Work Process Based Learning and Serious Games Didactical Concepts and Objectives for Competency Development ICELW New York, June 11 th, 2015 Institute.
Post on 25-Dec-2015
218 Views
Preview:
Transcript
Work Process Based Learning and Serious Games Didactical Concepts and Objectives for
Competency Development
ICELW New York, June 11th, 2015 Institute Technology and Education,
University Bremen, Germany
Prof. Dr. Georg Spöttl | Sven Schulte
www.itb.uni-bremen.de
Table of Contents
1. Work processes in TVET
1.1 Work process as a subject of vocational education1.2 Work process-orientated learning
2. Digital Media and Serious Gaming
2.1 Pedagogical-societal context2.2 Didactical ideas and principles for game-based-learning2.3 Practical Example: ArKoH
3. Summary and Outlook
www.itb.uni-bremen.de
Work Process as subject of education in TVET
• Work processes are the starting point for the shaping of further training measures
• Target: To identify (and sort) competences which are fundamental for vocational occupations
• Individual level: Competence research (including all shaping options and difficulties)
www.itb.uni-bremen.de
What is our aim? We want to provide quality training.
What is training? Training is preparation for performance at the place of work.
How to provide quality training?
We need to understand the requirements at the place of work and design training which matches these requirements.
What is the problem? The problem is that unprecedented change is occurring at the place of work and we can no longer rely on fixed solutions for solving the problems.
Why did this happen? The pace of complexity and technological advance has increased tremendously.
What is the answer? We need to accept this rapid change and live with it.
How can this work? We have to learn to cope with change at the place of work by designing intelligent solutions for problems which we have not encountered before.
Work Processes in TVET
Key Questions Regarding the Importance of Conducting Work-Process (Analyses I)
www.itb.uni-bremen.de
So what is different for us? We no longer kook at “work”, we look at “work processes”. We have to anticipate which direction developments are taking and we have to engage in lifelong learning how to cope with problems which we have so far not encountered.
What change in our learning does this imply?
It implies that our concern moves from “narrow skills” to “broad competences” which must enable us to cope with change. We must be ready for lifelong learning in particular regarding “broad competences”.
How do we have to approach this change?
We need to conduct work-process analyses as the basis for establishing Advanced Occupational Standards and for proceeding further on to the development of Advanced Detailed Curricula and Didactical Support.
And finally again: What is the core of designing this state-of-the-art mode of learning?
It is: Conducting work-process analyses.
Key Questions Regarding the Importance of Conducting Work-Process (Analyses II)
www.itb.uni-bremen.de
1. Pre-Analysis
2. Work Process AnalysisDraft Occ
Standards
3. Expert WorkshopFinalized Occ
Standards &
Input for assessment and testing
Criteria for the Selection of Experts- Experienced in the sector/field - Developed knowledge in the sector/field - Developed shop-- Current work is related to sector/field - Work in advanced companies floor knowledge- Work in flexible environments - Work carried out complex & changing and experience
Team of Experts 1. Two experts from the occupation under study. 2. One expert for standard development. He/she assures the continuity in the process of Occupational Standard development. 3. One expert to assure the format of the development of the Occupational Standards. He/ she is team leader of the group.
Participants of the Expert Workshop1. The four above participants (above box)2. Ten to twelve expert tradesmen of the occupation under study3. One moderator
Professionals Involved in Developing the Occupational Standards
www.itb.uni-bremen.de
Work Process as a Subject of Vocational Education
• Work process analysis- Application of a monitoring
and interview instrument - Team composed of social
scientists and specialized experts
- Identification of central tasks, adequate competencies and problems/ learning opportunities
www.itb.uni-bremen.de
Work Process Orientated Learning
www.itb.uni-bremen.de
DETAILING THE CORE WORK PROCESS: STANDARD SERVICE
Objects of skilled workTools, methods used, organisation of skilled work
Requirements in terms of skilled work and technology in use
Drive train: check of drive shaft, clutch, gearbox, automatic transmission, axle drive …
Tools Check regulations, standard set of tools Test benches and diagnostic
systems
Methods Visual checks and intuitive checks of clearance (drive shaft) Checking and adjustment procedures for checking the clutch Identification of wear / damage symptoms
Organisation Organizational preparations
for prospective repair orders
Cooperation with manufacturer and other departments
By customers: Safe and appropriate operation
of work to guarantee the function of the drive train
For skilled workers: Applying checklist in order to
fulfill a professional checking procedure
Ability to identify wear and damage symptoms Cooperation with colleagues to hand over information and additional work plan
By company: Providing of checklists and tools
to fulfill check procedures Personal planning has to be arranged to fit into the time frame of customers
Electrical devices: Check of lighting, generator, starter, battery, energy management systems, comfort systems, function control systems, steering column controls, climate controls
Tools Check regulations Standard
set of tools Diagnostic systems Headlamp setter / aimer
Methods Visual and function control (fuses, ducts, connections, signals, light) Test procedures for checking the headlight beam setting Test procedures of the
manufacturer
Organisation Availability of adjustment tools and data
By customers: Ensure the function of energy
and lighting system Full electronic operation of the
car
For skilled workers: Ability to work with electrical
fault tools and procedures Apply special safety regulation for the work with electrical aggregates
By company: Well organized service procedure Efficient order processing Team concepts in use
Objects of skilled work
Describes the different objects of work in a standard
Detail / break-down the work process into objects or elements of work for the Core Work Process as shown in the example
Tools, methods used, organisation of skilled work
Indicate with “WHAT” something is produced (Tools) in details
Describe “HOW” something is produced indicating the working methods to execute the work process
Describe the organisation of a work process – it shows the structure of the work process
Requirements in terms of skilled work and technology in use
Divide it into three areas Requirements a customer has on the work process
Requirements a worker has regarding a work process, mainly core competences should be shown in here.
Requirements which are important for the company to ensure a smooth executing of the working process
Example of the Detailing of an Occupational
Standard and How to Make Use for
Didactical Support
www.itb.uni-bremen.de
Work Process Orientated Learning (Example Vila-b)
10
Real work process/ work task
Subsequent internal roof insulation, above all with respect to air tightness and avoidance of thermal bridges
Work step 5
Control/ Delivery
Documentation/
reflection
Work step 1
planning/ preparation
Work preparation
Work step 2
Preparation of insulating
material
Work step 3
Injection of material
Work step 4
Final work
Execution of the work task
www.itb.uni-bremen.de
Our Insights from the Work-Process Analyses have Far-Reaching Implications (With Reference to Each Particular Core Work Process)
Professional/ technical gain
Orientation and Overview
Systematic knowledge and skills
Detailed functional knowledge and skills
Advanced knowledge skills and competences for specialized requirement
Gain in individual self-development
Gain in social competence
Gain in applying a metodical approach
Gain in learning capability
Involvement of leaving environments
School/ Institute
Company
Compourd systems
Others
Promotion of self-directed learning
Promotion of lifelong learning
Promoting the understanding of the overall business process
Enhancing the cognition of one-self as a professional autonomous agent in the work-process („Beruflichkeit“)
In Retrospect
www.itb.uni-bremen.de
2. Digital Media and Serious Gaming
Pedagogical and societal context
www.itb.uni-bremen.de
Digitalisation and Informatisation of the World of Work
Impact (new Occupations)
Innovation (Work Process Relation)
www.itb.uni-bremen.de
“
1600
1950‘-
1980‘
2000‘-
applic. 2010‘- 2020‘ ?tech. 2010‘-
Source: BIBA 2015
www.itb.uni-bremen.de
Playing and Learning – a Contradiction in the World of Work?
Playing as a pedagogical process
Formalization of learningRedefining boundaries playing and learning
A chance for a combination?
Or just edutainment?
www.itb.uni-bremen.de
2. Digital Media and Serious Gaming
Didactical Ideas and Principles for Game-based Learning
www.itb.uni-bremen.de
The Idea of Serious Gaming
• SGs are games/applications designed for purposes other than mere entertainment (“entertaining games with non entertainment goals”, Rejeski/Sawyer 2002)
• Serious Games are simply a new(ish) business applicationwhich will solve client problems.SGs with educational purpose include explicit learning objectives and aim to achieve specific learning outcomes and “use pedagogy to infuse instruction into the game play experience“
• Digital Game-Based Learning: „any marriage of educational content and computer games” (Prensky, 2007)
www.itb.uni-bremen.de
The Idea of Serious Gaming
• Serious games use interesting scenarios, storylines, environments and quests to draw the users into exploring, discovering, testing, experimenting, learning and developing.
• They provide feedback and rewards for success that encourage us to go back for more.
• They also provide social opportunities to meet like minded people to share experiences and foster peer to peer learning (Wortley, 2007)
www.itb.uni-bremen.de
Digital Game Based Learning (Prensky, 2007)
fun
play
rules goalsinteraction
adaptive
feedback
win states
competitionproblem solving
interactive
story
Explanation and Communication
Experimentation
Awareness
Cooperation
www.itb.uni-bremen.de
Didactical Principles for Serious Gaming
Potentials Challenges
encouragement of selforganised learning processes, exploration
didactic treatment of learning contents and play mode
facilitation of understanding complex situations
Learning transfer
high motivation, emotional involvement
match between affordance and effectivity
different levels of competences easy and user-friendly interface
www.itb.uni-bremen.de
2. Digital Media and Serious Gaming
Project „ArKoH“ – an example for an application
www.itb.uni-bremen.de
• ArKoH: „Work Process Orientated Competency Development for Harbour of the Future“ (Perspectice for the Year 2020)
• 12/2013 until 02/2017
www.itb.uni-bremen.de
• Serious Games offer valuable new methods for learning through simulated experience without the risk of failure in real life (dangerous situations!)
• Games are playful processes that may or may not contain formal rule structures and winning conditions, but nonetheless seek to inspire, structure or challenge the player
www.itb.uni-bremen.de
Loading of Offshore Components Loading of Containers
www.itb.uni-bremen.de
Approach to and Targets of the Project
• Application of work process analyses and expert interviews to identify work process-oriented competences
• Two levels of hierarchy: executive level and skilled workers• Identification and differentiation of competence requirements
(as a basic contents)• Development of corresponding curriculum (for game based
learning, blended learning) and of gamification approaches• Competence understood as: „context specific cognitive
dispositions of performance which functionally relate to situations and requirements in certain domains “ (Erpenbeck/von Rosenstiel, 2001)
www.itb.uni-bremen.de
Results of Arkoh – so far
Executive level/Offshore-logistics
Work processes 1. Toolbox-Meeting2. Individal loading processes
for offshore components
- Action planning for employees and loading vehicles
- Problem solving in case of malfunctions in the planned process
- Special quality requirements (according to manufacturer/ element)
- Handling of highly specialist division of work
Competences/ challenges
www.itb.uni-bremen.de
Results of Arkoh – so far
Skilled workers/ Container transshipment
Work processes 1. Standard loading processes for containers
2. Loading of general goods
- Special accommodation techniques for cargo
- Adherence to work protection and work safety instructions, to quality ensurance and documentation processes
- Handling of standardized work processes
Competences/ challenges
www.itb.uni-bremen.de
3. Summary and Outlook
• Finalization of a prototype until 12/2015
• Evaluation of Serious Game:– Learning effects?– Motivation?– Expenditure and costs?– Transfer options?
• Review and finalization until 12/2016• Publication of the scientific results
www.itb.uni-bremen.de
3. Summary and Outlook (Opportunities)
Augmented Reality Application?!
Application on Tablets?
www.itb.uni-bremen.de
3. Summary and Outlook (Hazards)
Adequate framework conditions for learning during the work process?
Workplace (weather, distraction, work safety)?
Company culture and available digital media?
Acceptance by (elder) employees in the industrial environment?
www.itb.uni-bremen.de
Thank you for your kind attention!
Please feel free to ask questions and to participate in the discussion!
For further information please refer to:
http://www.itb.uni-bremen.com
Please feel free to contact us:
sven.schulte@uni-bremen.de
spöttl@uni-bremen.de
www.itb.uni-bremen.de
References:
• MMB Trendmonitor 2012• Personalführung 2/2011• Einsatz von AR (TU München)
• Pictures:– BIBA, University of Bremen and ITB, University of Bremen– ge_reuth_kajo_064.JPG: GE Wind Energy– PN201307-07_300dpi_Foto_Siemens_AG.jpg: Siemens AG
top related