![]() They not only introduce a new type of learnable workforce to manufacturing but may open opportunities to enhance learning of all learners. Intelligent machines are becoming capable of interaction and collaboration with humans. ![]() To maintain production and adjust quickly to technological transformation, innovative work-based learning approaches are emphasized. The increasing skill mismatch in manufacturing workforce is raising demand for training opportunities to cope with advanced manufacturing systems. At the same time, the teacher's role is changing to that of a facilitator who supports the learning process, linking the online course to work processes in the companies. This group engaged in dialogue and discussion with people at other sites. Students have given particularly positive feedback on sharing work experiences and different points of view. Evaluations based on student observations and reflections in class suggest that there are some challenges, but generally reveal positive aspects regarding learning outcomes. Online courses also support self-reliant learning. Moreover, the concept makes it possible to teach students regardless of the location of the company site. The main objective is to link students' experience of work (practical knowledge) with academic learning topics (theoretical knowledge). The subject area in this programme is the agricultural information system. Additionally, they study a series of assigned lectures online. All of the students in this programme work on-site at three partner companies with regular working hours. In this study programme, RMUTL cooperates closely with companies to offer its students a combination of work-based learning (by employing students as trainees in the company) and online teaching (provided by the University). The Bachelor's degree in agricultural and biological engineering is a good example of a new approach to teaching undergraduate students at the Rajamangala University of Technology Lanna (RMUTL). The general understanding of the concept of work-based learning is in line with the definition of the Interagency Group on Technical and Vocational Education (IAG-TVET, convened by UNESCO in 2008 "to ensure a good coordination of activities by the key international organisations involved in the delivery of policy advice, programmes and research on TVET" (IAG-TVET 2015)) whereas "Work-based learning ![]() ![]() Therefore, in this section, we discuss the historical development of learning at work, followed by a discussion of the status quo of research on work-based learning in Germany. The main focus of this mode of learning is on the workplace and the work processes with their learning potentials and learning opportunities that must be analyzed and methodically developed. This includes direct learning at work and learning within work processes and through work. 1 Understanding and theoretical references The terms work-based and work-related learning, refer to learning in enterprises, training centers, schools and academia. Recognition and accreditation of learning outcome and success is a primary task: While experience-based learning phases in formally organized educational programs at schools and in universities are per se accredited, experience-based learning in the workplace for employees is recognized only in exceptional cases and accredited to formal educational programs in the vocational and academic educational sector. These include concepts such as situated learning, self-directed learning and reflexive learning. The theory of learning and didactic implementation takes place in learning concepts, which focus on action learning and the learner's self-regulation. All relevant forms and concepts of work-related learning can be assigned to these models, from communities of practice through coaching to work-oriented learning at schools and universities. Of this typology, five models stand out in terms of the learning organization and didactic-methodological criteria. The variants are differentiated according to the place of learning in work-integrated, work-connected, and work-oriented learning. Although in practice many varieties and models of work-related learning have been developed, the related research is still in its infancy. This is mirrored in new business and work concepts, such as the learning company and industry 4.0. The digitalization of work actually reinforces a renaissance of learning in and through work. The term learning here is considered the ideal for the comprehensive development that delivers professional competence. In Germany work-based learning-which goes by the long-established title: "Learning in the Process of Work", has been gaining in importance since the 1970s.
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