The cooperative project KIPerWeb is seeking to identify areas of potential for artificial intelligence in continuing VET. The learning platform of the Educational Association of Lower Saxony Trade and Industry is used as an example to illustrate how AI can be used to support learning recommendations and to demonstrate which decisions need to be made within this process.
The digital transformation is both impacting everyday training and work at companies and presenting trainers with new challenges. The continuing training concept “Media and IT competency for training staff (MIKA)” supports trainers with deploying digital technologies in teaching and learning processes and helps them develop personal competencies via guided practically related exercises in face-to-face sessions, webinars and phases of self-directed learning.
Against the backdrop of the increasing digitalisation of the world of work, company-based training personnel are continually confronted by new challenges. In this context, digital media offers a potential means of fast communication of information and strategies for action. Video films are also increasingly being used for this. Taking the trainer portal foraus.de as an example, the article addresses the increasing dissemination and potential of info films for the qualification of training personnel.
When working with refugees and trainees from a migration background, an examination of language, cultural and psychological aspects involved in day-to-day interaction is useful for responding to difficult situations appropriately. As part of a BIBB project funded by the Bundesminsterium für Bildung und Forschung (BMBF) [Federal Ministry of Education and Research], the Office for Transitions to Training and Work (überaus) at the BIBB is currently developing a qualification concept for company-based trainers in collaboration with the Wiesbaden-based training provider Fresko which extends beyond mere language awareness and combines the acquisition of specialist knowledge with the shared reflection on personal experiences and evaluations. The article presents the background, objectives and conceptual foundations.
Michael Lindemann; Sebastian Niewiara; Grazyna Wittgen
The “Car-2-Lab” project (Erasmus+) is a strategic partnership instigated by BGZ Berliner Gesellschaft für internationale Zusammenarbeit mbH, a non-profit organisation which focuses on international cooperation, to look at existing requirements and forms of the suitable imparting of professional competences in the field of vehicle telematics. The article provides insights into the objectives of the project and the current status of development.
Michael Lindemann; Sebastian Niewiara; Grazyna Wittgen
Mit dem Projekt »Car-2-Lab« (Erasmus+) hat die BGZ Berliner Gesellschaft für internationale Zusammenarbeit mbH eine strategische Partnerschaft ins Leben gerufen, die sich mit den bestehenden Anforderungen und Formen der geeigneten Vermittlung fachbezogener Kompetenzen im Bereich der Fahrzeugtelematik auseinander setzt. Der Beitrag gibt Einblicke in die Zielsetzung und den aktuellen Entwicklungsstand.
Die sprachlichen Anforderungen im Beruf steigen, auch bei einfachen Tätigkeiten. Über den instrumentellen Ansatz Web Based Training vermittelt das Modellprojekt »eVideoTransfer« Beschäftigten mit Schwierigkeiten beim Lesen, Schreiben und Rechnen arbeitsplatzorientiert entsprechende Grundkompetenzen. Der Beitrag beschreibt, wie mit interaktiven Lernvideos die Lernbereitschaft und Lernfähigkeit der Zielgruppe erhöht werden kann.
Language requirements at work are increasing, and this is also true for unskilled tasks. The pilot project “eVideo Transfer” uses the instrumental approach of web-based training as a vehicle for imparting relevant workplace-oriented basic skills to employees who have difficulties with reading, writing and arithmetic. The article describes how interactive learning videos can be used to increase the learning motivation and learning ability of the target group.
Although the possibility of linking professional and language learning in occupational action situations makes a company an interesting learning venue, it also raises challenges for trainers. Systematic language teaching cannot take place within the company. Nevertheless, training staff serve as language role models and are able to support trainees by adopting a language-sensitive attitude. The article describes situations which constantly lead to difficulties and misunderstandings from the point of view of company-based trainers. It reflects upon these situations in conjunction with experiences gained from providing remedial German language teaching in order to derive ideas for progressive ways of dealing with language at the company.
Betriebliche Fort- und Weiterbildungsmassnahmen werden bislang meist in Form von Präsenzveranstaltungen durchgeführt. Das wird zunehmend als problematisch eingeschätzt, da ein Lernen auf Vorrat, wie es in Seminaren praktiziert wird, immer seltener die Ansprüche betrieblicher Qualifizierungskonzepte erfüllen kann. Intranetgestützte Lernumgebungen versprechen in dieser Situation Lösungen, besonders, wenn es darum geht, konzernweit eine grosse Anzahl von Mitarbeitern zu schulen. Mit der Einführung des Web-Based-Trainings (WBT) Wertmanagement" können bei der Bayer AG mehr als 6000 Führungskräfte in einer intranetbasierten Lernumgebung weitergebildet werden." Das Projekt wurde vom Lehrstuhl für Berufspädagogik der Universität Dortmund hinsichtlich der Nutzung und Akzeptanz evaluiert. In dem Beitrag werden die Untersuchungsergebnisse dargestellt. Diese machen deutlich, dass die optimale Verknüpfung traditioneller und innovativer Lernformen erforderlich ist, um berufliche Bildung qualitativ weiterzuentwickeln.
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