TY - JOUR A1 - Lopes Martínez, Igor A1 - Cuesta Santos, Armando A1 - Vilalta Alonso, José A1 - Sonia Fleitas Triana, María A1 - Delgado Fernández, Tatiana A1 - Neumann, Gaby A1 - Cruz Ruíz, Alegna T1 - Creating capacities: towards industry 5.0 in the training of industrial engineers T1 - Creando capacidades: hacia la industria 5.0 en la formación de ingenieros industriales JF - Revista Cubana de Administración Pública y Empresarial N2 - The objective of this paper, based on the characterization of Industry 5.0 and its implicit Education 5.0, is to deal with experiences with industrial engineers in training, in the Cuban university context, associated with the competencies to be developed in the process of "active learning", in the transition towards an industry 5.0 in Cuba. This Education 5.0 implies two aspects of competences: those of high cognition of technologies or work processes and those of organizational management. They will be developed through Education 5.0 associated with the enabling technologies of that evolved Industry 4.0 or 5.0. Observation was used as a method, covering both documentary analysis and the participant made by teachers and students in "active learning". As results of the investigation, the characteristics of this Industry with its Education 5.0 and the peculiarities that are evident in the training of industrial engineers are expressed. N2 - El objetivo del artículo, partiendo de la caracterización de la Industria 5.0 y su implícita Educación 5.0, es tratar experiencias con ingenieros industriales en formación, en el contexto universitario cubano, asociado a las competencias a desarrollar en el proceso de “aprendizaje activo”, en el tránsito hacia una industria 5.0 en Cuba. Esa Educación 5.0 implica dos vertientes de competencias: las de alta cognición de tecnologías o procesos de trabajo y las de gestión organizacional. Las mismas se desarrollarán mediante la Educación 5.0 asociadas a las tecnologías habilitadoras de esa Industria 4.0 evolucionada o 5.0. Como método se utilizó la observación, abarcando tanto el análisis documental como la participante hecha por profesores y estudiantes en el “aprendizaje activo”. Como resultados de la investigación se expresan las características de esa Industria con su Educación 5.0 y las peculiaridades que se evidencian en la formación de ingenieros industriales. KW - Industry 5.0 KW - job skills KW - active learning Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:526-opus4-19261 UR - https://apye.esceg.cu/index.php/apye/article/view/230 VL - 6 IS - 2 ER - TY - JOUR A1 - Lopes Martínez, Igor A1 - Cuesta Santos, Armando A1 - Neumann, Gaby A1 - Günzel, Marcus A1 - Marrero Durán, Sonia Patricia A1 - Noya Domínguez, Lilian A1 - Martínez Pérez, Evert A1 - Cruz Ruiz, Alegna A1 - Machado de Armas, Dayli A1 - Diaz Pereira, Danhiz T1 - La transformación del talento humano en el marco de la Industria 4.0 T1 - The transformation of human talent within the framework of Industry 4.0 JF - Revista cubana de transformación digital N2 - Human capital within the framework of Industry 4.0 must undergo a necessary transformation, acquiring high cognition skills that guarantee the assimilation of enabling technologies in Industry 4.0 for the substantial improvement of processes in any Industry. The objective of this work is to review part of the enabling technologies in Industry 4.0, along with other elements, and their possible implementation in the practice of experiential learning, in route to the development of the concept of Education 4.0 in Industrial Engineering. In addition, elements that influence their insertion in a learning environment in a laboratory are identified, which guarantees the experiential component in teaching. A case of intervention with students of Industrial Engineering from CUJAE is documented, where from the experiential experience of a group of students with the aforementioned technologies, a faster and more consolidated assimilation of these competences is identified when compared with students who are subjected to a traditional education. N2 - El capital humano en el marco de la Industria 4.0 debe sufrir una transformación necesaria, adquiriendo competencias de alta cognición que garanticen la asimilación de las tecnologías habilitadoras en la Industria 4.0 para la mejora sustancial de los procesos en cualquier Industria. El objetivo de este trabajo es reseñar parte de las tecnologías habilitadoras en la Industria 4.0, junto a otros elementos, y su implementación posible en la práctica del aprendizaje experiencial, en ruta para el desarrollo del concepto de una Educación 4.0 en la Ingeniería Industrial. Se identifican, además, elementos que influyen en la inserción de las mismas en un entorno de aprendizaje en un laboratorio, que garantice el componente vivencial en la enseñanza. Se documenta un caso de intervención con estudiantes de Ingeniería Industrial de la CUJAE, donde a partir de la experiencia vivencial de un grupo de estudiantes con las tecnologías mencionadas, se identifica una asimilación más rápida y consolidada de estas competencias cuando se compara con estudiantes que están sometidos a una educación tradicional. KW - aprendizaje por experiencia KW - capital humano KW - competencias KW - Industria 4.0 KW - experiential learning KW - human capital KW - competences KW - Industry 4.0 Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:526-opus4-15634 UR - https://rctd.uic.cu/rctd/article/view/122 SN - 2708-3411 VL - 2 IS - 2 SP - 118 EP - 133 PB - Unión de Informáticos de Cuba ER - TY - GEN A1 - Neumann, Gaby A1 - Müller, Michael A1 - Köhler, Rudi T1 - E-learning-based competence development in logistics T2 - Wissenschaftliche Beiträge 2014 N2 - Die Logistik ist ein hochgradig interdisziplinäres, komplexes Wissensgebiet und Kompetenzfeld, das sich kontinuierlich und sehr dynamisch weiterentwickelt. Dies erfordert nicht nur eine fortgesetzte Anpassung von Ausbildungsangeboten, sondern auch die systematische Weiterbildung von Logistikern, um Defizite in der beruflichen Handlungskompetenz zu vermeiden oder abzubauen. Lernen am Arbeitsplatz, eventuell in Verbindung mit E-Learning, erscheint als geeigneter Weg, die Entwicklung von beruflicher Handlungskompetenz auch in der Logistik zu unterstützen. Der Beitrag stellt verschiedene Ansätze für die Kompetenzermittlung und –entwicklung speziell in der Logistik dar und leitet Schlussfolgerungen zu den heutigen Kompetenzanforderungen bei Logistikpraktikern ab. Dies bildet die Basis für einen Handlungsrahmen, der im EU-geförderten Projekt lot4eng.com entstanden ist und hilft, das logistische Kompetenzniveau einer Person zu spezifizieren, geeignete Lerneinheiten zu seiner Steigerung vorzuschlagen und die individuelle Kompetenzentwicklung zu unterstützen. Im Weiteren wird die Gestaltung von E-Learning zum Füllen der lot4eng.com-Plattform diskutiert, bevor Erfahrungen aus der Projektarbeit und Schlussfolgerungen für die weitere Arbeit abgeleitet werden. Damit möchte der Beitrag die laufende Forschung dazu, wie lebenslanges Lernen unterstützt werden kann, anreichern. N2 - The logistics field of knowledge and professional competence is highly multidisciplinary and complex but also continuously and very dynamically developing. This does not only require constant updating of educational programmes but also systematic training of logistics professionals in order to avoid or reduce professional competence gaps. Workplace learning amongst others in combination with e-learning methodology seems to be an appropriate way to support professional competence development in logistics, too. The paper presents some research aspects particularly related to logistics competence profiling and development and derives conclusions on nowadays competence requirements with logistics professionals. This forms the basis for introducing a framework to help in specifying a person’s level of logistics competence, recommending suitable learning units and supporting individual competence development as it results from the EU-funded lot4eng.com project. E-learning design to populate the lot4eng.com portal is discussed before lessons learned and conclusions on further work are derived. With this the paper wants to contribute to ongoing research on how to foster lifelong learning. Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:526-opus4-3355 SN - 0949-8214 VL - 18 SP - 59 EP - 69 ER - TY - CHAP A1 - Neumann, Gaby T1 - From human experts to AI agents: Agentic AI for knowledge-intense problem-solving in logistics? T2 - Proceedings of the 26th European Conference on Knowledge Management : VOL 1 N2 - Logistics planning is a complex and complicated problem solving process requiring a wide range of knowledge and competence. A planning person or team represents a particular set of knowledge, skills, experience and personal attitudes. His, her or their level of competence decides about success or failure of the planning and about the quality of its results. With this, logistics planning is knowledge-based and knowledge-creating. Because of this, Knowledge Management can provide tremendous support to the planning person. Even though, there is a wide variety of (software) tools applicable to solve specific sub-problems throughout the planning process, human expertise is the key to develop creative planning solutions so far. Latest developments with regard to Artificial Intelligence (AI) might change this picture. AI is one of the most promising technological advancements, but also one of the most ambivalently discussed topics these days. It has surpassed humans at a number of tasks already and continues in doing so at new tasks in an increasing rate. Because of this, AI is capable to assist humans in many different ways. The latest boost of development moved AI application from those sophisticated communicators or task-oriented AI to intelligent agents or agentic AI allowing for autonomous, goal-driven decision-making. Hybrid approaches combine those advanced AI capabilities with human oversight, offering context-aware adaptability without full autonomy. In this way, artificial intelligence and human intelligence join forces in teams, for example, to solve complex problems creatively. Against this background, the paper analyses agentic AI with regard to its potential to support creative problem solving in a knowledge-intense field like logistics planning. Will AI agents become co-workers in logistics planning teams or can agentic AI design logistics solutions autonomously? With this, the paper focusses on chances and challenges coming with the highly dynamic evolution of AI within a complex, knowledge-intense application area where human experience, problem-solving capability and creativity is decisive. It contributes to discussions about necessary adjustments in how organizations manage their knowledge considering artificial and human intelligence. KW - AI agent KW - agentic AI KW - knowledge management KW - knowledge sharing KW - logistics planning KW - problem-solving Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:526-opus4-21223 SP - 719 EP - 727 PB - Academic Conferences and Publishing International CY - Reading ER -