Evaluation of Cognitive Architectures for Cyber-Physical Production Systems

Cyber-physical production systems (CPPS) integrate physical and computational resources due to increasingly available sensors and processing power. This enables the usage of data, to create additional benefit, such as condition monitoring or optimization. These capabilities can lead to cognition, such that the system is able to adapt independently to changing circumstances by learning from additional sensors information. Developing a reference architecture for the design of CPPS and standardization of machines and software interfaces is crucial to enable compatibility of data usage between different machine models and vendors. This paper analysis existing reference architecture regarding their cognitive abilities, based on requirements that are derived from three different use cases. The results from the evaluation of the reference architectures, which include two instances that stem from the field of cognitive science, reveal a gap in the applicability of the architectures regarding the generalizability and the level of abstraction. While reference architectures from the field of automation are suitable to address use case specific requirements, and do not address the general requirements, especially w.r.t. adaptability, the examples from the field of cognitive science are well usable to reach a high level of adaption and cognition. It is desirable to merge advantages of both classes of architectures to address challenges in the field of CPPS in Industrie 4.0

Cognitive Capabilities for the CAAI in Cyber-Physical Production Systems

This paper presents the cognitive module of the cognitive architecture for artificial intelligence (CAAI) in cyber-physical production systems (CPPS). The goal of this architecture is to reduce the implementation effort of artificial intelligence (AI) algorithms in CPPS. Declarative user goals and the provided algorithm-knowledge base allow the dynamic pipeline orchestration and configuration. A big data platform (BDP) instantiates the pipelines and monitors the CPPS performance for further evaluation through the cognitive module. Thus, the cognitive module is able to select feasible and robust configurations for process pipelines in varying use cases. Furthermore, it automatically adapts the models and algorithms based on model quality and resource consumption. The cognitive module also instantiates additional pipelines to test algorithms from different classes. CAAI relies on well-defined interfaces to enable the integration of additional modules and reduce implementation effort. Finally, an implementation based on Docker, Kubernetes, and Kafka for the virtualization and orchestration of the individual modules and as messaging-technology for module communication is used to evaluate a real-world use case

Competitive universities need to internationalize learning: perspectives from three European universities

The process of restructuring European universities in order to harmonize their educational systems is rapidly approaching a key milestone as 2010 looms large on the horizon. This paper describes an approach to the European Higher Education Area (EHEA) based on a real case study of students that belong to five European Universities (University of Burgos, Technical University of Valencia, University of Valladolid, University of Basque Country and University of Applied Sciences Cologne). The objective of this paper is two-fold: on the one hand, to analyze from the student’s point of view how they value the restructuring of teaching as a result of the Bologna process and what are the implications for students with regards to both their academic qualifications and their future incorporation into the labour market; and, on the other hand, to deduce from the results obtained recommendations which may help to guide teachers towards successful internationalization and collaboration between interuniversity networks, as well as achieving greater standards of quality within university teaching. Only this would permit an environment in which students are capable of developing the necessary competences, and put into practice learning outcomes. The results show that students value communication, innovative proposals and cooperation between universities; the internationalization of knowledge between universities has been positively accepted and this has motivated research to place a stronger focus on this aspect; it impacts strongly on scientific productivity, improves the quality of education offered by the teaching staff, and leads to greater student mobility. This strategy is intrinsically linked to learning from local experiences shared by members of the same university as well as from more global experiences made available through inter-university networks. It implies being willing to listen, to communicate, to engage in dialogue and means that we must seek to understand the potential contributions from teachers, staff and students that make up each university.Peer Reviewe

Knowledge Management and Learning 895 II International Conference on Industrial Engineering and Industrial Management XII Congreso de Ingeniería de Organización Competitive universities need to internationalize learning: perspectives from three European u

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Es EILD – Anforderungen an die Publikation freier Lerneinheiten (OER) im Fach Datenbanken

Kompetenzen auf dem Gebiet der Datenbanken gehören zum Pflichtbereich der Informatik. Das Angebot an Lehrbüchern, Vorlesungsformaten und Tools lässt sich jedoch für Lehrende oft nur eingeschränkt in die eigene Lehre integrieren. In diesem Aufsatz schildern wir unsere Erfahrungen in der Nutzung (frei) verfügbarer und der Entwicklung eigener digitaler Inhalte für grundlegende Datenbankveranstaltungen. Die Präferenzen der Studierenden werden mittels Nutzungsanalysen und Befragungen ermittelt. Wir stellen die Anforderungen auf, wie die nicht selten aufwendig herzustellenden digitalen Materialien von Lehrenden in ihre Lehr- und Lernumgebungen integriert werden können. Als konstruktive Antwort auf diese Herausforderung wird das Konzept EILD zur Entwicklung von Inhalten für die Lehre im Fach Datenbanken vorgestellt. Die Inhalte sollen in vielfältigen Lernszenarien eingesetzt werden können und mit einer Creative Commons (CC) Lizenzierung als OER (open educational resources) frei zur Verfügung stehen