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Industry 4.0 is known as the fourth industrial revolution which refers to the integration of technologies that make the factories interoperable by seamlessly connecting machines, employees and sensors for communication. In Industry 4.0, one of the key features is the use of new technologies to recognize the current context. Thus, the employees are supported with contextual information for speeding up decision-making during various processes related to planning, production, maintenance, etc. As a contribution to this area, the work described here aims to introduce a cyber-physical system (CPS) approach to provide context-based and intelligent support to employees in heavy industries using new technologies, especially in the field of mobile devices. In this work, mobile device sensors and image processing techniques are used to recognize the context which requires specific support. In addition, new scenarios and associated processes are developed to support the employees on the basis of new, flexible, adaptive and mobile technologies.
Checking wind turbines for damage is a common problem for operators of wind parks, as regular inspections are legally required in many countries and prevention is economically viable. While some of the common forms of damage are easily visible on the surface, structural problems can remain invisible for years before they eventually result in catastrophic failure of a rotor blade. Common forms of testing fibre composite parts like ultrasonic testing or X-ray tests are impractical due to the large dimensions of wind turbine components and their limited accessibility for any short-range methods. Active thermographic inspection of wind turbines is a promising approach to testing for structural flaws beneath the surface of rotor blades. As part of an ongoing research project, a setup for testing the general viability of this method was built and used to compare different thermographic cameras. A sample cut from a discarded rotor blade was modified to emulate structural damage. The results are promising for the development of a cost effective on-site testing system.
Group-centered framework towards a positive design of digital collaboration in global settings
(2017)
Globally distributed groups require collaborative systems to support their work. Besides being able to support the teamwork, these systems also should promote well-being and maximize the human potential that leads to an engaging system and joyful experience. Designing such system is a significant challenge and requires a thorough understanding of group work. We used the field theory as a lens to view the essential aspects of group motivation and then utilized collaboration personas to analyze the elements of group work. We integrated well-being determinants as engagement factors to develop a group-centered framework for digital collaboration in a global setting. Based on the outcomes, we proposed a conceptual framework to design an engaging collaborative system and recommend system values that can be used to evaluate the system further.
Nowadays, teachers and students utilize different ICT devices for conducting innovative and educational activities from anywhere at any time. The enactment of these activities relies on robust communication and computational infrastructures used for supporting technological devices enabling better accessibility to educational resources and pedagogical scaffolds, wherever and whenever necessary. In this paper, we present EDU.Tube: an interactive environment that relies on web and mobile solutions offered to teachers and students for authoring and incorporating educational interactions at specific moments along the time line of occasional YouTube video-clips. The teachers and students could later experience these authored artefacts while interacting from their stationary or mobile devices. We describe our efforts related to the design, deployment and evaluation of an educational activity supported by the EDU.Tube environment. Furthermore, we illustrate the specific teachers’ and students’ efforts practiced along the different phases of this educational activity. The evaluation of this activity and results are presented, followed by a discussion of these findings, as well as some recommendations for future research efforts further elaborating on EDU.Tube’s aspects in relation to learning analytics.
The goal of this paper is to define relevant barriers to the exchange of Open Educational Resources in local public administrations. Building upon a cultural model, eleven experts were interviewed and asked to evaluate several factors, such as openness in discourse, learning at the workplace, and superior support, among others. The result is a set of socio-cultural factors that shape the use of Open Educational Resources in public administrations. Significant factors are, in this respect, the independent choice of learning resources, the spirit of the platform, the range of available formats and access to technologies. Practitioners use these factors to elaborate on the readiness of public administrations towards the use of open e-Learning systems. To academic debates on culture in e-Learning, the results provide an alternative model that is contextualized to meet the demands of public sector contexts. Overall, the paper contributes to the lack of research about open e-Learning systems in the public sector, as well as regarding culture in the management of learning and knowledge exchange.