Intellectual Output 2 - Teaching Training Modules


INTENT Project Film


Module 1: Training Module Procurement, Production & Sales – Integration of technical and commercial perspectives

A module along the Supply Chain including ERP System and Production (3D Print). This learning setting was developed and executed in cooperation between Hans-Böckler Berufskolleg and Berufskolleg Deutzer Freiheit. The focus is on the interdisciplinary cooperation between commercial and technical VET. Our goal: We take care of the order by producing the ordered quadcopters and shipping them out.


Content

Material

How to use

Sequence 1


Order of 20 individualized quadcopters

sequence1_overview.pdf

(Overview of the economic part of the module)


starting situation.pdf

(Learning scenario)


questions overview.pdf

(We take care of the order by producing the ordered quadcopters and shipping them out)


info ERP systems.pdf

(An ERP system and its function)


ERP systems mindmap.pdf

(ERP summary)


The goal of sequence 1 is for the learners to get an overview of the learning situation and the upcoming sequences.


The learners are confronted with the start of the learning situation. They learn about the quadcopter and work out questions that need to be answered in order to reach the goal.


Questions that need to be answered to reach our goal: (1/5)


What is a quadcopter?
Which components do we need for the production?
How do we get the materials we need?
Which materials do we have in stock?


With the help of an information text about ERP systems, the learners create a mind map about ERP systems, which consists of a definition, the function, interfaces and pro´s and con´s.


Sequence 2


From Customer order to the production process

sequence2_overview.pdf

(Overview of the economic part of the module)


quadcopter supply chain.pdf

(Production and Distribution process)

The goal of sequence 2 is for the learners to get in touch with the SAP system.


The learners are confronted with a short overview of the supply chain of the quadcopter. They learn how the SAP surface works, how the order can be implemented and how a material list can be implemented in SAP.


Questions that need to be answered to reach our goal: (2/5)


How does SAP work?
What information needs to be implemented in SAP?
How do we implement the order in SAP?
How does our production department receive the order?
How does our shipping department receive the order?
How does SAP help us to take care of the order?

Sequence 3


The Production Process of the Quadcopter (1/ 2). Everyone will experience the 3D printing process.

Sequence3_4_overview.pdf

(Overview of the technical part of the module)


Introduction 3D-Printing.pdf
(Fused Deposition Modeling)


Instructions 3D-Printing.pdf

(Instruction: “Print your own first 3D-Printed-Part")

How does 3D printing work?


Use the introduction for getting in touch with 3D-Printing technology.
Students can work on the .pptx and present the content to the class.


Afterwards the students can prepare a self-chosen part from the Internet and prepare it for printing. Best Preparation can be printed. Try to limit the size of the models, so that the printing process do not last for hours.

Sequence 4


The Production Process of the Quadcopter (2/ 2). Analysing the production of the quadcopter.

Exercises_data_communication.pdf

(Concrete work assignments)

How does our production process work?


Presenting the design of the frame of the Quadcopter and how to handle variants in the construction process. Solid works has the possibility to work with tables, where you can manipulate the design due to the individual order. The usage of octoprint for managing the data of the printing is shown.


Print the frame of the quadcopter and volunteers assemble the copter.


First flight tests.


Exercises for Communication ERP-Production Process.

Sequence 5


Closure and reflection

sequence5_overview.pdf

(Overview of the economic part of the module)


text production process quadcopter + task.pdf

(The production process of a quadcopter)


The goal of sequence 5 is for the learners to conclude the learning situation and to reflect if all the questions could be answered.


The learners check the questions and decide which questions were answered and what is still to be done.


Questions that need to be answered to reach our goal: (5/5)

 
How can we complete the order?
How and why do we benefit from all of this?
Why is it important for us to know how the production works?


The learners receive a summarizing text about the production process of the quadcopter in SAP and work on the belonging task.


To conclude the learning situation, the learners answer the last two questions.


The learners give feedback concerning the learning situation and the last five sequences in which they worked in.

Sequence 6

(Additional material)

Data_Production_Process_Copter.pdf

(Additional quadcopter data)


Alternative_Product_Options.pdf

(Alternative Learning Carriers)

Here is to find more Data of the Quadcopter for additional technical or economical use.


Here you can find alternative 3D-printing object for lessons.


Module 2: Training Module from Product Design to Marketing

The teaching process, focused on interdisciplinary learning, led to the design of a new product. Although it was a pilot it followed this structure:


A) Presentation session to the students, with the definition of what was intended to create;


B) Division of classes into multicourse groups – IT + Design + Management, who then starts to work on an idea;


C) Presentation of tasks by steps:
1 - Each team makes a critical analysis of the product presented and prepares a SWOT analysis;
2 - Proposal to create adjustable kits for the product, with extras for the basic offer, after identifying project opportunities;
3 - Target definition and positioning;
4 - Brand; logo; slogan; web 2.0 communication
5 - Creation and development of packaging;
6 - Cost analysis and definition of the price strategy to be adopted;
7 - Definition of the approach to the market: distribution (marketplaces) and digital communication
8 - Creation of digital communication mix plans, flyers, banners, promotional videos;


At the end of each step, each team leader presents their ideas and proposals, a debate is held and one of the proposals is chosen or a common idea is complemented.
In the next step, all the teams work on the same previous idea and step by step, the final solution is reached with everyone's contribution.
Due to COVID impact, we choose to pilot this methodology with one team only, that included elements of the three courses.

Content

Material

How to use it

Sequence 1


Problem definition, steps planning and schedule.
Mixed students groups - 2 p/ course p/ group

Overview_module_2%20-%20students.pdf

(presentation of module 2)

A4 or A3 sheets, pens
Computers
Online platform

Teachers define which online collaborative platform is used, and upload there the project‘s goals, steps, schedule and guidelines.

Teachers present it to the groups.

Sequence 2


Each team starts to work on a product

A4 or A3 sheets, pens
Computers
Online platform


As it is mentioned on the presentation, we use Active Methodology, namely Case Studies and Brain Storming techniques. The students are on the center of the process, and are mentored by teachers to achieve a common result, despite having a large autonomy on what will be created and how will be frameworked. This methodology, although seeming repetitive, is the only one that allows all the students to work and learn all the different technical aspects of the process, instead of dividing the groups in specific tasks.

Groups must come up with a product that gathers the skills of the 3 courses.

The groups had to start their work by proposing a concept that would include a clear contribution from those 3 courses. In other words, for the concept to be accepted by the team of teachers that mentor the project, it is required that it includes inputs from those courses’ students, in a way it is clear that every member of the team will collaborate throughout the project life span, by putting into practice what they have learnt in their course.

Sequence 3


Each team makes a critical analysis of the product and prepares a SWOT analysis

A4 or A3 sheets, pens
Computers
Online platform

Presentation of teams’ ideas and deciding a common solution. The presentation (sequence 1) includes a detailed example of a SWOT analysis of the pilot project

Sequence 4


Design of product, after identifying project opportunities

Computers with Design software
Online platform
Components of the product:
• PIR movement sensor;
• LED cable;
• USB cable;
• Powerbank;
• 3D printing filament.

For the development of the concept resulting from the previous creative dynamics, a CAD-3D parametric software could be used, like Solidworks or Autodesk Fusion360.

Presentation of teams’ ideas and deciding a common solution. By preparing an initial list, defining the functional specifications; aesthetics; ergonomics etc.. Then, teachers will launch and monitor successive brainstorming challenges - the resulting concepts could be registered using traditional drawing techniques, or using sketch software, such as Autodesk-sketchbook or photoshop.

The modelling process could start with the full modelling of the product, in an Assembly file, creating new parts, throughout the product modelling. Through this process, it will be possible to export each component individually (if necessary), or to make technical drawings of assemblies and components. Components can still be exported for 3D printing, if the files are saved in STL.

Sequence 5


Definition of creative image elements: brand, logo, slogan, web 2.0 communication

Computers with Design software

Online platform


Communication 2.0 is focused on moments to be shared - it is a new instrument to define values, promote relationships, establish new channels, find new influencers and create trust with the client. Communication has undergone in recent years through a profound structural transformation and today it deals with growth daily and agile technology. In addition to new digital platforms, the era of sharing has changed the way of accessing and consuming information, transforming news consumers into content producers as well.
Traditional media – newspapers, magazines, TVs, radios and even websites – are going through a period of adaptation to the reality of the multiplication of digital media.
These social networks dominate much of the content produced today on the web and paved the way for digital influencers. Bloggers, instagrammers and youtubers have become brand ambassadors, sources of information and key players in digital marketing campaigns.

Presentation of teams’ ideas and deciding a common solution:

The brand or commercial name of the product was chosen after brainstorming from a set of research on what already exists in the national and international market. The slogan is not yet decided and will be worked on in the communication strategy and in the construction of the associated image, which we intend to have in our market positioning. Let's work on the axis of identification and differentiation. The slogan will have to reflect what it is intended to convey, how we want to differentiate ourselves and which market segment we are targeting.
Communication will essentially pass through social networks. The product has a digital component and it makes sense to be present where potential customers are too. Instagrams, Facebook will be used, as well as Direct Marketing with the client. Creating customized solutions is a means of communication that will be effective in this strategy. Possibly we will create an APP, where customer registration allows access to their data and offer more personalized solutions and in this way communicate promotions, new products or upgrades.


Sequence 6


Creation and development of the packages: basic and premium

Computers with Design software
Online platform

Presentation of teams’ ideas and deciding a common solution:

When the product is designed it will include two different packages: a basic one, with the product in its simpler form, with one photo to be printed; and a premium one, which includes 3 different images to be printed. This is described on the presentation, on the SWOT Analysis.

Sequence 7


Cost analysis and definition of the price strategy to be adopted

Computers


Online platform

Presentation of teams’ ideas and deciding a common solution

Sequence 8


Definition of the market approach: distribution and digital communication

Computers


Online platform

Presentation of teams’ ideas and deciding a common solution

Sequence 9


Creation of digital communication mix plans: site, social media, …

Computers


Online platform

Presentation of teams’ ideas and deciding a common solution

Sequence 10


Final Session


Public presentation of the final product, with an external guest / jury

Auditorium

External stakeholders are invited to the school to analyse the product and provide feedback.

Our idea is precisely to show this project in the end of the school year to an external jury of stakeholders, coming from our local and regional Business Associations, and also in educational entrepreneurship competitions.

Throughout the process, workshops with external guests should be held to provide input to the students.

Classroom





Module 3: Interdisciplinary module. IT & Logistics – The effects of digitalization on the supply chain

Digital technologies are disrupting the manufacturing value chain by decreasing costs and improving communication at all levels and in every sense (communication among people, communication among physical systems, communication person-machine...). 

This module offers an introduction to the value chain, describing the concept and its elements and explaining how digital technologies are affecting the different activities involved. It provides with real cases of the application of these technologies specifically in logistics and includes a self-evaluation activity for students and a practical activity to be carried out by learners working in teams, with the facilitation and assessment of a teacher/trainer. 


Expected learning outcomes:


LO1:  Understanding the concept of value chain and the roles of IT and logistics in it


LO2:  Understanding the interdependences existing between the IT and logistics departments in a value chain


LO3:  Apply different IT tools in order to improve the logistics operations in a value chain


LO4: Being able to work as a team with peers from different technical backgrounds in order to solve a common challenge


Content

Material

How to use it

Sequence 1

Introduction

A1. INTENT_Interdisciplinary didactic unit

(Didactic Unit)

IT&logistics Presentation of the purpose of the didactic unit and the LO to be achieved to all students (mixing IT and logistics students)

Sequence 2


The value chain and the impact of digitalization.

A2. The value chain and the impact of digitalization

(Power Point Presentation)

Teacher´s explanation about the concept of value chain and the activities part of it. Some pills on how digitalization is impacting the value chain of enterprises. (mixing IT and logistics students)

Sequence 3


Presentation of study cases on IT application in logistics

A3. Study cases on IT application in logistics

(Power Point Presentation)

Teacher will present different study cases to show how different companies have applied IT solutions to improve their logistics operations and management (mixing IT and logistics students)

Sequence 4


Test

A4. Kahoot

(It is a self-assessment activity done with Kahoot. In the discussion session, the students will have the opportunity to clarify any doubt left.)

The students will assess how much they have learnt by answering a Kahoot in teams, with mixed students of logistics and IT.  There will be a discussion at the end of the test to reflect on the learning.

Sequence 5


Challenge

As5. Challenge (doc for students)

As5. Challenge (doc for teachers)

(The assessment will be based on a 360º system. The teacher will assess the result of the work of each team, each member of the team will self-asses him/herself and each member of the team will assess his/her peers (see “assessment criteria” below)

The teacher will present a challenge, based on a possible real case of a company, to students so they will need to solve it working in multidisciplinary teams of 4 (2 students from IT + 2 students from logistics). Each team will present their results in a plenary session to the whole group of teachers and students (ideally, also a company could be present during the presentation)