Combining Learning Factories and ICT- based Situated Learning

Tvenge, Nina; Martinsen, Kristian; Kolla, Sri Sudha Vijay Keshav

doi:10.1016/j.procir.2016.03.031

Cited by 25 publications

(8 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

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“…This cluster is followed by 3,5,16,17,21,22,32,40,46,52,53,55,and 56. Total: 13 Supporting & Cooperation 3,4,5,8,9,16,17,19,20,21,22,26,27,29,30,31,32,33,35,36,39,41,43,44,45,46,49,50,52,56,59,60,61,and 63. [Collaboration ¼ 20] […”

Section: Big Eleven Skill/competency Dimensions Skills/ Competenciementioning

confidence: 99%

“…Information skills/competencies or Information related skills/competencies ¼ 7 (information, systems and technology 7; information, media and technology skills (7); the ability to find, organise and retrieve information (8); information-communication skills (21); information sharing (35); information process (40); information, media and technology skills (41)). large amounts of data; competences for Industry 4.0 (50); data literacy/data literacies; technical, computational and statistical competencies (51); data management; servitisation (53); high-performance computing skills; coding/software engineering/app building skills; software testing skills (55); computer programming, and knowledge of specific software tools) (56) Outliers: fundamental literacy (48); disruptive, radical design-driven, social and responsible innovation (49); data infrastructure literacy (51); design thinking; new skills through continuous learning; user experience design skills (55); investigative and experimental skills (56) Pedestrian: tacit knowledge 44; self-learning solutions; self-direction capabilities (45); responsibility (46); literacy skills (47); people skills (49); career and learning skills (52); Internet literacy skills 55; 21st century skills/competences; self-direction; planning; risk taking; conflict management (59); critical stance (60); basic skills 61; critical writing competence (64) Unclear/Vague: unlimited variability of behaviour; multi-purpose skills; interdisciplinary skills; flexibility to perform adaptive abilities (44); multiand interdisciplinary skills (45); heterogeneous skills (49); transferrable skills; digital skills for the general workforce (56); specific competencies (58); global awareness…”

Section: Implications and Conclusionmentioning

confidence: 99%

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Skills, competencies and literacies attributed to 4IR/Industry 4.0: Scoping review

Chaka

2020

IFLA Journal

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Much has been said about the fourth industrial revolution (4IR) or Industry 4.0 since its launch in 2011. In addition, certain skills have been touted as specifically 4IR or Industry 4.0 skills. Amidst all this, not much work has been done that focuses on and identifies what those skills are from a cross-disciplinary perspective. The current scoping review study set out to identify skills, competencies and literacies attributed to 4IR/Industry 4.0 by 64 peer-reviewed journal articles drawn from diverse subject disciplines. Three of its findings are worth mentioning. First, skills and competencies attributed to 4IR by the reviewed journal articles are generic soft skills often dubbed the 21st-century skills such as communication, creativity and problem solving. Second, of the hard skills, programming skills feature predominantly as the 4IR skills from the reviewed articles. Thirdly, information literacy is under-represented and under-cited as a skill for 4IR in the reviewed articles.

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Section: Big Eleven Skill/competency Dimensions Skills/ Competenciementioning

confidence: 99%

Section: Implications and Conclusionmentioning

confidence: 99%

Skills, competencies and literacies attributed to 4IR/Industry 4.0: Scoping review

Chaka

2020

IFLA Journal

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“…Today the companies have consistently increased the requirements towards their workers no matter how much experienced they are. In this regard the Ministry of education with the help of pedologists and scientists work out and perfect methods to teach students and workers (Tejedor, Segalas, & Rosas-Casals, 2018;Tvenge, Martinsen & Sri Sudha Vijay Keshav Kolla, 2016;Tvenge & Ogorodnyk, 2018).…”

Section: Methodsmentioning

confidence: 99%

Significance Of Electronic Commerce In Development Of Rf Innovative Economy

Grebenyuk¹,

Danakin²,

Altynnik³

2018

The European Proceedings of Social and Behavioural Sciences

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“…In short, the purpose of the teaching factory is to encourage technological and organizational innovation while developing students' competencies effectively. [24] VI. CONCLUSION…”

Section: A the Purpose Of Teaching Factory Learning At The Technicalmentioning

confidence: 99%

Four Pillar Teaching Factory: A Teaching and Learning Management Model in Technical and Vocational Senior High School

Widiatna¹,

Madhakomala²,

Rugaiyah³

2019

Proceedings of the Padang International Conference on Educational Management and Administration (PICEMA 2018)

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The purpose of this study is to explore deeply teaching factory at Technical and Vocational High School. Teaching factory is the best method of teaching and learning to integrate and to bridge the process of achieving competences of the students and required skills needed by the industrial company. This unique four pillars teaching factory consist of four components, that interconnected for each other, namely block schedule, physical product, job sheet, and corporate culture. This study used the qualitative approach with case study method. Data was collected through in-depth interviews, observation, participant observation, and documentation of the research informants comprising the school principal, viceprincipal of curriculum and instruction, head expertise program. The data collected was analyzed through the process of data condensation, data display, and conclusion drawing/verification. The result of the research show that Catholic Technical High School of St. Michael Surakarta has his own unique teaching factory with certain management in order to enrich the students with competences so that they will be ready to work in the industrial company. It is expected that this research would be a meaningful reference for the relevant researchers, and educational practitioner who wants to develop the technical or vocational education.

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Combining Learning Factories and ICT- based Situated Learning

Cited by 25 publications

References 20 publications

Skills, competencies and literacies attributed to 4IR/Industry 4.0: Scoping review

Skills, competencies and literacies attributed to 4IR/Industry 4.0: Scoping review

Significance Of Electronic Commerce In Development Of Rf Innovative Economy

Four Pillar Teaching Factory: A Teaching and Learning Management Model in Technical and Vocational Senior High School

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