@article{TeichmannVladovaGronau2023,
  author    = {Teichmann, Malte and Vladova, Gergana and Gronau, Norbert},
  title     = {Conception of subject-oriented learning},
  series = {SSRN eLibrary / Social Science Research Network},
  journal   = {SSRN eLibrary / Social Science Research Network},
  publisher = {Social Science Electronic Publ.},
  address   = {[Erscheinungsort nicht ermittelbar]},
  issn      = {1556-5068},
  doi       = {10.2139/ssrn.4457995},
  pages     = {6},
  year      = {2023},
  abstract  = {Competence development must change at all didactic levels to meet the new requirements triggered by digitization. Unlike classic learning theories and the resulting popular approaches (e.g., sender-receiver model), future-oriented vocational training must include new learning theory impulses in the discussion about competence acquisition. On the one hand, these impulses are often very well elaborated on the theoretical side, but the transfer into innovative learning environments - such as learning factories - is often still missing. On the other hand, actual learning factory (design) approaches often concentrate primarily on the technical side. Subject-oriented learning theory enables the design of competence development-oriented vocational training projectsin learning factories in which persons can obtain relevant competencies for digitization. At the same time, such learning theory approaches assume a potentially infinite number of learning interests and reasons. Following this, competence development is always located in an institutional or organizational context. The paper conceptionally answers how this theoryimmanent challenge is synthesizable with the reality of organizationally competence development requirements.},
  language  = {en}
}
@misc{TeichmannUllrichGronau2019,
  author    = {Teichmann, Malte and Ullrich, Andre and Gronau, Norbert},
  title     = {Subject-oriented learning},
  series = {Procedia Manufacturing},
  volume    = {31},
  journal   = {Procedia Manufacturing},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {2351-9789},
  doi       = {10.1016/j.promfg.2019.03.012},
  pages     = {72 -- 78},
  year      = {2019},
  abstract  = {The transformation to a digitized company changes not only the work but also social context for the employees and requires inter alia new knowledge and skills from them. Additionally, individual action problems arise. This contribution proposes the subject-oriented learning theory, in which the employees´ action problems are the starting point of training activities in learning factories. In this contribution, the subject-oriented learning theory is exemplified and respective advantages for vocational training in learning factories are pointed out both theoretically and practically. Thereby, especially the individual action problems of learners and the infrastructure are emphasized as starting point for learning processes and competence development.},
  language  = {en}
}