Conference Agenda

Fablabs are educating people in digital fabrication relevant to many areas of life. Often, education in Fablab context is non-formal. Existing examples of formal educational programs, Academany courses, such as Fab Academy are provided through Fablabs for people to learn the possibilities of digital fabrication, with Fab Academy being accredited in several universities around the globe. There is need for continuum for this education within Fablab network, as well as it would support the appreciation of this continuum through the world if it would be possible to accredit it even partly in any university. Here, we study pilot "Grow with Fab", run in the network and propose a model of formal education for digital fabrication, Fab Thesis, and a possible method to share it to the network as well. This is a methodological development that bridges the Fablab educational paradigm with academic education.

The manufacturing industry is constantly facing multiple trends and challenges – globally and locally. Technologies, like Artificial Intelligence (AI) or Machine Learning are key enablers for companies to increase the ability to react and adapt. No matter if those technologies are part of products for end-consumers, or part of machines which produce the products for the end-consumers – those technologies need to be innovated, designed, produced, maintained, serviced, and recycled. For all those activities people with the right skillset are key.

Especially in the European countries the demographic trends increase the trend of both, high-level of technology utilization in the manufacturing process and at the same time highly skilled people.

Companies like Siemens take this in consideration and focus on people and their education in a “multi-channel” approach. This paper presents an approach of a research and innovation eco-systems and provides industry-leading-practices. This eco-system allows people in different phases of their educational life to continue their learning path. Moreover, multiple partners in science, education and industry bring their input and opportunities into this eco-system. And one of the key benefits for all participants is the transfer of latest knowledge and technology into the industry. Siemens Industry Software has implemented this approach in the regular line organization to ensure continuity and proof the commitment and dedication to the topic of education.

In 2021 we proposed a novel way of teaching Design Sketch Ideation across a digital platform defined as High Intensity Ideation Training (HIIT). The COVID-19 pandemic precipitated a monumental shift in higher education, compelling educators to rethink traditional teaching methodologies and adapt to the demands of online learning. Now that we have returned to physical teaching environments, does the approach that we suggested still work? Or is there a better solution that utilises the learning from the pandemic, to further develop pedagogy? This paper outlines a framework for HIIT 2.0, utilising the originally digital structure of HIIT in a completely physical studio environment. This paper highlights that the original core benefits of HIIT in enhancing students' creativity, fostering collaboration, and promoting active participation are still achievable in a real-world environment. Through observations and comparisons to previous iterations, the authors found that this new approach outperformed fully digital models and allows for a more meaningful interaction within the student cohort. In this new era, the collaborative and creative skills developed through HIIT 2.0 will be instrumental in preparing students for the evolving demands of the design industry. This approach helps facilitate a future where creativity, collaboration, and innovation remain at the heart of design education, regardless of the challenges or opportunities in the educational landscape

This paper explores the transformative impact of employing engineering Lean Six Sigma techniques within the context of a university. The study focuses on an examination of several pilot process improvement projects in various service areas of a university located on the southern coast of the UK. Executed over 18 months, allowing both the implementation of improvements and the subsequent analysis of their effects throughout an academic period. This approach yielded a substantial corpus of quantitative data. The utilisation of key engineering tools such as Value Stream Mapping, Swim Lanes, and Control Charts played a pivotal role in streamlining processes. Resulting in, significant reductions in processing steps, leading to process enhancements ranging from 12% to 56%, and, in some instances, achieving 100% completion rates. These improvements were further validated by Value for Money measurements, exhibiting gains from 8% to 50%, although the quantification of these gains was more challenging in certain projects due to their unique nature. It was often difficult to define the specific data sources and outputs required in these non-traditional engineering environments. Nonetheless, this study underscores the importance of clear comprehension of the Voice of the Customer and Critical to Quality requirements with active stakeholder engagement, irrespective of the size or nature of the project. In conclusion, the application of Lean Six Sigma methodologies, beyond traditional engineering realms, proved to be a resounding success. This marks the initial steps in a larger journey, where incremental improvements lay the foundation for growth and a staged shift in organisational culture.