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This volume presents a further training concept on Industry 4.0 for vocational teachers, which was developed for transnational use by the "Gesellschaft für Internationale Zusammenarbeit" (GIZ) together with SEAMEO VOCTECH (Regional Centre for Vocational and Technical Education and Training) and ASEAN (Association of Southeast Asian Nations) for transnational use. In connection with the thematic focus on digitalisation and the accompanying change in the world of work, innovative teaching and learning methods for self-reliant learning and the promotion of communicative and social competences are…mehr
This volume presents a further training concept on Industry 4.0 for vocational teachers, which was developed for transnational use by the "Gesellschaft für Internationale Zusammenarbeit" (GIZ) together with SEAMEO VOCTECH (Regional Centre for Vocational and Technical Education and Training) and ASEAN (Association of Southeast Asian Nations) for transnational use. In connection with the thematic focus on digitalisation and the accompanying change in the world of work, innovative teaching and learning methods for self-reliant learning and the promotion of communicative and social competences are presented. In the transfer project, the professional and didactical competences of teachers and trainers are promoted. The volume is published in English.
Prof. Dr. Dr. h.c. Georg Spöttl, Director of the Centre of Technology, Work and TVET at the University Campus Unit of the University Bremen and Director of the Steinbeis Transfer Centre InnoVET. Siriporn Parvikam, Programme Component Manager for TVET Personnel of "Regional Cooperation Programme for TVET in ASEAN (RECOTVET)", Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH. Paryono Paryono, Ph.D. Deputy Director and Research Manager/Specialist of SEAMEO VOCTECH, Brunei Darussalam.
Inhaltsangabe
Preface Foreword 1 Introduction 2 Development Trends of Digitalization 2.1 Character of digitalization 2.2 Changes in the world of work 2.3 Need for competences 2.4 Conclusions 3 Development of an Innovative Concept of Learning and Teaching 3.1 The foundation of the concept 3.2 Overview of the training concept 3.3 Module structure of five modules 3.4 Definition of training modules for TVET professionals 4 Didactical Concept and Transfer into Learning Processes 4.1 Introduction 4.2 Framework of the didactical concept 4.3 The target group 4.4 Self-reliant learning 4.5 A new didactic approach for TVET 4.6 Self-reliant learning and trainee centred teaching 4.7 Learn- and Work Assignments and trainee-centred teaching 4.8 Learning theories 5 Transfer of the Training Concept into Training 5.1 Concept of Learn- and Work Assignments for teaching and learning 5.2 Learn- and Work Assignments as supporters of quality 5.3 Developing Learn- and Work Assignments 5.4 Description of module 1 5.5 Generating LWA and LWA' descriptions 5.6 Outline of Learn- and Work Assignments 6 Implementation Process of the Modules and In-Service Training 7 Conclusion 8 Bibliography
Preface Foreword 1 Introduction 2 Development Trends of Digitalization 2.1 Character of digitalization 2.2 Changes in the world of work 2.3 Need for competences 2.4 Conclusions 3 Development of an Innovative Concept of Learning and Teaching 3.1 The foundation of the concept 3.2 Overview of the training concept 3.3 Module structure of five modules 3.4 Definition of training modules for TVET professionals 4 Didactical Concept and Transfer into Learning Processes 4.1 Introduction 4.2 Framework of the didactical concept 4.3 The target group 4.4 Self-reliant learning 4.5 A new didactic approach for TVET 4.6 Self-reliant learning and trainee centred teaching 4.7 Learn- and Work Assignments and trainee-centred teaching 4.8 Learning theories 5 Transfer of the Training Concept into Training 5.1 Concept of Learn- and Work Assignments for teaching and learning 5.2 Learn- and Work Assignments as supporters of quality 5.3 Developing Learn- and Work Assignments 5.4 Description of module 1 5.5 Generating LWA and LWA' descriptions 5.6 Outline of Learn- and Work Assignments 6 Implementation Process of the Modules and In-Service Training 7 Conclusion 8 Bibliography
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