Conception of subject-oriented learning
- 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 anCompetence 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.…
Verfasserangaben: | Malte TeichmannORCiDGND, Gergana VladovaORCiDGND, Norbert GronauORCiDGND |
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DOI: | https://doi.org/10.2139/ssrn.4457995 |
ISSN: | 1556-5068 |
Titel des übergeordneten Werks (Englisch): | SSRN eLibrary / Social Science Research Network |
Untertitel (Englisch): | ameso-didactic design framework for learning scenarios for manufacturing |
Verlag: | Social Science Electronic Publ. |
Verlagsort: | [Erscheinungsort nicht ermittelbar] |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Englisch |
Datum der Erstveröffentlichung: | 24.05.2023 |
Erscheinungsjahr: | 2023 |
Datum der Freischaltung: | 20.09.2023 |
Freies Schlagwort / Tag: | action problems; didactic concept; didactic framework; learning scenario for manufacturing; subject-oriented learning |
Seitenanzahl: | 6 |
Organisationseinheiten: | Wirtschafts- und Sozialwissenschaftliche Fakultät / Wirtschaftswissenschaften / Fachgruppe Betriebswirtschaftslehre |
DDC-Klassifikation: | 3 Sozialwissenschaften / 30 Sozialwissenschaften, Soziologie / 300 Sozialwissenschaften |
3 Sozialwissenschaften / 33 Wirtschaft / 330 Wirtschaft | |
Peer Review: | Referiert |
Publikationsweg: | Open Access / Bronze Open-Access |