Session Information
02 SES 07 A, Digitalization II: Didactical Concepts
Paper Session
Contribution
This paper provides an insight into the first interim results of the German joint project "MeLoDi"[1]. The research theme is a) to study the development of the competence requirements of digitized logistics at the employee level and b) to study the determination of existing continuing vocational education and training (CVET) formats and their further development in the context of digitized logistics at the company level.
Technologies such as cloud computing, Big Data and the Internet of Things lead to debates about a fourth industrial revolution (Pfeiffer 2017, p. 110), due to the introduction of new technologies or more automated processes in the workplace.
The term digitalisation is used in this article to describe "the use of technologies and the construction of infrastructures, the comprehensive generation and exploitation of data, the networking of objects and actors and the emergence of new application systems and business models" (Pflaum et al. 2017, 7)[2]. Due to digitalisation, various fields of activity are changing at different qualification levels and there by competence requirements of the employees are altered as well. On the one hand, this change process is reflected by new qualification requirements and on the other hand the logistics industry is characterized by the lack of skilled workers (Kübler et al. 2015, p. 3). At this point, the aspect of CVET in the context of the logistics industry in the course of digitalisation has a special significance, because "education is a key position in coping with the digital future of logistics in particular" (DSLV 2018, p. 39). Nowdays, learners live in an environment in which socialization under the influence of modern media is self-evident. This modernization is also subject to the term education.
The concept of education "includes the pursuit of the peculiarities of human ways of living and living, which apply to all human beings [...], also includes growing into a community, dealing with society, the willingness and ability to design and develop the living space, which brings different tasks with each person" (Zierer 2006, p. 53)[3]. The so-called information and communication technologies (ICT) touch the working world of our society with increasing transparency and bring along a construct of knowledge transfer (Kerres 2001, p. 57). A variant of digital knowledge transfer is provided by learning platforms[4] (Möhring-Lotsch et al. 2009, pp. 80ff.). "A web-based learning platform is to be understood as software installed on the server that helps to convey any learning content via the Internet and supports the organization of the necessary learning processes" (Baumgartner et al. 2002, p. 24)[5]. Following Baumgartner et. al., learning platforms characterize five basic functions. They serve as (1) tools for communication, (2) allow present content, (3) provide exercises, (4) serve evaluation and assesment (5) management of learners, for example study progress (Baumgartner et al. 2002, pp. 26f.).
[1] "MeLoDi" - Human faktors and logistics in digitalisation - Development of an sector-specific network for small and medium-sized transport and logistics companies, so that they can exchange information about the emerging qualification requirements within digitalisation. In addition, existing digital teaching and learning solutions will be shared and developed further. The joint project is funded by the BMBF and ESF.
[2] Translate by the author Alexander Pflaum 2017.
[3] Translate by the author Klaus Zierer 2006.
[4] Learning platforms are also referred to as learning management systems (LMS) (Schulmeister 2005, p. 11f.)
[5] Translate by the author Peter Baumgartner 2002.
Method
The focus of "MeLoDi" is the development of an sector-specific online platform for networking transport and logistics companies, to support companies in organizations of CVET and the integration of digital forms of learning. Based on the above-mentioned state of research, the following research questions arise from an educational perspective: • To what extent and how have the work tasks changed by the digitalisation? • Which requirements result for the individual competence? • Which teaching/learning solutions are used in practice? In the light oft the above, these new insights should be incorporated into the design of digital teaching/learning solutions to meet the qualification needs in small and medium-sized enterprises (SME). In order to analyse both (the employee level and the company level) in the context of Logistics 4.0, a mixed-methods design applied. This has the advantage of capturing the complex conditions of Logistics 4.0 and of analyzing, assessing and comparing significant situations. Quantitative and qualitative survey methods such as work process analyzes and participant and non-paticipant observation were developed using synergies from previous BMBF projects. Based on the research question–which requirements result for the individual competence–a deep insight into the subjective experience of the actors is important. For this purpose, the status quo of company training is of interest. Initially, the implementation of qualitative, partially standardized, guide-based expert interviews with executives of the SMEs are carried out. In addition, qualitative semi-standardized guide-based interviews are conducted with skilled workers such as professional drivers, warehouse logistics specialists, warehouse specialists and warehouse assistants in the field of warehousing and transport in order to determine the perspectives and the subjective experience of them in Logistics 4.0 and to identify their competence requirements. In addition, we used work process analyzes in the sectors of warehousing and transport to determine the competency requirements of the above mentioned skilled workers by changing the digitalisation. With participant and non-participant observations, different work processes of the mentioned skilled workers were recorded on the basis of areas of competence, which have changed as a result of digitalisation and entail new requirements. Furthermore a quantitative company survey was conducted in order to gather indications to see how the companies are digitally positioned and which technologies are currently used. An online questionnaire was created for this purpose.
Expected Outcomes
In summary, we can state by now that the CVET landscape in transport and warehouse logistics doesn‘t represent enough offers for CVET and that from the individual‘s point of view belonging to SMEs, the demand in the course of digitalisation is considered relevant. The changing work processes bring along new competency requirements, e.g. increasingly commercial activities. These are currently not covered by CVET offers. The management is aware the potential of digital CVET offers, especially among the skilled workers of professional drivers, because their work-life balance is limited by the attendance of events at the weekends. The current provision of CVET is perceived as unsystematic, which implies the need for a clearer structure, categorization and for example, online retrieval of the increased use of digital CVET services. Digital CVET offers have found their way into some companies, but they are accepted differently. The reason for this could be the age average, which in turn refers to the shortage of the above mentioned skilled workers. In logistics, only 8% of skilled workers are younger than 25 years (Kübler, 2015, p. 7). It is clear at this point that the so-called “digital natives“ (Prensky 2001, p. 1) represent the lowest proportion of the target group. The previous research results are indicate informations on the needs of the mentioned skilled workers through digitalisation and what competence requirements result from Logistics 4.0. These results demand future development of CVET to promote digital competence through media-based learning. At this point, further question arise, how digital teaching/learning solutions need to be designed in order to meet the qualification requirements of the mentioned skilled workers.
References
Baumgartner, Peter & Häfele, Hartmut & Maier-Häfele, Kornelia (2002). E-Learning Praxishandbuch. Auswahl von Lernplattformen. Marktübersicht – Funktionen – Fachbegriffe. Studienverlag Ges.m.b.H. Innsbruck. DSLV Deutscher Speditions- und Logistikverband e. V. (2018). Jahresbericht 2017/2018. Berlin. Kerres, Michael (2001). Mediendidaktische Professionalität bei der Konzeption und Entwicklung technologiebasierter Lernszenarien. In: Herzig, Bodo (Hrsg.) (2001). Medien machen Schule. Grundlagen, Konzepte und Erfahrungen zur Medienbildung. Julius Kinkhardt Verlag. Bad Heilbrunn. 57-88. Kübler, Annemarie & Distel, Stefan & Veres-Homm, Uwe (2015). Logistikbeschäftigung in Deutschland. Vermessung, Bedeutung und Struktur. Executive summary zur Studie. Fraunhoferverlag. Stuttgart. Online verfügbar unter: https://www.scs.fraunhofer.de/content/dam/scs/de/dokumente/studien/Logistikbeschaeftigung_Studie_Executive_Summary_2015.pdf [22.01.2019]. Möhring-Lotsch, Nadine & Salzer, Sigrid & Geese, Manuela (2009). Lernen und Lehren mit Lernplattformen – ein mediendidaktischer Ansatz zur handlungsorientierten Gestaltung der betrieblichen Ausbildung. In: Fenzel, Claudia & Spöttl, George & Howe, Falk & Becker, Matthias (Hrsg.) (2009). Berufsarbeit von morgen in gewerblich-technischen Domänen. Forschungsansätze und Ausbildungskonzepte für die berufliche Bildung. W. Bertelsmann Verlag GmbH & Co. KG. Bielefeld. 80-85. Pfeiffer, Sabine (2017). The Vision of "Industrie 4.0" in the Making —a Case of Future Told, Tamed, and Traded. In: Nanoethics 11(1). 107-121. Pflaum, A. et al. (2017): Transportlogistik 4.0. Fraunhofer Arbeitsgruppe für Supply Chain Services. Erlangen. Prensky, Marc (2001). Digital Natives Digital Immigrants. Online verfügbar unter: https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf [22.01.2019]. Schulmeister, Rolf (2005). Lernplattformen für das virtuelle Lernen: Evaluation und Didaktik. 2. Auflage. Oldenbourg Wissenschaftsverlag GmbH. München. Zierer, Klaus (2006). Was bedeutet Schule als Lebensraum? Sechs Thesen zu einem “pädagogischen Programm”. In: Pädagogische Rundschau (2006). München. 49-60.
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