Work Process Based Learning and Serious Games Didactical Concepts and Objectives for Competency Development ICELW New York, June 11 th, 2015 Institute.

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


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)


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)


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)


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


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


Work Process Orientated Learning


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


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


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



Pedagogical and societal context


Digitalisation and Informatisation of the World of Work

Impact (new Occupations)

Innovation (Work Process Relation)


“

1600

1950‘-

1980‘

2000‘-

applic. 2010‘- 2020‘ ?tech. 2010‘-

Source: BIBA 2015


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?



Didactical Ideas and Principles for Game-based Learning


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)


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)


Digital Game Based Learning (Prensky, 2007)

fun

play

rules goalsinteraction

adaptive

feedback

win states

competitionproblem solving

interactive

story

Explanation and Communication

Experimentation

Awareness

Cooperation


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



Project „ArKoH“ – an example for an application


• ArKoH: „Work Process Orientated Competency Development for Harbour of the Future“ (Perspectice for the Year 2020)

• 12/2013 until 02/2017


• 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


Loading of Offshore Components Loading of Containers


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)


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


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


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


3. Summary and Outlook (Opportunities)

Augmented Reality Application?!

Application on Tablets?


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?


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:

[email protected]

spö[email protected]


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

Work Process Based Learning and Serious Games Didactical Concepts and Objectives for Competency Development ICELW New York, June 11 th, 2015 Institute.

Documents

place of work

sectorfield work

work process analyses

workprocess analyses

current work

tvet work processes

lifelong learning

quality training