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- Eriksson, Kristina M., 1976-, et al.
(författare)
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A novel blended learning course developed jointly between three universities to address competence development of professionals in digitalized manufacturing
- 2019
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Ingår i: VILÄR 5-6 december 2019, University West, Trollhättan. - Trollhättan : University West. - 9789188847430 - 9789188847447 ; , s. 6-7
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- New competences and knowledge needs arises as manufacturing industry evolves and becomes increasingly digitalized. Facing this transformation, one of the challenges is the continuous and growing need for novel initiatives for competence development.The case portrayed here stems from a Swedish cross-university project aiming to jointly develop and offer courses for competence development of professionals in the manufacturing and IT sectors. The ambition is to increase the impact of the universities' respective efforts of meeting industry competence needs, where the continuous digital transformation entails that employees must develop or even change their qualifications.The case outlined focus co-production of a joint course package, at master level, between three universities and their respective company networks. Participating universities have long traditions in working closely with companies in research and education, where approaches for co-production have evolved over time. We make use of our joint understanding of the manufacturing industry's specific competence needs and our experiences of sustainable course formats for participants working full time.The joint course covers aspects of a manufacturing company on three levels: plant level i.e. material and production flows, cell level e.g. robotic simulation and visualisation, and system level i.e. data acquisition and monitoring through sensors. Each university is developing a course module of 2.5 ECTS, addressing a level respectively of their specialist competence. Participants are to complete assignments for each course module, i.e. for all three manufacturing levels, where the previous assignment provides an input to the next level, enabling the participants to encompass a holistic view of a manufacturing system. Participants need to combine study and work and at the same time they wish to extend their network, hence we are adopting a blended learning approach, where virtual labs and web conferences are mixed with physical meetings.A variety of challenges arise when designing such novel approaches: combining company networks, course design including online learning, planning of physical course meetings,joint promotion, common admission and validation process, financial models and more. However, engaging in partnerships with industry for knowledge transformation and development has the potential to become rewarding for all parties.
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| 2. |
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| 3. |
- Eriksson, Kristina M., 1976-, et al.
(författare)
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Experiences in Running a Professional Course on Digitally-Enabled Production in Collaboration Between Three Swedish Universities
- 2022
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Ingår i: Advances in Transdisciplinary Engineering. - : IOS Press. - 2352-751X .- 2352-7528. ; 21, s. 653-664
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Tidskriftsartikel (refereegranskat)abstract
- Abstract. Needs for new competences and knowledge arise as industry 4.0 evolvesin increasingly digitalized production. This development entails that jobtransformations and future skills need attention from the perspective of industry 5.0,where human and machine find ways of working together to improve productionperformance. Facing this perspective, one challenge is a growing need for novellifelong learning initiatives, to meet emerging and altering occupations for thefulfilment of future skill requirements. This challenge is addressed here byportraying a case where three Swedish universities have formed a distinctivecollaboration to develop a flexible (i.e. blended) course for professionals, in thesubject of Digitally-enabled production. The purpose is to develop a sustainablecollaboration between the universities and create a course format on master leveladdressing lifelong learning for the increasingly digitalized production. Theambition is to increase the impact of the universities respective efforts by sharingresources and utilizing individual specialized expertise to develop a practical andrelevant course that can reach a larger target group. The course encompassesindustry 4.0 readiness on three levels of production systems; plant-, production cell-,and component level; to adopt a holistic view of digitalization in production. Wefollowed an action research approach for continuously collecting and documentingour experiences during the course development, implementation, and disseminationof the course. Within the frame of action research, an explorative case studydescribes and analyzes the initiative. The results highlight challenges andopportunities for succeeding with this form of co-produced course. The joint coursegives professionals possibilities to work on cases from their own companies withexpert supervision from three manufacturing levels to address complex challengesin industry 4.0 implementation. To conclude, the importance of lifelong learning inrelation to the human-centric approach of industry 5.0 is emphasized as a futuredirection.
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| 4. |
- Holst, Anna, et al.
(författare)
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Cost-effectiveness analysis of internet-mediated cognitive behavioural therapy for depression in the primary care setting : results based on a controlled trial
- 2018
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Ingår i: BMJ Open. - : BMJ. - 2044-6055. ; 8:6
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Tidskriftsartikel (refereegranskat)abstract
- Objective To perform a cost-effectiveness analysis of a randomised controlled trial of internet-mediated cognitive behavioural therapy (ICBT) compared with treatment as usual (Tall) for patients with mild to moderate depression in the Swedish primary care setting. In particular, the objective was to assess from a healthcare and societal perspective the incremental cost-effectiveness ratio (ICER) of ICBT versus TaU at 12 months follow-up. Design A cost-effectiveness analysis alongside a pragmatic effectiveness trial. Setting Sixteen primary care centres (PCCs) in south-west Sweden. Participants Ninety patients diagnosed with mild to moderate depression at the PCCs. Main outcome measure ICERs calculated as (Cost(ICBT)-Cost(TaU))/(Health outcome(ICBT)-Health outcome(TaU))=Delta Cost/Delta Health outcomes, the health outcomes being changes in the Beck Depression Inventory-II (BDI-II) score and quality-adjusted life-years (QALYs). Results The total cost per patient for ICBT was 4044 Swedish kronor (SEK) ((sic)426) (healthcare perspective) and SEK47679 ((sic)5028) (societal perspective). The total cost per patient for TaU was SEK4434 ((sic)468) and SEK50 343 ((sic)5308). In both groups, the largest cost was associated with productivity loss. The differences in cost per patient were not statistically significant. The mean reduction in BDI-ll score was 13.4 and 13.8 units in the ICBT and Tall groups, respectively. The mean QALYs per patient was 0.74 and 0.79 in the ICBT and TaU groups, respectively. The differences in BDI-11 score reduction and mean QALYs were not statistically significant. The uncertainty of the study estimates when assessed by bootstrapping indicated that no firm conclusion could be drawn as to whether ICBT treatment compared with Tall was the most cost-effective use of resources. Conclusions ICBT was regarded to be as cost-effective as TaU as costs, health outcomes and cost-effectiveness were similar for ICBT and TaU, both from a healthcare and societal perspective.
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| 5. |
- Mosa, Waddah, et al.
(författare)
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Software-supported Hazards Identification for Plug & Produce Systems
- 2024
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Ingår i: Flexible Automation and Intelligent Manufacturing: Establishing Bridges for More Sustainable Manufacturing Systems. - : Springer Nature. - 9783031382406 - 9783031382413 ; , s. 603-610
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Konferensbidrag (refereegranskat)abstract
- This paper presents a model-based safety software that performs Hazard Identification (HI) for Plug&Produce (P&P) systems automatically. P&P systems, inspired by Plug&Play in computers, aim to integrate devices and tools into the manufacturing system with minimum integration efforts and costs. When plugging a new resource, it will exchange all the required information with the manufacturing system and be ready to operate within minutes rather than days or weeks. One of the challenges that face this concept is performing proper risk assessment after each change in the system. Therefore, the risk assessment needs to be automated as much as possible. This paper is about automating one risk assessment step: Hazard Identification. A new safety model is designed to identify hazards. The presented software analyses this model by implementing a novel algorithm that uses lookup tables to cover various possible hazards when resources work together. This software will support the risk reduction team by drastically reducing the time needed for HI and being ready for the next steps in risk analyses. Automating identifying hazards is an essential step towards automating the entire risk assessment process and achieving safe P&P systems.
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| 6. |
- Muniz, Jorge, et al.
(författare)
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Challenges of Engineering Education 5.0 based on I4.0 Policies in Brazil, India, Japan, and Sweden
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 95-96
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Industry and academia have placed increasing attention on implementing Industry 4.0 (I4.0) in the production ofgoods and services. Named as Industry 4.0 in Brazil, Made in India in India, Society 5.0 in Japan, andProduktion2030 in Sweden (Ribeiro et al., 2022). Hereafter, we apply I4.0 to simplify, which promises customizedproducts produced in smaller lots, and that repetitive manufacturing tasks can be automated very soon (Karre etal., 2017).Country policies play an important role in pushing different sectors of the economy, aligned as new with theregulatory framework of national and international trade, especially industrial (Aguinis et al., 2020). The implementation of I4.0 literature indicates different specificities in each country, including culture, R&D targets,education and vocational training, and their research opportunities related to how I4.0 affects workers (Jerman etal., 2020). The research-question is: How do different countries approach the opportunities and challenges of Engineering Education 4.0 through similar or different country policies?This study aims to discuss engineering education related to I4.0 policies. This discussion is based on policies fromBrazil, India, Japan, and Sweden related to education and workers 5.0, which include students and employees.Investigating how these countries are adjusting to I4.0 is relevant for national industrial sectors to wish to actefficiently in this new technological context. Industry 4.0 demands new professional skills and will impactemployment. It is noteworthy that this research is in line with the Sustainable Development Goals (SDGs) proposedby the United Nations (UN): Quality Education (SDG-4); o Decent Work and Economic Growth (SDG-8); andIndustry, Innovation, and Infrastructure (ODS-9) which seeks to promote inclusive and sustainableindustrialization and foster innovation. This research aims to contribute to sustainable o rganizational practices;formulation of public policies that alleviate social problems; guidance of professional curricula affected by I 4.0.Papers and Data Selection: A literature search was conducted in the Scopus database, which gathers some of the most important journalsrelated to manufacturing technologies with high impact factors, based on the PRISMA method, which refers to aminimum set of evidence-based items to report studies in systematic reviews and meta -analyses (MOHER et al.,2009). The paper set was assembled from the Scopus core collection, using the following search string: “industry4.0” OR “industry 5.0” AND “policies” AND ". The results were narrowed to texts in English, which yielded 1496papers. All titles and abstracts were read, which resulted in a set composed of 14 papers. We also use official documents relating to I4.0 raised from official government websites.Comparison of Countries’ Education policies and Industry 4.0: The literature addresses difficulties associated with the implementation of I4.0 in emerging economies (Dalagnore,2018; Hong and Muniz Jr., 2022). Not surprisingly, current literature I4.0 related to technology adoption is themost prevalent theme discussed from a hard, technology-oriented perspective rather than a people-oriented.Production systems are sociotechnical systems, with an explicit understanding that all systems involve ongoinginteractions between people and technology, and they are rapidly transforming virtually all areas of human life,work, and interaction.The European Commission’s (Breque et al., 2021) vision for ‘Industry 5.0’ proposes moves past a narrow andtraditional focus on technology-or economic enabled growth of the existing extractive, production andconsumption driven economic model to a more transformative view of growth that is focused on human progressand well-being based on reducing and shifting consumption to new forms of sustainable, circular and regenerativeeconomic value creation and equitable prosperity. This Human-centric production system design and managementapproach (Industry 5.0) is necessary to support skill development, learning, continuous improvement andcollaboration in the organization (Ribeiro et al., 2022).Conclusion: Brazil, India, Japan and Sweden create policies to support their own technological independence. All countriesindicate concern about education and development of skills related to I4.0.It can be concluded that the four countries studied from the perspective of Industry 4.0 an d Engineering Education4.0 are all embarking on their journeys towards increased digitalization in industry and society as a whole. Therealization of the human-centered Society 5.0 was realized and highlighted comparatively early for Japan, whereasin the Europe Union and thus in Sweden the focus of the importance of Industry 5.0 development in parallelIndustry 4.0 has risen up since year 2021.The results indicate that although there are many initiatives of meeting the needs for new competence andknowledge in the era of I4.0 to accommodate Engineering Education 4.0 there are still challenges for futureresearch to move forward in the nexus between I4.0 and I5.0. The result, of studying different countries'policies, highlights that it is imperative, when approaching novel technologies in I4.0 and designing Engineering Education 4.0, to in parallel consider technological implementations with the inclusion of I5.0 aspects and humancentric perspectives.
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| 7. |
- Ramasamy, Sudha, 1974-, et al.
(författare)
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Sampling-Based Path Planning Algorithm for a Plug & Produce Environment
- 2023
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Ingår i: Applied Sciences. - : MDPI. - 2076-3417. ; 13:22, s. 12114-12114
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to investigate a suitable path planning algorithm for a multi-agent-based Plug & Produce system that can run online during manufacturing. This is needed since in such systems, resources can move around frequently, making it hard to manually create robot paths. To find a suitable algorithm and verify that it can be used online in a Plug & Produce system, a comparative study between various existing sampling-based path planning algorithms was conducted. Much research exists on path planning carried out offline; however, not so much is performed in online path planning. The specific requirements for Plug & Produce are to generate a path fast enough to eliminate manufacturing delays, to make the path energy efficient, and that it run fast enough to complete the task. The paths are generated in a simulation environment and the generated paths are tested for robot configuration errors and errors due to the target being out of reach. The error-free generated paths are then tested on an industrial test bed environment, and the energy consumed by each path was measured and validated with an energy meter. The results show that all the implemented optimal sampling-based algorithms can be used for some scenarios, but that adaptive RRT and adaptive RRT* are more suitable for online applications in multi-agent systems (MAS) due to a faster generation of paths, even though the environment has more constraints. For each generated path the computational time of the algorithm, move-along time and energy consumed are measured, evaluated, compared, and presented in the article.
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| 8. |
- Ryberg, Anders, 1973-, et al.
(författare)
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Stereo vision for path correction in off-line programmed robot welding
- 2010
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Ingår i: Proceedings of the IEEE International Conference on Industrial Technology. ; , s. 1700-1705
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Konferensbidrag (refereegranskat)abstract
- The paper describes a versatile machine vision system for correcting off-line programmed nominal robot trajectories for advanced welding. Weld trajectory corrections are needed due to slight variations in weld joints. Such variations occur naturally because of varying tolerances in parts and to heat induced deformations during earlier weld sequences. The developed system uses one camera and a weld tool mounted on the robot hand. As a first step, the whole system, including the camera, is calibrated. Then the system takes images of the weld joint from different positions and orientations, and determines the weld joint geometry in 3D using a stereo vision algorithm and a novel camera model. The weld trajectory is then updated in the robot control system, and weld operation is performed. These steps are repeated for all weld sequences of the work piece. The strategy has successfully been demonstrated for a standard industrial welding robot and a standard FireWire CMOS camera. The maximum deviation of the trajectory found by the system compared to a reference (coordinate measuring machine) is 0.7 mm and the mean deviation is 0.23 mm. Thus, the system shows high potential for industrial implementation. ©2010 IEEE.
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