Simulations

A look at simulators as learning tools, and what is important for successful simulator training.

Industry 4.0 is driven by the development in a set of key technologies and models for organizing industrial businesses. Specifically, the connectivity of modern computer communications is a major driver of the trend.

In the technological domain simulators has been used for decades. There are a multitude of simulator tools that cover the technologies highlighted as Industry 4.0 drivers. Digital twins are a more recent concept that describes systems that simulates the behaviour of complex physical systems with a degree of fidelity that approach the real thing, often based on inputs of real-time data from their physical siblings.

Integrated cyber-physical systems also allow for simulations of working modes and organisational forms. One typical example of this is simulation of LEAN principles in cyber-physical factories.

These simulated systems are an excellent starting block for learning-by-simulation. But there are some factors that must be taken into consideration when designing a learning process based on the use of simulators.

The first and maybe the most important factor, reported by several studies, is that learning is a social phenomenon. The simulator systems and working methods in the learning process that shall be applied, must allow the students to collaborate.

Another important factor is that the learning process must be centred around the learner, and not the technology. It is also strong indications that collaborative learning is efficient if the participants engage at an advanced taxonomical level.

In a case study by the Norwegian University of Science and Technology were LEAN principles was trained in a cyber-physical factory, the experimental learning circle was successfully used as a model for the learning process. This sets the simulation in a context and facilitate an iterative process were collaboration, reflection and application of the LEAN principles take place.

To sum up, simulations may be efficient learning tools if the learning process is collaborative, learner centred and involves problem solving on a more advanced taxonomical level.

After you have finished this video, take some time to reflect and find solutions to this task:

How can you apply simulations in your subject? And, how can you do this in a learner-centric manner?

Our next and last TEFFIC element will look backwards and wrap up the complete TEFFIC educational framework.

Sources:

• Tvenge Nina, Martinsen Kristian, Kolla Sri Sudha Vijay Keshav: Combining learning factories and ICT- based situated learning, 2016, Procedia CIRP 54 (2016) 101 - 106
• Pfeiffer, J. W., & Ballew, A. C.: Design Skills in Human Resource Development, Pfeiffer & Co 1988, San Diego