Session Information
02 SES 04 A, Learning I: Tools
Paper Session
Contribution
All manufacturing branches face trends of digitalization that can shift nowadays business models of small and medium-sized enterprises (SME) in Germany. Digital enhancements and assistance for tasks, operations and processes in manual assembly are strongly researched topics and relevant for SME. Manual assembly stands for all operations in assembling a product (Nyhuis & Wiendahl, 2012). Besides, effects are growing complexity of human tasks in manual assembly and studies hint a boost in the likelihood of automatization scenarios in non-qualified jobs and professions (e.g. Frenz et al., 2015).
Many employees working in manual assembly classify as formal non-qualified and process an increasing number of tasks in manual assembly (e.g. Gerschner et al., 2017). These employees have rarely received vocational education and training (e.g. Kondrup, 2015). According to that, personnel in manual assembly are a heterogeneous target group. The study develops a SME based continuing vocational training to promote this diversified target group by tutorial creation in manual assembly.
Today, employees need to be qualified in dealing with challenges of digital transformation. Therefore, formal non-qualified employees in manual assembly need support and training in the field of digitalized work processes as well as changes in manual assembly technology. Trainings have to face with the fact that frequently customers are not participants in the training. Employers send their personnel and choose trainings.
The main concept refers on constructivist didactics (e.g. Chisholm, 2012), which focuses especially on individual, interactive self-oriented learning processes that build upon existing competences and creativity. Thus, learning tasks consist of problems that enrich and upgrade participant’s existing competences including new and unknown questions. Work-based learning settings enable to encourage learning of problem solving in professional environment.
The didactic framework rests upon the learning field concept as standard approach in vocational education and training in Germany (cf. Kultusministerkonferenz, 2017) incorporating reflexive handling competence (cf. Dehnbostel, 2005) as didactic goal. Furthermore, fostering of basic digital skills for manufacturing professions is an additional goal.
Developing a curriculum for highly diversified target groups uses a competence categorization of manual assembly occupations based on work-studies of Gerschner et al. (2017) implementing these results into European Qualification Framework (European Parliament & European Council, 2017). For a compatibility of competence models, basic digital skills in the training rest mainly upon DigComp 2.1 (Carretero et al., 2017).
The training implementation has taken place in a research and manufacturing plant environment of Demonstrationsfabrik Aachen (DFA). Participants assemble parts of an electric go-cart’s front axle. DFA’s plant provides multiple assembly process assistant systems for this process and produces karts as a supplier for e-go Mobile AG. This work process suits well for work-based learning in manual assembly, because it contains the most common joining technologies and is directly situated on the shop floor in the production line.
Authoring systems complement operational tasks in manual assembly training situations well, because they consist of similar structures. One important reason to choose this methodology is to contribute to the handling of target conflicts of different stakeholders (cf. Heidegger & Rauner 1990) when looking at optimizations in work processes. Authoring systems help triggering different optimizations on work and assembly processes during the training, which root for example in economics (e.g. Atkinson 1999) or ergonomics (Luczak et al. 1987).
In order to evaluate the acceptance of a tablet computer-based multi-application system instead of a one application authoring system, the authors refer to one of commonly known technology acceptance models, which has been established by Venkatesh et al. (2003). We conduct technology acceptance research on the application of the tablet computer setup processes on the shop floor of manual assembly work places.
Method
Within the training, participants describe and analyze processes by producing learning tutorials based on videos. These tutorials enable employees to become acquainted with new and complex (digitalized) processes in manual assembly. Thereby, learners analyze and reflect their working processes and log all parts of particular processes. In constrast to typical authoring systems or tools (e.g. Locatis & Hana, 1999; Hand. 2012), the training only adapts basic methods and combines them in a blended-learning concept with widespread teaching methods such as those suggested by Wiemer or Schröder (Wiemer 2015; Schröder 2014). Benchmarking of different tablet computers and applications contribute to the final multi-application authoring system. To measure technology acceptance, the authors choose the UTAUT questionnaire (Venkatesh et al., 2003) and translate its items into German language. Afterwards, there is a double check within multiple translations variations and a reference translation. On top of that, a heterogeneous target group requires pre-testing, that establishes with three students and six members of the target audience that do not speak German as mother tongue. The chosen setup of the technological system incorporates an iPad with filming apps such as Filmic Pro or iMovie. One can subdivide 55 workshop participants into 3 subgroups of school, labor market and manufacturing business participants, who will face a comparison of the results.
Expected Outcomes
In summary, the presentation aims to answer the research question: How much technology acceptance of digital learning media exists within the target audience? Resulting, the upcoming presentation will show the acceptance measurement results of the UTAUT questionnaire and discuss them. Furthermore, a short demonstration of the authoring system helps to understand the incubated easily accessible authoring system implementation. The authors will name different obstacles and difficulties using an example training with authoring systems for company based continuing vocational training in manual assembly. Consequently, the presentation shows for example problem solving of understanding problems within the target group regarding the UTAUT questionnaire.
References
Atkinson, R. (1999). Project management: cost, time and quality, two best guesses and a phenomenon, its time to accept other success criteria. International Journal of Project Management, 17, 337–342. Carretero, S., Cuorikan, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. Chisholm, B. (2012). Handbook of Constructivism (Concepts and Theories). New Delhi: World Technologies. Dehnbostel, P. (2005). Konstitution reflexiven Handelns im arbeitsbezogenen Lernen: Erwachsenenbildung im betrieblichen Kontext. European Parliament & European Council (2017). Recommendation on the European Qualifications framework for lifelong learning and repealing the recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning. Frenz, M., Heinen, S., & Schlick, C. M. (2015). Industrie 4.0: Anforderungen an Fachkräfte in der Produktionstechnik. Berufsbildung in Wissenschaft Und Praxis, 44, 12–16. Gerschner, K., Molitor, M., & Frenz, M. (2017). Analyse von Arbeitsanforderungen zur Entwicklung eines Weiterbildungskonzepts mit Autorensystemen in der industriellen Produktion. In M. Becker et al. (Eds.), Einheit und Differenz in den gewerblich-technischen Wissenschaften: Berufspädagogik, Fachdidaktiken und Fachwissenschaften (pp. 310–325). Münster: LIT-Verlag. Hand, A. (2012). Evaluating the suitability of current Authoring Tools for developing e-learning Resources. Heriot Watt University, Edinburgh. Heidegger, G., & Rauner, F. (1990). Berufe 2000: Berufliche Bildung für die industrielle Produktion der Zukunft. Mensch und Technik. Düsseldorf: Ministerium für Arbeit, Gesundheit und Soziales. Kondrup, S. (2015). Understanding unskilled work as a condition for participation in adult education and training. European Journal for Research on the Education and Learning of Adults, 6, 159–173. Kultusministerkonferenz. (2017). Handreichung für die Erarbeitung von Rahmenlehrplänen der Kultusministerkonferenz für den berufsbezogenen Unterricht in der Berufsschule und ihre Abstimmung mit Ausbildungsordnungen des Bundes für anerkannte Ausbildungsberufe. Berlin. Locatis, C., & Al-Nuaim, H. (1999). Interactive technology and authoring tools: A historical review and analysis. Educational Technology Research and Development, 47, 63–75. Luczak, H., Volpert, W., Raeithel, A., & Schwier, W. (1987). Arbeitswissenschaft. Kerndefinition-Gegenstandskatalog-Forschungsgebiete. Eschborn: Rationalisierungs-Kuratorium Der Deutschen Wirtschaft. Nyhuis, P., & Wiendahl, H.-P. (2012). Logistische Kennlinien: Grundlagen, Werkzeuge und Anwendungen (3. Aufl. 2012). VDI-Buch. Berlin: Springer. Schröder, N. (2014). Medien machen schafft Praxis-Wissen.: Tutorials, Learning-Apps und iBooks im Einsatz an der berufsbildenden Schule. L.a. Multimedia, 10–13. Venkatesh, Morris, & Davis. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27, 425-478. Wiemer, C. (2015). Autorenlernen. Hochschultage Berufliche Bildung, TU Dresden.
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