Learning Factories for Complex Competence Acquisition

Autor/inn/en	Pittich, Daniel; Tenberg, Ralf; Lensing, Karsten
Titel	Learning Factories for Complex Competence Acquisition
Quelle	In: European Journal of Engineering Education, 45 (2020) 2, S.196-213 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pittich, Daniel) ORCID (Tenberg, Ralf) ORCID (Lensing, Karsten)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1567691
Schlagwörter	Competency Based Education; Higher Education; Engineering Education; Curriculum Development; Foreign Countries; Research and Development; Theory Practice Relationship; Instructional Design; College Curriculum; College Instruction; Germany + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ingenieurausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschullehre; Deutschland
Abstract	The article discusses the challenges and the potential approaches of competence-based programmes for higher education institutions, starting at their inception in the Bologna process. It focuses particularly on curriculum transformation and implementation of action-orientated learning concepts. Consequently, the article takes stock of recent learning factory approaches in Germany and identifies the gap between research and practice. It presents a new approach to apply a concept of competence and the corresponding didactical design, which has been implemented and evaluated in a learning factory run by the Center for Industrial Productivity at the Technical University of Darmstadt. The presented insights are based on multiple studies outlining curricular and methodological implementations of the competency model and its didactical framework. Furthermore, specific examples of application, qualitative results, and conclusions regarding two third-party funded projects will be laid out in detail. The article concludes by summarizing the findings related to future challenges for higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01