaching Medium for Immersive Forms of Teaching in Automation Technology. In: Auer, M.E., Bhimavaram, K.R., Yue, XG. (eds) Online Engineering and Society 4.0. REV 2021. Lecture Notes in Networks and Systems, vol 298. Springer, Cham. https://doi.org/10.1007/978-3-030-82529-4_53
Download citation
DOI: https://doi.org/10.1007/978-3-030-82529-4_53
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-82528-7
Online ISBN: 978-3-030-82529-4
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)