TY  - JOUR
A1  - Teichmann, Malte
A1  - Vladova, Gergana
A1  - Gronau, Norbert
T1  - Conception of subject-oriented learning
BT  - ameso-didactic design framework for learning scenarios for manufacturing
JF  - SSRN eLibrary / Social Science Research Network
N2  - 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.
KW  - subject-oriented learning
KW  - learning scenario for manufacturing
KW  - didactic framework
KW  - action problems
KW  - didactic concept
Y1  - 2023
U6  - https://doi.org/10.2139/ssrn.4457995
SN  - 1556-5068
PB  - Social Science Electronic Publ.
CY  - [Erscheinungsort nicht ermittelbar]
ER  -