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Forschungs- und Themenschwerpunkte der AG Bildungsmanagement Show image information
Technologiepark 21 - Sitz der Arbeitsgruppe Show image information
Smart Automation Laboratory des Lehrstuhls für Produktentstehung zur 
Untersuchung von Arbeit 4.0 Show image information
SimMan - Versuchsaufbau im Rahmen des Projektes "Intuition als Komponente beruflicher Kompetenz" Show image information

Forschungs- und Themenschwerpunkte der AG Bildungsmanagement

Photo: Michael Goller

Technologiepark 21 - Sitz der Arbeitsgruppe

Photo: Michael Goller

Smart Automation Laboratory des Lehrstuhls für Produktentstehung zur Untersuchung von Arbeit 4.0

Photo: Lehrstuhl für Produktentstehung, Alexander Pöhler

SimMan - Versuchsaufbau im Rahmen des Projektes "Intuition als Komponente beruflicher Kompetenz"

Photo: Christian Harteis

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Vortrag von Herrn Prof. Christian Harteis im Rahmen des BIBB/UNEVOC Workshops in Bonn

Vom 22. bis 23.06.2017 findet in Bonn der BIBB/UNEVOC Workshop zum Thema "Work-based learning as a pathway to competency-based education – Research and implementation strategies from a comparative and global VET perspective" statt. Im Rahmen dessen hält Herr Prof. Dr. Christian Harteis einen eingeladenen Vortrag mit folgenden Titel:

"Supporting learning at work in times of digitalization of work"

Der Vortrag beschäftigt sich inhaltlich mit folgenden Themen:

Technological development, digitalization and global competition provoke permanent change and adaption of workplaces and workers. Vocational education and training can provide a solid fundament for enabling workers to cope with such change and adaption, but cannot anticipate concrete development at workplaces. Hence, workplace learning is considered to become increasingly important in order to enable enterprises to cope with change and adaption (Brynjolfsson & McAfee, 2014). Educational research reveals conducive factors enhancing learning at work. A widely used concept for investigating workplace learning is the DCS (demand-control-support) concept (Karasek, 1979; Karasek & Theorell, 1990) that merges the perspective of workplace characteristics, individual capabilities and social support. This concept provides the opportunity to estimate the impact of individual versus organizational influences on workplace learning and professional development. It also considers the main idea of the SDT (self-determination theory) of motivation (Ryan & Deci, 2000) that explains conditions supporting intrinsic motivation to learn.

On the one hand, there is evidence that workplaces that reflect the requirements of the DCS concept and the SDT provide environments that employees really experience as conducive for their individual learning and development (Gijbels et al., 2014; Gruber et al., 2008; Harteis, 2012). On the other hand, there is also evidence that there are huge differences regarding workplace learning support across occupations (Harteis et al., 2015). This contribution exemplarily reflects selected findings from educational research on workplace learning. From this basis, it argues the importance that organizations need to succeed in implementing a supportive learning culture in order to be best prepared for future changes at work through digitalization. A supportive learning culture comprises work practices that avoid to establish constrains against individual learning and provide resources and affordances for individual learning and development (Billett, 2001; Billett et al., in press; Fischer & Harteis, 2015).

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