Article citationsMore>>

Roll, M., & Ifenthaler, D. (2020). Lernortübergreifende Kompetenzentwicklung in der Industrie 4.0: Die Entwicklung digitaler Handlungskompetenz in der dualen Berufsausbildung aus der Ausbilderperspektive [Competence Development across Learning Venues in Industry 4.0: The Development of Digital Skills in Dual Vocational Training from the Trainer‘s Perspective]. In C. Aprea, V. Sappa, & R. Tenberg (Eds.), Zeitschrift für Berufs-und Wirtschaftspädagogik—Beihefte, Beiheft 29 (pp. 185-209). Franz Steiner Verlag.

has been cited by the following article:

• TITLE: Investigating Learning Factories as a Learning Environment in Vocational Education and Training

  AUTHORS: Sebastian Anselmann, Uwe Faßhauer, Lars Windelband

  KEYWORDS: Learning Factories, Vocational Education and Training, Complex Learning Environment

  JOURNAL NAME: Creative Education, Vol.15 No.7, July 15, 2024

  ABSTRACT: Learning factories operate as intricate simulations of actual work and production procedures. Specifically, their purpose is to facilitate the cultivation of vocational skills aligned with the demands of Industry 4.0. This paper begins by exploring learning factories as progressive learning spaces, underscoring the significance of cyber-physical systems. Following this, it outlines the current state of implementation and conceptual advancement of vocational learning factories in German vocational schools based on preliminary survey findings. To gain insight, a descriptive quantitative survey with 41 items was developed. The items were operationalized from the main theoretical concepts and research articles on learning factories, with a focus on the operational process, the alignment of didactical components and items on the ongoing processes and maintenance of learning factories. In total, 69 vocational schools with operating learning factories took part in the survey. The questionnaire revealed a heterogeneous picture with regard to size, the departments involved and personnel development and training. Involved teachers often integrated only individual components and did so irregularly to integrate the topics covered in their lessons. The entire learning factory was rarely used, although the relevance and didactic value were known to the involved staff. Dealing with a learning factory requires extensive special knowledge of the technologies used. It encompasses all levels of the automation pyramid, as well as an embedded pedagogical curriculum. In addition, there is high time expenditure in terms of planning, coordination, setup and operation, which also includes constant training and maintenance.