Additional Info

• Brief introduction to the practice :

   The practice was organised into sub-jobs, assigned to the different groups.

  Considering that the end result was the assembly of all sub-works, students involved had  to pay attention to organisation, planning and execution in all individual details.

  The case study  was the transfer process management in a winery. The core was  a supervision system (Work Package 1) to manage the wine transfer between several tanks (WP2), to save and manage production data (WP3) and to manage a robotic system to select origin and destination tanks (WP4)

• Period of implementation: 40 Hours
• Country where the practice was developed : Italy
• Provider of the practice : APRO Formazione - Alba
• Targetg group: 17-19 y.o. students, EQF 4 level
• How to implement the practice :

  Students were divided in groups, each group had a different work package to develop

  The stakeholder company gave them the assignement in a video call due to the Covid-19 restrictions.

  The enologist explained the way they actually were working and what was the expected result.

  Science teacher started the activities with some lesson about the wine process details to the entire class, in order to give more awareness about the theme.

  With the support of the Industrial automation teacher, students started with the software developement work, until the final commissioning phase.

  The support of the teacher was only about technical issues, the process solutions had to be find by the students.

  About the transversal skills, students had to improve their capacity to work in little groups, to manage the

  interaction and the exchange of information with other teams and to plan the activities

  The final outcome of the project is a video to explain the process work, the results and the delivery to the company.

  The project was also presented at the national contest Olimpiadi dell’automazione by Siemens and won the first price in the junior category

   

• Prerequisite knowledge:
  • - Wine process knowledge
  • - Electronics
  • - Industrial systems
  • - Industrial Safety
• Main learning outcomes from the practice :
  • - Working in team in a real process
  • - Ability to use self-made solution integrating commercial parts
  • - Wine production process: how to use technologies to solve a real problem
  • - Presenting their work in front of experts
• Needed/Suggested digital tools:
  • - PLC programming tools
  • - Scada System
  • - Robotics
• The practice was carried: : Hybrid online/classroom
• Critical points to shift towards STEM learning and solutions:

  Students sometimes need their teacher help them to make the right connection between theoretical skills and the application in real case studies. The teacher shoud not give the final solution but his task is helping students to develop the right mindset to reach the solution by themselves.

• Positive aspects of participatory learning :
  • - Fellowship among students
  • - Each student can give their contribution to reach the goal
  • - Less performing students can reach an higher level thanks to their classmates help
  • - Higher teachers satisfaction
• Negative aspects of participatory learning:

  Management requires more working time to teachers

• Included green education (if any):

  Waste management and recycling