The current energy crisis and the high cost of fossil fuels pose major challenges for energy-intensive industries such as the non-ferrous foundry industry. Therefore, it is important to promote the transition to renewable energy sources with the help of the electrification of the melting units. In this pilot study, for the first time the conversion of conventional foundries to sustainable technologies is simulated. For this purpose, a simulation model is developed based on a selected example company. It considers the energy consumption and the logistical effects of a converted operation. The simulation model is implemented as a hybrid simulation combining a discrete
event simulation at the plant level and a process simulation within the furnaces. The study shows how a sustainable energy supply can be achieved in foundries. It also considers the impact of efficiency, energy costs and emissions.

Epoxy resins are widely used polymers in the automotive and aerospace fields. Different blends of novel biodegradable resins have been studied in the last years in order to provide sustainability while maintaining the same properties of epoxy resins. Bio-based thermoset resins made with acrylated epoxidized soybean oil are well-studied in different vat polymerization techniques. The present work compares a bio-based resin and a petroleum-based resin. A benchmark with different features was designed and manufactured by a VAT photopolymerization process using both materials; measured with an optical scanning device; thus, the dimensional deviations were analyzed through inspection software. Tensile and flexural specimens were manufactured with the same procedure and tested with a dynamometer machine. Therefore, the comparison between a biodegradable resin and a petroleum-based resin is discussed in terms of the quality and mechanical performances of manufactured parts, considering the use of identical printing conditions. Some parts are required to satisfy both the requirements at the same time, such as the gears. Therefore, dimensional accuracy and mechanical strength need to be controlled and evaluated in a unique final quantification. This work proposes a novelty performance index to quantify dimensional accuracy and mechanical strength simultaneously. By combining the two aspects it is possible to define the overall performance obtained with the used material, optimizing the manufacturing process by choosing the proper material for each purpose.

In spring 2022, we implemented e-portfolios at a product design course for engineers in the bachelor's programme on ‘Sustainable Engineering’ at the University of Applies Sciences, Ansbach. The use of e-portfolios was new to both students and lecturers. To evaluate the effect the e-portfolio had on students, we accompanied the implementation with surveys and interviews. This paper provides a comprehensive analysis of the evaluated results. Among other things, the following three main findings convinced us to continue with e-portfolio work. First, ~91% of the interviewed students felt that they were supported very well by our introduction. Second, ~93% got along well / very well with the functions of the e-portfolio software. Third, ~86% of those interviewed appreciated the freedom of design. Prior to the implementation of e-portfolios in our first test course, we identified the following factors as crucial for the successful implementation of e-portfolios: a comprehensive personal introduction, extensive information material, continuous guidance, clear work instructions, room for flexibility and creativity to foster learners' individual strengths, and exchange between learners and teachers. This paper reflects on these initial factors. The aspects identified for further improvement in the second round of e-portfolios, in the summer of 2023, are better technical preparation of the lecturers, the communication of technical borders in advance, timing of the accompanying e-portfolio workshops and a more comprehensive promotion of teamwork. The suggested modifications will be discussed in detail in this paper.

Students not always enjoy an in-depth practical learning experience with an adequate portion of hands-on during their academic education. In many fields of study, traditional laboratories are common learning spaces that are, however, not accessible 24/7 and, the practical work is mostly pre-defined by the lecturer, resulting in a short and very “passive” active learning. To overcome this limitation and to provide a broader availability and to foster individual learning experience, we aim to transform this analog world into a modern learning and teaching environment using digital technologies and a corresponding digital framework for courses and laboratories. An existing laboratory on prototyping from our university’s bachelor program on sustainable engineering with an extensive machine park consisting of 3D printers, milling machines, lasers and various hand tools is digitized and will finally be linked with the real-world lab. In addition to digitizing the basic process of product development and prototyping as part of students' project works, all additional activities arising in the lab are also transferred from the analog to the digital world. This digitalization is implemented alongside the already existing (partly browser-based) software tools of the individual devices in the e-learning platform Moodle. This results in a digital copy of the lab, its equipment and defined processes – structured in accordance with the established proceedings on product development (such as Pahl/Beitz and VDI 2221). We consider it a digital twin of the work and learning environment, calling it the “digital learning environment twin” of the real-world lab. For the product development process, a course area is available in Moodle with various feedback loops and assessment levels for the individual development steps of the student projects. Through this, students can submit their project plans, design ideas, sketches, CAD-models, manufacturing codes (such as G-codes for 3D printers, laser cutters and carving machines), or “just” request feedback and initiate meetings on technical and/or organizational topics of their product design process, the lab equipment, etc. Also, a safety instruction with instructional videos, PDF documents with hazard warnings and operating instructions as well as a final test (to allow operating the lab equipment) are provided to introduce the students to the lab. In this paper, we will illustrate the overall methodological approach on the established digital learning environment twin of the lab. Furthermore, we will have a detailed view on the challenge of transferring underlying manufacturing process to the digital world and linking them to provide a continuous digital workflow. The paper will be closed with an analysis of feedback (by both students and lecturers) on the pros and cons as well as on the usability of the digital twin of the lab.

Knowledge Science beschäftigt sich mit Konzepten, Methoden und Prozessen zur systematischen Erzeugung, Extraktion, Speicherung und Bereitstellung von Wissen zur Lösung von Problemen und lässt sich somit dem Wissensmanagement zuordnen. Kognitive Assistenten sorgen dafür, das richtige Wissen zur richtigen Zeit in der richtigen Art und Weise seinen Anwendern und Anwenderinnen bereitzustellen. Damit dies gelingen kann, kommen inzwischen zahlreiche Methoden der Künstlichen Intelligenz (KI) zur Unterstützung unterschiedlicher Aufgaben des Wissensmanagements zum Einsatz.