Learning factories for complex competence acquisition

Pittich, Daniel; Tenberg, Ralf; Lensing, Karsten

doi:10.1080/03043797.2019.1567691

Cited by 32 publications

(17 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Basing on ideas of the constructive alignment approach (Biggs 1996) universities often integrate Learning Factories 4.0 through project-based learning, which is organizationally difficult to implement at technical vocational schools due to organizational challenges, because of the often rigid timetables (Scheid 2018). And even in higher education it remains a challenge to develop and implement adequate didactical-methodological approaches in Learning Factories 4.0 in order to develop competencies (Pittich et al 2020). To further support these developments and to expand Fig.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…According to Gebhardt et al (2015), in order to solve occupational tasks, which demand knowledge and skills in more than just one discipline, technical vocational schools need to integrate several other competencies that are related to general digitization rather than specifically subject-related. The literature provides many suggestions for non-subject related multidisciplinary digital competencies which university students should properly develop for Industry 4.0 with Learning Factories 4.0 (Bauernhansl et al 2018;Enke et al 2018;Pittich et al 2020;Tisch et al 2016). Unfortunately, similar studies for the technical vocational educational training are scarce.…”

Section: Competence Development Through Learning Factories 40mentioning

confidence: 99%

“…The relation between competence and measured performance (Chomsky 1966) is scientifically recognized but still not precisely explicable (Tisch et al 2016). According to Pittich et al (2020), conceptual knowledge tasks can be a good predictor of competencies. Still, it is questionable to interpret the results of subject-related technical competencies, which are basically written answers evaluated by technical vocational teachers, and multidisciplinary digital competencies, which are written answers rated by experienced raters, as competencies.…”

Section: Limitationsmentioning

confidence: 99%

See 2 more Smart Citations

Learning Factories 4.0 in technical vocational schools: can they foster competence development?

Roll

2021

Empirical Res Voc Ed Train

View full text Add to dashboard Cite

Learning Factories 4.0 are thought to prepare vocational students for the challenges of Industry 4.0. The implementation of those interconnected Learning Factories 4.0 at technical vocational schools may promote the development of subject-related technical competencies as well as multidisciplinary digital competencies. Still, research is scarce with regard to the development of competencies supported through Learning Factories 4.0 in technical vocational schools. Hence this research focusses on subject-related technical and multidisciplinary digital competencies of technical vocational students change due to different levels of Learning Factory 4.0 interaction over time. Three subsequent competence tests with N = 63 technical vocational students were conducted. Findings indicate the benefits of integrating Learning Factories 4.0 for developing subject-related competencies in technical vocational schools. However, the study could not identify a positive development of multidisciplinary digital competencies. The findings of this study can help educators to further develop learning environments with support from Learning Factories 4.0 as well as preparing their learners for the demanding competencies of Industry 4.0.

show abstract

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Competence Development Through Learning Factories 40mentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

See 1 more Smart Citation

Learning Factories 4.0 in technical vocational schools: can they foster competence development?

Roll

2021

Empirical Res Voc Ed Train

View full text Add to dashboard Cite

show abstract

“…While numerous learning factories have been built in industry and academia in the last decade, comprehensive, applied and focused practical training is still missing [13]. Considering the importance of such training, an automated production line for real-life applications supported by Industry 4.0 technologies had to be built at the University of King Saud to provide senior graduate students with hands-on experience.…”

Section: Literature Reviewmentioning

confidence: 99%

An Automatic Yogurt Filling System Built from Scratch Based on Industry 4.0 Concept

Salah

Khan²,

Gjeldum

2020

TFAMENA

View full text Add to dashboard Cite

The movement to digitally transform Saudi Arabia in all sectors has already begun under the focused "Vision 2030" programme. Consequently, the task of renovating and standardizing manufacturing and other production industries to compete with global challenges is essential. The fourth industrial revolution (Industry 4.0), triggered by the development of information and communications technologies (ICTs), provides a basis for smart automation using decentralized control and advanced connectivity (e.g., Internet of Things). In the areas where the spirit of Industry 4.0 has been embraced, some industries have already implemented these ideas and yielded gains. Learning the principles of Industry 4.0 and having knowledge of this digital industrial revolution is essential for future engineering graduates. In this paper, a case study on building a learning factory from scratch based on the concept of Industry 4.0 is introduced. The initial achievement of a fully automated production line is presented. In doing so, a system with a smart design having smart control and smart monitoring is developed.

show abstract

“…Global informatization and digitalization of public life, the rapid development of information and communication technologies have led to changes in the traditional paradigm of education, which is based on the idea of forming knowledge, skills, and abilities. The ideas of the competence approach in education meet the needs of modern society today [3]. Currently, the main task of the higher educational institution is to prepare a qualified graduate: competent, proactive, flexible, mobile, constructive, able to make free choices in standard and non-standard situations [4,5].…”

Section: Introductionmentioning

confidence: 99%

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

Odynokaya¹,

Popova²,

Almazova³

et al. 2020

Preprint

View full text Add to dashboard Cite

This article presents a quantitative assessment of pedagogical support aimed at improving collaborative education at a modern technical university. The article analyzes the structural composition of the universal communicative competence in a foreign language to identify the advantages of the proposed content detailization. An algorithm for constructing educational and speech actions of students with the use of collaborative digital technology, regarding the monitoring and control of tools, is developed and theoretically justified. Microsoft Teams is offered as a platform for implementing digital collaborative learning technology. The didactic possibilities and methodological functions of Microsoft Teams in foreign language teaching are revealed. The digital technology of the collaborative learning algorithm is relevant for building collaborative actions is relevant, since it contributes to the development of the ability to solve common professional tasks. The algorithm of the dialogic communication, including problem, contradiction, conflict, intellectual difficulty, having general professional context as a stimulus to enhance the interaction in pair work is proposed as pedagogical support. The analysis and quantitative assessment of students' oral responses showed that the dialogue in a foreign language, based on the algorithmic component, is more structured and stimulates students' communication on relevant professional-oriented topics.

show abstract

Learning factories for complex competence acquisition

Cited by 32 publications

References 20 publications

Learning Factories 4.0 in technical vocational schools: can they foster competence development?

Learning Factories 4.0 in technical vocational schools: can they foster competence development?

An Automatic Yogurt Filling System Built from Scratch Based on Industry 4.0 Concept

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

Contact Info

Product

Resources

About