Facing the upcoming challenges in vocational training with mobile learning

Facing the upcoming challenges in vocational training with mobile learning Adrian Wilke, Marina Kowalewski, Johannes Magenheim, Melanie Margaritis Adrian Wilke, [email protected] Marina Kowalewski, [email protected] Johannes Magenheim, [email protected] Melanie Margaritis, [email protected] Figure 2 shows a draft of the GUI. Some features will be: ▸ Contextual learning modules and training videos ▸ Didactically prepared work-based learning tasks with option to control the of state of learning ▸ Didactically prepared protocol for each task ▸ Voice, image, and video recording ▸ Digital manuals related to machine types & controllers ▸ Virtual workspaces ▸ Secure data exchange and storage in a private cloud ▸ Cloud search function ▸ Professional dictionary Introduction Project objectives Figure 4: Milling machine with QR code Context sensitivity Project MLS - Mobile Learning in Smart Factories ▸ 3 years, 2 partners: • VDW-Nachwuchsstiftung (Youth development in mechanical engineering) • University of Paderborn Research group: Computer Science in Education Vocational education and training in Germany begins with an apprenticeship in the dual education system. It takes place in the See BMBF (2014b). enterprise and vocational schools. Apprenticeship in mechanical engineering ▸ Apprentices are mainly satisfied. Only 8.5 percent of them abandon their apprenticeship (BMBF, 2014a). ▸ The demand on apprentices increased due to the pace of innovation. Apprentices have to gain competencies to apply their knowledge to new situations and to acquire the ability to selfstudy (VDW-Nachwuchsstiftung, 2012). ▸ The changes also affect trainers in the enterprise. They continuously have to verify the current apprenticeship concept. Trainers have to change their role of craftsmen to learning coaches. They have to realize a project- and process-oriented apprenticeship (VDW-Nachwuchsstiftung, 2012). Images: [Img-F] Application features ▸“The development of a context-sensitive mobile application for learning and working [...] to initialize sustainable learning" (BMBF, n.d.). ▸ Apprentices will be enabled to obtain new competencies in the working process and to reflect their state of learning. ▸ Trainers will be enabled to enhance their media competency and to integrate digital media into the daily work routine Images: [Img-S] BMBF - Federal Institute for Vocational Education and Training, Germany. (n.d.). MLS - Mobile Learning in Smart Factories. Retrieved February 17, 2015, from http://www.qualifizierungdigital.de/projekte/ laufendeprojekte/mls-mobile-learning-in-smart-factories.html. BMBF - Federal Institute for Vocational Education and Training, Germany. (2014a). Datenreport zum Berufsbildungsbericht 2014. Bonn. (ISBN 978-3-88555-961-1) BMBF - Federal Institute for Vocational Education and Training, Germany. (2014b). Training regulations and how they come about. Bonn. (ISBN: 978-3-88555-959-7) Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record , 108 (6), 1017-1054. VDW-Nachwuchsstiftung. (2012). Jahresbericht 2012. Retrieved February 9, 2015, from http://www.vdw-nachwuchsstiftung.de/ index.php/medien.html. Image sources [Img-F] Freepik, http://www.flaticon.com/packs/linear-buildings [Img-M] Glenn McKechnie, http://commons.wikimedia.org/wiki/ File:DeckelMaho-DMU50e-MachiningCenter.jpg [Img-S] Freepic, http://www.flaticon.com/packs/school-set Project plan ▸ Figure 1 shows the project plan. The project is in the initial phase. We started first observations to identify use cases for possible learning scenarios and optimal applications of the software. Workshop development ▸ TPCK “is the basis of good teaching with technology” (Mishra & Koehler, 2006). ▸ Application of TPACK. T: Media literacy and technology P: Didactics, C: Mechanical engineering ▸ Figure 3 shows the suspected knowledge fields of trainers and the researchers. → Collaboration is highly recommended ▸ Apprentices • Registration (apprenticeship year, personal data) • Optional placement test → Learning recommendations ▸ Workplace • QR codes on machines (see Figure 4) → Topics for type of machine and machine control Current state and results Future work References Image: [Img-M, edited] Requirements engineering ▸ Continue the observations at 1 new vocational school and 3 remaining apprenticing companies ▸ Start interviews with trainers to collect interests and knowledge gaps in computer science topics → Conception and refinement of workshop contents ▸ Initial meeting with participants from project partners, schools, and industry ▸ Comparison of software frameworks and hardware, ▸ Observations at 2 vocational schools and 1 company • Apprentices mostly do not use computers at their workspace. They had 3-5 sheets of paper • Idea: Use animations/videos to show wrong machine settings and breaking material • Idea: Use tablets for telephony and video recording, if machine is broken and support is needed • Privacy issues are important contents for workshops • Display remaining time for tasks • Possibility to examine, if tasks have been done Funded by the Federal Ministry of Education and Research (BMBF, Germany) in the focus area Digital Media in Vocational Training (DIMEBB). Funding code: 01PD14009B. Acknowledgement CP T TPC PC TC TP CP T TPC PC TC TP (b) researchers (a) trainers Technological Pedagogical Content knowedge Content knowledge Pedagogical knowledge Technological knowledge Figure 2: Graphical user interface (draft) Figure 1: MLS project phases and task overview Figure 3: Application of the TPACK model: Suspected knowledge fields of trainers and researchers In: Andrej Brodnik and Cathy Lewin (Eds.), IFIP TC3 Working Conference "A New Culture of Learning: Computing and next Generations" Proceedings, pages 405 - 406, Vilnius, Lithuania, July 2015. http://www.ifip2015.mii.vu.lt/proceedings | http://ddi.uni-paderborn.de/forschung/mls.html