=Paper=
{{Paper
|id=Vol-1821/W4_paper4
|storemode=property
|title=Moving the Industry 4.0
|pdfUrl=https://ceur-ws.org/Vol-1821/W4_paper4.pdf
|volume=Vol-1821
|authors=Franziska Günther,Matthias Heinz,Angela Fessl
|dblpUrl=https://dblp.org/rec/conf/wm/GuntherHF17
}}
==Moving the Industry 4.0==
https://ceur-ws.org/Vol-1821/W4_paper4.pdf
WM1017 - 9te Konferenz Professionelles Wissensmanagement
5.-7. April 2017 in Karlsruhe, Deutschland
MOVING THE INDUSTRY 4.0
Franziska Günther, franziska.guenther1@tu-dresden.de (Technische Universität Dresden)
Matthias Heinz, matthias.heinz@tu-dresden.de (Technische Universität Dresden)
Angela Fessl, afessl@know-center.at (Know Center Graz)
1. Introduction
Information literacy should concern everyone, especially the industry of a knowledge society with regard to an
ongoing digitization of information. When looking for information on the internet, one is confronted with an overload
of information. The availability of information and its retrieval do not necessarily mean that these are understood or
rather are leading to progress and success (Kleindienst et al., 2016). In contrast, many (knowledge) workers feel
overstrained by this flood of information and the available information retrieval tools and methods, but they still need
the right information on a daily basis to increase the effectiveness of their working processes and to generate
innovations. However, analyzing big amounts of data with qualitative tools and methods as data and text-mining to
get a deep understanding of a phenomenon seems unavoidable for an efficient and effective access to today’s
information repositories (Federal Ministry of Labour and Social Affairs, 2015). Moreover, there is an urgent need for
training opportunities and environments, where data and text-mining methods can be practiced to improve
information literacy competencies within their working environment. This concerns especially the field of Industry
4.0, which on the one hand is characterized by high mechanizations and technological changes and on the other
hand, lead to a significant increase of demands on lifelong learners, to avoid, for example, the unintended outflow
of knowledge. The vision of the international project MOVING (TraininG towards a society of data-saVvy InforMation
prOfessionals to enable open leadership INnovation) 12 is to fundamentally improve information literacy by
connecting innovative technologies and different learning opportunities through implementing a culture of working
and training on one platform. This extended abstract shows the overall aims of the project and the platform (2),
explains the used methodology for building the platform (3) and describes in the end the framework of the learning
environment on the platform (4).
2. Aim
The aim of the project is to build a training platform that will enable users from all societal sectors (especially
companies, universities and public administration) to fundamentally improve their information literacy to become
data-savvy information professionals and at the same time to increase the innovation impact and the capacity for
innovation in the European Union by knowing how to deal with data and text-mining methods. The interdisciplinary
MOVING-platform will provide users with technical support, social collaboration options and learning functionalities
in order to help them organize, filter and exploit information in a more efficient and sustainable way with the aim of
creating a culture of deep thinking and generating an open innovation process for the Industry 4.0.
3. Methodology
We conducted interviews, analyzed literature and ISA (International Standards on Auditing) norms to investigate
the requirements for the use case “Research on business information by public administrators”. Results of these
analyses lead to different functions, which should be integrated on the MOVING platform: knowledge should be
generated from data at a desired level of detail, when e.g. conducting research on compliance to European laws
and regulations. The user should be able to access the content he or she was looking for in a more general or
deeper manner. Furthermore, it should be possible to assess the most important aspects of a topic. Through that,
the flexibility of the analysis together with the different views and data analysis instruments enables making
decisions on a reasonable basis. Next to this, it should be possible to identify trends and innovations in advisory
services by, e.g. focusing on certain areas with a tag cloud and a network view on the data. Further results of the
requirement analysis show that also clustering, date mentions, different forms of document level analysis, an
integrated search list as well as concept and entity identification are important functions of data and text-mining
methods to be implemented on the MOVING platform.
4. Framework of the learning environment
1
MOVING is a research and innovation action that has received funding from the European Union's Horizon 2020 research and
Innovation program under grant agreement H2020-693092 MOVING (http://moving-project.eu). lt started in April 2016 and will
run until March 2019.
2
http://moving-project.eu
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WM1017 - 9te Konferenz Professionelles Wissensmanagement
5.-7. April 2017 in Karlsruhe, Deutschland
To overcome the separation of practice and training, a framework, which connects (collaborated) working in a
secured space and different training options will be set up (see Fig. 1).
Fig. 1: MOVING-framework within the Industry 4.0 in a beta version (own illustration)
The initial conceptual framework involves the MOVING-platform environment (working and training) and its social
components (e.g. collaboration, sharing, creation). Informal training options consist of a cMOOC, an adaptive
training support widget with micro-content, and the use of different motivational elements (e. g. gamification). Micro-
content (content of the partners, OER, self-produced content) will be also part of the different cMOOC-topics. In a
cMOOC users mix and/or generate new content which can be extracted to the user-generated content and thus
enrich the content-pool of the Community of Practice (CoP) (Pscheida et al., 2014, Saadatmand & Kumpulainen,
2014). User-generated content with high quality can also be used for micro-learning. A quality assessment will be
necessary and just reviewed user-generated content will be provided as micro-content. Formal training options in
form of blended learning formats are an example of vocational further training courses for (knowledge) workers in
companies. The digital content from the informal training options can be used in face-to-face events (e.g. seminars)
to offer (knowledge) workers blended learning options. Such a blended learning approach can by flexible for each
individual with regard to pace, place, learning speed and type. With the use of badges, users might stay motivated
and can finally be rewarded with a certification (Gibson et al., 2015). Creating or producing content as well as
participating in some parts of the cMOOC can be a task within vocational further training courses and a start of an
open innovation process for as example a new product or improved service. Through giving (part)marks for well-
produced content, a high quality can be guaranteed while the CoP is growing respectively students or employees
make a first step into it.
5. Acknowledgements
The project “MOVING - TraininG towards a society of data-saVvy inforMation prOfessionals to enable open
leadership iNnovation'' is funded under the Horizon 2020 of the European Commission (project number 693092).
The Know-Center is funded within the Austrian COMET Program - Competence Centers for Excellent Technologies
- under the auspices of the Austrian Federal Ministry of Transport, Innovation and Technology, the Austrian Federal
Ministry of Economy, Family and Youth and by the State of Styria. COMET is managed by the Austrian Research
Promotion Agency FFG.
6. References
Federal Ministry of Labour and Social Affairs. (2015). Greenpaper work 4.0. Reimagining work. Berlin. Retrieved
from http://www.bmas.de/SharedDocs/Downloads/DE/PDF-Publikationen/arbeiten-4-0-green-
paper.pdf?__blob=publicationFile&v=2 (last access on 2017-02-25)
Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and
Information Technologies, 20(2), 403–410.
Kleindienst, M., Wolf, M., Ramsauer, C., & Pammer, V. (2016). What Workers in Industry 4.0 Need and What ICT
Can Give–An Analysis. IKnow 2016 - HCI Perspectives on Industry 4.0. Graz, Austria.
Pscheida, D., Lißner, A., Lorenz, A., & Kahnwald, N. (2014). Vom Raum in die Cloud: Lehren und Lernen in
cMOOCs. In K. Rummler (Ed.), Lernräume gestalten - Bildungskontexte vielfältig denken (pp. 291–301).
Münster: Waxmann.
Saadatmand, M., & Kumpulainen, K. (2014). Participants’ perceptions of learning and networking in connectivist
MOOCs. Journal of Online Learning and Teaching, 10(1), 16–30.
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