TEACHING INDUSTRY 4.0

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This paper focuses on the design of an educational module for higher education mechatronics students. Introducing Industry 4.0 into a mechatronics curriculum will reinforce the integration of student competencies inflexible and rapid manufacturing.

TEACHING INDUSTRY 4.0

Gilberto Marzano1, 2

1 Rezekne Academy of Technologies, Rezekne, Latvia

1gilberto.marzano@rta.lv,

2 Spoleczna Akademia Nauk, Łódź, Poland

gilmarzano@gmail.com

Abstract

Industry 4.0 is a term that was introduced by the German government at the time of the Hannover Fair in 2011 in relation to an initiative brought forward to support German industry in addressing future challenges. It refers to the 4th industrial revolution, in which disruptive digital technologies, such as the Internet of Things (IoT), robotics, virtual reality (VR), and artificial intelligence (AI), are exercising a notable impact on industrial production.

Industry 4.0 takes the emphasis on digital technology of recent decades to a whole new level with the help of interconnectivity through the Internet of Things (IoT), real-time data access, and the introduction of cyber-physical systems.

This paper focuses on the design of an educational module for higher education mechatronics students. Introducing Industry 4.0 into a mechatronics curriculum will reinforce the integration of student competencies inflexible and rapid manufacturing. The module includes notions of machine learning and deep machine learning, which are essential in robotics and behavioral robotics and closely interact with control theory. The results of a pilot training activity in the field are also illustrated and discussed.

Keyword: Industry 4.0, smart factories, mechatronics education, mechatronics curriculum, machine learning

 

 

Introduction

It is broadly accepted that human society has, to date, passed through four distinct industrial revolutions, which can be individuated as follows:

    1. The First Industrial Revolution – that occurred between the late 1700s and early 1800s. The key characteristics of this revolution were the use of water and steam-powered machines, and the introduction of more optimized forms of working.
    2. The Second Industrial Revolution – in the early part of the 20th century, was characterized by the introduction of steel and the use of electricity in factories. During this phase, concepts of mass production such as the assembly line were introduced as a way of boosting productive output.
    3. The Third Industrial Revolution – slowly began to emerge in the late 1950s as manufacturers began incorporating more and more electronic and digital technology into their factories. 
    4. The Fourth Industrial Revolution, or Industry 4.0 – that has come about over the last few decades, is based on the integrated use of digital technology and new levels of interconnectivity through the Internet of Things (IoT), allowing real-time access to data and the introduction of cyber-physical systems. 

Industry 4.0, more specifically, is a term introduced by the German government at the Hannover Fair in 2011 in relation to an initiative it brought forward to support the German industry to address future challenges (Qin, Liu, & Grosvenor; 2016). It refers to the 4th industrial revolution in which disruptive digital technologies, such as the Internet of Things (IoT), robotics, virtual reality (VR), and artificial intelligence (AI), are having an impact on industrial production (Lasi, Fettke, Kemper, Feld, & Hoffmann, 2014).

Over the last few years, the term Industry 4.0 has become an often-quoted buzzword, used fairly indiscriminately to describe digitalization in any phase of the value chain of an enterprise (Herman, Pentek, & Otto, 2016). Indeed, it encompasses the full range of activities that an enterprise must instigate in order to create a product or service. It is primarily focused on how production shop floors operate at the current time but also involves elements of procurement and supply management (Glas & Kleemann, 2016).

Basic concepts of Industry 4.0

M2M (machine-to-machine), big data, AI, and IoT are all characterizing elements of Industry 4.0. In an Industry 4.0 environment, smart machines communicate with each other, manage the production lines, and analyze and solve production issues with minimal human involvement. Amazon warehouses, based on advanced automation solutions and IoT applications, represent one of the most notable examples of Industry 4.0. In an Amazon warehouse, when an order is generated, machines immediately check the availability of the ordered item. If the item is in stock, it is instantly prepared for shipping. The IoT supports this process.

The basic concepts of Industry 4.0 can be outlined, in a non-exhaustive way, as follows:

  • Enterprise Resource Planning (ERP): encompasses business process management tools used to manage information across an organization;

  • IoT: an abbreviation for the Internet of Things, is a concept that refers to connections between physical objects such as sensors or machines and the Internet;

  • IIoT: that stands for the Industrial Internet of Things, is a concept that refers to the connections between people, data, and machines as it relates to manufacturing;

  • Big data: refers to large sets of structured or unstructured data that can be compiled, stored, organized, and analyzed in order to reveal patterns, trends, associations, and opportunities;

  • Artificial intelligence (AI): refers to a computer’s ability to perform tasks and make decisions that would ordinarily require some degree of human intelligence;

  • M2M: stands for machine-to-machine, and refers to the communication that occurs between two individual machines through wireless or wired networks;

  • Digitization: that refers to the process of collecting and converting different types of information into a digital format;

  • Smart factory: a smart factory is one that invests in and leverages Industry 4.0 technology, solutions, and approaches;

  • Machine learning: refers to the ability that computers have to learn and improve on their own through artificial intelligence, without being explicitly told or programmed to do so;

  • Cloud computing: refers to the practice of using interconnected remote servers hosted on the Internet to store, manage, and process information;

  • Real-time data processing: refers to the abilities of computer systems and machines to continuously and automatically process data and provide real-time or near-time outputs and insights;

  • Ecosystem:  in manufacturing terms, an ecosystem refers to the potential connectedness between different production functions such as inventory and planning, financials, customer relations, supply chain management, and manufacturing execution;

  • Cyber-physical systems (CPS): refers to an Industry 4.0-enabled manufacturing environment that offers real-time data collection, analysis, and transparency across every aspect of a manufacturing operation.

Smart factories

Industry 4.0 and Smart factories are terms that are often used synonymously. The focus of a smart factory is in realizing flexible and rapid manufacturing, dynamic reconfiguration, and the optimization of production according to the changes in the business model and consumer behavior. Further, in smart factories, the manufacturing resources migrate from local databases to cloud servers.

The architecture of a smart factory is composed of four layers, namely: physical resource layer, network layer, data application layer, and terminal layer. The physical resource layer includes all manufacturing resources involved in the entire manufacturing life cycle, included these that are needed for intelligent manufacturing. Currently, the manufacturing equipment in a workshop has a strong specificity and a relatively narrow range of application. The consequence of this is a reduced manufacturing flexibility and reconfigurability. Instead, the modularization of manufacturing units improves the dynamic scheduling and reconfigurability of production and control.

A modular-adaptive and self-contained reconfigurable robotic island has been suggested as a way to improve the assembly capacity of the workshop. For this purpose, a distributed algorithm for reconfiguration of lattice-based modular self-reconfigurable robots has been proposed. This would drastically simplify configuration of robots through iterative approaches. The intelligent level of a smart factory is closely related to the modular manufacturing unit. Figure 1 illustrates the necessary components required to support a modular manufacturing unit.

Figure 1. A modular manufacturing unit (source: McFarlane, 1998).

In a manufacturing unit, the configurability of the control system can improve the configurability of the manufacturing unit itself. Recently, multi-agent technology, knowledge modeling, and reasoning technology are being applied in the control system. Ontologies and resource descriptions based on XML have been proposed for reconfiguring production systems rapidly and automatically.The reconfigurable production line represents a basic component of flexible manufacturing in a smart factory. It provides variability, scalability, and schedulability, allowing a versatile and timely response to the demands of the market. In smart factories, wireless sensor networks (WSNs) are employed for data acquisition and logging, as well as for processes monitoring. The most common types of wireless sensor networks are Radio Frequency Identification (RFID), ZigBee, and Bluetooth. ZigBee is an open global standard for wireless technology designed to use low-power digital radio signals for personal area networks.

An educational module on Industry 4.0 for higher education students

For the 2019-2020 academic year at the Rezekne Academy of Technologies, it was decided to introduce an experimental module on Industry 4.0 to the Mechatronic curriculum of the Faculty of Engineering. The leader of the mechatronics course was persuaded that the course curriculum should be revised and reintegrated so as to provide students with new notions and competences to tackle the changes brought about by the fourth industrial revolution. This finding also emerged as an exigent theme from NewMetro, a 36-month project supported by the EU in which the Rezekne Academy of Technologies is participating, that is aimed at developing an innovative European framework of competencies for mechatronics education.

The specific content for the module on Industry 4.0 was decided by professors and researchers coming from a wide range of backgrounds such as machine control, computer science, and process optimization. From this roundtable discussion, a module of 30 hours was designed, comprising 15 hours of theoretical notions and 15 hours of practical exercises.

The theoretical part was delineated as follows:

    • 3 hours: general concepts – including the four industrial revolutions, smart factories, the value chain of an enterprise, etc.;
    • 3 hours: basic concepts – such as machine to machine (or M2M) communication, big data, AI, and the IoT;
    • 4 hours: industry software – for example business process management tools (or ERP), cloud computing, and cyber-physical systems;
    • 3 hours: the four main features of Industry 4.0 – namely vertical networking of smart production systems, horizontal integration via a new generation of global value chain networks, through-life engineering across the entire value chain, and acceleration through exponential technologies;
    • 2 hours: presentation and discussion of examples.

The exercises were prepared by researchers focusing on practical aspects of automation and robotics in modern industry, such as dynamic reconfiguration and the optimization of production according to the changes of business model and consumer behavior.

Lessons were designed with a view to presenting the new approach to production control, multi-agent technology, knowledge modeling, and reasoning technology. Ontologies and resource descriptions based on XML were introduced as a means to reconfigure production systems rapidly and automatically. Indeed, as previously mentioned, the reconfigurable production line is a fundamental component of flexible manufacturing in a smart factory, since it provides variability, scalability, and schedulability to enable a versatile and timely response to evolving market requirements. It was decided to then experiment the new module on a select group of students.

Some considerations on an ongoing experience

From the first lessons, it was evident that the learning program should be modified and integrated. The concept of Industry 4.0 still lacks a shared definition (Herman, Pentek, & Otto, 2016). It can be applied to the digitalization at any step of the value chain of an enterprise. A value chain is a business model that describes the full range of activities needed to create a product or service. 

For companies that produce goods, a value chain comprises the steps that involve bringing a product from conception to distribution, and everything in between, such as the procuring of raw materials, manufacturing functions, and marketing activities. As a consequence, Industry 4.0 encompasses the full range of activities of an enterprise necessary to create a product or service. The use of the term primarily focuses on how production shop floors currently operate, but also includes procurement and supply management (Glas & Kleemann, 2016).

The different levels of specialization make it impossible to deal with all the variety of topics related to Industry 4.0 appropriately. The didactic materials and learning programs available on the internet confirm the difficulty of creating a complete learning program that encompasses all the aspects that are connected to Industry 4.0 and that have been highlighted in the first paragraphs of this paper. One can find, for example, that an Industry 4.0 module should make students familiar with cloud computing and Robotic Process Automation. However, they should also understand key technologies related to IoT and industrial applications of Data Analytics. Nevertheless, experience teaches us that a course in Data Analytics requires many hours of study. The same is true for Cyber Security and Cyber-Systems from the Industrial systems perspective. Problems also arise with the use of Machine Learning and Artificial Intelligence. Finally, it is not easy teaching AI, since it covers a broad scope where there are many specializations, such as computer vision, natural language processing, machine learning, game playing, expert systems, decision support systems, speech recognition, intelligent information retrieval, robotics, etc. Each of these specializations require specific knowledge.

Students participating in the Industry 4.0 module had different backgrounds in computer science, and had varying levels of familiarity with computer programming. It was therefore necessary to spend some time introducing notions propaedeutic to the basic concept of AI. Nevertheless, the practical component of the AI module presented some issues. Free Industry 4.0 platforms are not available, for example, although there are some webinars available that present good examples. Accordingly, a few commercial software solutions have been analyzed and discussed with students, providing them with a basic picture of what they can find in a real enterprise.

 

 

Conclusion

This paper has reported on the introduction of a module on Industry 4.0 recently included in the mechatronics study program of the Faculty of Engineering at the Rezekne Academy of Technologies. The training experience carried out in support of this module has been useful. In particular, it highlighted the need to introduce a module on artificial intelligence, as a prerequisite to that on Industry 4.0. This module should include, above all, the main concepts related to machine learning. In addition, attention should be paid to Bayesian inference, since numerous artificial intelligence algorithms are based on this. A background knowledge of intelligent problem-solving should also be developed, as well as strategies appropriate to the context of industrial production.

The introduction of an autonomous module on artificial intelligence would allow more attention to be paid to the integration of processes and industrial production issues. However, it would be helpful to focus attention on concrete cases of industrial production, preparing exercises that allow students to become familiar with the main problems in the field, and the techniques for finding solutions.

Finally, during the training experience, the need emerged to begin developing an ad hoc digital training environment based on the principles of smart learning.

References

European Commission (2018). Pillars of the Digitising European Industry Initiative. Available at:

https://ec.europa.eu/digital-single-market/en/pillars-digitising-european-industry-initiative; last accessed on 10.25.2019.

Glas, A.H., & Kleemann, F.C. (2016). The impact of industry 4.0 on procurement and supply management: A conceptual and qualitative analysis. International Journal of Business and Management Invention, 5(6), pp. 55-66.

Herman, M., Pentek, T., & Otto, B. (2016). Design Principles for Industries 4.0 Scenarios. In Proceedings of the 49th Annual Hawaii International Conference on System Sciences HICSS2016, pp. 154-160.

Hopkinson, N., Hague, R.J.M., & Dickens, P.M. (2006). Rapid manufacturing. An Industrial Revolution for the Digital Age. Chichester, England: John Wiley & Sons, Ltd.

Lasi, H., Fettke, P., Kemper, H.G., Feld, T., & Hoffmann, M. (2014). Industry 4.0. Business & information systems engineering, 6(4), pp. 239-242.

McFarlane, D. (1998). Modular distributed manufacturing systems and the implications for integrated control. In Proceedings of IEE Colloquium on Choosing the Right Control Structure for Your Process, March 1998. Available at: https://pdfs.semanticscholar.org/0b77/6e0aa6594b4991bd60f56700ae52cd59564e.pdf; last accessed on 01.10.2020.

Qian, F., Zhong, W., & Du, W. (2017). Fundamental theories and key technologies for smart and optimal manufacturing in the process industry. Engineering, 3(2), pp. 154-160.

Qin, J., Liu, Y., & Grosvenor, R. (2016). A categorical framework of manufacturing for industry 4.0 and beyond. Procedia Cirp, 52, pp. 173-178.

Tjahjono, B., Esplugues, C., Ares, E., & Pelaez, G. (2017). What does industry 4.0 mean to the supply chain? Procedia Manufacturing, 13, pp. 1175-1182.

The importance of ITSs: in Lanciano entry into factories is anticipated by two years.

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Thanks to an agreement with Adecco, the ITS Sistema Meccanica of Lanciano guarantees its students an entry into Companies requiring Industry 4.0 smart maintenance technicians. And this will happen two years earlier than usual.

Twenty-six students have signed a high-level apprenticeship contract in various companies in the area, in sectors such as personal care and hygiene, food and automotive.

The ITS Sistema Meccanica of Lanciano, which boasts collaborations with the most prestigious companies in the Abruzzo region, is training 130 technicians, for smart factories maintenance.

“It is a significant number for our territory”, comments Antonio Maffei, director of the ITS Mechanical System Foundation of Lanciano. «Local companies, which have a high degree of automation and digitalization, look for maintainers who can manage and maintain the machines. We also received a request from a wine cellar that, due to the automatic bottling plant, had to call 4.0 maintainers from other regions, with very high additional costs. They then preferred to train internally, through the skills and added value of our ITS, his maintainer”.

The added value of ITSs

Every year, mechatronic ITSs form many operators with a high technical capability, with skills increasingly required by the labor market thanks to the innovative training model which includes in-class training and on the job practice. The result of this training model, a mix of public and private and an alternative to University, reaches a very high level of employment: 92% of the top ITS mechatronic technicians find a job immediately.

While being trained, the future skilled technician already has an employment contract, allowing the company to get to know him even more closely. “This solution brings several advantages: we ITSs become more attractive to students, giving them a paid contract while they are trained. At the same time, we contribute to the dissemination of high education apprenticeships which is still little used in Italy. It is one of the best ways to shorten the distances between training and enterprise”, comments Maffei.

Also, Adecco has intercepted young people, oriented them and carried out the entire selection process, as well as contacting and involving companies from the Abruzzo region. “We are particularly proud of this project,” commented Raffaella Febbo, Head of Operation, South Central Adecco Italy. “Allowing young people to access training courses such as the high-level dual apprenticeship means enabling them to obtain a better channel for entry into the world of work. Initiatives like this also allow us to work positively to try to face youth unemployment since they represent an excellent opportunity to reduce the dystonia between demand and supply of labor and skills “.

Finally, another added value offered to companies by ITSs is the training on soft skills, generally neglected by companies, such as team working, project management, problem-solving, English language. These skills are increasingly required even to 4.0 technicians, and not only to managers.

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Being digitally competent is a task for the 21st century employees

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Digital competence has become crucial for employability and a key challenge for employees and job-seekers, who may not have experience or confidence with their digital skills yet the nature of their jobs, the sectors they work in and their lives are increasingly influenced by digitalization.

The DigComp framework can help with self-evaluation, setting learning goals, identifying training opportunities and facilitating job search and at the same time can be used to plan and design education and training offers. The “digital skills” indicator is one part of the many indicators to measure Human Capital which is needed to take advantage of the possibilities offered by a digital society.

Developing digital competence for employability: Engaging and supporting stakeholders with the use of DigComp is the title of new recently published European Commission Joint Research Centre/Ikanos workshop report on DigComp for employability. This report aims to provide some light to the question of which policy options could, in a practical and effective way, encourage and support labour market intermediaries in their digital skilling actions, with the use of DigComp.

Read more and download the report clicking here

Visit the DigComp section  clicking here or take a look of the DigComp User Guide clicking here

Also, the infographic “Learning to Swim in the Digital Ocean” presents these competences in an

informative and understandable way. Read it clicking here.

Job Offer: Mechatronics Professor @ Singapore

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Job Offer: Mechatronics Professor @ Singapore

Open position for Lecturer / Senior Lecturer / Assistant Professor / Associate Professor / Professor (Mechanical/Mechatronics/Marine Engineering)

 

 Description:

Singapore Institute of Technology (SIT) is Singapore’s university of applied learning. It aims to be a leader in innovative university education by integrating learning, industry and community. SIT offers applied degree programmes targeted at growth sectors of the economy. As a new university, SIT offers its own applied degree programmes with a unique pedagogy that integrates work and study. It also offers specialised degree programmes in partnership with world-class universities.

 

Main functions expected for this position are:

As a faculty member, you will form part of a team of experts who are excited about institution building and passionate about teaching in the higher education sector.

You will be responsible for teaching the following areas in Mechanical Engineering (with specialization in Design or Mechatronics) and Marine Engineering.

You will also be involved in applied research activities with the industry.

More details about the position and the application requirements are listed here:

https://professorpositions.com/lecturer-senior-lecturer-assistant-professor-associate-professor-professor-mechanicalmechatronicsmarine-engineering,i3360.html

Job Offer: Mechatronics Associate Professor @ Barcelona

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Job Offer: Mechatronics Associate Professor @ Barcelona

Open position for Associate Professor in Mechatronics and Industry 4.0.

 

Description:

Universitat Ramon Llull IQS School of Engineering, placed in Barcelona (Spain) is looking for a Lecturer to be incorporated within the Department of Industrial Engineering.

The main task is to implement new subjects in the fields of mechatronics and industry 4.0 to be combined with research and services to industry.

 

Main functions expected for this position are:

Create and teach new subjects related to Mechatronics and Industry 4.0 for both Bachelor and Master degrees in constant coordination with current subjects:

  • Mechatronics and Robotics;
  • Advanced Robotics, Mechatronics and Artificial Intelligence:
  • Business Intelligence and Business Analytics;
  • Industrial Automation, Internet of Things and Digital Twins.

 

More details about the position and the application requirements are listed here:

https://professorpositions.com/associate-professor-in-mechatronics-and-industry-40,i5491.html

 

H2020 upcoming calls on Robotics and AI: Information and Brokerage day

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Stakeholders in robotics and artificial intelligence (AI) from research and industry are invited to take part in a matchmaking brokerage day on 26 November 2019 in Brussels. Representatives from the European Commission and euRobotics will provide all the information needed to participate in the forthcoming calls on robotics and artificial intelligence.

During the day the EC representatives will present the details of the calls for proposals, euRobotics will provide additional information, including presentations on the existing Digital Innovation Hubs, and the proposers will have the possibility to present their project ideas or expertise to the audience, offering them an excellent networking opportunity to complement their consortium, or to join a consortium.

Registration is free of charge, but mandatory to get access to the venue.

Please have a look at the programme.

You can also follow the event via live webstreaming. The recoding will be available after a few days. 

The following calls are expected to open on 19 November 2019:
ICT-46-2020: Robotics in Application Areas and Coordination & Support

  1. Research and Innovation Actions (RIA) – Robotics Core Technology 
  2. Innovation Actions (IA) – Robotics for agri-food, and agile production
  3. Coordination and Support Action (CSA) – Robotics

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In the age of automation, training people is essential

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Invest in employees by supporting them through training and education to develop new skills for a rapidly changing world.


This is one of the points of the “new declaration of principles of the Business Roundtable”, the association of Corporate America that brings together over 180 companies, including Amazon. The latest national contract of the mechanical sector in Italy, includes the “subjective right to lifelong learning”. Employees can select up to 24 hours of training in a three-year span. This new feature paves the way also for other industrial sectors to emulate such approach.



Therefore, it is clear that in an era characterized by a robust technological revolution, only those who will be able to update their skills continually – especially in the digital field – will be able to keep up with the evolution of the market. This phenomenon, also known as the “learning revolution”, brings out the importance of the value of the person’s skills, as if they were an “intellectual currency” on which to invest to increase its value.


For this reason, training, today, is an act of social responsibility that is part of modern welfare policies.

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Mechatronics at the XVIII Italian Business Culture Week

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The XVIII Business Culture Week will take place from the 8th to the 22nd of November, 2019 and will deal with the theme “A REGOLA D’ARTE.
L’Italia delle culture d’impresa: inclusiva e sostenibile TO THE HIGHEST STANDARDS. the business cultures of Italy: inclusive and sustainable”.

Inclusive and sustainable: this is the way to do business today, pursuing the general interest without giving up the economics results.

With this concept, the capacity of the entrepreneurial fabric to evolve and continuously innovate is placed at the centre of attention of the industrial associative system, following the trajectories of change stimulated by social, economic and environmental transformations, at national and global level.
It is in the midst of this event – precisely on November 13th, 2019 – that Kohler Lombardini opens the doors of its factory in Rieti (central Italy) to accommodate school students and let them visit the production departments.

After the guided tour, a company specialist will “moderate” a discussion session with the young students, where they can share impressions and feelings experienced during the day.
Kohler Lombardini, a company with a strong aptitude for innovation and investment in new technologies and talents, is an Associated Partner to our NewMetro project.

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Self-Assembling Modular Robots Show Promise in Inspection and Rescue Operations

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Simple and interacting robots, in large numbers, can possibly unlock stealthy capabilities for realizing complicated tasks. However, it has been rather challenging to get these robots to achieve a real hive-like mind of coordination.

 
vet kets

In an attempt to overcome this challenge, a team of researchers from MIT’s Computer Science and Artificial Intelligence Laboratory (CSAIL) has developed an amazingly simple strategy—self-assembling robotic cubes that can roll across the ground, jump through the air, and climb over and around one another.


Six years following the first iteration of the project, the self-assembling robots can presently “communicate” with one another through a barcode-like system on every face of the block. This block enables the modules to recognize one another. The autonomous fleet, totaling 16 blocks, can currently achieve simple behaviors or tasks such as tracking light, following arrows, or forming a line.


Every modular “M-Block” is integrated with a flywheel that moves at 20,000 revolutions every minute and uses angular momentum when it is halted. Permanent magnets, located on each edge and every face, allow any two cubes to adhere to one another.


Although the cubes cannot be exploited as easily as, for example, those from the video game “Minecraft,” the researchers believe that they could provide robust applications in inspection, and ultimately disaster response. One can imagine a burning building, where a staircase has vanished.


In the coming days, one could simply throw the M-Blocks on the ground and watch them build out a transitory staircase for ascending the roof, or descending the basement to save victims.

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Μechatronics at the center of the third edition of the E_mob event.

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From September 26 to 28 2019 the “E_mob 2019” event – now in its third edition – took place, which is a benchmark for electric mobility and which in the previous year attracted over 21,000 visitors to Palazzo Lombardia in Milan, the headquarters of the Region that this year too hosts the event.

E_mob is a place of analysis, discussion, circulation of ideas, exchange of experiences and comparison between all the players interested in electric mobility and its mission is to promote electric mobility by creating a synergic network between all the players in the sector (Public Administrations national and territorial, energy companies, companies that produce electrical artefacts, institutions and university and research institutes), to the advantage of reducing polluting emissions, both global and local.

The 2019 edition also had four days of “preview” at the main event, intending to form and inform the audience with a more specific focus on the central issues related to electric mobility. It is precisely on day 2 of the preview – Thursday, September 19, 2019 – that E_mob has dealt with the theme of mechatronics, titling the day “ELECTRIC MECHANICS: the new frontier for the development of new business and professional figures”.

The day, set up as a seminar with phases of debate, focused on a question that has become crucial: what will be the companies of the future and the new professions following the development of Electric Mobility? The more and more frequent use of electric vehicles will lead to the birth of new companies and specific professional figures that need adequate training. So answering such questions can be useful to understand the evolution of the automotive market better and intercept in advance the new opportunities.

To see the program of the day and all the speeches, click here.

Source: https://emob-italia.it